Effectiveness of Teaching Context Clues to Grade IV Pupils in Improving the Reading Performance

AUTHOR(S)

Hedda P. Dela Torre

ABSTRACT

Reading is a habit where students learn, gain knowledge, and develop new skills (Olivar, 2014). Understanding the significance of Reading and in line with the implementation of the K to 12 Basic Education Program, the Department of Education (DepEd) implemented “Every Child A Reader Program” (ECARP) through DepEd Memorandum No.402. s.2004 and Administrative Order No. 324. This aims to teach public elementary pupils with planned Reading and to write to make them independent young readers and writers. As Baleghizadeh and Golbin (2010) reported, one of the common beliefs about reading comprehension is using reading strategies and adequate knowledge of grammar and how they can help learner’s understanding of the text to a great degree, and there is no need to know too much vocabulary. One of these strategies is the context clues and the effects that they may have on reading comprehension in learners.
On this premise, the researcher decided to conduct this study to evaluate the effectiveness of context clues in improving the reading performance of Grade IV pupils. It was revealed on the table that there is a significant difference between the pre-test and post-test performance of the Grade IV pupils in the control and experimental group. Likewise, the data also showed a significant difference between the post-test performance in the control and experimental groups. It is recommended to implement the formulated Reading Intervention Plan using context clues in getting the meaning of unfamiliar words to improve the reading performance of the pupils.