The Resounding Sound of Reading: Enhancing Oral Reading Skills of Grade Three Yakal Pupils at Talaga Elementary School

Abstract

INTRODUCTION

Reading is the central key in the learning process. It is considered the most important subject in the curriculum because learning of almost all core learning areas depends on mastery in reading. The improvement of the quality of learning depends largely upon the children's ability to comprehend various printed materials. In this study, the level of word recognition and comprehension were determined. The common difficulties encountered as well as the teacher reading priorities in teaching oral reading were also identified.

METHODS

A descriptive method of research was utilized by the researcher. Pretest PHILIRI oral reading test RESULTS in English 2017-2018 were also used. This study focused on 17 males and 22 females with 39 pupils as respondents. The researcher used frequency and percentage counts for the presentation of data. Pupils performance in reading was classified into three levels: independent, instructional, and frustration.

RESULTS

Results show that there were poor readers than good readers. Most pupils' comprehension level in English during pre-reading assessment was at frustration level. Mispronunciation and repetition of words were identified as the most common difficulties in oral reading. Reading vowels and consonants were the most prioritized in teaching oral reading. Reading aloud is the most important thing that children can do to read fluently.

DISCUSSIONS

The study revealed the effectiveness of auxiliary reading skills as resounding sound to increase oral reading performance level from frustration to instructional and independent. An oral reading tool was developed and served as the source of proposing the resounding sound of reading. This study is intended for pupils and teachers to apply the auxiliary and reading skills to improve pupils' reading performance.