Oral Reading Strategy: It's Efficacy to Reading Comprehension of Grade Six Pupils of Sta. Cruz Elementary School: As Basis for Remedial Reading

Abstract

INTRODUCTION

This paper aims to determine the efficacy of the oral reading as a strategy in reading comprehension of Grade Six pupils and this would help the teachers in performing their duties and functions for the good of the learners and for the attainment of the objectives of Remedial Reading Program. It will also serve as a compass to the teachers in determining the kind of instructions that would enable pupils to develop the skills needed and became aware of the changing times. This could prepare children by providing them with reading materials that involve problem-solving, creative thinking, using their own experiences and to develop to them their role as an instrument in teaching reading with comprehension. It can help the parents became aware of their responsibilities in helping their children to read with comprehension at Sta. Cruz Elementary School, Sta. Cruz, Sto. Tomas, Batangas.

METHODS

This research attempts to determine the communicative competence in oral communication, syntactic structuring, verbal ability, and word analogy of public elementary pupils who were utilized the silent and oral reading strategies. This study involved 50 Grade 6 pupils of Sta. Cruz Elementary School during the school year 2018 -2019. This study is the comparative study between the level of reading comprehension competence of two groups of Grade 6 pupils of Sta. Cruz Elementary School, S.Y. 2018 -2019 using the pre-test post-test experimental research design. The subject of the study were two comparable groups, each with 25 pupils who attended the oral reading and silent reading strategy and who were equally matched paired before the start of the treatment strategy.

RESULTS

There is a significant difference between Pre-test and Post-test scores of pupils in oral reading strategy, in Oral Communication with t value of 6.60, Syntactic Structuring with t value of 8.97, Verbal Ability with t value of 8.49, Word Analogy with t value of 8.49 and in English Achievement Test with t value of 17.56 at 0.05 Level of Significance. There is significant Difference Between Pre-test and Post-test scores of pupils in oral reading strategy in Oral Communication with t value of 5.36, Syntactic Structuring with t value of 3.93, Verbal Ability with t value of4.25, Word analogy with t value of 3.43, and in English Achievement Test with t value of 13.26 at 0.05 LS.

DISCUSSIONS

Pupils showed more learning in oral reading strategy than that in silent reading strategy. In other words, oral reading is vital in the beginning, while silent reading is beneficial for a lifetime. A clear indication that oral reading provides an avenue for the pupils to use basic learning tools provided by synthetic structuring, verbal ability, and word analogy becomes a skill in understanding articles they have read. This verbal reading provides accurate understanding because English words are more understood when verbally uttered, meaning were more emphasized and correctly given proper analogy for the purpose of better comprehension. The oral reading strategy was found to be better than silent reading strategy. The pupils learn more when they utter the words orally because they heard what they read.