Word Reading, Reading Comprehension, and English Performance among Elementary Pupils: Basis for Designing Intervention Program
Brenda R. Pua
Department of Education – Schools Division of Nueva Vizcaya
Bayombong Central School Sped Center Bayombong 1 District
Nueva Vizcaya, Philippines
DOI: https://doi.org/10.54476/iimrj217
ABSTRACT
The issues and concerns regarding the reading competency of the majority of elementary school students have long been a source of contention in public schools. In order to meet the Department of Education’s reading competency target for all primary grades, teachers have faced significant obstacles in implementing the innumerable strategies that have been developed. As evidenced by the large number of studies that demonstrate a link between reading competency and other findings such as academic achievement, literacy, and other factors, developing reading skills is perilous for learners’ cognitive education. It is the teacher’s instinctive strength in dealing with these problems in the broad sense of learners’ reading competency and its relationship with their academic performance that is taken into consideration, including things like word reading, reading comprehension, and academic performance in English. This study investigated the levels of word reading and reading comprehension of Grade IV students as measured by the Phil-IRI assessments, and the relationship between these levels and their academic performance. This research was conducted among 201 Grade 4 students enrolled in schools in the Northern District of Nueva Vizcaya, who were identified using the G*power calculator as being from the study’s target population. The data came from the Phil-IRI assessment tools, which focused on the students’ word reading and reading comprehension skills, together with the students’ overall academic performance in English, which was collected through interviews. Independent, instructional, and frustration reading levels were identified in the students’ reading abilities. The researcher used descriptive and inferential approaches to examine the data, which included weighted mean, frequency, and percentage. In order to show the students’ levels of word reading and reading comprehension, as well as their academic performance in English, descriptive approaches were chosen. The correlational methods were used to investigate the relationships between the factor variables. The findings revealed that the majority of students chose to read independently and comprehend the texts they were given. Only a few of them experienced feelings of frustration. The vast majority of them performed admirably. Furthermore, there were statistically significant positive relationships between the variables. Given the fact that the variables were positively related to one another, an intervention program to close the gap was proposed.
Keywords: Phil-IRI, English Performance, Reading Comprehension, Word Reading