Analgesic Influence of Intensive Reading Interventions

in Addressing Reading Problems

Author: Mellanie Rusia-Corachea
mellanie.corachea001@deped.gov.ph
0936-478-8949

INTRODUCTION

Strengthening reading skills ensure success in learning. Many researchers have studied
and conceptualized reading interventions in which the teachers applied. Yet still, many
students find it difficult to comprehend or understand the information of the reading
material. This study investigated the influence of tutee minute as an intensive reading
intervention in addressing the reading problems of the learners to be able to enhance
their reading comprehension level.

METHODS

The study applied the participatory action research within three months. Using the
criterion sampling method, the participants of the study were nine grade 10 learners in
San Isidro National High School in the Schools Division of Lipa City for school year
2018-2019. Data were gathered through the use of pre and post reading assessment
results in English in the first quarter, Philippine Informal Reading Inventory’s (Phil-IRI)
observation checklist, teacher’s diary with observations made, tutors’ feedback, and
interview which were analyzed in qualitative descriptive.

RESULTS

Two hundred twenty six students were included in the conduct of the reading
assessment in the first week of June 2018. Based on the initial results, nine learners or
3.98% were identified to be in the frustration level. Tutee minute as conceptualized by
the author predominantly aided the reading intervention in the process. The results
revealed that the respondents who underwent in the intensive reading interventions
showed improvement in their reading level from frustration to instructional and even to
the independent level.

DISCUSSIONS

Shortcomings were unavoidable since this study was conducted only on a small size of
population. To some extent, the respondents’ performance could have been affected
because the interventions were given after their last period and that they were required
to take part in different subjects. Still, tutee minute has the greatest impact to the
respondents in the conduct of the reading intervention. This study can provide valuable
pointers to teachers in teaching the English language through the firsthand feedbacks
given by the tutors and tutees. It is holistic in approach as it addresses the identified
problems and connects with meaningful solutions.

Keywords:

Reading Assessment, Reading Intervention, Tutee Minute, Tutors, Tutees