Reading Comprehension of Grade 5 Pupils in Escribano Elementary School

Abstract

INTRODUCTION

The ability to read and comprehend may determine a students' success or failure. They must form the habit of reading to perform well in all subjects. Reading habit is cultivated by individuals who are ready to give their all to it. School and home have greater influence in fostering this habit and motivate them to progress in reading. Reading problems arise when the students fail to grasp the basic skills needed to develop further dimensions in comprehension. The skill acquired in reading can promote the acquisition of language skills like listening, speaking, and writing.

METHODS

Based on the analysis of the study conducted, the following intervention activities were seen to be effective practices to improve the reading comprehension of grade 5 pupils in Escribano Elementary School:

1. Book Flooding

2. Home Reading

3. Giving Enrichment Exercises or Drills

4. Extensive Reading Practices

5. Repeated Reading Exercises

6. Reading comprehension practices followed by several multi-choice questions.

RESULTS

The researcher concluded that the grade 5 pupils could do well using their literal ability but they perform very low in both creative and evaluative abilities; thus, their comprehension must be enhanced. The implementation of the suggested reading activities in this study practiced the pupils' reading skills with comprehension. Pupils were engaged in the classroom discussions, group activity, teaching-learning process and daily life routine. The researcher also proposed an action plan to improve the reading comprehension of Grade 5 pupils of Escribano Elementary School. The proposed action plan was carefully explained and set up because for most of the time, the students work without the teacher's direct guidance. It is the students who create their own real or imagined life histories; it is the students who practice their reading. During activities, the teacher monitored the class and activity.

DISCUSSIONS

In view of the aforementioned scenario, the teacher asked their previous teachers the possible causes of their poor performance in reading and considering also the teacher's experience in teaching them in the whole first and second grading period. The possible causes are summed up as follows: weak word recognition skills/decoding deficiencies, poor reading habits, limited vocabulary, and unable to derive meaning and gain understanding from a passage.