Research

Abstract

This Action research was purposely conducted to improve the Word Recognition level of Grade 3 struggling readers of San Jose Elementary School in their English subject for the School year 2020-2021 through the use of an intervention, the Home Reading Program using the Fuller Method. This program was aligned with the new normal in the absence of the face to face learning. The proponent used the quasi-experimental particularly one group pre-test post-test design. Mean and Standard Deviation was used to get the word recognition level of the respondents. Paired sample t-test determined the significant difference of their pre and post oral word recognition reading test and the effectiveness of the intervention through Eta2. The data gathered by the researcher conveyed that the struggling readers had greatly learned a lot of words after the intervention, through an increased percentage of their reading performance level, the vivid fact that they had learned greatly by the help of the Fuller lessons was reflected. Hence, the intervention applied had been found to be truly effective. The Intervention helped the pupils increased their word recognition level thru the guidance of their parents and siblings. This Reading material with the reading tracker motivated them to read at home due to the absence of face to face learning because of the Pandemic. It was then recommended that designing other reading programs will be a great help to the improvement of the Reading performance not only for the struggling pupils but for all the pupils in the class.