Assessment of the Reading Comprehension Level of Grade Vi Pupils in Payapa Elementary School

Abstract

INTRODUCTION

Reading comprehension is an essential skill for learners of English. It is crucial to the development of all pupils' reading skills, especially those who are in the sixth grade who are exposed to more complex expository texts in all subjects. The focus of this study is to assess the reading comprehension level of Grade VI Pupils in Payapa Elementary School. The researcher hopes that through the conduct of this study, the Grade VIpupils' reading comprehension level will be improved.

METHODS

The researcher used the descriptive method of research. The respondents were Grades VI pupils of Payapa Elementary School SY 2017-2018. The researcher utilized the Pre-Test of the Phil-IRI Silent Reading Result in English as the basis for describing the pupils' comprehension level of Grade VI. Reading comprehension level was obtained from the results of the Phil-IRI test. The result was treated statistically with the use of frequency counts and percentage. Findings were recorded and the conclusion was drawn for determining the possible intervention program appropriate for improving the reading comprehension of the pupils.

RESULTS

Based from the data gathered in Phil-IRI Pre-Test Results in English SY 2017-2018, out of 91 pupils in Grade VI, 56 or 62% of the pupils fell under the frustration level, 34 or 37% of the pupils fell under the instructional level, and 1 0r 1% of pupil fell under the independent level. The results suggest that the reading comprehension level of the pupils is poor and it has a great effect on their academic performance. An intervention program was provided by the researcher.

DISCUSSIONS

The Phil-IRI Pre-Test Result (Reading Comprehension) in English of Grade VI pupils revealed that out of 91, 56 or 62% of the pupils fell under the frustration level, 37%fell under the instructional level, and 1% fell under the independent level. Upon assessing the level of reading comprehension of the pupils, the teachers crafted and provided the learners with learning/reading materials and modules along with extensive instruction practices and close supervision in exploring all pupils to meaningful reading activities. The First Periodic Rating of Grade VI in English was used to gauge if the reading performance of the pupils had an effect on academic performance. It revealed that 48 or 53% of the pupils got grades from 75-79, 29 or 32% of the pupils got grades from 80-84, 10 or 11% of the pupils got grades from 85-90, and 4 or 4% of the pupils got grades from 90 and above.