The development of reading comprehension ability (English) of the grade III children in Francisco E. Barzaga Memorial School : a quasi-experimental study

Date of Completion

1982

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Reading Comprehension, Reading Improvement, Elementary School Students

Abstract

The primary focus of this investigation is to determine the effectiveness of the dimensional reading approach as an individualized instructional program for Grade III pupils in the teaching of Reading (English). SPECIFIC Specifically, the study sought answers to the following questions: 1.What are the profiles of Grade III Reading teachers as to a) educational attainment, b) years of teaching experience in Reading in the elementary grades, c) teaching practices in Reading of the Grade three teachers? 2.What are the a) socio-economic status, b) levels of academic performance, c) reading interests, and d) causes of difficulties in Reading comprehension of the Grade III pupils? 3.What is the status of the Grade III children in Reading Comprehension? 4.Between male and female Grade III children, is there a significant difference in their Reading comprehension abilities? 5.How effective is the dimensional reading approach upon the reading achievement of the three sectional subgroups namely: a) independent, b) instructional and c) frustration levels? 6.Is there a significant difference between the pre and post test mean scores in reading comprehension by levels? the grade III pupils grouped in four sections, enrolled in Francisco E. Barzaga Memorial School, District I of Dasmariñas in the Division of Cavite during the school year 1981-1982 were used as the primary source of data. The subjects were residents of an agre-industrial area where the public elementary school was located. The study did not attempt to analyze the reading defects and their corrections among the subjects, rather it identified the pupils into reading levels (independent, instructional and frustration) and approached them through the use of the dimensional reading technique. Based on the above findings, the following conclusions were derived: 1.The status of the Grade III children in Reading Comprehension had great improvement from the pre test to the post test. 2.Reading Comprehension abilities differed significantly between males and females under independent, instructional and frustration levels both in the pretest and post test. 3.The dimensional Reading Approach proved to be effective for splitting a section into three levels. It bridged the initial difference among the subjects in reading performance. These results further showed that the approach "homogenized" rather than "heterogenized" the population.

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