Taking Actions: Strengthening the Reading Skills of Slow/Non-Readers in Grade Three of Ulango Integrated School

Abstract

INTRODUCTION

It is said that reading is an important tool subject wherein if taught effectively the pupil's learning and acquisition of necessary skills would become easier and facilitative. The fact that reading is the principal avenue to knowledge one must learn more and study harder on how to read. Development of the reading ability as well as increasing the comprehension skills must be given greater emphasis and so Ulango Integrated School aims to find ways to strengthen the reading skills of the Grade Three pupils and at the same time, increase pupils' achievement in all learning competencies which basically starts with reading and comprehension.

METHODS

Since the aim of the study is to know the contributory factors on why the Grade Three pupils were slow/non-readers as well as to find ways on how to strengthen the reading skills of the slow/non-readers/pupils, the researcher utilized the descriptive-survey and analytical methods of research. Involved in the setting of the study are the five classroom teachers located at Tanauan Batangas.

RESULTS

As a result of the study, the following factors were found out: Teachers should be conscious in order to help the pupils develop their love and eagerness for reading a little bit faster; Failure to teach the foreign language effectively becausethe main focus of the study in the present curriculum is more on the Filipino and Mother Tongue Language, to supply/ provide varied reading materials that could be very helpful to stimulate the readers' interest which have light vocabulary load due to financial crises, to give positive motivation and ineffective teaching methods in reading.

DISCUSSIONS

Basically, the teacher must be patient and sympathetic, they must help slow and non-readers to overcome their emotional problems, inside and outside the school premises, help them apply the different laws involving teaching-learning processes. A teacher must have a broad field of interest in teaching their clientele no matter what learning competencies she is targeting and teaching. It is the teacher-factor that affects most the reading ability of the pupils, always and forever, the problem of learning how to read becomes the challenge to Kindergarten and Grade. Teachers must always remember that teaching the children on how to read is not enough instead teach them to want to read.