Comprehension Level of Grade Six-Sampaguita Pupils in Understanding Short Stories: Basis for Remedial Teaching Reading Program

Abstract

INTRODUCTION

Reading proficiency is the most fundamental skill critical to most, if not all, academic learning and success in school. The ability to read proficiently is significantly related to how much a person can achieve in his or her personal and professional life (Block & Israel, 2005, p. 2). Results of the Phil-IRI in Oral and Silent Reading showed that pupils find difficulties in understanding short stories. It is in this premise that the researcher is encouraged to conduct an action research relative to the comprehension level of the pupils. the results of this study will help develop the necessary remedial teaching reading program to address the needs of the pupils.

METHODS

The study was conducted todetermine the comprehension level of Grade-Six Sampaguita pupils in understanding short stories as a basis for remedial teaching reading program. The descriptive qualitative research design was used. The subject of the study is the 30 Grade VI-Sampaguitapupils enrolled at Colvo Elementary School. The study output is a remedial teaching reading program derived from the findings. Phil-IRI result was used to attain the objectives of the study.

RESULTS

The data shows that 83% of the pupils fall under frustration level in oral reading and 70% fall under the same level in silent reading which indicates that the majority of the pupils do not understand what they have read. Data shows that most of the learners find difficulty in answering interpretative questions followed by literal questions. Most of them were able to answer the applied type of questions. The researcher came up with varied remedial teaching reading programs to help improve the learners' comprehension level in understanding short stories such as Strengthening the school's reading program, Project ERAP (Enhancing Reading Abilities with a Partner), and One Story a Day with Questions of Different Types, providing varied reading materials appropriate to the level of the learners and strengthening reading time.

DISCUSSIONS

The results indicate that the learners need to enhance their comprehension level in understanding short stories and they need more practice in answering literal and interpretive type of questions. Close supervision and monitoring must be done to ensure the effectiveness of remedial teaching reading programs.