Enhancing the Reading Comprehension of Grade 6 Pupils at Kaylaway Elementary School through Extensive Reading and Vocabulary Development

Abstract

INTRODUCTION

Reading is the key to skillful learning and being able to read is very important for better living. Learners who read well develop better understanding and effectively adjust towards life's situations. When learners understand what they read, they could identify, classify, build, organize, synthesize, adjust and arrive at proper decisions. The study aimed to improve the reading comprehension ability of pupils. It also aimed to find out the reading comprehension level of Grade IV pupils as revealed by the Philippine Informal Reading Inventory (Phil-IRI), the causes of poor comprehension, the effect of extensive reading and vocabulary development on the reading comprehension of the pupils, and the plan of action to further improve the reading comprehension of Grade IV pupils of Kaylaway Elementary School using extensive reading and vocabulary development.

METHODS

This descriptive study was confined only at determining the levels of the pupils’ reading comprehension ability and in designing a lesson model to enhance pupils’ reading comprehension skills. The respondents were thirty-seven grade four pupils of Kaylaway Elementary School which consist of 21 males and 16 females.

RESULTS

Based on the post-test conducted by the School English Coordinator, a great improvement in the number of pupils belonging to the frustration level took place compared to the initial test results which is 37 or 100% to 16 or 43.24%. This means that effective remedial reading program using extensive reading and vocabulary development is built for intensive administration of reading instruction regularly so that reading difficulties will be corrected.

DISCUSSIONS

Based on the post-test conducted by the School English Coordinator, a great improvement in the number of pupils belonging to frustration level took place compared to the initial test results which is 37 or 100% to 16 or 43.24%. This means that effective remedial reading program using extensive reading and vocabulary development is built for intensive administration of reading instruction regularly so that reading difficulties will be corrected.