Grade Six Pupils' Reading Level and attitude: Basis in Developing Reading Strategies

Abstract

INTRODUCTION

The purpose of this study was to compare the English reading comprehension abilities of Grade Six pupils in Rudes Elementary before and after using reading strategies; and to study the students' attitude towards teaching English reading comprehension using essential reading strategies.

METHODS

This research utilized the experimental method. It compares the reading proficiency level of the 31 Grade Six pupils of Rudes Elementary School of before and after using meta cognitive strategies.

RESULTS

There is a significant relationship between the pupils' attitude towards teaching using meta cognitive strategies and the English reading proficiency level. The findings revealed that the pupils' weighted mean on pretest and post-test reading proficiency level on English reading skills were 15.64 % and 15.51% respectively. The students' English reading comprehension ability after learning with meta cognitive strategies was found significantly higher than before with significance at the .05 level.

DISCUSSIONS

The learners were trained to focus on using the strategies to call attention to reading and could realize themselves in learning successfully using meta cognitive strategy. Thus, the pupils' attitude towards teaching English reading comprehension with meta cognitive strategies was at a good level.