Reading Difficulties in English of The Elementary Pupils of Silangan Elementary School as Perceived By The Teachers and Pupils: Input to a Reading Development Plan

Abstract

INTRODUCTION

Reading is important because it develops the mind. Understanding the written word is one way the mind grows in its ability. Reading helps children (and adults) focus on what someone else is communicating. A person who knows how to read can educate themselves in any area of life they are interested in. We live in an age that overflows with information, but reading is the main way to take advantage of it. Reading is important because words -spoken and written -are the building blocks of life. You are, right now, the result of words that you have heard or read and believed about yourself. What you become in the future will depend on the words you believe about yourself now. People, families, relationships, and even nations are built from words.

METHODS

In this study the descriptive method of research was used where the research is directed towards ascertaining the prevailing conditions and this method is essentially a technique of quantitative description of the general characteristics of the groups, thus, approach to problem-solving seeks to answer questions as to the real facts relating to the existing conditions.The descriptive method is useful in the analysis of the answers of the respondents concerning the Reading Difficulties in English of the Elementary Pupils, probable causes of the Reading difficulties and the reading development plan measures needed to remedy the Reading difficulties of the pupils.

RESULTS

For the pupils' related causes of the Reading Difficulties as Perceived by the Teachers and the Pupils were both interpreted OCCASIONALLY. For the Pupils' Home and Surroundings Related Causes of the Reading Difficulties as perceived by the Teachers and Pupils were both interpreted OCCASIONALLY by teachers and pupils.

For the data regarding School Programs and Practices Causes of the Reading Difficulties as perceived by the Teachers and Pupils were interpreted as OCCASIONALLY by the teachers and pupils. The remediation activities needed by the pupils in relation to listening activities was interpreted as MUCH NEEDED.

DISCUSSIONS

The results shown the Lack of comprehension to meet details was the silent reading difficulty always shown by the pupils as perceived by the teachers. This was also mentioned by the pupils. The teachers perceived lack of interest in reading as a pupil related cause of reading difficulty while the pupils said irregular attendance in school a pupil related cause. There is a significant difference in the perceptions of the teacher and pupils regarding the silent reading difficulties.