Enhancement of Reading Comprehension of Grade 6 Pupils in Domingo M. Zuno Elementary School Basis for Proposed Reading Intervention

Abstract

INTRODUCTION

In view of the foregoing rationalization, the researcher was motivated to conduct a study on improving the reading comprehension ability of pupils. The researcher hopes that this study will greatly benefit the teachers in improving their instructional competencies as well as the pupils in terms of their improvement of reading comprehension skills.

METHODS

A Multiple Method Design was used. First, the pupils' reading abilities were diagnosed through a series of diagnostic tests in reading comprehension from which their strengths and weaknesses were determined. The Pull-out Technique in which the pupils were grouped homogeneously according to their reading abilities and difficulties was employed so that the fast, average, and slow learners were grouped separately. The researcher also exposed the pupils to consistent drills and practice in reading. The monitoring of the activities and keeping abreast with the contents of reading comprehension materials patterned after the Phil-IRI type followed.

RESULTS

A reading comprehension enhancement program patterned after the principle of Continuum of Literacy Instruction can be designed and implemented in the school to further improve the pupils' reading comprehension skills along with their performance in Phil-IRI. This program also represents consistent drills and practice in reading. Furthermore, the role of the school and the school heads and teachers must be specified in this program to ensure their maximum participation.

DISCUSSIONS

The results demonstrate that English teachers must be cognizant of the significance of the dimensions of reading comprehension and follow to the letter the effective steps and procedures in conducting classroom instruction relative and responsive to the area of concern.