Enhancement of Reading Comprehension Skills of Grade 6 Pupils of Bato District

Abstract

INTRODUCTION

This study determines the reading comprehension skills of the Grade 6 pupils in Bato District, Division of Camarines Sur as basis for a proposed training design to improve academic performance. It drew out the profile of reading comprehension skills of the Grade 6 pupils of Bato District in terms of Noting Details, Sequencing Events, Getting the Main Ideas, Organizing Ideas, Predicting Outcomes, Summarizing Ideas, Evaluating Ideas, Getting the Meaning of the Word, and Identifying Character Traits and assessed the enhancement activities employed by the teachers and its effectiveness. A training design was formulated to improve the reading comprehension skills of the Grade 6 pupils.

METHODS

This study used the Descriptive-Inferential Correlational Method of research with documentary analysis. The researcher utilized the standardized test on the reading comprehension skills formulated and validated by Dr. Estelita Detal and questionnaire-checklist/rating scale to assess the activities employed by the teachers, their effectiveness, and intervention strategies. Frequency count, percentage, rank, proficiency level, weighted mean, Kruskall Wallis One Way ANOVA, Kendall Coefficient of Concordance W, and Chi-square (x2) were used to treat the data statistically.

RESULTS

The performance level of the Grade 6 pupils in the different skills was considered above target. The teachers employed various activities and intervention strategies which include procurement of instructional materials and equipment, more reading materials, and more classroom practices to enhance the reading comprehension skills. The proposed training design for the teachers is expected to enhance the reading comprehension skills of the Grade 6 pupils in Bato District, Division of Camarines Sur.

DISCUSSIONS

Teachers should first determine the strengths and weaknesses of the pupils and look for strategies suited to the needs of their level. School heads must institutionalize reading activities within the daily-supervised study period and should closely conduct monitoring and evaluation of pupils' reading proficiency level. The use of TV Ads and educational technologies are much needed. There should be strong parent involvement in school reading activities by setting up community reading areas and complementing reading sessions with feeding programs to inculcate love for reading. Teachers must utilize the developmentally-rich library and established library hours. Implementation of training design is highly needed.