Issues and Problems in Teaching Reading of Grade I Pupils of Alitagtag Central School

Abstract

INTRODUCTION

Teaching reading is a job for an expert. Contrary to the popular theory that learning to read is natural and easy, learning to read is a complex linguistic achievement. For many children, it requires effort and incremental skill development. Moreover, teaching reading requires considerable knowledge and skill, acquired over several years through focused study and supervised practice. It is then a very big challenge for teachers to facilitate this very important task. The classroom demands teacher to instruct most students directly, systematically, and explicitly to decipher words in print, all the while keeping in mind the ultimate purpose of reading, which is to learn, enjoy, and understand. And, to accommodate children's variability, the teacher must assess children and tailor lessons to individuals. The teacher must interpret errors, give corrective feedback, select examples to illustrate concepts, explain new ideas in several ways, and connect linguistic symbols with "real" reading and writing.

METHODS

The descriptive method of research was utilized since it involves the gathering of data that concern current situations about the issues and problems of teaching reading of grade 1 pupils of Alitagtag Central School. Descriptive research uses quantitative methods to describe what is, records, analyses and interprets conditions that exist. Data were gathered through the use of a questionnaire and interviews.

RESULTS

Common issues and problems in teaching reading were the ever-increasing burdens of responsibility placed on teachers; pupils’ behavior during reading time; and pupils' cooperation and resistance to reading. The increasing burden of responsibility placed on teachers was mainly caused by so many paper works, while pupils' behavior during reading time and pupils' cooperation and resistance to reading and being shy, were the main causes.

DISCUSSIONS

It reveals that ever-increasing burden of responsibility of teachers was the main issue/problem in teaching reading. On the other hand, pupils' behavior during reading time and pupils' cooperation and resistant to reading were ranked 2 and 3, respectively. Teacher's knowledge of teaching sounds, teaching classroom management, and pupils' physical characteristics/wellbeing and parents' involvement in supporting their children in learning to read were least of the problems encountered. Maybe because teacher's gained mastery already (for teaching sounds and classroom management) given that they are all seasoned teachers. On the other hand, parents' support was expected because there is a good feedback mechanism between school and parents.