ABSTRACT
Reading comprehension is one aspect of language skills that must be mastered by the learners. It refers to the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. This study aimed to determine the teaching reading preparedness of teachers and reading comprehension of learners. Specifically, it sought to answer the level of teaching reading preparedness of teachers; the learners’ level of reading comprehension; and the significant relationship between the teaching reading preparedness of teachers and the level of reading comprehension of learners.
The respondents of the study were the teachers of Gitagum District, Division of Misamis Oriental. The instrument used in the study was patterned and modified and descriptive research design was utilized. Statistical tools such as mean, standard deviation, percentage and Pearson Product Moment of Correlation were employed.
Results revealed that the level of teaching preparedness on the educational based on teaching method, instructional time, and school environment was described as at all times while the non-educational such as home environment, understanding, motivation, and prior knowledge has the description of most off the time. The reading comprehension level of the learners was classified as frustration. There was a significant relationship of school environment under educational while in the non-educational on home environment, understanding, motivation, and prior knowledge were all significant to reading comprehension level. It is recommended that teachers should use diversified instructional methodologies to improve the reading comprehension level of learners.
Keywords: Teaching Reading Preparedness, Comprehension Level, Grade Three Learners, PHIL IRI
INTRODUCTION
Reading is a fundamental skill that forms the basis for a successful education and lifelong learning. For the learners, it is a critical stage in their academic journey as they transition from learning to reading to reading to learning. In this crucial phase, the focus on teaching reading preparedness and comprehension becomes paramount.
However, many are still struggling readers, including the identified list of running words. Several reading comprehension tactics have been implemented in order to improve pupils' understanding of written material, but reading difficulty among learners is still apparently observed. Teachers' reading interventions will also improve students' reading competency (Palti & Lumapenet, 2023).
Among all PISA-participating nations and economies, the Philippines had a high proportion of poor achievers. That is, 80% of Filipino pupils did not achieve the required level of reading competency. The kids' low English, Mathematics, and Science results are linked to a lack of fundamental reading and comprehension skills. Given this, the Department of Education (DepEd) has committed to making every student a reader at their grade level and has initiated the Hamon: Bawat Bata Bumabasa (3Bs Initiatives) in an effort to increase reading advocacy. DepEd Order No. 14, Series of 2018, stated that the Philippine Informal Reading Inventory (Phil-IRI) Assessment Instrument was created with the goal of being used as a classroom-based assessment instrument to quantify and describe students' reading skills. Using the assessment data, classroom teachers may plan and offer successful reading instruction to their students. This diagnostic approach of examining how children read incorporates inclusionary ideals that emphasize the significance of learner-centered, adaptable, and culturally sensitive education. The findings of the Phil-IRI evaluation will aid school administrators in developing appropriate school reading programs or activities to improve student learning outcomes.
Reading was one of the key elements of the basic education curriculum in the Philippine school system. For the last decade, the quality of Philippine education has been called into doubt due to pupils' low reading performance both at home and abroad. A Filipino child must learn higher-order skills as well as utilitarian reading. It is assumed that any Filipino child with adequate reading skills has a better chance of succeeding in school than a child with poor reading skills, and those with poor reading skills are more often than not diagnosed with reading disability when properly assessed (Decena, 2021).
Rasinski (2017) states that reading comprehension, or understanding what one reads, can reasonably be seen as the goal of reading. When students do not demonstrate proficiency in reading comprehension, they are identified as struggling readers. Remedial sessions towards the end of the school year and the Phil IRI are two venues inside the classroom that might be utilized to improve students' chances of failing in their classes.
According to Lynch (2021), while a teacher may be motivated and genuinely excited to teach their students how to read, teaching reading requires practice. Experience is the only way to acquire the knowledge required to instruct reading. The unfortunate situation is that the majority of aspiring educators only provide one reading methods course. Regardless of the quality of the training, it is unable to sufficiently prepare the instructor to instruct reading. A teacher must know the language, lesson delivery techniques, reading psychology, and children’s literature, among other things.
Hence, teaching reading preparedness and comprehension among Grade 3 learners is essential to shaping their academic future. By recognizing the unique challenges, they face and employing effective teaching strategies, educators can empower these young readers to develop the skills they need to succeed not only in Grade 3 but throughout their educational journey and beyond.
This study identified teaching reading preparedness and comprehension among Grade 3 learners in Gitagum District, Division of Misamis Oriental. It sought to understand the result of the Phil-IRI among Grade 3 learners to be able to create recommendations for making programs and instructional interventions in the future. This study would be a great help in seeking possible solutions among teachers teaching Grade 3 level who has different struggles and pacing in their reading skills and capacity.
see PDF attachment for more information