Oral Reading Difficulties Encountered by Grade Iv and V Pupils of Payapa Elementary School S.Y. 2017-2018

Abstract

INTRODUCTION

Reading is the most important tool in attaining total learning experiences. Reading can only be meaningful and powerful if there will be cooperative efforts of both the teachers and the learners. Recent surveys and studies stressed that the teachers experienced difficulties in reading, making them ineffective readers that greatly affects their performance in other learning areas. This study was an attempt to understand the causes of oral reading difficulties of Grades 4 and 5 pupils of Payapa Elementary School.

METHODS

This study utilized the IPO approach to identify the causes of oral reading difficulties of the pupils. The input of the study is the ongoing reading programs implemented in the school and the available oral reading test results. The survey of the causes of reading difficulties is also included. The process included the evaluation of the effectiveness of the on-going reading programs being implemented in the school and the assessment of oral reading test results through the use of appropriate reading measuring tools. The output of the study is confined to the proposed oral reading interventions purposely assigned to improve oral and other reading skills of the pupils under study.

RESULTS

Based on the result, Grade 4 and 5 pupils manifested the following errors in oral reading. Out of 55 pupil-respondents, 24 manifested errors in word recognition; 21 pupils showed difficulties as to substituting words, 18 out of 55 pupils experienced errors in insertion while 25 pupils found to experience difficulties in other aspects of oral reading.

DISCUSSIONS

Among the most common causes of reading difficulties include the ineffective reading program of the school, the lack of interesting and meaningful reading materials, the influence of modern-day leisure from the internet, home and family background, environment, and the negative learning environment. To further improve the oral reading skills of the pupils the following interventions were made: (1) the enhancement of the reading program to ensure that most of the activities meet the prioritized needs (2) the teachers exerted more meaningful effort conducting different contests and competitions in reading through reading camp and other reading activities believed to augment the reading skills of the learners under study.