Reading Profile in English of Grade 3 Pupils

Abstract

INTRODUCTION

One of the very essential competencies that learners need to master is reading. In the Every Child a Reader Program (ECARP) of Department of Education, emphasis is given in making every Filipino child a reader by Grade III and master the literacy skills at this particular level. However, in the monitoring of the reading profile in English of pupils in the division, it was noted that there is still a big number of Grade III pupils who are non-readers and in the frustration level. Thus, this study was put in place.

METHODS

The descriptive-correlational method was used in this research. The respondents were the 3,176 Grade 3 pupils in the 39 public elementary schools in the Schools Division Office of Tabaco City for SY 2016-2017. Pre-test and post-test using a Phil-IRI reading selection in English were conducted. The Guide in Computing Students' Reading Level and a Table of Equivalent for Overall Reading Level were used by teachers to determine the respondents' reading profile. As interventions, trainings of reading teachers and provision of reading materials using Fuller Approach to all elementary schools were done after the pre-test. Monitoring of the Remedial Reading Programs of schools was likewise done.

RESULTS

The data showed the pre-test and post-test reading profile in English of Grade III pupil respondents. In the pre-test, the number of pupils in the Independent Level is 122 or 3.13% while 596 or 15.28% in the post-test. In the Instructional Level, there were 417 or 10.69% in the pre-test and 578 or 14.82% in the post-test. There were 1,642 or 42.10% of pupils in the Frustration Level in the pre-test while 1, 284 or 32.92% in the post-test. There were 995 or 25.51% non-readers in the pre-test while 568 or 14.56% in the post-test. There is a significant difference between the number of non-readers, readers in independent, instructional and frustration levels in the pre-test and post-test.

DISCUSSIONS

After the post-test, Independent Level readers who can read smoothly and fluently and comprehend the text increased by 12.15%. Instructional Level readers who can read and understand 90% of the words increased by 4.13%. Readers in Frustration Level who felt difficulty in reading and understanding the text decreased by 9.18% and Non-readers who cannot identify words and cannot comprehend decreased by 10.95%. These results showed that the reading interventions had its impact on the reading levels of the Grade III pupils.