IMPACT OF READIMEDIATION PROGRAM USING

BEST (BEST ENDING AND SOUNDS TEACHING) IN

IMPROVING THE READING PROFICIENCY OF
INTERMEDIATE LEARNERS OF DON MATEO
LOPEZ ELEMENTARY SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Pages: 299-303
Document ID: 2023PEMJ649
DOI: 10.5281/zenodo.7854159
Manuscript Accepted: 2023-21-4
Psych Educ, 2023, 8: 299-303, Document ID:2023 PEMJ649, doi:10.5281/zenodo.7854159, ISSN 2822-4353
Research Article

Impact of Readimediation Program Using BEST (Best Ending and Sounds Teaching) in
Improving the Reading Proficiency of Intermediate Learners of
Don Mateo Lopez Elementary School
Erlinda F. Flores*
For affiliations and correspondence, see the last page.
Abstract
The purpose of this Project Readimediation was to examine the impact of the Project Readimediation
intended for the intermediate learner who has struggling in words beginning and words ending with
ccv, cvc, and vcc blended pattern. This project is distinctly designed for grades four, five and six.
Quantitative method with descriptive-comparative research design was used imploring the purposive
sampling procedures. Data were gathered using researcher-made and validated questionnaire among
the 15 respondents covering the school year 2021 – 2022. Data were analyzed using percentage,
weighted mean, and dependent t-test. Findings of the study reveals that before using BEST, 15
learners are identified/considered non-readers using the rubric created by the researcher. After the
facilitation of BEST, all the 15 non-readers were taught and become readers. Gradual progress was
observed but as the activity continues, the progress of the students was also noted bearing significant
difference on the reading proficiency of the learners before and after the implementation of “Project
ReadiMediation”

Keywords: reading skills, literacy, remediation program, non-readers

Introduction Remedial reading measures would then be expected if

The Covid-19 pandemic has led unique negative
consequences in education. Therefore, international
institutions such as United Nations Educational,
Scientific and Cultural Organization (UNESCO) and
Organization for Economic Co-operation and
Development (OECD) advise countries to reopen
schools as soon as possible and implement remedial
programs. After the reopening of schools as of
September 2021, Principal of Don Mateo Lopez
Elementary School encourage her/his teachers to
create intervention/remediation program for the
students at risk.
Reading is a uniquely human activity characterized by
the translation of symbols, or letters into words and
sentences that communicate information and mean
something to the reader. Reading is the key to skillful
learning and better living. The learners who read well
develop better understanding and effective adjustment
towards life’s situations. When the learners understand
what they read they could identify, classify, build,
organize, synthesize, make adjustments and arrived at
proper decisions.
Reading therefore is one of the potent areas where the
learners must be placed under and where an
appropriate design may be addressed or utilized to
assure the learners to learn effectively the basic skills
in reading. Poor reading performance is one of the
various problems that a teacher encountered as she
the pupils could not come up with their expected
performance. This is one way of knowing and meeting
the needs of pupils. It is through remedial teaching
which will help the pupils in achieving better reading
skills and comprehension. When pupils are given
assistance, encouragement and challenges that one
intends to improve performance, they will be inspired
to study that would enable them to performe.
Furthermore, proficient reading and writing skills are
critical to success. If students are not competent
readers, they are at risk for academic, behavioral,
social and emotional difficulties.
As the Reading coordinator for the key 2 stages, the
researcher found out that reading intervention is in
demand. So, this Project was conceptualized by the
proponent to measure the reading level of the learners
using rubric and apply the BEST (Best Ending and
Beginning Sounds Teaching) as a material to improve
reading proficiency of the learners. The researcher
wants to know the impact of BEST in the
Readimediation Project as this action plan was
developed. The researcher realized, as a classroom
teacher for fifteen years (15), teaching eight (8) years
in Multigrades school and 7 years in single grade, it is
her duty to trigger the problems of the pupils specially
in line with reading level of the learners. So
therefore, she proposed the Project Readimediation as
answered for the problems.

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Psych Educ, 2023, 8: 299-303, Document ID:2023 PEMJ649, doi:10.5281/zenodo.7854159, ISSN 2822-4353
Research Article
Research Questions
This study focused on the impact of Project
Readimediation at Don Mateo Lopez elementary
School intermediate learners.
1. What is the reading proficiency of the learners
before using BEST?
2. What is the reading proficiency of the learners after
using Readimediation Program using BEST?
3. Is there a significant difference on the reading
proficiency of the learners before and during the
implementation of readimediation Program?
4. What is the impact of Readimediation Program to
the improvement of reading proficiency of
intermediate learners?
5. What strategy could be developed to launch the
readimediation program in Lopez West District.
Literature Review
There is bulk of literature available on teaching of
English language but there is dearth of research in the
area of reading proficiency. There is lack of reading
proficiency among Filipinos and English learners
despite receiving education in English (Ahmed, Abbas,
Jalil & Ahmad, 2019). The current research aims to fill
in the existing gap and enlighten the readers by
conducting Project readimediation.
The Covid-19 pandemic has precipitated unique and
negative effects in global education (OECD, 2020a,
2020b). More than 1.6 billion students across the
world were removed from school at some point during
the pandemic period (Brossard et al., 2020; UNICEF,
2020a). In other words, Covid-19 and its attendant
social distancing measures have pushed more than
90% of the world’s student population out of
educational institutions (Micks & Mcllwaine, 2020).
Countries have gone to great lengths to create
alternative methods of maintaining student learning
outside of school and designed these interventions
relatively quickly due to the speed of the pandemic’s
spread (Gouedard et al., 2020; Özer et al., 2020).To
minimize the negative impact of the pandemic, many
countries are implementing remedial programs
following the fourstage approach recommended by
UNESCO (UNESCO, 2020a).
Implementing a reading intervention plan is an
effective way to help learners who are struggling with
their reading skills, this is supported by a study
conducted by Palad (2021). Her study showed that the
intervention plan she implemented at her school is
effective at helping students raise their reading skills.
Erlinda F. Flores
Olivarez(2019) conducted a study to determine how
effective the intervention plan that she has
implemented in Magallanes Elementary School in
terms of reading skills of the students. According to
the study conducted by Olivarez (2019) she has
determined that the reading skills of the students
improved after implementing her intervention plan. It
is stated in her research that the following increased;
independent readers from 28% became 41%,
instructional level from 26% became 30%, While the
percentages of the following decreased; frustration
level from 27% became 22%, non-readers from 19%
became 7%.
The Department of Education from the national level
down to the school level launched different programs
to solve the problem in reading. One of such is the
Project READ (Reading Empowerment for Academic
Development) of the Division of
Oriental Mindoro and Project Reach for the STAR
(Strive Toward Achievement in Reading) of the
District of Victoria on the same Division. Project
READ is a five-year program aimed to reduce the
frustration readers by 20% every school year starting
S.Y. 2014-2015 to 2018-2019 (D.O. No. 16, S. 2014).
Project Reach for the STAR is designed to address the
problem of non-readers and readers under frustration
level in the whole district. It aims to improve reading
fluency, reading skills and comprehension skills of the
pupils both in English and Filipino. Currently, it has
been implementing and all hoped that the objectives
will be achieved after its implementation and will
solve the problems in reading. The aforementioned
situations above triggered the researcher to conduct
action research on the reading difficulties of grade one
pupils in Macatoc Elementary School.
Takiang (2016) provided the necessary remedial
measures to correct and improve the reading potentials
of the pupils. factors may have contributed to these
reading difficulties. One factor for most pupils is that
basic skills in reading have not been fully developed or
mastered. It is for this reason that the researcher
conducted action research to find some teaching
strategies that will improve the oral reading abilities of
slow readers and readers-at-risk in Grade II of
Kapalaran Elementary School using the phonics
approach.
Remedial reading measures would then be expected if
the pupils could not come up with their expected
performance. This is one way of knowing and meeting
the needs of pupils. It is through remedial teaching
which will help the pupils in achieving better reading
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Research Article

skills and comprehension. When pupils are given

The researcher used reading materials and worksheets
assistance, encouragement and challenges that one
to improve the reading skills keeping in theme of
intends to improve performance, they will be inspired
BEST (Best Ending and Sounds Teaching). Then
to study that would enable them to perform better than
measured the results of the pre-test and post-test of
they ordinarily do.
PHIL-IRI after the implementation of the intervention
Therefore, the School Reading Remediation was plan.
structured as a school-based approach to improve
reading proficiency of intermediate learners. The
Project Redimediation, therefore, was designed to Results
include the learners at risk who was left behind during
the pandemic era. The Project redimediation was
developed on the premise that providing teachers with
The researcher used statistical measures and tools in
the tools (teacher made reading materials). summarizing, presenting, analyzing and interpreting
the data gathered. The data will be manually tabulated
by the researcher using tools within Microsoft word.
Methodology
Table 1. Total number of learners who was identified
Descriptive research describes what exists and may non-readers.
help to uncover new facts and meaning (Polit &
Hungler, 2011). The purpose of descriptive research is
to observe, describe and document aspects of
situations as it naturally occurs. The researcher utilized
descriptive method of research since the researcher got
the data on the grade IV, V and VI learners.
Descriptive – Comparative method of research was
used by the researcher in comparing the perceptions of
the teachers and learners. Percentage method was also
use. The level of interest of the respondents was
attained by using descriptive-evaluative method of
research. The implications of the findings of this
action research were used as basis for recommendation
to use the BEST to increase reading level of
intermediate learners of Don Mateo Lopez Elementary
School.

Participants/Respondents

The researcher used purposive sampling, with the

The table 1 shows number of learners who are belong
population being the grade 4, 5, & 6 advisory class of
Don Mateo Lopez Elementary School. to non-reader. Rubric no (1) With assistance, they
can’t read even the sounds of a letter from the grade
The respondents of this study are the population of four, one (1) from the grade five, Zero (0) from the
Grade 4, 5, & 6 of Don Mateo Lopez Elementary grade six. Rubric number two (2) With assistance, able
school. Grade 4, 5, & 6 has 3 boys and girls to read the words and phrases very slowly four (4)
respectively, with an overall amount of 15 students. from the grade four, four (4) from the grade five, five
(5) from the grade six. A total of Fifteen (15) needs to
Instruments of the Study
enter the project Readimediation.
To determine the level of the reading skills of the
students before and after the implementation of the
intervention plan, the researcher used Phil-IRI
(Philippines Informal Reading Inventory).

Procedure

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Psych Educ, 2023, 8: 299-303, Document ID:2023 PEMJ649, doi:10.5281/zenodo.7854159, ISSN 2822-4353
Research Article

Table 3. Percentages of non-readers before and after the

Project Readimediation

Table 2. Total number of non-readers after the

Project Readimediation

Table 3 shows Percentages of non-readers before and

after Project readimediation. The table 3 shows
number of learners read before with assistance, they
can’t read even the sounds of a letter 15% from the
grade four, 15% from the grade five, 0% from the
grade six. After the project readimediation. With
assistance, able to read the words and phrases very
slowly 60% from the grade four, 60% from the grade
five and 100% from the grade six after the 15 sessions
using BEST (beginning and ending Sounds Teaching).

Table 4. Percentages of non-readers before and after

the Project Readimediation
Table 2 shows total number of READERS before and
after Project readimediation. It shows number of
learners who are non-reader before and after the
project readimediation they are totally readers. With
assistance, they can’t read even the sounds of a letter
One (1) from the grade four, one (1) from the grade
five, Zero (0) from the grade six. They read With
assistance, they can’t read even the sounds of a letter,
The dependent t-test result shows that, with a mean of
With assistance, able to read the words and phrases
2.500 before the implementation of BEST and 0 after
very slowly four (4) from the grade four, four (4) from
the implementation, and a p-value of 0.032, that the
the grade five, (5) from the grade six. A total of
result is significant.
Fifteen (15) needs to enter the project Readimediation.

Discussion

Upon looking at the results of the pre-test and post-test

PHIL-IRI assessment. It can be said that the
intervention plan played a significant role in increasing

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Psych Educ, 2023, 8: 299-303, Document ID:2023 PEMJ649, doi:10.5281/zenodo.7854159, ISSN 2822-4353
Research Article
the student’s reading skills.
The total number of readers before and after the
Project Readmediation is shown in Table 2. It
demonstrates the proportion of students who were not
readers before and after the project's reading
intervention. Even with help, they are unable to read
the sounds of the letters One (1) from grade 4, One (1)
from grade 5, and Zero (0) from grade 6. They read
with assistance; they are unable to read even the
sounds of a letter. With assistance, they are able to
read words and phrases very slowly at grades four,
five, and six. There must be a total of fifteen (15)
participants in the readimediation project.
The results are supported by the t-test result that shows
2.500 before the implementation of BEST and 0 after
the implementation, and a p-value of 0.032, that the
result is significant.
Conclusion
The most effective tools to compensate for the
negative effects of the pandemic are Project
Readimediation. Before the implementation of the
reading strategy, BEST, there are 15 non-readers
spread throughout grade 4, 5, and 6. And after the
implementation of BEST to Project Readimediation,
all 15 non-readers became readers. In rubric 1, where
even with assistance, they can’t read even the sounds
of a letter, we have 1 in grade 4, 1 in grade 5. In rubric
2, With assistance, able to read the words and phrases
very slowly, we have 4 in grade 4, 4 in grade 5, and 5
in grade 6. And all of these non-readers became
readers at the end of Project Readimediation.
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Affiliations and Corresponding Information
Erlinda F. Flores
Don Mateo Elementary School,
Department of Education - Philippines
303/303