Improving the Reading Comprehension of Grade VI Pupils through the Use of “Reading an Interesting Story Every day, Makes Everyone Understand Profusely” (RAISE ME UP)

Abstract

INTRODUCTION

Results during the conduct of the oral reading test in English, most were classified as frustration level. In the conduct of silent reading, most of the reading speed was in frustration and the comprehension was also in frustration level. This was an indicator that there's really a problem in the reading comprehension of Grade Six pupils.

METHODS

This research used universal sampling to determine the level of comprehension. Hence, it was a requirement to conduct a PHIL-IRI of every pupil in Grade VI-Rizal at the beginning and ending of the School Year. A quarterly survey monitoring was also beneficial to validate whether the study was an effective tool to enhance the reading comprehension of the pupils. The researcher used the pre-test of PHIL-IRI result as the baseline data.

RESULTS

The percentage in their pre and post conduct of PHIL-IRI reflected the knowledge, specifically comprehension level. The diagrammatic presentation was being enhanced with the use of RAISE ME UP. The high percentage of Frustration level in the pre-conduct and very low percentage of Independent level of PHIL-IRI, was a direct evidence that there is very poor comprehension of pupils. Because of the regular engagement of the intervention, the low result during the pre-conduct of PHIL-IRI was improved and was given additional inputs. The high percentage of result during the post-conduct of PHIL-IRI could be taken credit to the RAISE ME UP, an intervention was applied to enhance the comprehension level of pupils in Grade VI-Rizal.

DISCUSSIONS

Based on findings and observation of this research, the researcher hereby recommend to utilize RAISE ME UP as an effective intervention applied to the pupils with difficulties and problems in reading.