Relationship of Profile Variables to the Oral Reading Performance of Pupils

Abstract

INTRODUCTION

Reading, being a potent tool for understanding and mastery of other subjects and school activities must be the immediate and major concern of the teachers. However, despite teachers' effectiveness, concerns, and dedication, it cannot be denied that there are really pupils who are retorted in reading. It is within this context that the researcher, who is suffering from the same problem every year, was prompted to investigate if there exists a relationship between the oral reading performance of pupils and the profile variables.

METHODS

The study employed descriptive-correlational method. Information was derived using a survey questionnaire developed by the researcher. This includes the profile of the respondents. Their reading level was also determined using the percentage scores they obtained as they read the passages adapted from the Phil-IRI.

RESULTS

Results revealed that age has a significant relationship in the oral reading performance of pupils, with younger children having better scores than the older ones in reading fluency, reading comprehension, and the total reading performance. All other variables were not found to play important role in their reading performance. However, the effect of age on the total reading performance was relatively small, as well as the effect on reading fluency and reading comprehension. Nevertheless, it could still be suggested that teachers should be aware that the older or over-aged pupils in class might require additional support in their reading compared to the younger ones and take appropriate action to effectively meet their needs, no matter how small these might be.

DISCUSSIONS

The findings highlight the necessity of comprehensive intervention during kindergarten and first grade to ensure that all pupils are on the right track for learning through the school years. Teachers should give special importance to reading instruction during the first schoolyears. Their efforts should aim to counterbalance possible performance differences due to age factor as well as to prevent reading problems on the subsequent academic years. Additionally, teachers should make learning meaningful, taking into account the age, interests, and needs of children, to provide a rich and varied literacy environment, to integrate reading into other activities, to continually adapt their teaching strategies to match a child's growth, to pay attention to the needs of children who are at risk of reading failure, and to seek timely intervention and support.