ENHANCING THE READING PERFORMANCE OF GRADE 6 PUPILS IN ENGLISH THROUGH THE USE OF “PROJECT ORAL-OVERCOMING READING AT RISK LEARNERS”

Proponent: Lilibeth M. Villanueva, EdD
Research Agenda
Category: Teaching and Learning
Topic: English
Office/School: G.L. David Integrated School

Reading has long been recognized as a fundamental skill in the educational process, serving as the cornerstone of learning across all subjects (Cimmiyotti, 2013). Numerous studies have emphasized the critical role of reading proficiency in academic success, as students who struggle with reading often encounter difficulties not only in language-based subjects but across the entire curriculum (NAEP, 2015). Previous research underscored that students with limited reading comprehension are at greater risk of dropping out of school, a concern that has been mirrored in international assessments such as the Programme for International Student Assessment (PISA) (OECD, 2013).

In response to these challenges, scholars have explored various interventions aimed at improving reading comprehension. For instance, studies have shown that proficiency in reading is positively correlated with performance in subjects like mathematics (Cimmiyotti, 2013; Nyarko, Kugbey, & Kofi, 2018). Wigfield, Gladstone, and Turci (2016) highlighted the importance of early language development in shaping students’ literacy skills, emphasizing the need for effective reading strategies at the foundational level. Additionally, the significance of vocabulary knowledge and phonemic awareness in reading comprehension has been a central focus of recent educational interventions (Yu-han Ma & Wen-ying Lin, 2015; Hulme & Snowling, 2013).

Given the persistent concerns about declining reading levels, particularly as highlighted by the disheartening results from PISA (2018), there has been a renewed push to implement targeted interventions. The Philippine Department of Education (DepEd) has responded by promoting initiatives like the Philippine Informal Reading Inventory (Phil-IRI), which was introduced in 2011-2012 to assess and address reading difficulties (Nava et al., 2017). Against this backdrop, the project ORAL (Overcoming Reading At-Risk Learners) was conceived to enhance students’ reading comprehension skills, utilizing Phil-IRI as a baseline to track progress and provide structured interventions. This project aims to address the pressing issue of reading difficulties, particularly among learners at risk of academic failure due to their reading challenges.