IMPACTS OF CORNERSTONE READING TUTORIAL PROGRAM
This study aimed to evaluate the impacts of the Cornerstone Reading Tutorial Program conducted by the Bohol Island State University - Calape Campus, College of Teacher Education in Calape Central Elementary School, Calape, Bohol for the school year 2014-2016. This was done spearheaded by the Couples for Christ (CFC) - Answering the Cry of the Poor (ANCOP) in their program called “Building the Church of the Poor (BCOP) and the Department of Education. Study results showed that the tutorial program is effective in increasing the pupil’s reading proficiency level based on Dolch Basic Sight Vocabulary Test results and English performance based on English grades. Hereafter, the tutorial program produces positive impact to the students’ reading proficiency and English performance. Moreover, the reading proficiency level of the pupils are related to their English performance. The progress of the pupil’s reading proficiency level through the tutorial program will help them increase their English performance in school. Thus, the Cornerstone Reading Tutorial Program is much effective and must be done in the next years to help shape the mind of pupils, especially in the skill of reading.
The Cornerstone Elementary Reading Tutorial, (n.d.). The Cornerstone Team Organizing, Resource and Evaluation Manual.
Angeli dos Santos, A. A., de Oliveira, K.L., Cunha, N.B.D and Osés, P.C.C. 2017. Effectiveness of an Intervention Program for Linguistics Skill Development. Ribeirao Preto Vol. 27 no. 67 http://dx.doi.org/10.1590/1982-43272767201705
Catts, H. W., Nielsen, D. C., Bridges, M. S., & Liu, Y. S. (2016).Early identification of reading comprehension difficulties. Journal of Learning Disabilities, 49(5), 451–465.
Department of Education. 2014. Benchmarks for Reading Performance in the Philippines. Department of Education Report.
Estrada, J.C.A. (2016). The Level of English Oral Reading Fluency among Abot – Alam Secondary Learners. World Journal of English Language Vol. 6, No. 3
Gough, P. B. and Tunmer, W. E. (1986) Decoding, reading and reading disability. Remedial and Special Education 7, 6-10.
Josephs, N. and Jolivette, K. (2016). Effects of Peer Mediated Instruction on the Oral Reading Fluency Skills of High School Aged Struggling Readers. Insights into Learning Disabilities 13(1),
Sookyung Cho. (2017). L1 Translation as Scaffolding in Tutor Talk: A Case Study of Two Korean Tutors. GEMA Online Journal of Language Studies Volume 17(2), =
Kirsch, I., Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., Monseur, J. (2002). Reading for change. Performance and Engagement Across Countries. Organisation for Economic Co-operation and Development (OECD).
Dorval, B., Wallach, L., & Wallach, M. A. (1978). Field evaluation of a tutorial reading program emphasizing phoneme identification skills. The Reading Teacher 31(7), 784-790.
Beebe, J. & Balasa, M. A. (1976). Letter and words: Tutorial reading activities. The Reading Teacher 30(3), 338-339.
Nyarko, K., Kugbey, N., Kofi, C. C., Cole, Y. A., & Adentwi, K. I. (2018). English reading proficiency and academic performance among lower primary school children in Ghana.
SAGE Open, 1–10. https://doi.org/DOI: 10.1177/2158244018797019
Copyright (c) 2019 International Journal For Research In Educational Studies (ISSN: 2208-2115)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
In consideration of the journal, Green Publication taking action in reviewing and editing our manuscript, the authors undersigned hereby transfer, assign, or otherwise convey all copyright ownership to the Editorial Office of the Green Publication in the event that such work is published in the journal. Such conveyance covers any product that may derive from the published journal, whether print or electronic. Green Publication shall have the right to register copyright to the Article in its name as claimant, whether separately
or as part of the journal issue or other medium in which the Article is included.
By signing this Agreement, the author(s), and in the case of a Work Made For Hire, the employer, jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere, and is not being considered for publication elsewhere in any form, except as provided herein. Each author’s signature should appear below. The signing author(s) (and, in