Developing Reading Comprehension for Grade I Learners of Balagtas Elementary School, District Iii, Division of Batangas City

Abstract

INTRODUCTION

Reading is the process of decoding written symbols for the purpose of making meaning or getting information. School children encounter difficulty in reading, especially when they are faced with difficult and ambiguous words. It makes them lose interest in reading thereby making them not to get the content of the text due to the high level of vocabulary associated with the test. It is important to understand that different methods must be used to help a struggling reader. The main goal of the study was to enhance the comprehension skills of the pupils. Although at home many parents were very eager to help their children by providing simple,well-illustrated picture books just to engage their child in reading still the child is not cooperating well. There were also parents who neglected the importance of reading and the sad part of it was their children were the one under the frustration level and needs utmost guidance of the parents aside from the teacher who was giving a remedial reading in school.

METHODS

The study used the descriptive method to assess the reading comprehension of the Grade I pupils. The descriptive research was considered to be the most appropriate design in studying the conditions and relationships that exist, procedure and practices that prevail and are going on.

RESULTS

Each child has their own characteristics which also vary even in reading activities. It means that the teacher cannot stick to only one reading activity. The results showed that most of the pupils were low comprehension and found difficulty in reading. Teachers have low levels of expectations for the students reflecting a low level of comprehension for the pupils in terms of developing to the proficient reader. Descriptive Approach can be applied in teaching lessons. The pupils had a very low performance in lessons. Enhanced remedial activities are prepared.

DISCUSSIONS

Utilizing a larger group of students and on a more diverse group of learners. This could be completed with a different age group by modifying the self-questioning strategy. A recommendation for further study was to refine the self-questioning strategy for longer articles. It is my belief that fewer interruptions during longer articles would make reading and comprehension more smoothly. The teacher prepared enhanced remedial activities may be reviewed by the head before the implementations. Providing a variety of reading activities suited to the child's skills and abilities and the adjusted level of difficulty every level.