Abstract
The National Association of Educational Progress (NAEP) report shows that 39 percent of fourth graders fall below a basic reading level; by twelfth grade that figure is still 23 percent. Accordingly, early intervention initiatives should impact those figures in the future to eliminate the segment of students who have significant difficulty acquiring basic reading skills, generally estimated at 20 percent. In response, Filipino innovators founded “Alpabasa”, a game-based program in teaching reading that aims to effectively teach kinder and elementary school children how to read in 18 days. The study made use of the quasi-experimental method, specifically, the pre-post test design to investigate the effectiveness of the modified “Alpabasa”: A game-based program in teaching reading among 60 grade 3 and 4 non-readers of St. Paul University Philippines by incorporating costumes, music, movement, games, theatrical presentations and supplemental activities in learning. Findings show that the exposure of non-readers to the Modified Alpabasa Reading Program resulted in better performance of the students in reading. Through action songs and movement-based activities, pupils are geared to play with language as learning situations are made concrete and realistic; thus, making reading more meaningful, interesting and engaging.
Highlights
The National Association of Educational Progress (NAEP) report shows that 39 percent of fourth graders fall below a basic reading level; by twelfth grade that figure is still 23 percent
Since preschooling is neither compulsory nor part of the package of free public education guaranteed by the Constitution, Grade 3 marks the third full year of basic education for children who attend public elementary school and the year when the facility to read, write, and do the four operations of arithmetic with competence is expected. (Less than 20 percent of those who go to public elementary school attend a full year of preschool education.) Dropping out before this grade level becomes a major contributor to the lack of functional literacy, which in turn has a negative impact on adults and their eventual work productivity
Early intervention initiatives should impact those figures in the future to eliminate the segment of students who have significant difficulty acquiring basic reading skills, generally estimated at 20 percent
Summary
The study made use of the quasi-experimental method, the pre-post test design. The following shows the design of the experiment. O1 = Pretest Scores of the Control Group O2 = Posttest Scores of the Control Group O3 = Pretest Scores of the Experimental Group O4 = Posttest Scores of the Experimental Group X1 = Traditional Method of Teaching X2 = Alpabasa Reading Program The design involved two groups, the control and experimental groups. A pretest was administered to both groups to ensure equality of their entry requirements before the experimental stage. The lecture-discussion method was employed for the control group while the Alpabasa reading program was utilized for the experimental group. The researcher himself, having undergone the Alpabasa training served as the teacher who facilitated teaching reading for both the control and experimental groups
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call