Education is deteriorating and this is the problem of the grade-five teachers. There are the non and slow learners; those who can hardly spell words and those who are not at a disadvantage in successfully meeting many of the classwork. To respond to this, each adviser felt the urgent need to conduct this action research.
Education is deteriorating and this is the problem of the grade-five teachers. There are the non and slow learners; those who can hardly spell words and those who are not at a disadvantage in successfully meeting many of the classwork. To respond to this, each adviser felt the urgent need to conduct this action research.
Education is deteriorating and this is the problem of the grade-five teachers. There are the non and slow learners; those who can hardly spell words and those who are not at a disadvantage in successfully meeting many of the classwork. To respond to this, each adviser felt the urgent need to conduct this action research.
Las Pias City District of Las Pias 1 Las Pias Elementary School Central
ACTION RESEARCH SY 2013 2014
IDENTIFICATION OF THE FACTORS AFFECTING THE READING DEFICIENCIES OF THE GRADE FIVE PUPILS IN LAS PIAS ELEMENTARY SCHOOL CENTRAL
I. INTRODUCTION Education is deteriorating and this is the problem of the grade-five teachers. They find many pupils deficient in the basic tools of learning. There are the non and slow learners; those who can hardly spell words and those who are not only handicapped but are very much at a disadvantage in successfully meeting many of the classwork. To respond to this, each adviser felt the urgent need to conduct this action research to gain facts on causes of all these deficiencies and what would be a useful tool in improving the reading performance of our pupils this school year. The grade-five has a total enrolment of 464 as of July, whose families came from various places in the country. It is hoped that the research and the assistance that would be given to these pupils would unlock the door to their world of enlightenment and they may learn to love and enjoy reading. The parents and teachers could help each others defects and weaknesses and advancement of their children in reading, a venue and answer to qualify education.
II. THE PROBLEMS 1. What are some of the reading deficiencies of the grade five pupils? 2. What are the causes of these deficiencies in reading? 3. How can we make reading interesting to pupils? 4. What appropriate measures can the school/teachers implement to improve reading techniques to minimize or eradicate reading difficulties of pupils?
III. METHODS USED AND SOURCES OF DATA 1. Diagnostic tests, Dolch Test, PHIL-INVENTORY TEST (PHIL-IRI-ORAL and SILENT Reading Test) administered by teachers at the opening of the school year. 2. Interviews and home visitations were conducted by the teachers most especially to the lower sections.
IV. EXECUTION OF THE PLAN To gather information and data needed for the research, oral and silent reading tests, interview guides were prepared. Questionnaires were also used as basis for inquiries needed. Interviews and home visitations were also conducted by the teachers most especially in the lower sections. These instruments were given at the opening of classes and the materials/instruments and other data were retrieved before the start of the second semester.
Table 1 NUMBER OF PUPILS IDENTIFIED BY THE TEACHERS HAVING READING DIFFICULTIES IN GRADE FIVE
Section Enrolment Number of Pupils with Reading Difficulties and Poor Comprehension
ORAL SILENT Number Percentage Rank Number Percentage Rank V - Diamond 57 2 5.70 7 3 8.55 9 V Pearl 53 9 23.85 6 11 29.15 8 V - Ruby 53 11 24.09 5 14 37.10 7 V - Onyx 51 15 38.25 4 18 45.90 5 V - Garnet 50 19 47.50 1 25 50.00 2 V - Sapphire 50 14 35.00 3 16 40.00 6 V - Jade 50 16 40.00 2 23 57.50 3 V - Emerald 50 14 35.00 3 21 52.50 4 V - Amethyst 50 16 40.00 2 26 65.00 1 Total 464 116 26.91 157 36.42
The table above showed that section Garnet ranked the first with the most number of pupils with reading deficiencies or errors followed by Amethyst, Jade, Sapphire and Onyx. Section Diamond ranked the least. The table also indicated that 116 out of 464 or 26.91% of the pupils in all sections tested in oral reading have difficulties in reading while 157 out of 464 or 36.42% have poor or very low comprehension.
Table 2 SOME OF THE POSSIBLE FACTORS OF READING DEFICIENCIES AS IDENTIFIED BY THE TEACHERS
Causes/Factors Frequency Percentage Rank 1. Physical Factors
2. Emotional Factors
3. Mental Factors
4. Educational Factors
The table showed that emotional factors ranked first. If learners have not been given the proper attention and guidance of their pre-occupied or working parents in their reading difficulties, then we would be sure these children have not been fully equipped with the basic tools. Parental warmth and acceptance are much more conducive to child learning and positive development. Due to other emotional factors as observed by teachers where pupils are too shy and lack self-confidence in joining activities inside and outside the classroom, then these children are left to show the normal activities of growing learners. Mental factors ranked the second as teachers revealed from interviews and home visits that due to poor family relations and broken homes. The sense of insecurity contributes to mental maladjustments and imbalance tendencies. Physical factors due to visual speech and hearing defects were also contributory to childs inability to read properly and comprehend accurately. Educational factors ranked the least such as ineffective teaching, lack of audio- visual materials, school facilities in reading and lack of proper assessment of pupils reading abilities so that proper assistance can be provided.
Table 3 COMMON READING DIFFICULTIES IDENTIFIED BY TEACHERS
Based on the data gathered, the following reading deficiencies/difficulties were cited. AJ READING MECHANICS 1. Substitutions and insertions 2. Mispronunciation of words 3. Omission of letter/word 4. Repeating of words and lines 5. Hesitation 6. Reversals 7. Ignoring and inability to follow punctuations 8. Word by word reading 9. Long eye pauses 10. Line skipping 11. Narrow span of recognition 12. No gasper expressions 13. Improper eye movements