Oral Reading Difficulties of Grade Iv Pupils in San Jose Sico Elementary School

Abstract

INTRODUCTION

Reading is by far the most important skill required for success in school. On the other hand, competence in reading difficulties implies that the readers are devoid of the common reading difficulties, committed by many pupils such as mispronunciation, repetition, omission, addition, and many others. These difficulties tend to hinder the reading progress of the pupils and eventually causes frustration can be detrimental to their intellectual development. The researcher believes that reading is very important to pupils learning and difficulties in reading like mispronunciation, repetition, addition, and omission greatly hinders the opportunity of the learners to be an independent reader. In relation to this, the researcher was prompted to investigate the oral reading difficulties to seek for possible remedial activities that can be offered to minimize the difficulties in oral reading.

METHODS

The study used the descriptive method of research which was used to gather the needed and relevant data information about the oral reading difficulties of the respondents. Twenty-seven Grade 4 pupils responded to the researcher-made questionnaire which was composed of two parts. The first part was about the observance of oral reading difficulties of the pupils in while the second part of the questionnaire focused on the extent of the respondent's exposure in different oral reading activities.

RESULTS

It can be gleaned that pupils experience different oral reading difficulties such as mispronunciation due to the association of the pronunciation of other words to what they are reading. The omission is also one of the oral reading difficulties which usually occur because pupils tend to be distracted resulting for them to miss out some of the words they are reading. Another reading difficulty is the addition of words which happens when most of the pupils get distracted on how they will be able to read words and tends to add or insert some of the words to the text they are reading. Lastly, repetition arises to be one of the oral reading difficulties when pupils are not sure how to read other words and tended them to re-read it. On the other hand, exposure to different oral reading activities can develop reading ability and fluency among pupils while parents support their children during reading is also highly encouraged.

DISCUSSIONS

The result implies that most of the oral reading difficulties were sometimes being observed by the pupils due to insufficient involvement in different oral reading activities and lacking guidance from their parents. Thus, the researcher's proposed enhanced oral reading activity can be utilized to minimize difficulties in oral reading hand in hand with continuous support from their parents.