Enhancing the Reading Readiness among Grade 1 Pupils of Niogan Elementary School

Abstract

INTRODUCTION

Reading readiness is highly individualistic; there is no "one size fits all" solution to teaching a child to read. A parent or teacher may need to employ several techniques before finding the most appropriate method for an individual child. Public Elementary Schools in Lemery, Batangas, specifically Niogan Elementary School, were included to the ECARP of theDepartment of Education which aimed to produce competent readers and writers at the time of their primary grades. That is why the researcher conducted a study to improve the extent of reading readiness of grade one pupils in Niogan Elementary School through the intervention program.

METHODS

The descriptive method of research was utilized in this study; the researcher-made questionnaire and informal interviews were used as major instruments to measure the extent of enhancing the reading readiness of grade one pupils in Niogan Elementary School.

RESULTS

The researcher assessed the extent of reading readiness of 30 grade one pupils. Pupils rated "great extent" in the equipment and special features of the classroom which only showed that teachers were aware that equipment and features of the classroom were important in facilitating the phonological awareness leading the improvement of pupils’ reading skills. In terms of teaching reading in class, the pupils rated "very great extent". This implied that teachers showed their best teaching performance and used different techniques during the teaching of reading to their pupils. In terms of teacher-pupil relationship the pupils rated "very great extent" which confirmed that teachers showed good rapport to their pupils for them to get the attention and encourage them to improve their reading skills. Pupils rated "very great extent" in teacher-parent relationship. Teachers and parents showed open communication when it comes to the reading readiness and reading performance of the pupils.

DISCUSSIONS

School administrators should provide in-service trainings with regards to reading readiness. Teachers should make other reading-related materials for teaching sounds and letters. They must relay to parents the needed information in teaching reading to let them assist and guide their children at home. School administrators and teachers should develop reading programs such as remedial teaching and tutorial and implementation of the proposed reading intervention program is recommended to enhance the reading readiness of pupils.