Enhancing Word Recognition Skills of Grade 3 Pupils through Supplementary Oral Reading Activities at Padre Imo Luna Memorial Elementary School

Abstract

INTRODUCTION

Reading is a key to a school’s success. The principles of individual differences are also reflected in one's own ability to read. There are different kinds of readers categorized as good, average, and struggling readers. Researchers have made considerable progress in understanding all types of reading disabilities. A student's ability to read is central to their academic success. Word recognition is a student's ability to see and understand a word quickly without sounding it out. This study suggests various oral reading activities to be utilized in enhancing word recognition skills of Grade Three pupils of Padre Imo Luna MES.

METHODS

The researchers used the descriptive method to seek the artifacts in relations to the conduct of the study. It investigated participants' level of reading through identifying their needs to enhance their reading ability. The research was conducted at Padre imo Luna MES. The participants of the study were the Grade Three Mulawin pupils during the school year 2017-2018. To enhance the word recognition skills among Grade Three Mulawin, the researchers used various tools and methods. The researchers conducted a PHIL-IRI Test in English among grade three pupils.

RESULTS

As a result of this study, it was found that pupils out of 35 cannot pronounce the words in the story correctly. They had difficulty in pronouncing the words correctly. Repetition was also a problem wherein they repeatedly read some of the words in the story. It was found out that the causes of the word recognition deficiencies were lack of enough and suitable reading materials for the pupils use, poor study habits of the pupils, lack of pupils’ exposure to reading, paying no attention to content and parents’ indifferences. The different miscues encountered by the Grade Three pupils were mispronunciation, substitution, refusal to pronounce, insertion, repetition and reversal.

DISCUSSIONS

Pupils improve their word recognition skills if: more supplementary reading materials and alternative textbooks are acquired, study habits of pupils will be developed, diagnostic reading tests are administered--the aim of which is to know where each pupil belongs--, remedial and corrective reading will be given. Pupils will develop love for reading and parents are cooperative.

Supplementary materials are vital as it enhance creativity, excitement, class instruction, encourage situational English, enhance language skills and communication skills, overcome fear, leads to group and teamwork, and tasks can be challenging.