Eading Comprehension Skills of Grade Vi Pupils.
READING COMPREHENSION SKILLS OF GRADE VI PUPILS: BASIS FOR A DIFFERENTIATED SCHOOL READING INTERVENTION By:
JIMMALOU ABRAHAM-MELLA
Castilla East Central School
Castilla, Sorsogon
ABSTRACT
This study is aimed to find out the various activities and practices employed by school heads and teachers in the implementation of Every Child a Reader Program to uplift the reading comprehension of pupils in Magallanes South District. Specifically, it answers the following questions: (1) What is the profile of grade VI pupils?; (2) What is the level of comprehension of grade VI pupils?, (3) Is there a significant relationship between the profile and the reading comprehension skills of grade VI pupils?, (4) What are the reading difficulties encountered by grade VI pupils?; and, (5) What differentiated school reading intervention can be proposed to enhance the reading comprehension skills of grade VI pupils? The present study is evaluation research which utilized descriptive-correlation method. It enabled the researcher to determine the profile of the pupil respondents. This method was used to describe the conditions among the groups. Correlation was used in this study to estimate which variables were related in the population of interest. The distinguishing characteristics were the effort to estimate relationship. This likewise aided her to determine the reading levels of the grades VI pupils. This study used the descriptive correlation to establish relationship and differences among and between variables obtained. The data collected were the basis for a reading intervention plan which can be adopted by all teachers in grade VI. The respondents in this study were the grades VI pupils of Eduardo Lee Chan Memorial School.
It was found out that pupils who have limited reading materials at home, always left by parents alone, have no time to read, are found out to have reading difficulty. Pupils are good in noting details but poor in drawing conclusions. The
JIMMALOU ABRAHAM-MELLA
Castilla East Central School
Castilla, Sorsogon
ABSTRACT
This study is aimed to find out the various activities and practices employed by school heads and teachers in the implementation of Every Child a Reader Program to uplift the reading comprehension of pupils in Magallanes South District. Specifically, it answers the following questions: (1) What is the profile of grade VI pupils?; (2) What is the level of comprehension of grade VI pupils?, (3) Is there a significant relationship between the profile and the reading comprehension skills of grade VI pupils?, (4) What are the reading difficulties encountered by grade VI pupils?; and, (5) What differentiated school reading intervention can be proposed to enhance the reading comprehension skills of grade VI pupils? The present study is evaluation research which utilized descriptive-correlation method. It enabled the researcher to determine the profile of the pupil respondents. This method was used to describe the conditions among the groups. Correlation was used in this study to estimate which variables were related in the population of interest. The distinguishing characteristics were the effort to estimate relationship. This likewise aided her to determine the reading levels of the grades VI pupils. This study used the descriptive correlation to establish relationship and differences among and between variables obtained. The data collected were the basis for a reading intervention plan which can be adopted by all teachers in grade VI. The respondents in this study were the grades VI pupils of Eduardo Lee Chan Memorial School.
It was found out that pupils who have limited reading materials at home, always left by parents alone, have no time to read, are found out to have reading difficulty. Pupils are good in noting details but poor in drawing conclusions. The
References: A. BOOKS Kingston, Greg (Understanding Reading Comprehension, USA, Mcmillan Publishing Bo., Inc., 2000) Malcolm, Douglas, Developmental Reading, (McGraw Hill Inc. 2001) Tompkins, Gail L., Language Arts-Content and Teaching Strategies (USA: Prentice Hall Inc Stauffer, Ralf, Teaching Reading to Easy Child (USA, Mcmillan Publishing Co. Inc., 2000) Stewig, John and Simpson, Jeff, TheMechanical Aspects of Reading Language Arts in the Early Childhood Classroom (USA: Wandsworth Publishing Company, 1996) Elbon, Harris, Using Multiple Intelligences to Increase Reading Comprehension in English (Unpublished Master’s Thesis, Saint Xavier University, Sta. Barbara, California, 1990). B Aristo, Patricia B., Reconstructing Educational Knowledge in Functional Literary Program (U.P. Diliman Educational Program, Vol. II, Philippine Journal of Education, 1999.) [ Every Child a Reader Program (ECARP) Manual (Department of Education, Bureau of Elementary Education, Pasig City, 2005 Gray, G Hermosa, Nema, Trends Reading Instruction Cater to Comprehension Focus Curriculum (Quezon City, UP Deliman, 1992) p. 36 Pado, Felicitas, The Effective Learner: A Reader, RAP Journal