READING COMPREHENSION SKILLS OF GRADE VI PUPILS: BASIS FOR A DIFFERENTIATED SCHOOL READING INTERVENTION
Castilla East Central School
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 researcher came up to a conclusion that a differentiated school reading intervention is the answer to the problem of grade VI pupils in Eduardo Lee Chan Memorial School.
Key Words: Reading, Differentiated Reading Intervention Program, Intervention Program, Reading comprehension, Reading Level, Independent Level, Instructional Level, Frustration Level , Non-reader, Level of Questions, Profile, Interventions, Reading Skills, Learning Style.
Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual words which interfere with their ability to comprehend what is read. Many educators believe that students need to learn to analyze text even before they can read it on their own and comprehension instruction generally begins in Kindergarten. The researcher believes that the children must learn how to decode the words in a story through phonics before they can analyze the story itself.
In Eduardo Lee Chan Memorial School for instance, the Phil-IRI result as of 2011 showed that the grade VI pupils obtained 46% frustration level, 33% instructional, 15% independent level and 6% non-readers thus these results imply that the school has a poor performance level in reading which makes the writer decide to conduct a research which will help define problems and direct response strategies to improve reading competency in ELCMS. The challenge is to be able to come up with a differentiated school reading intervention program based on the results of the test that will enable the teachers to enhance the reading skills of the pupils.
In the many years in service, the researcher discovered that there is a need to conceptualize an intervention program to uplift the reading levels of pupils in Eduardo Lee Chan Memorial School. Her basis for doing the research is the result of NAT and Phil- IRI showing the very...
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