Kindergarten Pupils' Reading Preferences: Basis in Developing a Reading Program

Abstract

INTRODUCTION

This study is meant to add to this growing understanding of children's preferences. The underlying reason this research is done was that the researchers acknowledge that each pupil has his or her own preference in reading. This study will give them an understanding of which material will most likely gain the attention of the pupils to use during inside and outside the classroom that will boost their development and unlock their maximum potential in reading.

METHODS

This study aims to determine the reading preferences of the kindergarten pupils in terms of (a) language, (b) format, (c) printed materials, (d) digital materials, (e) characteristics of reading materials, and (f) reading topics. The study used a descriptive method of research. A survey questionnaire served as an instrument and was used for the interview to gather the data needed for interpretation. The respondents of the study are the Kinder-Malusog pupils of Sabutan Elementary School under the supervision of Teacher Clarisse Bantog.

RESULTS

Based on the data gathered, analyzed and interpreted, majority of the pupils chose Filipino in terms of language; printed materials in terms of format; story books in terms of printed materials; both long and short in terms of length; full of illustration in terms of illustrations; unrealistic/not true to life in terms of type; kings, queens, prince and princess in terms of fantasy; family in terms of people; and space, stars, moon and astronauts in terms of science. The study also revealed that the pupils believe that they learn through reading, that they would prefer to read in their free time, and that they are happy when reading.

DISCUSSIONS

The researchers concluded that the children's preferences in reading materials differ from one another. Their beliefs, dreams, feelings, family background, religion, environment, and special occasions influence their preference. Thus, the researchers are humbly recommending that teachers should consider the pupils' preferred reading preferences and incorporate them into their daily lessons. The parents should provide a variety of appropriate and suitable reading materials for their children and should continue the teacher's practices by allotting more time in reading with their children. Future researches should conduct this on a larger scale to expand the existing knowledge and a growing understanding of children's preferences.