Effectiveness of Reading Intervention Program for Grade 4 Pupils

The study identified that most struggling readers in Grade 4 were between 9 and 10 years old. There were more male pupils identified as non-readers, with slightly slower language and literacy skill development compared to female pupils, indicating a delay in language development among younger pupils.

Pre-test results revealed a concerning number of pupils at the Frustration Level, meaning they struggled to independently understand grade-level texts. This highlighted a need for improved reading comprehension skills, especially in schools with high frustration rates.

Post-test results showed significant improvements in pupils' reading comprehension, validating the effectiveness of the implemented intervention program. This program specifically utilized pre-teaching vocabulary and repeated reading methods, leading to notable enhancements in reading performance across all PHIL-IRI assessment levels.

The intervention program, employing pre-teaching vocabulary and repeated reading methods, was proven effective in enhancing reading comprehension skills among Grade 4 pupils. A significant difference was observed in reading performance before and after the program's implementation, indicating its overall success.

Grade 4 pupils found the intervention program effective, reporting improved text understanding and increased engagement. Teachers also expressed positive experiences, recognizing the methods as valuable tools for supporting struggling readers and fostering improved reading success.