Reading Comprehension Difficulties of Grade Vi Padre Garcia Central School Pupils: A Basis for an Enhancement Plan

Abstract

INTRODUCTION

The purpose of the research is to determine the problematic areas of Grade VI Pupils from Padre Garcia Central School's reading and comprehension and to design an enhancement plan that may help address these. The researcher realizes how reading and comprehension serves as a spring board to creating learners that are not only skilled, but also critical thinkers and creative communicators. The objectives of the study are to achieved by designing a test to gauge the area of reading and comprehension where the respondents experience difficulties.

METHODS

The research uses a quantitative approach since it seeks to identify the difficulties experienced by the respondents in terms of their reading and comprehension. A tool was designed to collect data from the respondents of the study, who are currently enrolled Grade VI Pupils from Padre Garcia Central School. Respondents were given a list of statements, which were about reading and comprehension difficulties that they may experience. They were asked to rate these statements based on the frequency or extent to which they could relate to them.

RESULTS

Grade VI pupils of Padre Garcia Central School experience various reading and comprehension difficulties across word, sentence, conceptual, and topical levels. Specifically, these difficulties are most observed in the following difficulty joining words; difficulty reading/ pronouncing words; difficulty rhyming; and mistaking/mispronouncing words with similar spelling, skipping words/lines when reading, difficulty pausing upon encountering punctuations, difficulty appropriate intonations on punctuations, not remembering details about the text recently read, 9) difficulty understanding what the text is about, and not finding reading an enjoyable activity.

DISCUSSIONS

Since the students admit not to find reading an enjoyable activity, an activity that will resolve this concern should be put in place. This may be done by designing a communal (school-based) program that allows students explore different reading activities, craft an enhancement plan to address identified reading difficulties and implementation of enhancement plan, monitoring and evaluating procedure to ensure effectiveness.