Intensifying the Reading Ability of Grade Two Pupils through English Reading Module

Abstract

INTRODUCTION

Reading is the foundation of all learning. A good reader simply performs better in all learning areas that those with reading problems. These macro skills are the most prioritized program of the Department of Education believing that with reading. Children in both elementary and secondary schools will likely develop better academic performance and better socialization skills. The education motivated the writer to conduct this study to identify the factors affecting the reading ability of Grade Two pupils in R. Venturanza Central School. More importantly, it is the primary objective of this paper to determine the extent of the factors that affect the reading performance of the group of pupils under study.

METHODS

The participants of the study were the 50 Grade II pupils enrolled in R. Venturanza Central School, Lemery, Batangas. The survey through the questionnaire was the data gathering tool needed to gather important data and information from the pupil-respondent. The three Grade 2 teachers were interviewed to supplement the responses of the pupils.

RESULTS

The results of the study only implied that teachers can effectively transform poor reading ability to better reading skills.

DISCUSSIONS

1. As to the factors affecting the reading ability of the pupils, the respondents responded that the following were the causal factors which include but not limited to (1) lack of pupil’s interest, (2) lack of proper reading guidance of teachers, (3) insufficient reading materials and (4) poor reading program. 2. The level of the reading ability is on the moderated extent. This could only mean that there is really a dire need to improve the reading ability of the pupils through the conduct of various reading intervention programs designed to promote the ability of the pupils. 3. Relative to the different reading activities aimed at promoting the reading ability of the pupils, the pupil-respondents responded the following: (1) holding of reading activities such as reading sessions and reading camps, (2) holding of reading contests to entice and encourage the pupils to read and (3) develop genuine love for reading.