Reading Comprehension Difficulties of Grade IV Pupils of Victoria Elementary School

Abstract

INTRODUCTION

In the Enclosure to DepEd Order No. 70 s. 2011, the (DEPED) has allotted for various reading interventions under their "Every Child a Reader Program (ECARP) to make sure that every child attains reading competencies in his or her grade level. School districts are facing a number of challenges today, and foremost among them is to improve student achievement in the face of declining enrollments, increasing budget deficits, and increasing state and federal mandates. Victoria Elementary School is one of the established government elementary schools in the Municipality of Victoria, Laguna, with a population of 891 pupils. The result of the Pre Test of the (Phil IRI) of current school year shows that the most number of pupils who are in the frustration level is in Grade IV. Based on the result, out of 146 pupils in Grade IV, 24 pupils were identified under the frustration level for the first semester of the school year. One of the major concerns and problem that Grade IV teachers are facing today are those pupils who are not capable to comprehend well in reading.

METHODS

The descriptive research was used in this study with the module as the main tool in gathering the data to describe the reading comprehension difficulties of one hundred forty-six (146) Grade IV pupils at Victoria Elementary School.

RESULTS

It was found out in the pre-test that there were 24 (16%) grade IV pupils of 146 that did not reach the independent level. Six (6) or 25% of them were identified instructional, while eighteen (18) or 75% belonged to frustration level in terms of comprehension level. In the post-test, three (3) or 13% belonged to independent, thirteen (13) pupils or 54% were under instructional level and other eight (8) or 33% were still under frustration level. These only suggest that project SINORA helped increase the comprehension levels of the concerned pupils. Because of this, teachers in our school were strongly encouraged to use this technique in remedial reading instructions.

DISCUSSIONS

The following recommendations are suggested: Since SINORA approach in reading had been found effective in teaching reading, teachers are encouraged to use this technique in remedial reading instructions. Pupils should be grouped according to their abilities and level of reading abilities. Activities of pupils with reading difficulties must be followed up and intensified at home and in the next grade level based on the intensified reading abilities and difficulties.