Oral Reading Difficulties in English of Selected Pupils in Mataywanac Elementary School, District of Tuy, Division of Batangas: input to English Oral Reading Enhancement

Abstract

INTRODUCTION

Reading is essential to success in society. The ability to read is highly valued and important for social and economic advancement. This research aimed to determine the Oral Reading Difficulties in English of the pupils in Mataywanac Elementary School in Tuy, Batangas.

METHODS

The data were gathered through the descriptive method. Checklist, interviews, and Philippine Informal Reading Inventory (Phil-Iri) were used as the main sources of data in the study. The data were statistically treated using average weighted mean, frequency, ranking and t-test for testing the hypothesis.

RESULTS

Findings of the study revealed that mispronunciation, repetition, omission, insertion, substitution, and refusal to pronounce were among the difficulties encountered by the pupils in reading. This result is attributed to the four (4) factors that are determined to have affected the reading performance of the pupils: physiological, psychological, environmental, and educational factors and perceived habits/practices in reading. This study also showed that most of the reading materials used by the pupils at home include books, dictionary, and storybooks. It suggests that remedial measures and practices must be provided to address the issue. A proposed action program in the development of English Oral Reading was designed to enhance the reading skills of the pupils.

DISCUSSIONS

Findings of the study suggest that there is a need for the course content in reading to focus on pronunciation and speed. It is likewise recommended that teachers could produce instructional materials in oral reading in order to enhance the students' oral and English proficiency and equip their pupils with word attack skills using different word-learning strategies.