Oral Reading Performance of Multigrade Pupils at Mawigue Elementary School: An Input to Reading Remediation Program

Abstract

Reading is not merely a passive absorption of information, rather, it is an engaging process that cultivates our critical thinking, enabling us to comprehend and interpret the world around us. The study sought to determine the oral reading performance of Grade III, IV, V and VI Pupils of Mawigue Elementary School, Southern Conner District. Descriptive research design was employed and the date were interpreted using frequencies, percentages, means, and ANOVA. Results revealed that in Grade III, most pupils demonstrated frustration levels in mispronunciation, followed by substitution. Omission, repetition, and reversal showed the least number of pupils with frustration levels. In Grade IV, there was a significant difference in the oral reading performance, with a higher number of pupils exhibiting frustration levels in mispronunciation. Grade V pupils showed no significant difference in their oral reading performance across all areas assessed. However, Grade VI pupils exhibited frustration levels in mispronunciation, omission, substitution, insertion, repetition, transposition, and reversal. Overall, majority of the pupils demonstrated frustration levels in mispronunciation, omission, substitution, insertion, repetition, transposition, and reversal. To enhance the pupils' oral reading skills, the use phonics instruction by teachers in their English classes was recommended.