Effectiveness of Oral Reading Assessment in Improving Reading Performance of Grade 5 Pupils in Mapulo Elementary School

Abstract

INTRODUCTION

Reading is considered a gateway skill to all other learning. For this, the government increasingly focused on assessing reading among young children, primarily through oral reading assessment, which no longer restricted to school settings. In this study, it seeks to provide insights on developing pupils reading abilities and to determine the effectiveness of administering the oral reading assessment in Grade 5 pupils. It also aspires to eliminate struggling readers and facilitate effective learning in other learning areas. Therefore, it is a must that reading problems be identified and given attention.

METHODS

A descriptive method of research was used to determine the effectiveness of oral reading assessment on the reading achievementof the pupils. It is designed to gather information about the present existing conditions involving the collection of data in order to get the hypothesis and answer to the questions concerning the current status of the subject of the study. In addition, personal opinions of the pupils were also used to determine their attitude toward oral reading assessment.

RESULTS

Based on the results in oral reading assessment in English (Pre-Test) there are 14 or 21% of the pupils are under struggling level, 11 % very slow, 35 % average level and 8 or 12 % under a fast level. While in post-reading test 2 or 3 % of the pupils fall under struggling level,7 or 11% very slow, 21 or 32 % average and 29 or 44 % fast level. It is worth noting that there are only 2 slow readers in the Grade 5 class.

DISCUSSIONS

The results presented determine the effectiveness of oral reading assessment in improving the reading performance of Grade 5 pupils in Mapulo Elementary School. Through the use of different strategies and reading program of the school, reading performance of the pupils were improved and the number of slow readers was decreased.