Common Reading Difficulties of Grades 3 and 4 Learners in West Maasim District: Basis for Functional School Reading Program

Abstract

INTRODUCTION

"Reading is the "mother of learning." The ability to read is recognizedgenerally as one of the most important skills that a person can have. Reading is a tool used for acquiring mental development and it is a vehicle to obtain ideas that cannot be transmitted verbally. The individual who reads has at his command a means for widening his mental horizon and for multiplying his opportunities. Reading is a crucial factor that affects intellectual and emotional growth. Good reading by an individual requires knowledge of word meanings and concepts. The reader must equip himself with the necessary skills in order to take anything from the printed pages. So far, as schooling is concerned, reading is the most important study tool. The ability to read and comprehend the printed language is a prerequisite to academic success.

METHODS

This study followed a descriptive research design. It covered the thirteen (13) schools in West Maasim District, Division of Sarangani. This study identified the common reading difficulties of Grade III and IV pupils in the seventeen public elementary schools. Frequency count, weighted mean and t-Test were employed to determine the extent of the effectiveness of the School Reading Program, the commonly observed reading difficulties and the planned reading remedial activities

RESULTS

The study elicited the following: The pupils' comprehension level was Moderately Satisfactory; The auditory sensitivity of the pupils was found to be within a desirable level; The pupils' muscular coordination was Moderately Satisfactory; The pupils' vocal projection was Moderately Satisfactory; The pupils manifested pronunciation, incorrect phrasing, basic sight words, not known, ignorance of punctuation marks, word omission and repetition of words; and the remedial activities were done by the teachers to improve the reading performance of pupils.

DISCUSSIONS

Based on the result of the study, functional reading intervention program should be set and focused on areas of difficulty met by the pupils. Proper diagnosis of pupils' reading difficulties should be made and results should be incorporated in planning the reading program so with the SIP for funding. Monthly reading performance evaluation of pupils should be considered to map out desirable and immediate remediation program. The school administrators should consider the acquisition of sufficient reading materials to enhance the program. The reading coordinators should be identified in every school to facilitate better reading program administration and ensure continuous program monitoring, implementation, and evaluation. Regular meeting with parents should be done to ensure involvement from the parents or guardians. The school should establish linkages with an optometrist to conduct eye-check up on identified non-readers.