Comprehension in Short Stories among Grade Four Pupils at San Jose T. Reyes Elementary School: Basis foran Action Plan Development

Abstract

INTRODUCTION

Reading comprehension is the ability to read the text and understand its meaning. It is more than just being able to read words without really knowing what it means. A pupil's ability to understand what he reads is commonly influenced by his traits and skills. Reading with comprehension has always been noted as one of the difficult parts of an English class. More so, it is hard to encourage students to read short stories that, of course, they do not quite understand. In connection with this, the researcher decided to conduct this study to enhance the reading comprehension of these pupils.

METHODS

The descriptive method of research was used. The study also used data from the researcher's file being the teacher of pupils at San Jose T. Reyes Elementary School. Test results, as well as personal observation of the researcher during class activities and discussions, were also utilized to provide the data needed in this study.

RESULTS

The study had proven that grade four pupils really need to develop their reading comprehension. Twenty-eight (28) pupils were inthe frustration level of comprehension. These pupils were not able to answer most of the questions given after reading the short stories. Twenty-six (26) out of sixty-eight (68) pupils were at the instructional level. Only fourteen (14) pupils or twenty-one (21%) of the class were under the independent level and were able to answer the questions based on the story read. The result of the test only showed that most of the pupils found it difficult to comprehend or understand what they were reading. The study also proved that the common difficulties encountered by pupils in understanding short stories were word recognition, identifying the word meaning, and comprehending words used in sentences. Thirty-six (36) pupils found it difficult to comprehend words used in sentences.

DISCUSSIONS

The researcher believed that if learners with low reading comprehension level were given additional exercises, worksheets, and skill enhancement, they would be good readers with high comprehension level. But they needed close supervision and guidance from teachers and full cooperation of parents. Also, giving lots of attention and patience and facilitating the child's growth in comprehension skills as well as confidence and motivation can go a long way in their way to academic achievement.