Reading Level of Grade Three Pupils at Luis Mirasol Memorial School

Topics: Kindergarten, Preschool education, Early childhood education Pages: 18 (4984 words) Published: January 3, 2013
Reading Level of Grade Three Pupils
at Luis Mirasol Memorial School
Dungon B, Iloilo City

An Undergraduate Thesis
Presented to
The Faculty of the College of Education
Central Philippine University
Iloilo City

In Partial Fulfilment
of the Requirements for the Degree of

Sarah Jane Ofilanda
Jirah Claire Gamarcha
Zaira Shane Castor
Mary Ann Escalona
Airyne Ballesteros
Byron Mingo

May 2012



Background and Rationale of the Study

The current issue being faced today by most educators is that during enrolment, some pupils who are promoted in Grade Three are still considered as non-readers. According to Arnold Peralta (2006), enabling the child to read in Grade 1 and 2, the primary grade is very necessary. It is in this stage that the habit of reading should be developed. If a child will not be able to read, understand what he reads and developed the habit of reading, he/she can hardly make it in the higher grades.

According to, reading grade level means  number assigned to the level of complexity of a reading material, it equates to a given level of schooling, For example, a reading grade level of seven means the reading material is intended for a seventh grade student. In the field of education, this concept is very important in determining pupils’ progress in reading.

According to Juan Miguel Luz (2007), Grade Three (10 years old) is a critical year in terms of formal schooling. Before School Year 2012-2023 preschooling is neither compulsory nor part of the package of free public education guaranteed by the Constitution, Grade Three marks the third full year of basic education for children who attend public elementary school and the year when the facility to read, write, and do the four operations of arithmetic with competence is expected. (Less than 20 percent of those who go to public elementary school actually attend a full year of preschool education). Dropping out before this grade level thus becomes a major contributor to the lack of functional literacy, which in turn has a negative impact on adults and their eventual work productivity. This is assuming, of course, that by the end of Grade 3 (or the third year of formal full-time schooling), the children’s competence in the three ‘Rs are being honed fully. But seeing it, that may not be happening in far too many schools.

Furthermore, since they learned the basic skills in reading during their previous grades, they are expected to be a good reader when they reach Grade Three. However, there are many pupils who are still considered as non-readers. Stothard & Hulme (1996) described reading as the interaction of two distinct processes, decoding and comprehension. For skilled readers decoding is a highly automated task. Skilled readers can focus their attention on comprehension of the novel material. Low ability readers typically have difficulties studying and learning from expository textual material (Helwig, Almond, Rozek-Tedesco, Tindal, & Heath, 1999). Readers with robust verbal ability skills are more likely to analyze new information and draw inferences than their peers with low verbal ability.

DepEd intensifies reading literacy in schools by enforcing the policy called “Every Child A Reader” (the Education Post Vol. 21, No.1). Undersecretary Bacani said the new policy aims to make every Filipino child a successful reader at the end of Grade 3. The undersecretary is expecting that no pupil will be promoted to higher grades unless he or she manifests mastery of the basic literacy skills in a particular grade (Arnold Peralta,2006).

The researchers presupposed factors to consider in eradicating or minimizing non- readers in every school. Among this are children who have spent less time in reading, their father and mother educational attainment, type of pre-school attended whether in public or private, and monthly family...
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