Impact of Word Walls on Reading Skills of Grade II Pupils of Kaytome-Gulod Elementary School

Abstract

INTRODUCTION

Reading is a source of difficulty for second language learners. The problems that they encounter are due to several factors including lack of appropriate reading strategies, lack of background knowledge related to the topic of the target language or lack of attitudes towards reading. Nevertheless, given enough time, learners can overcome their difficulties when they receive the appropriate training. The failure of the learner in other subjects is attributed to his weakness in poor comprehension skills. If the pupil is poor in reading, he also encounters difficulty in all subject areas.

METHODS

A parallel group design method of research was used in the conduct of the study. A parallel group design is an experimental study design in which each subject is randomized to one of two or more distinct treatment /intervention groups. Those who were assigned to the same treatment are referred to as a treatment group. While the treatment groups received differ, all groups treated as equally as possible in all other regards, and they complete the same procedures during the study.

RESULTS

Based on the analysis and interpretation of data, 1. the level of performance on reading skills of the two groups of respondent revealed that there are different levels of learners on the group, 2. their posttest result indicates that the score of both groups are less dispersed, 3. the computed t-values on the performance in reading skills of control group in the pretest and posttest rejects the null hypothesis that there is no significant difference in the performance of the control group in reading skills, 4. the computed t-values on the performance in reading skills of experimental group in the pretest and posttest rejects the null hypothesis that there is no significant difference in the performance in reading skills of the experimental group, 5. computed t-values on the performance in reading skills of the two groups of respondents as revealed in the posttest accept the null hypothesis stating that there is no significant difference in the performance of the two groups of respondents as revealed in the post-test.

DISCUSSIONS

The result shows that there is a marked improvement in the performance in reading skills of grade two pupils after the exposure to word walls. This showed that the pupils can read and understand the word better.