Grade V-Narra Learners of San Roque Elementary School

Abstract

INTRODUCTION

Reading can be learned at many levels. It is useful to think as individuals who can be able to understand and use the "alphabetic principle," it is, how the sounds of spoken speech can be represented by letters in the alphabet and how letters are used to identify printed words; use background knowledge, knowledge of words, and comprehension strategies to obtain meaning from any print materials; read fluently and effortlessly and; be motivated to do all of the above on aregular and sustained basis. In San Roque Elementary School, one of the public schools in the Division of Sarangani, South Malungon District, it can't be denied that among the learners particularly in the Grade 4-6 levels, there are still numbers of learners who can be referred as frustration readers. With this in mind, with the hope to find solutions to this problem, the researcher come up with the study to develop interventions as a basic guide to follow in terms of develop in reading comprehension abilities.

METHODS

Quantitative and Qualitative type of research was applied in this study. The participants of the study were the twenty-eight (28) Grade V-Narra Learners of San Roque Elementary School. The methods of gathering data were the evaluation of the Grade V Level Reading Passage Test Result in Reading Comprehension and the one on one interview among the research participants. These methods were used to profile the learner's level in reading comprehension and factors affecting their reading performance as perceived by themselves.

RESULTS

With profiling, it can be reflected that this section is very alarming. First, in the fact that they were now on the Grade V level, the result implicates that these learners were almost at the frustration level. This simply means that in terms of reading comprehension skills, they have no comprehension at all. It could also be interpreted that most of the learners could not understand what they are reading. The results also find out that there were many considered factors in both home and school which affects the reading comprehension skills of learners.

DISCUSSIONS

With all of this in mind, the teacher, parents and school administrator should work hand in hand to provide interventions that are appropriate to the needs of every learner. Teachers should be open to training themselves in terms of handling these kinds of learners. At home, parents' parenting styles towards their children should be taken an action. There should have a one on one conference with the parent and teacher to fully understand the home situation of his/her learner. It is recommended to adapt and implement intervention programs designed to enhance reading comprehension skills of learners.