The Reading Anxiety in English of Selected Grade V Pupils AT BanayBanay Elementary School

Abstract

INTRODUCTION

Since reading is the key to learning, it challenges teachers in employing strategies and programs that catch the interest of the pupils, most especially pupils who are suffering from reading anxiety in English. The purpose of the current research was to examine the reading anxiety in English of Grade V pupils in Banaybanay Elementary School and to help the students overcome their reading anxiety.

METHODS

The study applied descriptive quantitative method of research. Aquino (2006) describes descriptive research as fact-finding with adequate interpretation. Descriptive quantitative method of research has often been used incorrectly to describe three types of investigation that are different. Perhaps their superficial similarities have obscured their difference. One of the purposes of the descriptive quantitative method of measurement is to accurately measure the progress of the target learners.

RESULTS

The study found that most were struggling pupils and read below their grade level. These findings further demonstrate the distinction between the cognitive processes that underlie reading fluency and reading comprehension. The results also align with the tenets of Processing Efficiency Theory that more complex tasks that significantly tax working memory (like reading comprehension) are more likely affected by anxiety than those tasks that do not rely as heavily on working memory (such as reading fluency). The data that were gathered was analyzed to be able to develop an action plan that will help the students overcome their reading anxiety. Included in the action plan are some activities that will enhance and exercise their reading capabilities.

DISCUSSIONS

The results demonstrate the importance of active involvement of teachers and parents in overcoming the reading anxiety of the child. Proposed activities and drills were performed by the students to enhance their pronunciation and develop comprehension. It was highly recommended that the teacher and the parent should work together for the child to develop their reading abilities.