Sinora: its Implication to the Reading Level of Struggling Readers in Grade II

Abstract

INTRODUCTION

Reading is a skill that requires patience and diligence. Children, in order for them to become better readers, must have many opportunities to read and be read to. They need as much exposure as they can get. The more time spent with books, the better they will understand the printed words. However, in a class, there are pupils who can read faster than the rest of the class while others are non-readers at all. This diversity in reading skills of students becomes a problem to a teacher and a question of her competence to teach. It is for this reason that teachers make reading a priority in their classrooms.

METHODS

This descriptive research was conducted among 39 Grade II pupils (11 boys and 28 girls) from June 2016 to January 2017 to assess their reading level. The Phil-IRI was used to classifying pupils according to their reading level during the first quarter of the school year. Reading level was classified into frustration, instructional, independent, and non-reader. From the second to the fourth quarter, Simultaneous Noontime Reading Activity was implemented. Again, the Phil-IRI was used to determining the reading of levels of pupils and at the same time find out the improvements in their reading skills.

RESULTS

Results of the study are based on the pre-test conducted among Grade II Poinsettia for the school year 2016-2017. Using the Phi-IRI Form 3, results of the pre-test reveal that among the boys, there were six (6) which fell under the frustration level, two(2) under instructional and ten (10) were non-readers. Meanwhile, among the girls, a higher number of pupils were recorded under the frustration level with fifteen (15) and four (4) under instructional.

DISCUSSIONS

Based on the comparative results of thepre-and post-tests using the Phil-IRI tool, it was observed that during the pre-test, number of pupils fell under the frustration and non-reader categories with 21 and 12, respectively. Only 6 pupils fell under the instructional category. Results of the pre-test indicate that the majority of the pupils (33 out of 39) requires support or intervention to be able to improve their reading skills. Meanwhile, the post-test using the same assessment tool reveal a different scenario. No pupil was categorized as non-reader instead, pupils categorized under frustration was trimmed down to almost half (from 21 to 11); pupils under instructional more than tripled while under the independent category there were 6 (Table 2 and Figure 2)