An Assessment of the Reading Comprehension Level of Grade IV Pupils in Payapa Elementary School Basis for Intervention

Abstract

INTRODUCTION

Reading is one of the most important tools in learning. It enables one to ponder the mysteries of the world, explore accumulated knowledge and contemplate the unknown. Skill in reading is a fundamental factor, a must, and a need, for enabling and improving a child’s success. Likewise, it is in school that a child is expected to learn how to read. This tremendous task is entrusted to the teacher and he/she gives emphasis to reading especially on comprehension. Teachers of slow readers complain and say that the greatest cause of failure in elementary is the inability of the children to develop reading proficiency. Reading comprehension, being the manifestation of learning, is a weapon of pupils for their journey in school and in adult life. For most learners, it is the most important skill to master to ensure success in learning. With strengthened reading skills, learners of English tend to make greater progress in other areas of language learning.

METHODS

The researcher used the descriptive method of research. The participants/respondents were Grades IV pupils of Payapa Elementary School in the school year 2017-2018. The said pupils are comprised of 56 males and 46 females with a total of 102 pupils. Questionnaires are distributed after the post-test was administered to the students. The purpose of this study was to see the students' opinion and their feeling when reading a text of a certain material.

RESULTS

The reading comprehension level of the pupils is poor since 25 % of the pupils are under very slow level. An intervention program was made to improve the reading comprehension level of Grade IV pupils.

DISCUSSIONS

Through the Oral Reading Test Result, the researcher found out that out of the 102 pupils, 9 % of the pupils fell under the very slow reader category, 16 % of the pupils were under the slow reader category, 58% of the pupils fell under the average reader category, and 17 % were under the fast reader category. The reading comprehension level of the pupils is poor since 25 % of the pupils are under a very slow level. The result of the study became the basis for crafting an Intervention Program which aims to improve the reading comprehension level of the Grade IV pupils.