A Sentence a Day: An Intervention Activity for Pupils with Comprehension Problem Across All the Learning Areas

Abstract

INTRODUCTION

Evidence shows that comprehension difficulties occur among the Mainaga-San Francisco Elementary School Pupils. Even sound decoders and spellers find difficulties in noting the essential details of what they have read. Thus, they gain less knowledge and information about most of the topics they listen to and read. Poor readers, on the other hand, read too slowly or lack fluency. They often do not comprehend much of what they read. In both instances, the knowledge gap occurs.

METHODS

The study used a descriptive type of research with the questionnaire and interview as the main instrument in gathering data. The responses of the participants served as the basis for analyzing and addressing the research questions.

RESULTS

It was found out that 432 out of 497 or 87% of the pupils have a low comprehension level. This has led to difficulty in answering all the questions beginning with who, what, when, where, why and how, getting 74 & below in the assessment or test, difficulty in participating in class recitations or discussion, lack of interest in reading activities and the inability to complete a reading assignment on their own.

DISCUSSIONS

Despite and despite the teacher's delivery of teaching reading pupils were not equipped with the comprehension skills and abilities. Consequently, the use of A Sentence A Day in the daily routine, usually before the start of the lesson, is recommended. This can be done through the following procedures:

• selecting/crafting a sentence from the concept of the day's lesson in all the learning areas;
• presenting the sentences orally or in printed form;
• asking a series of questions beginning with who, what, when, where, why and how;
• providing a pattern or format as a guide in case pupils find difficulty in responding correctly; and
• always asking pupils to answer in a complete sentence.