A Survey on Reading Abilities in English of Grade Two Pupils of Francisco P. Felix Elementary School

Abstract

INTRODUCTION

The primary public school teachers of Francisco P. Felix Elementary School, Cainta IA District often find many pupils who are deficient in the necessary tools in learning. There are those who are practically non-readers and in frustration level at the end of the school year based on the posttest conducted. Others are found to spell the most common words hardly. Some pupils are not only handicapped when called upon to use these fundamental tools in their class works, but very much at a disadvantage in successfully meeting many of the forecited facts. Thus, this research study was conducted to help the school administrators and teachers on how to establish the importance of reading in achieving higher academic performance and its lifelong impact on confidence and success in education and workplace.

METHODS

The primary sources of information for this study were the 15 primary pupils of Francisco P. Felix Elementary School. They were asked to read the passages and answer the questions in order to get the best data and information needed for this study. Standardized reading passages were used to find out the reading abilities and to identify the reading difficulties met by the grade two pupils of Francisco P. Felix Elementary School.

RESULTS

The results of the survey show that there were 33.33% of grade two pupils under fast reader while there were 13.33% who were average readers, and there were 53.34% of pupils who were slow readers. It is revealed that majority (53.34%) of the grade two pupils were slow readers. They read the passage within 3 minutes and above. During the reading, some pupils encountered difficulties wherein they read word-by-word. They even read without expression, and some were not concentrated in reading, which could be the reason why they took so long in reading the passage. They had developed their ability to read, but they read slowly.

DISCUSSIONS

Slow readers were also weak incomprehension. They often perform poorly in school. The pupils also commonly have reading difficulties. Some are ready to perform a reading, but others do not. So readiness implies a degree of concentration and eagerness. Individuals learn best when they are physically, mentally, and emotionally ready to learn and do not learn well if they see no reason for learning.