Underdeveloped Noting Details Skills of Grade Six Pupils of Locloc Elementary School Basis for Reading interventions Strategies

Abstract

INTRODUCTION

It is a fact that reading is the basic skill that every pupil should learn. It is important that every individual should know what he or she is reading. If ever one does not understand the content of the text he is reading, then all of the knowledge and other opportunities in learning become difficult. This is always the reason why pupils fail in the Phil IRI given by the teachers at the beginning of the school year. That is why it is necessary and a must to develop noting details skills of pupils to enhance the pupils' ability in reading comprehension.

METHODS

A descriptive qualitative research design was used which aims to identify the best intervention strategies to utilize by teachers of Locloc ES in order to uplift or enhance the pupils' abilities in reading most specially in noting details. In this research, subject of the study is the grade six pupils who are identified based on the following criteria: a. frustrated reader b. instructional reader c.independent reader. To determine the level of understanding on noting details the researcher will use the PHIL IRI results. Data were collected and analyzed to effectively raise the reading ability of children in understanding the reading passages.

RESULTS

This research was to identify the strategies and best interventions to develop the skills in noting details which included understanding of the who, the what, the why, and how of the selection. Interventions, activities, and remediation were conducted as perceived solutions to the problem. Parents Assembly or Focus Group Discussion was done to seek their assistance on how to improve the poor pupils' performance in English, specifically in noting details. Enrichment Exercises or Drills were given and different interventions were applied in order to determine the effective strategies used to obtain the high level of reading skill, specifically the noting details. The findings of the study showed that 83% are independent readers compared to 0% independent reader in PHIL IRI pretest. It was interesting to note that the percentage of the pupils increases in terms of reading independently.

DISCUSSIONS

The results demonstrate that there is a need to know the level of understanding of the pupils about the story to identify the common difficulties/problems that pupils encounter while reading story and to apply the different strategies by the teachers to strengthen the understanding of pupils about the story also to evaluate the effectiveness of the teaching strategies used by the teachers.