ABSTRACT
The researchers were motivated to conduct this study to improve the performance in Oral Reading in English of Grade Four pupils in Leon M. Manigbas Elementary School. A common observation of mentors among elementary grade pupils is their difficulty in identifying written symbols, letter, and numbers. Apparently most pupils cannot read well especially English words thus making them slow readers that lead to communication gap between the teacher and learner creating hindrance in effective teaching-learning process.
The descriptive type of research was used in the study to find out the level of word recognition and reading speed of the pupils. Frequency, Percentage and Rank were the statistical tool used. The authors had a closed discussion and interpretation of the result of the Pre and Post Reading Assessment set by the Philippine Informal Reading Inventory (Phil-IRI) as a basis.
Based on the collected data, findings revealed that in the reading assessment done at Leon M. Manigbas Elementary School, miscues on mispronunciation and repetition of words were identified among Grade Four pupils. There were significant differences between the pre-test and post-test of the Grade Four pupils in oral reading word recognition and reading speed. Thus based on the findings, a proposed reading intervention including Ate, Kuya Ko teacher Ko, Project LILMA, Project DEAR, and Follow-up of Parents was developed to improve the oral reading skills and reading speed by the Grade Four pupils in Leon M. Manigbas Elementary School.
Keywords: word recognition, reading speed, Phil-IRI
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