Comprehension Skills: Basis of Reading Performance at Talaga Elementary School

Abstract

INTRODUCTION

Fluency in reading the English language is quite remarkable proof for every individual that learning takes place. The improvement of the quality of learning depends largely upon the children's ability to read and to comprehend various printed materials. Teachers with this kind of pupils are always motivated to give their best in teaching.

On the opening of classes in June, the first reading assessment was given to all pupils of Talaga Elementary School to measure their abilities/performances acquired from the previous year. It was recorded that there were still grade five pupils whose reading performance in English in terms of speed was non-reader, very slow, and slow. In their comprehension level, some were mostly at the frustration level. Thus, this research was conducted to address the problem.

METHODS

This study is descriptive. The result of Pre and Post-reading assessments made by the teacher as the major instrument used in data gathering. To determine the reading level and to explain the differences in pupils' reading ability and to remedy their errors to reach the goal, several actions /interventions were done. The frequency of pupils' response and percentage rating were utilized to determine the reading performance of grade five pupils especially their comprehension skills. The data were then presented, analyzed, and interpreted to find out the result.

RESULTS

The researchers found out that teachers' dedication and interest to help the poor readers improved their reading levels. Conference with parents to get involved is a factor in improving children's reading ability. Preparation of teaching materials in all reading sessions makes improvements in the reading abilities of children.

DISCUSSIONS

Teachers in reading should utilize a sufficient variety of materials and techniques for training the children to recognize and comprehend what they read, to act on it, and to integrate the ideas from what they have read into their daily activities. Coordination with parents and other teachers is necessary to speed the reading ability of pupils. Parents should see to it that certain regular periods each day are set for their reading. The pupils' reading difficulties should be diagnosed more efficiently and continuously and remedial work should be given provisions in the classroom program.