Thesis Bachelor of Elementary Education University of Rizal System - Taytay 2015

Includes bibliographical references.

This study aims to assess the Effectiveness on Reading Intervention Program of Grade Three Pupils in Bagong Pag-asa Elementary School.

This study was conducted during School Year of 2014-2015. There were two sets of respondents, 19 teachers and 70 parent-respondents, with the total of 89 respondents from Bagong Pag-asa Elementary School.

Majority of the respondents were 30-35 years old, the educational attainment of the parents were beyond college level. Majority of the teacher-respondents are teaching for 10 years and above as well as reading coordinator of Bagong Pag-asa Elementary School.

In considering the objective on the Effectiveness of the Reading Intervention program are clearly executed in enhancing the program. As for content, the Reading Intervention Program is well organized in using the five macro skills. The strategy used is suitable to the need of the students to enhance their reading ability. When it comes to the Instructional Material, it helps the students to learn more to read during the Intervention Program. Still the effect on reading skills can be motivated to both parents and teachers' intervention and how students react to their strategy.

The study used the descriptive method, utilizing the researcher-made questionnaire-checklist in determining the effectiveness of the reading intervention program. The percentage, frequency, and rank distribution were used to determine the profile of the respondents in terms of Age, Sex, and Number of Years as Reading Coordinator, Highest Educational Attainment, Position, Educational Attainment of Parents, Work, and Income. Scholastic performance mean was used to assess the Effectiveness of Reading Intervention Program with regards to Objective, Content, Strategies, Instructional Material and Involvement of Principal, Parent and Teacher. It was found out that, with respect to profile of the respondents in terms of age of parent-respondents, majority were 30-35, 36-40 and 46-50 years old, in terms of sex of the teacher-respondents, majority was female.

Based on the findings, most of the parent-respondents accept the effectiveness of the content, with the highest mean of 4.62 and Verbally Interpreted as "Very Effective". While the least are the people involve with a mean 1.08 and Verbally Interpreted as "Ineffective". While the teacher-respondents chose strategies and content with the highest mean of 3.91 and Verbally Interpreted as "Effective". The least are people involve with a mean of 1.08 and Verbally Interpreted as "Ineffective".

To enhance the Reading Intervention Program, students will be provided assistance, give them more motivations and word of encouragement to lessen the number of the slow-reader. Also, the future researchers may utilize and do further study to make some improvements or enhancements to replicate this study to further validate the findings and conclusions.