Improving the Speed Level in English Oral Reading on Selected Grade 6 Pupils of Gregorio A. Herradura Elementary School

Abstract

INTRODUCTION

Reading is an integral component in having knowledge and skills necessary to succeed in this globally competitive market. The manner in which teachers go about structuring techniques and strategies may provide insight on how to teach basic lessons. Since the enactment of No Child Left Behind, trends in education have mainly catered to raising standardized test scores and imposing accountability measures. This qualitative study explored the effect of speed levels in English oral reading on the comprehension level of pupils.

METHODS

The process of descriptive method research goes beyond gathering and tabulating data, it also involves the interpretation of meaning and the significance of what is described. The respondents of this action research are 4 out of 68 Grade Six pupils of Gregorio A. Herradura Elementary School. The respondents were determined by the application of the stratified proportional sampling technique. The data gathering instrument t used was questionnaire checklist. The questionnaire is composed of two parts: the pre-test and the post-test to assess the speed level of oral reading skills of the pupils.

RESULTS

The data shows that the speed level of students does not correspond to the speed level of their grade level. Specifically, the speed level of 4 Grade 6 pupils is poor, classified under “frustration”. After conducting remedial reading classes using flash cards, charts, Fry's List, and Dochl's basic sight words to the pupils, the researcher gave a post-test in oral reading. This revealed improvements in their speed level.

DISCUSSIONS

The result shows that using different activities and materials in remedial reading classes can improve the speed level in oral reading. There is a need to first identify the weak points of pupils and address it in a way that the pupils will improve.