ORAL READING SPEED AND COMPREHENSION OF GRADE IV OF KADINGILAN

ELEMENTARY SCHOOL, MIDSAYAP WEST DISTRICT

PART I

INTRODUCTION

Kadingilan Elementary School is located at barangay Kadingilan,

Midsayap,Cotabato.It is the place where one hundred percent are dominated of
Maguindanaon tribe. The school is located at the hillside and is accessible to four
wheeled and other type of vehicles. The school is managed by the school head Mr.
Abusama M. Pagao,there are eleven teachers including the school head who help in
planning,implementation, and monitoring and evaluation of DepEd order and policies.

Kadingilan Elementary School seeks to enhance the academic performance of

the pupils in every learning areas of the elementary curriculum. It also seeks to
strengthen the capability of the Department of Education to deliver elementary
performance and to eliminate the factors that pose a hindrance to these objectives.

Furthermore, stakeholders are all enjoined to be committed and determined in

order that the pupils will excel academically. It is also hope that all of the foregoing
statements will be realized in due time through the joint efforts of all concerned.

Reading is a subtle but a complex process that involves different stages.

Knowing this, it is important and imperative that teachers have knowledge of these
processes in order to help them detect the weaknesses and advancement of pupils in
the field of reading. To detect the reading difficulties of children means knowing their
reading levels at the expected stage the learners are. At that stage, the efficient
teachers should be able to help children to the fullest so that these children may
experience enjoyment or even fulfillment in their lives. On the other hand, if learners
have not been given the attention nor the kind of help in their reading difficulties, then
we would be sure these children have not been fully equipped with that kind of tool. Due
to this situation, children are left to shun the normal activities of growing learning, thus
affecting their personality as having some sort of imbalance tendencies and perhaps at
the end may become social misfits.

Reading is an activity characterized by the translation of symbols or letters into

words and sentences that have meaning to the individual. The ultimate goal of reading
is to understand written material to evaluate it, and to use it for ones needs. In a
classroom setting, the main goal of the teacher is to make pupils read and comprehend
what they are reading. Mubarak (2001) as cited by Chatto (2013) said that reading is
considered as essential skill by all types of people, and perceived as being vital for
pupils development.

Statement of the Purpose

Oral reading is one method of developing pupils capacity to read aloud. The
basic purpose of oral reading is communication. Oral reading is significant because it is
a normal change from verbal communication to print for the pupil who is learning to
read. Good oral reading enables a pupil to sense the relationship between spoken and
printed words. Continuous guided exercise in oral reading aids comprehension helping
the pupil determine units of meaning that should be read as phrases rather than word
by word (Encarta , 2002).

Effective oral reading requires the reader to consider the mood of the selection
and understand the feelings of the characters in order to interpret it, oral reading for
reason of communication helps the pupil receive reading as a continous, meaningful
process instead of a series of skills to be mastered.

Pupils with reading problems have difficulty with the task of reading individual
words, sentences or paragraphs and with understanding with what they read. This
difficulty branches from a lack of ability to decode words, track words and sentences on
a page, comprehend the written information, keep thoughts and images organized or
generalize the information to previous knowledge. This insufficiency may stem from
problems with visual processing or auditory processing. Pascual (2000) concluded that
limited exposure to varied reading materials make the reading habits of pupils poor and
slow.

Objectives

The main objective of the study is to determine the relationship of oral reading
speed and comprehension level of pupils in the Grade IV of KadingilanElementary
School.

Specifically, the study attempted to:

1. Determine the oral reading speed and comprehension level of Grade IV of

Kadingialn Elementary School.
2. Determine the relationship between oral reading speeds, word recognition and
comprehension level of pupils.
 3. Identify the problems encountered by the pupils during oral reading.

Significance

Major findings of this research on the oral reading comprehension of Grade four
of Kadingilan Elementary School, will be beneficial to the school administrators,
teachers, parents pupils and likewise the DepEd officials.
To the educationists, they can make future plans for the pupils to achieve better
academic performance since this research will produce variety of data and information
relevant to reading activities. Furthermore, this study will give the researcher, the
teachers and the pupils to opportunity to help asses, evaluate and analyze the current
educational setting mainly in the identifying the level of oral reading comprehension. It
may serve as reference in planning strategies in the formulation of effective instructional
materials to enhance pupils performance in oral reading in Elementary Education
specifically in the Division of Cotabato.
For the researcher, results of this study may serve as data base and guidance
for her to go through intensive and extensive investigation about the weakening quality
of education especially in reading.
 PART III

REVIEW OF RELATED LITERATURE

Pupils oral reading comprehension is affected by many factors whether they are
related to the Socio- demographic factors, environment, teacher or the learner himself.
While it is accurate that these factors are labeled independently, they are measure
crucial from each other because they add to the important scope that drive him up or
down the instructive steps.

Reading Comprehension

Comprehension is a predictor of reading success, stated by Hudson, Lane and

Pullen (2005) as cited by Chatto (2013). Successful instruction that incorporates reading
rates, reading accuracy and reading with expression leads to readers who are capable
to read and comprehend text easily.

Comprehension is a learning development. It is the capacity to know and achieve

connotation from what has been read and being able to correspond this information to
others. It is the basis for reading. Reading comprehension activities help the reader to
make meaning, and great teachers use, evidenced-based strategies to increase the
pupils comprehension.

Fluency in oral reading refers to the ability to read connected text aloud with
accuracy, speed and appropriate phrasing. Oral reading is one of the most important
methods used to teach fluency (Mc Shane, 2005) as cited by Chatto (2013). Reading a
passage aloud is a particularly good way for a teacher to assess a pupils overall
reading ability and provide a forum for guidance and feedback. Ramos (2010) as cited
by Chatto (2013), emphasized it needs to train teachers for the matter it will employ
teaching learning approaches that facilitate efficient operation of instruction.

Yildren (2010) as cited by Chatto (2013) concluded that pupils can comprehend
better when they heard the selection being read by the teacher than reading the
selection by them. However, he concluded that there is no difference in comprehension
between pupils who read the selection from the selection being read by the teacher.
According to Smith and Charles (2010) as cited by Chatto (2013), understanding or
comprehension should be the main concern in reading education, what good is reading
when the pupil is not aware of what he or she reads.
 PART III

METHODOLOGY

Locale of the School-Based Action Research

This study will be conducted in the Grade four of Kadingilan Elementary School,
Midsayap West District.

Sampling Procedure

This study will be used the purposive of classes of similar characteristics. This
sampling procedure will be carefully done in order to guarantee that the chosen
respondents were true representation of the population of this class.

Research Instrument

The instrument will be used in this study is the Philippine Informal Reading
Inventory Phil-IRI.This is an assessment tool that evaluates the reading proficiency
level of Grade four pupils. This determines the oral reading comprehension of the
pupils. It consisted of passage followed by seven comprehensive questions. The
questions were categorized into three dimensions namely literal, interpretive and
applied. Phil-IRI oral test uses predetermined set of criteria in identifying the reading
levels of the pupils. These criteria include the percentage of word recognition accuracy
and the percentage of correct answers to comprehension questions. The Phil-IRI oral
test package consisted of the Manual of Administration, Teachers Copy and Pupils
Copy. The manual includes the background information for the teachers the Mechanics
for the administration of the test and instruction for recording and reporting results. It
serves as a guide to the researcher in administering the tests as well as in recording
results. The teacher materials for the Phil-IRI oral test also consisted of the following:
Grade Level Passage Rating Sheet, Individual Summary Record and Class Reading
Profile. The pupils copy was the test material itself which consisted of the oral reading
passages for Grade four. The oral reading passage was a paragraph, story or a
passage that the pupils read orally. Each paragraph/story/passage was preceded by a
prompt to motivate pupils to read the selection. The prompt activates the prior
knowledge of the pupils. This is ideas that support the interactive nature of reading.
Each carefully written oral reading passage is followed by a set of comprehension
question categorized as literal, interpretive and applied.
 To determine the speed level of the pupil, the researcher computed the speed by
dividing the number of words to the number of seconds the pupil spent during oral
reading and multiplied it by 60. Pupils who could read 190 or above words per minute
are considered fast readers, those who could read 161-189 words per minute were
considered average readers and pupils who could read 160 or below words per minute
were slow learners.

Data Gathering

To conduct the study, the researcher/teacher gathers data as to the pre-test in

oral reading. The reading speed, word recognition and the comprehension level of each
pupil was needed to provide the data. To get the speed of the pupil, the researcher
asked the pupil to read the text aloud. Using a stopwatch the researcher/teacher record
the time spent by the pupil reading the selection given. Then, once again the pupil will
be asked to read the selection; the researcher/teacher marked the errors committed by
the pupil. Finally, the pupil will be asked to answer the seven comprehension questions.

Statistics Analysis

The statistical treatment will be used to answer for each objective are as follows:

Objective no.1, the frequency and percentage distribution will be used; mean and
standard deviations were the appropriate statistics for objective no.2; Pearson Product
Moment Correlation will be used for number 3 and finally for number 4,t-test and
multiple regression analysis will be utilized. Reading will be used to determine the
problems encountered during oral reading.