Effectiveness of Reading Comprehension Strategies in the Performance of Grade VI Pupils in English

AUTHOR(S)

Catherine O. Pagcabigan

ABSTRACT

—Reading is a habit where students learn, gain knowledge, and develop new skills (Olivar, et al., 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 writing to make them independent young readers and writers. With these, the researcher is challenged to conduct this study because of the presence of frustration readers in her grade VI class. Using the crafted and corrected reading comprehension test questions, the Grade VI pupil’s performance in English were tested.
It was revealed that the pre-test performance in of the Grade VI pupils in English was moderate in the control and experimental group while the post-test was very high for the experimental group and moderate for the control group. Moreover, it was also revealed that there is significant difference between the pre-test and post-test performance of the Grade VI pupils in English for the experimental and control groups and post-test performance on both groups. Furthermore, it was revealed on the data that reading comprehension strategies are effective in improving the performance of the Grade VI pupils in English. It is recommended to implement the formulated Reading Intervention Plan to help teachers and school heads achieve positive learning outcomes.