1

Chapter 1

PROBLEM AND ITS BACKGROUND

Introduction

Reading is probably one of the most beneficial and feasible

activities that a man can do. It is through reading that a person is going

to be able to discover new ideas, concepts, places and people. Reading is

relaxing to our mind and soul it is a way for us to reach out to the world,

and it improves our thinking process. Reading has at all times and in all

ages been a great source of knowledge, reading skills are essential to

succeed in society. Those who are good readers tent to exhibit

progressive social skills.

Reading is a complex cognitive process of decoding symbols in

order to construct or derive meaning. It is also means of language

acquisition, communication, and sharing information.

Reading with a purpose helps the reader to direct information

towards a goal and focuses their attention. Reading is also a process

which connects man to the reservoir of all forms of information on any

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subject anywhere at any time. It is a bridge of wisdom that facilitates

understanding and learning in all areas of knowledge.

Conceptual Framework

This study was anchored on the concept postulated by Bilbao

(2006), reading is a series of complex process which involves a variety

of activities that differ among themselves. She also believes that every

teacher has the responsibility of teaching all her students how to be

successful in school as they possible can be.

With this concept, the researchers framed the conceptual

paradigm of the study shown Figure 1.

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Input Process Output

 Strategies in  Assessment of
developing teachers on the
reading skill strategies on
 Proposed
- Skimming developing
action plan to
- Scanning reading skills
enhance the
- Intensive and problem
utilization of
reading affecting the
strategies in
- Extensive development
development of
reading reading skills.
reading skills
 Problems  Determining
among
affecting the the significant
learners.
development relationship
of reading between the
skills, strategies
- Pupil-related utilized by the
problem teachers in
- Teacher- developing
related reading skills
problem and the
- School- problems
related affecting the
problem development
- Home- of reading
related skills among
problem learners.

FEEDBACK

Figure 1

Conceptual Paradigm of the Study

 4

Figure 1 show the conceptual paradigm of the study. The

researchers adopted the input-process-output model. The input focused

on the strategies in developing the reading skills of the learners such as

skimming, scanning, intensive reading, extensive reading, and the

problems affecting the development of reading skills, like pupil-related

problem, teacher-related problem, school-related problem, and home-

related problem.

These variables were assessed by the teachers and after the

assessment the action plan proposed as an output. The process contains

the assessment of the teachers on the strategies on developing reading

skills and problem affecting the development of reading skills and

determining the effects on the development reading skills. And last, the

output contains proposed action plan to enhance the utilization of

strategies in development of reading skills among the learners.

Statement of the Problem

This study was conducted to ascertain the extent of reading skills

development among grade three pupils in Public Elementary School in

San Nicolas District during the school year 2016-2017 as assessed by

the teacher.
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1. How do the teachers utilize the following strategies in

developing of reading skills;

1.1 skimming;
1.2 scanning;
1.3 intensive reading; and
1.4 extensive reading?

2. To what extent did the following problems affect the

development of reading skills among the pupils

2.1 pupil-related problem;

2.2 teacher-related problem;

2.3 school-related problem; and

2.4 home-related problem?

3. Did the problems encountered in the development of

reading skills among learners significantly affect in the development of

reading skills?

4. What proposed action plan may be undertaken to enhance

the development of reading skills among the learners?

Assumption of the Study

In conducting this study, the researchers were guided by the

following assumptions:
 6

1. The teacher utilized varied the reading skill of the learner.

2. The teacher encountered the problem on the reading skill.

3. The respondents honestly and sincerely accomplished the study.

Hypothesis

The problems encountered in the development of reading skills

among learners did not significantly affect strategies utilized by the

teachers in the development of reading skills

Scope and Delimitation of the Study

This study focused in determining the extent of reading skills

development among Grade III pupils in Public Elementary School in San

Nicolas District during the school year 2016-2017.

The respondents involved were 15 Grade III teachers in Public

Elementary School in San Nicolas District. The questionnaire was the

main instrument in gathering data and the descriptive method of

research was employed. The frequency, percentage, weighted, ranking

and coefficient of correlation were the statistical tools applied in

treating the data.

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Definition of Terms

The following terms were conceptually defined for clear

understanding of the context of this study.

Extensive reading. It is the process of recreatory reading in

which a reader enjoys in leisure the reading of stories and entertaining

information casually from newspapers, magazines, short stories or

novels. It is extensive in the sense that the reading act is done in a quick

or fast process as much as quantifiably possible at a given time with the

desired.

Intensive reading. It is one which requires greater and effort

and concentration in the reading process that ultimately cause for the

application of vocabulary and comprehension skills. It seriously involve

the creative study. It demands earnest disposition and practical intent

as in reading an editorial, a reaction paper or an experimental study.

Pupil-related problem. The term refers to a number of factors

inherent to the child- physical, emotional, mental, social that affects the

acquisition of a good reading performance.

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Scanning. Is another way of browsing a book for the sole

purpose of nibbling the pages for some topics necessary for

understanding any preparation for a research work. This reading

strategy could be effectively done by a reader who scans the table of

contents and index of a book.

Skimming. Is the process of glancing through a book without

reading word for word. It is a superficial way of reading rapidly with the

purpose of getting what may be interesting to the reader by reading

only the headings and topic sentence.

Teacher-related problem. It refers to the deficiency and

inappropriateness of teaching problems employed by the teachers in

the implementation of the reading program, which affects the rapid

development of the pupils reading ability.

Significance of the Study

The findings of the study will help teachers to improve their

pupils in developing their reading skills in grade three. They will gain

sufficient information about reading and teaching techniques and

methods on how to develop comprehension with ease and effectiveness.

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To the Learners. Will provide insights and information on how

they can improve and solve their problems in connection with reading

comprehension.

To the Researchers. This study will serve as one of their

references for their study.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

To enrich the theoretical background this study, the researchers

reviewed some literature and studies that are closely related to the

present study.

Related Literature

Foreign

Reading helps in mental development and is known to stimulate

the muscles of the eyes. Reading is an activity that involves greater

levels of concentration and adds to the conversational skills of the

reader. It is an indulgence that enhances the knowledge acquired

consistently. The habit of reading also helps readers to decipher new

words and phrases that they come across in everyday conversations.

The habit can become a healthy addictions and ads to the information

available on various topics. It helps us to stay in touch with

contemporary writers as well as those from the days of yore and makes

us sensitive to global issues (Sofsian 2005). It is observed that children

and teenagers who love reading have comparatively higher IQ’s. They
 11

are more creative and do better in school and college. It is

recommended that parents to inculcate the importance of reading to

their children in early years. Reading is said to significantly help in

developing vocabulary and reading aloud helps to build a strong

emotional bond between parents and children. The children who start

reading from an early age observed to have good language skills and

they grasp the variances in phonics much better.

Miller (2010) stated that reading is an active and mentally

interactive process which involves the motivated and fluent

coordination of word recognition and comprehension. It is a

multifaceted process involving word recognitions, comprehension,

fluency and motivation. He explains the meaning of reading as the

process of acquiring author’s meaning and interpreting, evaluating and

effecting upon those meanings.

According to Nunan (2009), context plays a very important role to

reading; it helps the reader in predicting the meaning of an upcoming

word. Furthermore he stated that readers who are reading for meaning

generate miscues that make sense semantically. A reader would

 12

substitute a particular word without damaging the whole ideas of the

sentence.

It involves understanding of the words, seeing relationships

among words and concepts, organizing ideas, evaluating the context,

and making judgment of the message (Caballero, 2013).

Local

Most of people read because it gives the pleasure of knowing,

feeling, acting and learning or of escaping from their own limited words.

They are able to go beyond themselves to be with other people, places

and t do other things. Through the rejection of themselves into the lives

of character in books, they learn about their relationships and

themselves with other follows something about the general truth being.

It is the knowledge that is the most important news and books can offer

through reading book, one can have compassion, sensitivity, insight,

taste and judgment.

Truly, through reading, people can ponder the mysteries of the

world. Explored read fictions, comics, books, light humorous stories.

When they study, they do a lot of reading accumulated knowledge, and

contemplate the unknown form his research, they begin to uncover

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some answer to question and are stimulated to raise more question and

to continue their pursuit of deeper understanding.

Experts agree that reading is the golden key to the world of

enlightenment and enjoyment. In our daily lives 80 percent of the things

we do involves in reading. We read recipes in cook book, instruction on

how to do things, labels of canned good other printed from notices and

announcements to know more about places or things, we read

periodical and non-fiction books.

According to Casey (2009) a child who is reading below grade

level is not most likely frustrated and embarrassed 34 percent fourth

graders tested in 2009 did not have adequate basic reading skills. If

your child is reading below her grade level, step in and help your child

improve his reading skills. By working with child one-on-one you will

give his the tools he needs to read more fluently and catch up to the rest

of her class.

According to Dean Calderon (2010) reading instruction in most

schools often ends in the fifth or sixth grade. Thus “the reading skills

that were adequate for junior and senior high school classes will not

suffice for the amount and level of reading and studying required at the
 14

college level. A significant number of first year college students

commence their studies with less than adequate reading

comprehension strategies “Reading is the key to greater learning and a

progressive and mature citizenry. Slow reading and poor

comprehension are usually due to bad reading habits. Vocalizing and

vibration reading for word reading doesn’t help increase one’s reading

speed nor improve comprehension.

In the study conducted by Miciano (2011) it was observed that

Filipino students are good in reading for details but poor in reading for

main ideas. Reading for details is a lower skill because details are

explicit in the text and is not a challenge in the reader’s imagination and

cognition.

According to Cayubit (2012), argued that reading has two

components, vocabulary and reading comprehension. It is also a valid

and reliable instrument that can measure reading skills. Cayubit (2012)

also stated that Filipino readers can do more if the items are in Filipino.
 15

Related Studies

Foreign

According to Konzier (2006), that many students learn to read at

any young age, but some students may struggle with reading skills into

their teenage years. Middle school and high school students can be

successful readers by working on specific areas of reading (working

with students on basic reading skills, as well as giving students the

opportunity to read every day on their own.

For Biemiller (2006) the home environment is more predicative

of reading success than early schooling and a child’s vocabulary tends to

correlate with number of word used by his parents. Opportunity he

says, counts more than ability because children with smaller

vocabularies learn new words as quickly as their word-richer peers,

nonetheless are cannot acquire words without encountering them, so

word- rich environment enable word-rich kids. And the development of

vocabulary manners because vocabulary affects reading by uniting sight

and sound via meaning.

According to the Ontario Government (2003) the acquisition of

language is the natural, but the process of learning to read is not reading
 16

must be taught. This belief contradicts basic language philosophy, which

states that children learn to read while they learn to speak. He also

believes that reading is the foundation for success, and that the children

who struggle with reading in grade 1-3 at a disadvantage in terms of

academic success, compared to those children who are not struggling.

A child’s early experience with literacy-related activities is highly

correlated to the child’s success with reading. It is important to consider

a child’s developmental level when choosing appropriate activities and

goals. Early and enjoyable pre-reading experiences set the stage for a

child’s desire to learn. By participating in developmentally appropriate

activities. (Activities that is fun and challenging, but not frustrating).

The child gains knowledge that will serve as the foundation for further

learning as he or she enters the schools system.

Reading readiness is highly individualistic. There is “no one size

fits at all” solution to teaching a child to read. A patient or educator may

need to employ several techniques before testing the most appropriate

method for an individual child.

Chen (2005) conducted a study incorporating five reading

strategies into reading instruction to teach third-grade senior high

 17

school students. The five strategies were skimming for the main idea,

identifying topics and main ideas, making predictions, making

inferences, and guessing the meanings of unfamiliar words from

context. The result indicated that the reading strategies instruction

helped the students make more improvement in reading

comprehension. However, it was dogmatic to conclude that the

improvement attributes to the reading strategies instruction since there

was no control group to contrast.

According to a research conducted by Cekiso (2012) he pointed

out that a well-developed reading strategy instruction program can

have a strong positive effect on the ESL learners’ reading

comprehension and reading strategies development. In other words, a

reader’s reading comprehension skill can greatly improve if a proper

intervention is conducted. The learners in the experimental group

improved their performance in comprehension test significantly after

the intervention, whereas the learners in the control group did not

improve their performance on the comprehension test. The results of

the research indicate the reading strategy instruction can and does
 18

make a contribution in increasing the reading comprehension and

reading strategy choice.

Local

Vertucio (2001) analyzed the problems encountered by teachers

teaching the four phases of English. The descriptive method of research

was used and the questionnaire checklist was utilized in gathering data.

The study involved 50 Elementary English teachers as respondents. The

study revealed to the most encountered one, which includes difficulty in

speaking fluently, difficulty to construct correct sentences and difficulty

to participate in recitation. Secondly, ranked was reading which

includes poor comprehension of pupils, difficulty in answering high

level of question, poor word ability in reading, and difficulty in word

recognition. Thirdly, ranked was listening wherein pupils revealed

failure in attentiveness, difficulty in answering question, failure to

distinguished or comprehend materials.

Lastly, ranked was writing, which reflected to the illegible

penmanship of pupils, commitment to errors in written works and poor

in spelling. Additionally 100 percent of the respondents answer

positively to all solutions appeared in listening, they all answered that

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they had good motivation, proud correct model, abilities, attitudes and

interest. In speaking they all manifested and suggested the following

ways; improve teaching methods and techniques use meaningful and

appropriate devices, and provide more patterns and maximize the use

of dyads and triads. In reading, they appeared the following suggestions:

provide efficient word recognition and attack skills, unlock difficulties

before asking them to read, increase complete in asking sequential

questions, and strengthen and remedial program.

Meanwhile, the study of Dinglasan (2001) stressed the effective

utilization of instructional materials to motivate and stimulate the

students to participate actively in classroom activities. The study also

emphasized that instructional materials facilitate, accelerate and make

learning experiences more concrete, meaningful and enjoyable for the

students.

The study of Cassura et al. (2003) conducted the factors affecting

the reading skills of pupils. The study aim to determine the reading

skills development of pupils by knowing these factors. The research

methods used by the researchers are the descriptive method. The

subject of this study or its respondents are intermediate pupils,

 20

elementary levels, they utilized the questionnaire as their main data-

gathering instrument. The study depicted that the first three

psychological factors affecting reading skills development are lack of

parental guidance, laziness and fear to do things and the class

disturbance and the quarrel some class condition. It was also revealed

that in order to enhance reading skills, the top two remedial measures

applied by the teachers are providing drills an anticipating difficulties

on some of words before reading and providing exercises on reading

phrases. These practices must be strictly observed by the teachers.

.
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Chapter 3

RESEARCH METHODOLOGY AND PROCEDURES

This chapter indicates the research design, respondent of the

study, research instrument, data gathering problems, scoring of the

respondent and the statistical treatment of data.

Research Design

The researchers used the descriptive method of research. It is

believed that this is appropriate to a certain existing level on reading

skills development of the learners. According to Paler Calmorin,

descriptive method focuses on the present condition and aims to find

new truth.

Respondents of the Study

The respondents of the study consisted of the English teachers in

Grade three wherein 5 respondents were assigned in San Nicolas

Central School, 1 respondent in Sinturisan Elementary School, 1

respondent in Balete Elementary School, 2 respondents in Calangay

Elementary School, 1 respondent in Bangin Elementary School, 2

respondents in Maabud Elementary School, 1 respondent in Munlawin

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Elementary School, 2 respondents in Bancoro Elementary School, San

Nicolas District, Division of Batangas during the school year 2016-2017.

1. Profile of Respondents

The profile of the teacher was presented in section to serve as

background information regarding the respondents.

1.1 Age. Table 1 presents the distribution of respondents.

Table 1
Distribution of Respondents by Age

Age Frequency Percentage

50 years old and above 3 20
40-49 years old 4 27
30-39 years old 8 53
20-29 years old 0 0
Below 20 years old 0 0
Total 15 100

It can be gleaned from the table that there was no respondent

who belonged to 20-29 years old and below 20 years old; 3 respondents

or 20 percent, 50 years old and above; 4 respondents or 27 percent, 40-

49 years old; and 8 respondents or 53 percent, 30-39 years old.

1.2 Sex. Table 2 shows the distribution of respondents sex.

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Table 2
Distribution of Respondents by Sex

Sex Frequency Percentage

Male 2 13
Female 13 87
Total 15 100

It was indicated that majority of the respondents were female as

supported by 13 of 87 percent. Two or 13 percent were male.

1.3 Civil Status. Table 3 showed the distribution of

respondents by their civil status.

Table 3
Distribution of Respondents by Civil Status

Civil Status Frequency Percentage

Single 6 40
Married 9 60
Total 15 100

As can be gleaned from the table, six or fourty percent of the

respondents were single. Sixty percent or nine of the respondents were

married.

1.4 Educational Attainment. Table 4 shows the distribution of

respondents by highest educational attainment.

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Table 4
Distribution of Respondents by Highest Educational Qualification

Educational Attainment Frequency Percentage

Bachelor of Elementary
Education 7 47
Bachelor of Elementary
Education with M.A Units 8 53
Total 15 100

All respondents or 100 percent finished the degree of Bachelor of

Elementary Education whom 8 or 53 percent have leading to units

Master of Arts in Education.

1.5 Length of Teaching Service. Table 5 shows the

distribution of respondents by length of teaching service.

Table 5
Distribution of Respondents by Length of Teaching Service

Number of Years Frequency Percentage

30 years and above 0 0
20-29 years 3 20
10-19 years 9 60
0-9 years 3 20
Total 15 100

The data revealed that 3 respondents or 20 percent had rendered

0-9 years and 20-29 years; respondents or 60 percent, 10-19 years and

nobody had or 0 percent rendered 30 years and above.

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Research Instrument

The major instrument used by the researchers in gathering data

was the questionnaire. Part 1 of the questionnaire dealt with the profile

of the respondents and part II dealt with the information regarding the

skills.

Preparation and Validation of the Questionnaire. In the

preparation of the questionnaire, the researchers organized the topics

and subtopics relevant their study.

The researcher went to the library to gather some information

from some references that were relevant to the study like books,

unpublished materials and also browsing in the internet. Some of the

items in the questionnaire were taken from book and unpublished

thesis. The researchers organized the materials and prepared the first

draft of the questionnaire. It was submitted to the research adviser for

corrections and suggestions. After corrections the first draft was

released to the researchers. The second draft was prepared

incorporating all correction made adviser again, it was submitted to the

adviser for final checking. Then, the final copy was computerized

allotting enough copies for respondents in select grade three teachers in

San Nicolas District.

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Administration of the Questionnaire. The researchers finally

sought the permission to conduct this study from the principles or

guidance counselor of the select elementary schools in the district under

study. After the permit was granted the researchers requested the

teacher-respondents to answer the questionnaire as they can after a

week, 100 percent retrieval was obtained.

Scoring of Respondents

After the retrieval of the questionnaire all respondents indicated

in each item were utilized.

The following scales were utilized in the analysis and

interpretation of data.

For problem no. 2

Weight Range Verbal Interpretation Symbol

4 3.50 - 4.00 Very Effective VE

3 2.50 – 3.49 Effective E
2 1.50 – 2.49 Fairly effective FE
1 1.00 – 1.49 Need Improvement NE

For problem no. 3

Weight Range Verbal Interpretation Symbol

5 4.50 – 5.00 Very Great Extent VGE

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4 3.50 – 4.49 Great Extent GE

3 2.5 – 3.49 Moderate Extent ME
2 1.50 – 2.49 Less Extent LE
1 1.00 – 1.49 No extent NE

Statistical Treatment of Data

The gathered data from the questionnaire were treated

statistically to give clearer meaning to the study. The frequency,

percentage, weighted mean and ranking.

Percentage. This was used to find the relationship of the part to

its whole in the profile of respondents. The following formula was used.

𝑓
P = x 100
𝑛

Where:

P = Percentage

f = Frequency

N = Total Number of Respondents

Weighted Mean. This was used to answer the questions from

problem no.

𝛴𝑓𝑥
WM =
𝑁
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Where:

Σ = sum of the

f = Frequency in each option

x = Weight of each option

Σfx = Sum of the product of frequency and point of each option

N = Total Number of Respondents

Coefficient of Correlation. This was applied to determine the

relationship between the development of reading skills among the

pupils and the strategies utilized by the teachers using the following

formula:

𝛴𝑥𝑦
r=
𝑁
_____________
(SDx) (SDy)

Where:

r = coefficient of correlation

x = development of reading skills

𝛴𝑥 2
SD𝑥 1 = √ - 𝐶𝑥 2 = for reading skills
𝑁

𝛴𝑦 2
SD𝑦1 = √ - 𝐶𝑦 2 = for strategies
𝑁

C = correlation equivalent
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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter presents the data of the study, analysis and

interpretation gathered through the questionnaire.

1. Extent of the development of reading skills among the

learners.

1.1 Skimming. Table 6 showed the reading skills developed

through the utilization of skimming strategy.

Table 6
Skimming Strategy in Developing Reading Skills

Skills AWM VI R
1. Identifying misplaced or irrelevant
sentence in the paragraph. 3.27 E 2
2. Matching a paragraph with a headline,
pictures or topic. 3.40 E 1.5
3. Identifying the key sentence 3.00 E 4
4. Recognizing the speed and accuracy of
visual discrimination. 3.13 E 3
5. Getting the general idea of the material. 3.40 E 1.5
Average Weighted Mean 3.24 E

Legend: E – Effective

The data showed that the matching of the paragraph with a

headline, pictures or topic and getting the general idea of the material
 30

ranked topmost using the skimming strategy based on its computed

weighted mean of 3.40 this could be an indication that the teacher did

their best to develop this skill using the needed materials and devices.

All skills developed effectively using skimming strategy were identifying

misplaced or irrelevant sentence in the paragraph having a weighted

mean of 3.27; recognizing the speed and accuracy of visual

discrimination having a weighted mean of 3.13. Last in the rank was

identifying the key sentence having the weighted mean of 3.00. This

could imply that the pupils were lack of comprehension skills and lack

of varied exercises given by the teachers as a whole. The skills were

developed effectively by the teachers using skimming strategy as

evinced by the average weighted mean of 3.24.

1.2 Scanning. Table 7 presented the skills developed in reading

using scanning as strategy.

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Table 7

Scanning Strategy in Developing Reading Skills

Skills AWM VI R
1. Locating Specific words, phrases and
facts. 3.27 3
2. Searching for answer to specific question. 3.40 E 1
3. Citing from the text the exact statements
to prove assertion. 3.07 E 4
4. Searching for clues such as contextual
clues. 2.93 E 5
5. Focusing on the specific information you
get. 3.33 E 2
Average Weighted Mean 3.20 E

Legend: E - Effective

The data revealed that searching for answer to specific question

ranked first and was developed among the learners using the scanning

strategy based on its computed weighted mean of 3.40. This only shows

that the teacher did their very best to develop this skill among the

learning using the appropriate materials and devices. Other skills

developed effectively using scanning strategy were focusing on the

specific information you get having a weighted mean of 3.27; citing from

the text the exact statements to prove assertion having a weighted mean

of 3.07. Last in rank was searching for clues such as contextual clues

having a weighted mean of 2.93. This could be the result of lack of

 32

reading comprehension and memory retention of the learners as well as

practice exercises given by the teachers given by the teachers.

As a whole, the skills were developed effectively by the teachers

using scanning strategy as evinced by the average weighted mean of

3.20.

1.3 Intensive Reading. Presented in Table 8 were reading

skills developed among the learners using intensive reading as strategy.

Table 8

Intensive Reading in Developing Reading Skills

Skills AWM VI R
1. Analysing variant meanings of words,
sentence structures and paragraph
organization. 3.47 E 2
2. Recognizing style of presentation. 3.53 VE 1
3. Visualizing of forming images, make them
come to life and take an extra dimension. 3.20 E 3
4. Drawing conclusions 3.13 E 4
5. Inferring symbols. 3.00 E 5
Average Weighted Mean 3.27 E

Legend: E – Effective

VE - Very Effective

The data showed that the reading skills like recognizing style of

presentation were developed among the learners very effectively using

 33

the intensive reading strategy as demonstrated by the highest computed

weighted mean of 3.53. Other skills developed effectively by the

teachers among the learners utilizing the intensive reading strategy

were analyzing variant meanings of words, sentence structures and

paragraph organization garnering a weighted mean of 3.47; visualizing

of forming images make them come to life and take an extra dimension

garnering a weighted mean of 3.20; drawing conclusions garnering a

weighted mean of 3.13; last in rank was inferring symbols having a

weighted mean of 3.00. The findings showed that the learners was lack

on activities with regards to implication given by the teachers.

As a whole, the skills were developed effectively by the teachers

using intensive reading strategy as evinced by the average weighted

mean of 3.27.

1.4 Extensive Reading. Table 9 manifested the reading skills

developed using extensive reading as the strategy.

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Table 9

Extensive Reading in Developing Reading Skills

Skills AWM VI R
1. Analysing the author’s techniques method
of manipulating material. 3.00 E 2
2. Studying the author’s choice and use of
words, his sentence and paragraph
structure. 2.93 E 3.5
3. Digesting the context from different
review of points and perspective. 2.93 E 3.5
4. Recreating the thought and experience of
the author. 3.20 E 1
5. Evaluating the validity of ideas accuracy
of information on the basis of experience. 2.93 E 3.5
Average Weighted Mean 2.99 E

Legend: E – Effective

The data revealed that recreating the thought and

experience of the author ranked first using extensive reading strategy

which was effectively developed among the learners as indicated by the

highest computed weighted mean of 3.20. This could be an indication

that the teachers determine first the level of the learner’s ability before

starting reading class for the learners to recreate the thought. Other

skills developed effectively using extensive reading strategy was

analyzing the author’s techniques method of manipulating material

 35

having a weighted mean of 3.00. Last in rank were studying the author’s

choice and use of words, his sentence and paragraph structure; and

digesting the context from different review of points and perspective;

and evaluating the validity of ideas, accuracy of information on the basis

of experience having the lowest weighted mean of 2.93. This could

imply that lacked varied exercises and teachers lacked meaningful

instructional materials needed to uplift the reading ability of the

learners.

As a whole, the skills were developed effectively by the

teachers using extensive reading strategy as evinced by the average

weighted mean of 2.99.

1.5 Summary of the Utilization of Strategies in Developing

Reading Skills.

Table 10 showed the extent to which the different strategies were

utilized by the teachers in developing reading skills among the learners.

 36

Table 10
Utilization of Strategies in Developing Reading Skills

Problems AWM VI R
1. Skimming 3.24 E 2
2. Scanning 3.20 E 3
3. Intensive Reading 3.27 E 1
4. Extensive Reading 2.99 E 4
Overall Weighted Mean 3.18 E

The overall average weighted mean of 3.18 showed that the

teachers effectively utilized the different strategies in developing

reading skills among the learners. As demonstrated by the highest

average weighted mean of 3.27 showed that intensive reading ranked

first wherein the pupils get the maximum understanding of the main

idea in text and their relationship with details that support the main

idea.

Second in rank was skimming having a weighted mean of 3.24

wherein the learners were able to quickly go over a text to get the main

idea of a given selection. Scanning ranked third. Last in rank was

extensive reading garnering the lowest weighted mean of 2.99. This was

also effectively utilized by the teachers in developing reading skills in

the learners.
 37

2. Problems encountered in Developing Reading Skills.

2.1 Learner-Related Problems. Table 11 presented the

different learner-related problems encountered by the teachers.

Table 11

Learner-Related Problems encountered by Teachers

Problems AWM VI R
1. Lack of confidence and being shy. 3.53 GE 4
2. Lack of interest in reading. 4.00 GE 1.5
3. Lack of reading materials at home. 3.73 GE 3
4. Lack of understanding, ideas expressed in
the selection. 3.80 GE 2
5. Lack of study habits. 4.00 GE 1.5
Overall Average Weighted Mean 3.81 GE

The data revealed that lack of interest in reading and lack of study

habits ranked topmost among the learner-related problems as evinced

by the same weighted mean of 4.00. Other learner –related problems

encountered to a great extent were lack of understanding, ideas

expressed in the selection garnered a weighted mean of 3.80; lack of

reading materials at home garnered a weighted mean of 3.73. Last in

rank was lack of confidence and being shy garnered a weighted mean of

3.53.
 38

As a whole, the learner-related problems were encountered by

the teachers in developing the reading skills to a great extent as evinced

by the average weighted mean of 3.81.

2.2 Teacher-Related Problems. Presented at Table 12 was the

most common teacher-related problems encountered by the

respondents in developing the reading skills among grade three

learners.

Table 12

Teacher-Related Problems Encountered by the Teachers

Themselves

Problems AWM VI R
1. Lack of references and reading materials. 2.40 LE 5
2. Lack of knowledge on the techniques and
methods in teaching. 2.53 ME 4
3. Inadequate instructional materials. 3.40 ME 2
4. Lack of parent-teacher dialogue or
conduct. 3.33 ME 3
5. Time allotment or amount of time
available. 3.60 GE 1
Overall Average Weighted Mean 3.05 ME

Legend: GE – Great Extent

ME – Moderate Extent

LE – Less Extent
 39

The data showed that time allotment or amount of time available

ranked first based on its computed weighted mean of 3.60. Other

teaching method related problems were encountered to a moderate

extent. Inadequate instructional materials had a weighted mean of 3.33.

The education of the child depends upon the point effort of the parents

and the teachers. This only showed the misconception of most of the

parents that the education of their children depends upon their teachers

still persists. Lack of knowledge in the techniques and methods in

teaching had a weighted mean of 2.53. Last in rank was lack of

references and reading materials garnered a weighted mean of 2.40.

As a whole, the teacher-related problems were encountered by

the teachers themselves to a moderate extent as evinced by the

weighted mean of 3.05.

2.3 School-Related Problems. Presented at Table 13 were the

most common school-related problems encountered by the respondents

in developing the reading skills among the grade three learners.

 40

Table 13

School-Related Problems Encountered by the Teacher

Problems AWM VI R
1. Lack of motivational strategies given by
teachers. 3.00 ME 2
2. Lack of books and reference materials. 3.60 GE 1
3. Lack of classroom. 2.60 ME 5
4. Lack of reading materials suited to the
grade level. 2.73 ME 4
5. Noise in neighbouring classroom 2.93 ME 3
Overall Average Weighted Mean 2.97 ME

Legend: GE – Great Extent

ME – Moderate Extent

The data showed that lack of books and reference material

ranked first based on its computed weighted mean of 3.60. Other

school-related problems were encountered to a moderate extent. Lack

of motivational strategies given by teachers garnered a weighted mean

of 3.00. Noise in neighboring classroom had a weighted mean of 2.93;

lack of reading materials suited to the grade level garnered a weighted

mean of 2.73. Last in rank was lack of classroom as manifested by its

weighted mean of 2.60.

 41

As a whole, the school-related problems were encountered by

the teacher in developing reading skills to a moderate extent as evinced

by the average weighted mean of 2.97.

2.4 Home-Related Problems. Presented at Table 14 were the

most common home-related problems encountered by the teacher in

developing the reading skills among the grade III learners.

Table 14

Home-Related Problems Encountered by the Teacher

Problems AWM VI R
1. Learner economic status affect
attendance to classes. 3.73 GE 2
2. Mobility of the family. 3.67 GE 3
3. Education and attitude of parents. 3.87 GE 1
4. Much time spent in leisure. 3.60 GE 4
5. Too many household chores 3.33 ME 5
Overall Average Weighted Mean 3.64 GE

Legend: GE – Great Extent

ME – Moderate Extent

The data revealed that education and attitude of parents ranked

topmost among the home-related problems garnering a weighted mean

of 3.87. Other home-related problems were encountered to a great

extent. Learners economic status affect attendance to classes garnered a

 42

weighted mean of 3.73; mobility of the family garnered a weighted

mean f 3.67; much time in leisure garnered a weighted mean of 3.60.

Last in rank was too many household chores garnering a weighted mean

of 3.33.

As a whole, the home-related problems were encountered by the

teacher in developing reading skills to a great extent as evinced by the

overall average weighted mean of 3.64.

2.5 Summary of Problems that Affect the Development of

Reading Skills.

Table 15 showed the extent to which the different problems

affect in developing reading skills among Grade III learners.

Table 15

Problems Affecting the Development of Reading Skills

Problems AWM VI R
1. Learner-Related problem 3.81 GE 1
2. Teacher-Related problem 3.05 ME 3
3. School-Related problem 2.97 ME 4
4. Home-related 3.64 GE 2
Overall Average Weighted Mean 3.37 ME

Legend: GE – Great Extent

ME – Moderate Extent
 43

The overall weighted mean of 3.37 showed that the problem

affects in a moderately extent the development of reading skills among

the grade three learners. As demonstrated the pupil-related problem

ranked first garnering a highest average weighted mean of 3.81. Second

in rank was home-related problems having the average weighted mean

of 3.05. Last in the rank was school-related problems garnering the

lowest average weighted mean of 2.97.

3. Significant Relationship Between the Problems Encountered in

Developing the Reading Skills Among Learners and the Strategies

Utilized by Teachers

Table 16 showed the test results on the relationship between the

problems encountered in developing the reading skills among learners

and the strategies utilized by teachers.

Table 16
Relationship of the Problems Encountered in Developing the
Reading Skills Among Learners and the Strategies Utilized by
Teachers
Decision
Variables AWM df Ct Tv Level on Ho
1. Problems Encountered in
Developing the Reading 3.18
Not
Skills Among Learners 3 0.79 3.18 Accepted
Significant
2. Strategies Utilized by
3.37
Teachers
 44

The computed t-value (Ct) of 0.79 did not exceed the tabular value

of 3.18 at the 0.05 level of significance using 3 degrees of freedom. This

proved that the problems encountered in the development of reading

skills among learners did not significantly affect the strategies utilized by

teachers; hence the posited null hypothesis on the areas of relationship

was accepted.

The findings implied that the moderate extent problems

encountered in the development of reading skills among learner did not

affect the effective utilization of strategies of teachers.

 45

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, summary of the

findings revealed in the study, conclusions drawn based on the findings

and recommendations offered based on the conclusions drawn.

Summary

This study was conducted to ascertain the extent of reading skills

development among Grade III pupils in Public Elementary School in San

Nicolas District during the school year 2016-2017as assessed by the

teacher

themselves.

Specifically, the study sought answers to the following questions:

1. How did the teachers utilize the following strategies in

developing of reading skills

1.1 Skimming;

1.2 Scanning;

1.3 intensive reading; and

1.4 extensive reading?

 46

2. To what extent did the following problems affect the

development of reading skills among the pupils;

2.1 pupil-related problem;

2.2 teacher-related problem;

2.3 school-related problem; and

2.4 home-related problem?

3. Did the problems encountered in the development of

reading skills significantly relate to its effect to the strategies

utilized by the teachers?

4. What proposed action plan may be undertaken to

enhance the development of reading skills among the learners?

This study was limited to the assessment of the extent of reading

skills development among Grade III pupils in Public Elementary School

in San Nicolas District during the school year 2016-2017 as assessed by

the Grade III teachers themselves. The respondents involved 15 Grade

III teachers in the selected elementary schools.

 47

The descriptive method of research was used. The main data-

gathering instrument was the questionnaire. Percentage, weighted

mean, and t-test were used for statistical treatment of data.

Findings

The following significant findings were revealed in this study:

1. Extent of the Development of Reading Skills Among The

Learners

1.1. Skimming. The skills were developed effectively by the

teachers using skimming strategy as evidenced by the average weighted

mean of 3.24. The matching of the paragraph with a headline, pictures

or topic and getting the general idea of the material ranked topmost

based on its computed weighted mean of 3.40. Last in the rank was

identifying the key sentence having the weighted mean of 3.00.

1.2. Scanning. Teachers effectively developed scanning skills as

evidenced by the average weighted mean of 3.20. The data revealed that

searching for answer to specific question ranked first as shown by its

weighted mean of 3.40. Ranked last was searching for clues such as

contextual clues having a weighted mean of 2.93.

 48

1.3. Intensive Reading. The skills were developed effectively

by the teachers using intensive reading strategy as evidenced by the

average weighted mean of 3.27.Reading skills like recognizing style of

presentation ranked first as demonstrated by the weighted mean of

3.53. Last in rank was inferring symbols having a weighted mean of

3.00.

1.4. Extensive Reading. The skills were developed effectively

by the teachers using extensive reading strategy as evidenced by the

average weighted mean of 2.99.Recreating the thought and experience

of the author ranked first as indicated by the highest computed

weighted mean of 3.20. Last in rank was evaluating the validity of ideas

and accuracy of information on the basis of experience as divulged by its

weighted mean of 2.93.

1.5. Summary of the Utilization of Strategies in Developing

Reading Skills. The overall average weighted mean of 3.18 showed that

the teachers effectively utilized the different strategies in developing

reading skills among the learners. Ranked first was intensive reading as

demonstrated by the highest weighted mean of 3.27. Last in rank was

extensive reading garnering the lowest weighted mean of 2.99.

 49

2. Problems Encountered in Developing Reading Skills

2.1. Learner-Related Problems. The learner-related problems

were encountered by the teachers in developing the reading skills to a

great extent as evidenced by the overall average weighted mean of

3.81.Ranked first was lack of interest in reading and lack of study habits

as revealed by the same weighted mean of 4.00. Last in the rank was

lack of confidence and being shy as manifested by its weighted mean of

3.53.

2.2. Teacher-Related Problems. Teacher-related problems

were encountered by the teachers themselves to a moderate extent as

evidenced by its weighted mean of 3.05. Time allotment or amount of

time available ranked first as demonstrated by its weighted mean of

3.60 and was manifested to a great extent. Last in the rank was lack of

references and reading materials as evidenced by its weighted mean of

2.4 with less extent manifestations.

2.3. School-Related Problems. The school-related problems

were encountered by the teachers to a moderate extent as evidenced by

the overall average weighted mean of 2.97. Lack of books and reference

material ranked first as divulged by its weighted mean of 3.60.Ranked

last was lack of classroom as evidenced by its weighted mean of 2.60.

 50

2.4. Home-Related Problems. The home-related problems

were encountered by the teachers to a great extent as manifested by the

overall weighted mean of 3.64. Education and attitude of parents ranked

topmost which garnered a weighted mean of 3.87. Last in rank were too

many household chores as divulged by its weighted mean of 3.33.

2.5. Summary of the Problems Affecting the Development of

Reading Skills. The overall average weighted mean of 3.37 showed that

the problems affected in moderate extent the development of reading

skills among Grade III learners. Pupil-related problems ranked first as

demonstrated by its weighted mean of 3.81.Last in the rank was school-

related problems which garnered an average weighted mean of 2.97.

3. Significant Relationship Between the Problems Encountered

in Developing the Reading Skills Among Learners and the

Strategies Utilized by Teachers

The problems encountered in the development of reading skills

among learners did not significantly affect the strategies utilized by

teachers as evidenced by the computed t-value (Ct) of 0.79 which did not

exceed the tabular value of 3.18 at the 0.05 level of significance using 3

degrees of freedom hence the posited null hypothesis on the areas of

relationship was accepted.

 51

The findings implied that the moderate extent problems

encountered in the development of reading skills among learner did not

affect the effective utilization of strategies of teachers.

4. Proposed Action Plan

An action plan was proposed to enhance the utilization of

strategies in development of reading skills among learners.

See “Appendix A”

Proposed Action Plan

Persons Time Success

KRA Objectives Strategies
Involved Frame Indicators
1. Enhance Providing Teachers Year Improved
Developm the the Pupils round reading
ent of developme students skills of the
Reading nt of with students
Skills reading meaningfu Teachers
skills l and Pupils
among the interesting
student selection Teachers
to read Pupils Improved
teaching
Conductin strategies
g dictation Teachers utilized in
exercises Pupils the
for note- Principal Developme
taking nt of
exercises Students’
reading
Utilizing Teachers skills
 52

strategies
that suit
the diverse
abilities
and
learning
styles of
students

Conductin
g
classroom
observatio
n
Checking
the
learning
experience
s provided
by the
teacher to
students

Conductin
g oral
reading to
correct
pronunciat
ion and
pausing
 53

Conclusions

Based on the findings revealed the following conclusions were

drawn:

1. The teachers effectively utilized the different strategies in

developing reading skills among the learners.

2. Problems were encountered by the teachers in moderate extent

in the development of reading skills among Grade III learners.

3. The problems encountered in the development of reading skills

among learners did not significantly affect the strategies utilized by

teachers.

Recommendations

Based on the highlights of the findings and the conclusions drawn,

the following recommendations were offered:

1. Teachers and the school head should work together to

enhance the development of reading comprehension skills.

2. The school heads should give more time in supervising the

use of techniques and strategies in the development of reading skills

among learners.
 54

3. The authorities concerned should work on the problem

areas of the program and find ways to eliminate the problems.

4. A follow – up study should be conducted in the district to

include the professional competencies of teachers and performance of

learners in reading.
 55

BIBLIOGRAPHY

A. UNPUBLISHED MATERIALS

Banate, Nanette D. et. Al “Reading comprehension skills of Grade VI in

Selected Public Elementary Schools in the District of San Jose” An
Undergraduate Thesis: Batangas City, 2003.

Vertucio, Luzviminda G. “ Problems Encountered by Grade I – IV

Teachers in teaching the four phases of English Instruction in
Batangas” An Undergraduate Thesis, Rizal College of Taal, Taal,
Batangas 2001.

Cassura Lindsay “Factors Affecting The Reading Comprehension Skills of

Grade II Pupils in San Juan District, Division of Batangas”,
Unpublished Undergraduate Thesis: Batangas State University

Hernandez, Suzanne M. “The Teaching of Reading Among Grade V I

pupils in Bolbok Elementary School” Unpublished
Undergraduate Thesis, Batangas State University, Batangas City
2000

B. INTERNET

Dean Calderon, English Intervention Program Improving College

Students Reading Skills.
http:// www.arellano.education.ph/news.php?articled=64

Cassey Annie, How to Improve Reading in Children Reading below

Grade Level
http:// www. Livestrong .com/article/186-108-how-to-improve-
reading-inchildren-reading-below-grade-level/

Biemiller, Learning to read: The meaningful synthesis of sound and

print
http:/antbarra.wordpress.com/2010/04
 56

Konzier, Mary Grace, Reading Skills Checklist for Upper Grades

http:/www.ehow.com/info79615 13 reading skills checklistupper
grades.html

Ontorio Government, Reding Readiness

http://en:wikipedia.org/wiki/Readingreadiness.
 57

CURRICULUM VITAE

I. Personal Information

Name : Jocelle D. De Ramos

Address : Sto. Nino San Nicolas, Batangas

Date of Birth : February 02, 1998

Age : 18

Civil Status : Single

Religion : Catholic

Parents : De Ramos Marcela

De Ramos Marianito

II. Educational Background

Elementary : Kaong Elementary School

Secondary : Kaong National High School

Tertiary : Rizal College of Taal

Course : Bachelor of Elementary Education

 58

CURRICULUM VITAE

I. Personal Information

Name : Julie Ann C. Madera

Address : Bagong Pook, Balisong, Taal, Batangas

Date of Birth : July 25, 1996

Age : 20

Civil Status : Single

Religion : Catholic

Parents : Madera Analiza

Madera Luisito

II. Educational Background

Elementary : Balisong Elementary School

Secondary : Taal National High School

Tertiary : Rizal College of Taal

Course : Bachelor of Elementary Education

 59

CURRICULUM VITAE

I. Personal Information

Name : Lizette Ann M. Paradero

Address : Bukal, Lemery, Batangas

Date of Birth : January 17, 1998

Age : 18

Civil Status : Single

Religion : Catholic

Parents : Mercado Lolita, Paradero Ceferino

II. Educational Background

Elementary : Bukal Elementary School

Secondary : Rizal College of Taal

Tertiary : Rizal College of Taal

Course : Bachelor of Elementary Education

 60

CURRICULUM VITAE

I. Personal Information

Name : Clarice B. Rodriguez

Address : Poblacion San Nicolas Batangas

Date of Birth : July 13, 1997

Age : 19

Civil Status : Single

Religion : Catholic

Parents : Imelda Rodriguez, Rodriguez Erwin

II. Educational Background

Elementary : San Nicolas Central Elementary School

Secondary : San Nicolas Academy

Tertiary : Rizal College of Taal

Course : Bachelor of Elementary Education

 61

APPENDIX “A”

Proposed Action Plan

Persons Time Success

KRA Objectives Strategies
Involved Frame Indicators
1. Enhance Providing Teachers Year Improved
Developm the the Pupils round reading
ent of developme students skills of the
Reading nt of with students
Skills reading meaningfu Teachers
skills l and Pupils
among the interesting
student selection Teachers
to read Pupils Improved
teaching
Conductin strategies
g dictation Teachers utilized in
exercises Pupils the
for note- Principal Developme
taking nt of
exercises Students’
reading
Utilizing Teachers skills
strategies
that suit
the diverse
abilities
and
learning
styles of
students

Conductin
g
classroom
observatio
n
Checking
 62

the
learning
experience
s provided
by the
teacher to
students

Conductin
g oral
reading to
correct
pronunciat
ion and
pausing
 63

APPENDIX “B”

RIZAL COLLEGE OF TAAL

Taal, Batangas

COLLEGE OF EDUCATION

August, 2016
The Principal
_________________________ Elementary School
San Nicolas, Batangas

Sir/Madam:

Good Day!!!

We are presently conducting a study entitled “DEVELOPING THE READING SKILLS

AMONG GRADE THREE PUPILS” in the District of San Nicolas, Division of Batangas during
the school year 2016-2017. In connection to this, we have the honor to request from your
good office to conduct this study in your school and utilized your grade three teachers as
respondents. This is in partial fulfillment of the requirements for the degree of Bachelor of
Elementary Education.

We hope that this request will merit your kind consideration and approval.

Respectfully yours,

JOCELLE D. DE RAMOS

CLARICE B. RODRIGUEZ

JULIE ANN C. MADERA

LIZETTE ANN M. PARADERO

Researchers

Noted:

BENITO C. DESEPEDA, Ed. D.

Dean, College of Education and
Graduate Studies and Research

Approved:

__________________________________
The Principal
 64

RIZAL COLLEGE OF TAAL

Taal, Batangas

COLLEGE OF EDUCATION

August, 2016
Dear Teacher,

Good day!!!

We the students of Rizal College of Taal taking up bachelor of Elementary

Education are conducting a study entitled “DEVELOPING THE READING SKILLS
AMONG GRADE THREE PUPILS” as partial fulfillment of the requirements for the
degree of Bachelor of Elementary Education.

In view of this, we are requesting your cooperation to accomplish the

attached questionnaire as honesty as you be treated with strict confidentiality and
will used only for research purposes.

Thank you very much, more power and God Bless!

Respectfully yours,

JOCELLE D. DE RAMOS

CLARICE B. RODRIGUEZ

JULIE ANN C. MADERA

LIZETTE ANN M. PARADERO

Researchers

Noted:

BENITO C. DESEPEDA, Ed. D.

Dean, College of Education and
Graduate Studies and Research

Approved:

__________________________________
The Principal
 65

APPENDIX “C”

DEVELOPING THE READING SKILLS AMONG GRADE III

PUPILS IN SAN NICOLAS BATANGAS

DIVISION OF BATANGAS

QUESTIONNAIRE

1. PROFILE OF RESPONDENTS

Kindly check (/) the blank before each item that correspond to

the data about you.

1.1 Age

______ 50 years old and above

______ 40-49 years old

______ 30-39 years old

______ 20-29 years old

______ Below 20 years old

1.2 Sex

______ Male

______ Female

1.3 Civil Status

______ Single

______ Married
 66

1.4 Educational Attainment

______ Bachelor’s Degree in Elementary Education

______ Bachelor’s Degree in Elementary Education with

Masteral Units

______ Master of Arts in Education

1.5 Length of Service

_______ 30 years and above

_______ 20-29 years

_______ 10-19 years

_______ 2-9 years

_______ 1 year and below

2. Strategies utilized in developing the reading skills.

The following are some strategies you utilized in developing the

reading skills. Kindly check (/) the column that indicates the

effectiveness of the strategies you utilized in developing the reading

skills among your pupils. Please follow the code below.

Very Effective VE

Effective E
 67

Fairly Effective FE

Needs Improvement NI

2.1 Skimming

STRATEGIES VE E FE NI
1. Identifying misplaced or
irrelevant sentence in the
paragraph.
2. Matching a paragraph with a
headline picture or topic.
3. Identifying the key sentence.
4. Recognizing the speed and
accuracy of visual
discrimination.
5. Reading of verification.

2.2 Scanning

STRATEGIES VE E FE NI
1. Locating specific word,
phases, facts.
2. Searching for answer to
specific question.
3. Citing from the text exact
statements to prove assertion.
4. Searching for clues such as
contextual clues.
5. Glancing from point to point
of often casually in search of
particular item.
 68

2.3 Intensive Reading

STRATEGIES VE E FE NI
1. Analyzing variant meaning of
words, sentence structures
and paragraph organization.
2. Recognizing style of
presentation
3. Visualizing of forming images,
make them come to life and
take an extra dimension.
4. Drawing conclusions
5. Inferring symbols.

2.4 Extensive Reading

STRATEGIES VE E FE NI
1. Analysing the author’s
techniques of manipulating
material.
2. Studying the author’s choice
and use of word in sentence
and paragraph structure.
3. Digesting the context from
different view of points and
perspective.
4. Recreating the thought and
experiences of the author.
5. Evaluating the validity of
ideas, accuracy of information
on the basis of experience.
 69

3. Problems encountered in developing reading skills.

The following are the possible problem encountered in

developing reading skill among the pupils. Kindly check (/) the column

which tells the degree you encountered the problems. Please use the

code below.

Very Great Extent VGE

Great Extent GE
Moderate Extent ME
Less Extent LE
No Extent NE

3.1 Pupil Related Problems

Problems VGE GE ME LE NE
1. Lack of confidence and being
shy.
2. Lack of interest in reading.
3. Lack of reading materials at
home.
4. Lack of understanding ideas
expressed in the selection.
5. Lack of study habits.

3.2 Teacher-Related Problems

Problems VGE GE ME LE NE
1. Lack of references and
reading materials.
2. Lack of knowledge in the
techniques and methods in
 70

teaching.
3. Inadequate instructional
materials.
4. Lack of parent-teacher
dialogue or conduct.
5. Time allotment of amount of
tie available.

3.3 School – Related Problems

Problems VGE GE ME LE NE
1. Lack of motivational
strategies given by teachers.
2. Lack of books and other
reference material.
3. Lack of classroom.
4. Lack of reading materials
suited to the grade level.
5. Noise in neighbouring area.

3.4 Home – Related Problems

Problems VGE GE ME LE NE
1. Pupil economic status affect
attendance to classes.
2. Mobility of the family.
3. Educations and attitude of
parents
4. Much time spent in leisure.
5. Too many household chores.