Relationship of Reading instruction to the Academic Performance of Grade Five Pupils: Basis for An Enhanced Reading intervention

Abstract

INTRODUCTION

Teachers' problem regarding the reading ability of the pupils continues even if the teachers have attended different trainings and seminars on reading strategies to enhance their skills in the teaching of reading. To improve their reading proficiency, the pupils who struggle with reading need intensive, systematic, and explicit instruction in addition to their regular classroom reading instruction. The different activities are intended to supplement the regular classroom reading program and to provide the additional practice struggling readers need in order to develop basic reading strategies.

METHODS

This study used the descriptive-correlational method of research. It described the relationship of the reading instruction to the academic performance of the Grade Five pupils. To determine their class reading profile, the frequency count was used. Their academic performance was based on their report card, Mean and percentage were used. To determine the relationship of the intervention that was utilized to the academic performance, t-test was used.

RESULTS

Based on the data gathered, there is a significant relationship between the Grade Five students’ reading skills and their academic performance. Furthermore, the number of frustration readers eventually decreased if varied reading instructions were used.

DISCUSSIONS

Many studies have been done to find effective strategies for developing the pupils' reading ability. Different strategies and approaches that can potentially improve their reading skills.