Grade 5 Pupils&rsquo; Reading Comprehension Difficulties: Basis for Developing and Evaluating Supplementary Reading Activities

Marjorie Grace  Abela,

Grade 5 Pupils’ Reading Comprehension Difficulties: Basis for Developing and Evaluating Supplementary Reading Activities

Discipline: Education

Abstract:

This study aimed to determine the most difficult topics in reading comprehension as basis for developing and evaluating supplementary reading activities for Grade 5 pupils during the school year 2020-2021.The study used the descriptive type of research, and purposive sampling in selecting the two groups of respondents to evaluate the developed materials. Respondents in this study were 15 English teachers in Grade 5, 15 expert teachers who were Master of Arts in Teaching Major in Technical English graduates and grade five pupils of Banaba Elementary School. The data gathering instruments used in this research were the diagnostic test for the pupils and survey questionnaires for the evaluators. Furthermore, the researcher used frequency, percentage, weighted mean, and independent-samples t test to treat the gathered data. Based on the results of the diagnostic test, the top five most difficult reading comprehension skills that could be developed into supplementary activities were analyzing a two-stanza poem, distinguishing an Enumeration Text, analyzing a Text Using Advance Organizers, distinguishing a Problem-and Solution Text, and distinguishing a Time Order Text. The teachers and expert-respondents evaluated the developed supplementary reading activities for Grade 5 pupils very acceptable in terms of authenticity, clarity, comprehensibility, usefulness, and suitability with grand weighted mean of 4.83 and 4.64 respectively. The respondents also provided suggestions to further improve the material.

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