Beruflich Dokumente
Kultur Dokumente
Reading Class
Lucena S. Babanto,T - I
Hubangon Elementary School
Abstract
This research was designed to investigate and improve pupils’ performance in
reading. It is a qualitative and quantitative study to address the pupils’ low performance in
reading assessment. This study was done in Hubangon Elementary School , Grade I-Rose
who were identified as non-readers. The instrument used was an EGRA reading assessment
tools to evaluate pupils’ performance through oral reading test with the used of Phil-IRI
This is done first in pretest then in post test. The data gathered was analyzed and the
results revealed that the pupils read better when special reading class always used as an
intervention. From the above findings, the researcher recommends for the utilization of the said
programs an intervention and technique. The research shows that what the families do makes
the difference, what the teachers do makes the difference and what the community do makes a
difference. It’s time for all those who work with children to work together to ensure that every
I. Introduction:
Reading is a basic life skill. It is a cornerstone for a child’s success in school and indeed
throughout life. Without the ability to read well, opportunities for personal fulfillment and
job success inevitably will be lost. – Becoming a Nation Readers: The Report of the
Commission on Reading.
Difficulties in decoding and word recognition are the core of most reading difficulties.
Poor readers have differently understanding that sounds in words are linked to certain letters
reading ,causing them to evade reading activities. Failure in reading can lead to failure in school
This action research faced in class problem with children who have difficulties in reading. The
Manilyn Adams (1990) compares the operation of the reading system to the operation of
a car. Unlike drivers, though readers also need to: Build the car (develop the mechanical system
for identifying words). Maintain the car (fuel it with print, fix up problems along the way and
make sure it runs smoothly and most importantly drive the car (which requires us to be
motivated ,strategic and mindful of the route were taking).Cars are built by assembling the
parts separately and fastening them together. In contrast, the parts of the reading system are
not discrete. We cannot proceed by completing each individual sub- system and then fastening
it to one another. Rather the parts of the reading system must grow together. They must grow to
The ultimate goal of reading is to make meaning from print, and a vehicle in good
working order is required to help us reach that goal. Teaching kids to read is a team effort.
Parents, teachers and members of the community must recognize the important role they can
play in helping children to read. Instructional research on reading has indicated that children
develop these abilities best when provided with systematic and explicit instruction. When
exposed to rich language and literacy environments ,and when exposed to appropriate
The researcher used reading materials based on EGRA reading materials. The Phil IRI
Oral reading criteria were used to determine the reading level of the learners as shown in figure
I.
Pupils in non-reader level can only recognized few syllables and simple words with
hesitation .Others will attempt to pronounce the word but produces a nonsense word, rather than
a real word and the worst is others cannot even sound out letters or cannot read at all . The
pupils score 49% and below in word recognition and 39% and below in comprehension. In
frustration level learners got errors in reading such a mispronunciation, substitution, refusal
to pronounce, insertion, omission, repetition and reversal. The pupils score 50%-89% in word
in recognition and 40%-59 in comprehension .In instructional level pupils got only few errors
in reading with the score of 90%-96% in word recognition and 59%-79% in comprehension.
Whereas in Independent Level pupils can read independently without help of the teacher.
The pupils score 97%-100% in word recognition and 80% - 100% in comprehension
After getting the result, it was found out that 10 pupils in Grade I-Rose out of 25 pupils
were non-readers. These pupils belong to non-reader level in both word recognition and
comprehension. They were given remedial during special reading class 20 minutes in the
morning and 20 minutes in the afternoon or even vacant time before going home is utilized for
this purpose for a period of 15 weeks. In the implementation of the said study varied strategies
were being introduced such as Beginning Reading Approach , Cartilla ,Marungko and
CAM-READ Approach .
Materials used were flashcards, video tapes; flip charts big and small books .Pupils also given
After the implementation of the program, post test was administered to determine pupils’
SI BAKI’ UG SI PISO’
niduol apan nahulog usab kini.”Unsay atong buhaton Piso’ ?”pangutana ni Baki’.Tan-awa!
Adunay dakong kahoy nga mahimong makaluwas nato Baki’ ,ang tubag ni Piso’.Nikapyot
This instrument was used both in pretest and post test. The results were consistent whom
Anderson’s claim that teaching pupils only letter names causes problem in later stage. When
pupils start to decode print without realizing that letter names always differ from the sound they
typically stand for (Anderson,2006). However after teaching the correct sounds of the letters as
drill letter sounds were gradually improves until they could read syllables ,words ,phrases and
even sentences in the story. Then, they began to develop an ability to read unfamiliar words.
The study made use of descriptive research designed to find out the techniques and
The Table I and Table II present the comparison of the results in reading performance of
Grade I- Rose pupils in pretest and post test. It is clearly shown that table in pretest all pupils
were non-readers in word recognition and frustration in comprehension. Whereas in table for
post test, showed big improvement in word recognition and in comprehension wherein 3
frustration level in the word recognition level. In comprehension level 6 pupils belonged in
independent level , 3 pupils in instructional level and only 1 in frustration level. The teacher’s
instructional materials during reading lesson ,exposure to interesting reading materials ,seeking
cooperation of the parents in guiding their children at home determine the progress in reading.
The results proved the hypothesis that better instruction and intervention showed
The purpose of the study was to investigate pupils’ performance in reading .It also
attempts to investigate the cause of pupils’ low performance in reading in word recognition
and comprehension through analysis of the levels of their abilities. The finding showed that my
intervention in special reading class using the Beginning Reading, Cartilla , Marungko and
reading stories in Small Books and Big Books significantly improve pupils’ reading
performance.
References:
Lyon, 1997
Manilyn Adams (1990)
Brown.R. (2000). Extensive Reading in the EFL Class Retrieved September 14,2005,from
http://www.extensivereading.net/er/rbrown.html