Oral Reading Difficulties of Grade VI Pupils in Tulo II Elementary School

Abstract

INTRODUCTION

One of the most important achievements for a young child is learning to read. A person who is widely read is a better communicator than those who do not read. This study aimed to determine the different oral reading activities of Grade VI pupils at Tulo II Elementary School for the school year 2017-2018. Almost half of the pupils in the class needed further attention on how to improve their oral reading ability. In relation to this, the researcher would like to investigate the oral reading difficulties experienced by the Grade VI pupils and seek for possible enhancement oral reading activities that can be offered to minimize the difficulties in oral reading.

METHODS

This study used the descriptive method of research as it aimed to determine the oral reading difficulties of the pupils of Tulo II Elementary School. The researcher gathered data through questionnaire. This questionnaire was evaluated, validated, administered, tallied, and scored according to the accepted practices in research. A total of 50 pupils served as respondents. The statistical tools used in treating the data were percentage, ranking, and weighted mean.

RESULTS

The findings revealed that most of the oral reading difficulties of the pupils were sometimes being observed. Likewise, the oral reading ability of the pupils slowly develop because they are not exposed to different oral reading activities. At the beginning of the school year, the preliminary Phil Iri was conducted, and it was compared in post-Phil Iri during the end of the school year when the enhancement activities were implemented. The enhancement of oral reading activities was offered to minimize the difficulties in oral reading.

DISCUSSIONS

Reading is one of the most important activities in the school program as well as in life activities. Building the foundation of oral reading skills can begin as soon as a child enters the school environment. As observed some children enter the environment already four times behind their peers just in sheer exposure to words. These struggling students cannot afford to lose any more time and allow the gap to continue to grow. Some students do have oral reading problems because they lack the necessary skills for proficient reading. Different Instructional materials should be provided to improve the reading abilities of pupils. Better yet, reading programs will be a more relevant program to help the pupil learn to read and understand.