Reading Behavior and Levels of Comprehension of the Primary Pupils of Latian Elementary School

Abstract

INTRODUCTION

Reading is a complex process that requires a great deal of active participation on the part of the reader. It is also a basic life skill. It is a cornerstone of a child's success in school and throughout life. Without the ability to read well, opportunities for personal fulfillment and eventually the assurance of job success will inevitably be lost. Reading is a means of language acquisition, of communication, and sharing information and ideas.

METHODS

The study utilized the use of descriptive quantitative research. The select pupils of the grades 1-3 became the respondents who were chosen purposively following the ethical considerations in conducting a qualitative study. A survey questionnaire and a reading selection were prepared in gathering the needed data for the study. The data gathered from the respondents were treated statistically using the Frequency and Percentage, Weighted Mean, T-test of Independent sample and ANOVA.

RESULTS

The significant findings of the study were the following: (a) Most of the respondent were females and unequally divided. (b) No significant difference existed between reading behaviors and levels of comprehension of the students. (c) No significant difference existed in the assessments made by the student-respondents. (d) There is a need to provide an intervention program that would increase their level of comprehension.

DISCUSSIONS

The results imply that the respondents have different levels of attitudes towards reading that allows them to have difference also in their comprehension. Attitudes of the readers can be associated with certain factors such as family, age, environment, and socio-cultural background. In here, the researchers conceptualized intervention plans and programs to address the needs of the pupil-respondents which can be adopted by the whole community and can be a contributory factor in quality delivery of instruction.