Factors Affecting Reading Performance of Grade III Pupils of Agus-os Elementary School

Abstract

INTRODUCTION

The main objective of the study is to determine the reasons that contribute to the reading skills of the slow readers and readers at risk (frustration readers) of the Grade 3 pupils as determined by the pre-test of Phil-IRI of the Agus-os Elementary School in Indang, Cavite as basis for the need of an intervention program.

METHODS

The research study used descriptive research design. Quantitative method was utilized to interpret the result of the survey questionnaire. The first set of structured questions about the "Reasons Why Pupils Have Difficulty in Reading" will be answered bythe parents of selected Grade 3 pupils. The other set of questions is composed of two parts and will be answered by the selected Grade 3 pupils. The first part of the questionnaire are checklists that will determine the reading preferences of the pupils in terms of reading materials, reading form, reading companion, and learning medium. The second part are questions wherein the pupils will provide their own answer to questions. The respondents were pupils and parents purposively selected as identified by the Phil-IRI as "frustration readers".

RESULTS

Results showed that parents of Grade 3 pupils perceived that "Lack of Parents Supervision/Guidance" as the main reason why pupils have difficulty in reading. In terms of the answers gathered from the students, most of them prefers to read short stories. It's easier for them to recognize words when written in big letters. Results also show that pupils prefer reading with a partner. Furthermore, pupils consider difficulties in recognizing letters and words as the main reason why they have difficulties in reading and comprehension. On the other hand, they believe that practice and frequent reading, and the use of reading drills will help them improve their reading and comprehension.

DISCUSSIONS

The result of the study suggests the need for an intervention program to address the pupils' issue on difficulties in reading and comprehension. It may focus on giving take home reading materials that can enhance Teacher-student-parent cooperation. Boost peer tutoring during free time and remediation. Training of teachers for Teaching Beginning Reading and giving recognition and rewards for best readers may also be considered.