Increasing the Mastery Level in Oral Reading Comprehension of Grade V pupils

Abstract

INTRODUCTION

There are four avenues of learning: listening, speaking, reading and writing. Reading with comprehension is important in every communication as this relates to the three other types. This research studies the purpose of developing skills and attitudes towards an efficient and effective reading comprehension. Reading comprehension involves a process of constructing meaning from a text or reading material. Likewise, it is also the ability to process text, understand its meaning, and integrate with what the reader already knows. Fundamental skills required in efficient reading comprehension are knowing the meaning of words (vocabulary), ability to understand the meaning of words in a context, ability to follow the organization of passages and to identify the main thought of a passage and ability to answer questions in a passage.

METHODS

The researcher used the descriptive method during the research. Collection of data was based on the results of the pre-test. Remedial classes were given over a 4-month period starting from July to October 2018; scheduled every day from 10:55 am to 11:55 am. The participating slow readers will be checked and their mastery at the post-test shall be utilized in the analysis of the result.

RESULTS

Comparative analysis shows an increase in the mastery level and the reading comprehension among slow readers. The pre-test data show that only 10 pupils are considered as independent readers, 13 instructional, and 9 slow readers under frustration level. Post-test scores however show that the comprehension level has increased from 31% to 50% among independent readers, 41% to 44% among instructional readers, and decreased from 28% to 6% among frustration level readers. The pre-test registered 9 frustration readers but there were only 2 in the post-test.

DISCUSSIONS

As expected by the researcher, in improving the mastery level in oral reading comprehension, remedial classes made the most impact. This involved reading short stories, poems, verses, role playing, and dialogues. Sometimes, home visits are done to follow up parents on their children’s developmental reading activity, health, and class attendance.