Oral Reading Levels of Grades II to VI Pupils of Payapa Elementary School: An Assessment

Abstract

INTRODUCTION

Reading is crucial in developing pupils holistically. It is imperative to take into consideration to assess the reading level and the difficulties encountered by the pupils while they are reading. This paper aims to assess the oral reading levels of Grades II to VI Pupils in Payapa Elementary School.

METHODS

The researcher used the descriptive method of research. The respondents were Grades II to VI pupils of Payapa Elementary School SY 2017-2018. The researcher utilized the Pre-Test Results of Oral Reading in English as a basis for describing the oral reading levels of Grades II to VI pupils. Reading levels and difficulties were documented through the data obtained from the results of the oral reading test.

RESULTS

Through Oral Reading Pre-Test, the researcher found that almost 25% of the Grades II to VI pupils are struggling readers. This means that the pupils need intervention program to improve their reading performance. The findings of the study revealed that the common oral reading difficulties of the pupils were poor recognition of words, substitution, repetition, insertion, reversal, and omission. The results of the study became the basis for the crafting the School Reading Programs like Project STAR, SMILE P and ALTAR which led the pupils to be motivated to read and improve their reading levels/abilities.

DISCUSSIONS

Oral Reading Pre-Test Result in English was used to gauge the oral reading levels of Grade II to VI pupils of Payapa Elementary School SY 2017-2018. It revealed the Unsatisfactory result, out of 460 pupils, 91 or 20% were Struggling Readers,16 or 3% Very Struggling Readers, and 1 non-reader, 180 or 39% recorded as Fast Readers and 172 or 38% were Average Readers. The researcher found that the common difficulties of the pupils were poor recognition of words, substitution, repetition, insertion, reversal, and omission wherein 114 or 25% of the pupils had miscues in poor recognition of words, 112 or 24% of them commit substitution, 156 or 34% repetition, 58 or 13% insertion, 66 or 14% reversal and 71 or 15% omission. To improve the oral reading levels of the pupils, the researcher produced the projects such as Project STAR (Strengthening Techniques and Activities in Reading), Project SMILE (Searching Meaningful Ideas through Library Exposures) and the Project ALTAR (All Learners a Total and Active Readers). The teachers provided the learners with reading materials and modules along with extensive instruction practices.