ABSTRACT

Title : Intensive Remedial Reading Activities:

Its Significance to the Reading Level of Grade 5 Pupils

Research Design : The study utilized the Descriptive

Research Design specifically, one group pre-test posttest design
Sampling : There were 58 grade five pupils identified
as frustration level. They were the participants of this study.
Therefore, Total Enumeration was used
Data Collection : The study used Revised Phil-IRI Group
Screening Test as the baseline in determining the participants of
the reading intervention. Graded Passages Pre-Test and Posttest
were applied to identify whether the use intensive remedial
reading activities as intervention strategy was effective. After the
administration of the 20-item Group Screening Test to all Grade
five pupils, grouped according to their actual reading profile. 58
grade five pupils were identified as frustration level. Hence, they
were the participants of this study. They were given reading
remediation according to their capability through Intensive
Remedial Reading Activities.
Pre-test Result from the GST served as the baseline data. A Post
Test of the same tool was given on the second week of January
2020 to get the end line data. The pre and the post assessment
were the bases to see significant difference in the reading level of
the participants before and after the intervention. Implementation
of Intensified Remedial Reading Activities was followed from the
first week of August 2019 to the first week of
Data Analysis : Results show that in terms of the reading
performance in word recognition and comprehension, grade 5
pupils with frustration reading level have improved after the
Intervention Strategy. The result of the paired t-test from baseline
and the end line showed very high significance. Evidence shows
that the intervention strategy applied was effective.

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