I. INTRODUCTION
The development of reading skills is one among the major concerns of teachers’ commitment to maximize the scholastic performance of school children. As reading is the key to unlock the door to the world of enlightenment and enjoyment, it is the primary avenue to knowledge and a tool for learning. It helps individual to advance his knowledge that gives him a better insight in life.
.This action research aims to determine the reading performance of Grade III pupils, assess the factors that affect the reading performance and conduct interventions and programs that will maximize their reading potentials. The researchers also envisioned to provide opportunities for the pupils to develop their skills, talents, and love for reading. Moreover, this action research also aims to strengthen parent-teacher partnership, and community linkages.
The study is very significant and it may serve as an eye opener to the teachers and School Heads. If we are aware to the factors that affect their reading performance, we can have a better insights and understanding to our pupils. We can provide them interventions and programs that will help them to maximize their reading performance.
II. METHODS
A descriptive type of research was used. Using a Five-Likert Scale, questionnaire and a comprehensive oral reading assessment tool, we conducted the reading assessment among our respondents. There are 30 Grade III pupils who are subject of the study. Using quantitative analysis, the data gathered was analyzed, verified and interpreted using different forms of statistical treatment.
III. RESULTS
Based on results of the study conducted among 30 Grade III pupils, 47 percent or 14 out of 30 respondents are Very Slow Readers, while 20 percent or 6 out of 30 respondents are Struggling Readers. On the other hand, 3 out of 30 or 10 percent are Slow Readers. There are also 6.5 percent of the respondents are Non- Readers and Fast Readers. Moreover there is only 10 percent or 3 out of 30 respondents are average readers. The data revealed that most of the Grade III pupils at Tulos Elementary School are Very Slow readers.
Among the five factors identified that affect the reading performance of the respondents, home factors had the highest extent. The data implies that related household chores and parents unavailability of time to look after their child effects not only reading but also scholastic performance as well.
IV. DISCUSSIONS
Based on the study conducted, reading intervention and similar reading programs was very evident to improve the reading performance of our respondents. The researcher also conducted Home Visitation to ensure that reading was also carried at home. As part research work, we provide our pupils the reading materials necessary for this program. Other activities included are Conference with the parents and creating systematic reading program to implement and evaluate as well. Our reading interventions lead to success of our respondents because based on our post assessment result, the data revealed that their reading performance really improved.
KEY WORDS: factors, assessment, performance, intervention