Utilizing Localized and Contextualized Read Aloud Books in Improving Reading Comprehension of Grade Two Pupils of David P. Jimenez Elementary School

Abstract

INTRODUCTION

This study aims to investigate utilizing localized and contextualized read aloud books in improving reading comprehension of grade two pupils at David P. Jimenez Elementary School in Rosario, Cavite.

METHODS

This study used the Pre-Experimental method utilizing the one-group pretest-posttest design. The chosen participants were 10 grade two pupils of DPJES who were identified with difficulties in reading comprehension. Data were collected using a standardized 10 item test that was adapted from Reading Assessment and Reading Skills.

RESULTS

In general, the findings suggest that there is a significant difference in the performance of the grade two pupils after localized and contextualized read aloud books were used as an intervention program for the reading comprehension problem of the said pupils. Also, it shows that the said intervention program highly affected and improved the reading comprehension problem of the said pupils.

DISCUSSIONS

This study, utilized and contextualized read-aloud books are also useful and effective in improving reading comprehension problems among grade two pupils, developing an eagerness to read more storybooks and stimulate their imagination