FACTORS AFFECTING THE READING COMPREHENSION SKILLS AMONG
GRADE V PUPILS
Background of the Study
Reading comprehension skills are essential to success in society today. The ability to read is highly valued and very important for economic advancement. Reading can be a challenge but is one that must be met accordingly in order to succeed. Children who are successful readers tend to exhibit progressive social skills. Having confidence in reading only comes from daily practice of reading. One good way to accomplish the task of reading daily is through books. Reading books can develop a person’s comprehension by learning new words. The easiest way to do this is to look up words in the dictionary that are not understood when they are first read. Writing these words down and reciting them aloud also help to establish them in memory. Incorporating these new words in everyday speaking will increase language skills and boost confidence to the pupils.
Reading books can also help the pupil’s vocabulary growth. Along the same line of comprehension, the growth of vocabulary is also very important. Having a large vocabulary is not only impressive but also useful in many areas of reading. However, reading comprehension skills cannot be developed without the interest of the following reader. If the learner lacks interest in activities including reading, there is a failure in the improvement of comprehension abilities and vocabulary growth. This is not good in the part of the pupils if who they are in the future, needs socialization and communication as part of their soon profession.
In this study we focus on the reading comprehension of the pupils on their levels of achieving good communication skills in reading.
The study of reading comprehension of Grade V elementary pupils can determine how far their learning is now upgraded for the preparation to the next level of their learning process. With this, we decided to conduct a study to determine the factors that affect in reading comprehension among elementary pupils with the hope to come up with a good result for the improvement of their reading comprehension. Theoretical/Conceptual Framework
This theory of reading comprehension offered by Jack A. Holmes (12) is based upon this concept of brain function. Theory resembles the factor analysis studies of reading, intentional thinking during which meaning is constructed through interactions between text and reader.
The concept of this study is to determine the factors that affect in reading comprehension among Grade V pupils. The first box of the conceptual framework constitutes the factors in reading comprehension in terms of the reading habits, reading interest and the availability of reading materials at home. The second box contains the significant relationship between the comprehension and each factor on how it affects the reading comprehension of the elementary pupils and it will be the basis to improve their reading comprehension. The last box is the inputs drawn from the findings of the study on how to improve and arouse the reading comprehension of elementary pupils.
The diagram shows the profile or the information on the factors that affect of elementary pupils.
Fig.1 Conceptual Framework of the Study
Statement of the Problem
The study will be conducted in order to determine the possible factors relating to the reading comprehension of elementary pupils with the end view of improving the reading comprehension skills of the grade V pupils. Specifically, it seeks answers to the following questions: 1. What reading habits do grade V pupils have?
2. What is the level of reading interest of the grade V pupils? 3. What is the level of the availability of reading materials at home of the pupils? 4. Is reading comprehension skills significantly related with each of the following factors?
4.1 reading habits