Improving the Reading Ability of Eight Struggling Readers in Grade 5

Abstract

INTRODUCTION

Fifth graders are expected to be good readers. But the result of the Phil-IRI revealed that there are eight Grade 5 pupils which is 23% of their class, who are struggling in reading. in this research, the author determined the factors that hinder their ability to read and improved their reading skills through the use of Phonemic Awareness during remedial reading classes.

METHODS

A descriptive survey method, a type of quantitative research, was employed with a focus on the Grade 5 pupils of Gregorio A. Herradura Elementary School. The data were collected using observation, distribution of questionnaires and testing (pretest and posttest).

RESULTS

The re-INTRODUCTION of Phonemic Awareness during remedial reading classes helped improved the reading skills of the research subjects as shown in their advancement indicators. Before the study was conducted, the level of the reading ability of the eight Grade 5 pupils falls under the non-reader level. After the study was implemented, their reading level improved from non-reader to frustration level.This study also showed the factors affecting the reading literacy of students. The socio-economic position of a family exhibited high significance in the reading literacy of students.

DISCUSSIONS

Based on the results, it is therefore concluded that helping struggling readers to read was very challenging but fulfilling and rewarding when done passionately and effectively. Teachers had to start with the basic strategy of introducing phonemic awareness. The eight struggling Grade 5 readers can now read technically but they are lacking comprehension skills. It is highly recommended that further study should be done to help these late readers hone their comprehension skills.