Word Recogniton And Comprehension LevelsOf Grade Three Learners In Remote Elementary Schools In Maasim East Distric

Abstract

INTRODUCTION

The learners in remote schools in the frustration and Instructional level as well as non-readers are still considerable in number based from Phil-IRI results and should be a cause for concern.

METHODS

This study aims to investigate the word recognition and comprehension levels of Grade 3 learners in remote elementary schools in Maasim East District. The researcher employed the descriptive-correlational method to describe the word recognition and comprehension levels and its significant relationship of the two variables. There were 30 learners chosen from four selected public schools, namely; Lamlabong, Blat, Kyumad IntegratedSchool, and Arcal Elementary School. To draw out the data, a reading comprehension test and word recognition found in a passage was prepared by utilizing appropriate items from the previous Phil-Iris. The comprehension test consisted of questions in the four levels of comprehension: literal, inferential, critical, and applied levels.

RESULTS

The findings of the study revealed that in word recognition, majority of the Grade 3 learners (54.8%) is under Frustration level. In comprehension, a very high percentage of learners (90.3%) is under Frustration level. There is a significant relationship between the word recognition and comprehension level (r= 0.357, p= 0.049).

DISCUSSIONS

Therefore, learners who can recognize words well tend to understand or comprehend better what they are reading. A remediation program in reading is conducted to help Frustration readers to improve their word recognition skills and comprehension skills.