Improving the Reading Abilities of the Grade 5Slow Readers and Readers At-Risk of the Mataas na Burol Elementary School

Abstract

INTRODUCTION

Reading is the key to skillful learning and better living. The learners who read well develop better understanding and effective adjustment towards life's situations. When the learners understand what they read they could identify, classify, build, organize, synthesize, make adjustments, and arrived at proper decisions.

METHODS

The purpose of this study is to examine the effectiveness of Phonics instruction to the reading ability of Grade V pupils who belong to slow readers and readers-at-risk.

RESULTS

There is a statistically significant mean score gained from the pre-scores to post-scores. T (32) = -6.046, p < .05.It can be deduced from the table that the obtained difference is -10.81818 between the pre-test score and the post-test scores of the pupils in word recognition is significant, as indicated by the t-value which is -6.285 with probability less than .05 level of significance. This implies that the pupils improved significantly in word recognition after using the intervention program in reading using the phonics approach.

DISCUSSIONS

Ten (10) pupils in Grade V belonging to the frustration level of recognition were covered by the study. They were grouped as a. slow readers, b. syllable readers, and c. readers-at-risk. Six tables on oral reading tests were presented, evaluated, analyzed and interpreted: 1. Phil-IRIPre-Test, 2. Common Reading Miscues, 3. Progress Test, 4. Phil-IRIPost Test, 5. Table of Reading Difficulties, and 6. Results of the t-test of Difference between the Mean Pre-test and Post-test Scores in Word Recognition.