Improving the Reading Comprehension of Grade 5 Dove Pupils through a School-Based Reading Program

Abstract

Introduction

This action research determined the reading comprehension level of the Grade 5 Dove pupils of Urdaneta I Central School, the school year 2018-2019.

Methods

There were thirty-six (36) pupils who subjected as respondents of this action research. The quasi-experimental pre-test and post-test, nonequivalent control group design were utilized in the study. A passage was given to the pupils to measure pupils' reading comprehension levels.

Results

There was a significant improvement in the reading comprehension skill of the pupils after reading the program was implemented for those who have difficulty in reading as well as their comprehension skills. The pupils were able to improve their reading speed and understand the text materials they have read. They were able to answer questions starting with what, how, where, when and why easily and correctly.

Discussions

Based on the result of reading comprehension in English, findings show that the reading comprehension of students from the pre-test to post-test with a mean score of the two tests, 17.83 in the pre-test and increase in the post-test with mean of 35.17. The result showed that there was a significant difference in their performance. The computed t-value of 4.446 which is higher than the tabular value of 1.967 which means the null hypothesis was rejected. As indicated in the presented and analyzed data, the differences in the result of pre-test and post-test data are considered to be significant. It, therefore, suggested that the school-based reading program was a good intervention for those pupils with reading problems and it helped to improve the reading comprehension skill of the pupils. Moreover, with the expertise of the teachers in handling pupils with difficulty in reading, the intervention was proven to be effective.