KAES-GURO: A Mentoring Program inImproving Students’ Reading Proficiency
Keywords:
Reading Intervention, Peer Mentoring, Action ResearchAbstract
This study aimed to improve the reading proficiency of Grade 8 mentees. Specifically, the study focused on 1) the profile of 34 mentees in terms of their reading proficiency level in the five skills taught namely: phonetic analysis and vocabulary building for word recognition, noting details, predicting outcomes and drawing conclusions for comprehension; 2) the profile of 41 mentors in terms of their English 10 grade and reading proficiency level on the same skills tested for the mentees; 3) a mentoring program that could be implemented in improving reading; 4) modules to be used in the implementation of the mentoring program; and 5) how effective was the peer mentoring reading program according to both participants. Mentoring sessions were conducted in three cycles for each domain following the principles of an action research - planning, acting, observing and reflecting stages. There were 41 mentors and 34 mentees involved in the study. Focused Group Discussion (FGD) was conducted to probe the efficiency of the KAES-GURO mentoring program. To compare the increase of pre test and post-test results, percentages were used as statistical measures. It can be gleaned from the findings that the mentoring program improved the mentees’ reading proficiency; thus, effective. It is then recommended to implement the KAES-GURO mentoring program as an intervention program in the school; encourage teachers to apply the concepts of action research in answering classroom based problems and difficulties, fitted for their type of learners; and that the ideology of the mentoring program to be replicated in other subject areas.
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