Picture Walk: to Improve Literal Reading Comprehension

Abstract

INTRODUCTION

Reading comprehension is incredibly complex and multifaceted. Because of this, readers do not develop the ability to comprehend texts quickly, easily or independently. Reading comprehension strategies must be taught over an extended period of time by parents and teachers who have knowledge and experience using them. Without comprehension, reading doesn't provide the reader with any information. One of the big issues among Tabing-Dagat Elementary School (TDES) Intermediate pupils is reading comprehension. In fact, Oral Regional Reading Comprehension Test(Pre-Test) results revealed that among 48 pupils tested, 41 or 85% of them belong to the frustration level. This data showed that despite the strategies employed by the teachers in teaching reading; still the pupils fail to understand.

METHODS

This study used population sampling. This includes respondents from Grades IV-VI pupils of Tabing-Dagat Elementary School for this school year 2016-2017. During the Pre-Test, there are 14 Grade IV pupils tested, 20 Grade V pupils and 14 Grade VI for a total of 48 respondents. And during the post-test, there were only 47 total respondents due to the transfer of the school of one grade V pupil. It used the results revealed on the Oral Regional Reading Comprehension Test (Pre-Test) conducted last July for this school year as its primary tool in gathering the data. The test was conducted to all TDES Grades IV-VI pupils which aimed to diagnose their reading performance during the beginning of the school year.

RESULTS

Among the forty-eight pupils tested, 3 or 6% belonged to Independent level, 4 or 8% is in the Instructional level and 41 or 85%was in the Frustration level. The data showed that the Grade V had the most numbered pupil respondents who were in the Independent and Instructional levels and the Grade IV in Frustration level.

After the conduct of the intervention, the data revealed that 8 or 17% of the respondents was on the Independent level, 13 or 28% is in the Instructional level and 26 or 55% in the Frustration level. The most numbered pupils in the Independent level were the Grade IV, the Grade V 37% in Instructional level and Grade VI in Frustration level.

DISCUSSIONS

The study showed that the intervention employed had significantly improved the reading performance of the pupils. It helped develop their comprehension level. Thus, it is necessary to use visual aids and other materials so that the pupils will easily understand the story they read.