My Essay

Topics: Reading, Primary school, Primary education Pages: 20 (6230 words) Published: September 11, 2013
READING DIFFICULTIES AND ITS RELATION TO THE ACADEMIC PERFORMANCE OF GRADE TWO PUPILS

CRISDEAN C. TUMPAG
JENNY C. NECESITO

SUBMITTED TO THE ADMINISTRATION FACULTY AND STAFF
OF THE CENTRAL PHILIPPINES STATE UNIVERSITY
IN PARTIAL FULFILLMENT OF THE
REQUIREMENT FOR THE
DEGREE

BACHELOR OF ELEMENTARY EDUCATION
BEED

JUNE 2013

CHAPTER I
INTRODUCTION
The key to learning is better reading skills. But this reading skill need not be confined to English only. The ability to read and write in any language or dialect is what is important. From this “life-long learning” or “survival” skill, one can develop the ability to “learn for life.” These are important elements for building individual competence and achievement that can be translated in the future into a competitive workforce. In this study, one of the bases for research work is the PHIL-IRI or Philippine Informal Reading Inventory will be used. This is an inventory tool that assists in determining the reading strengths and weaknesses of an individual learner. It is important for every teacher to know if their pupils can comfortably read the texts used in their class or if they need additional assistance. This is a quick tool to help identify pupils who struggle with decoding and/or comprehension with specific text materials. It can gauge as to how the grade school pupils can attack words in a short passage, how a child rates in speed and comprehension test in oral reading. The researchers have observed that many of the pupils have problems in reading due to inadequate vocabulary and poor reading ability. Grades 1 to 3 are the critical in the child’s learning cycle. At this stage, the fundamentals for literacy have to be established and the start of reading habit developed. Hence, this study aims to determine reading difficulties and its relation to the academic performance of grade two pupils of Tuyom Elementary School. Theoretical Framework

According to the General Factor Theory (cf. Cronbach, 1970), a student could learned about a facet or process involved in the language-first through listening and speaking, and then his/her understanding could be used and manifested in reading and writing. One genetic set of language sub-process undergirds as to student’s learning of different facets of a “new” language-for example, phonology, syntax, semantics, and pragmatics. A cornerstone of this outlook is that language sub processes are not attached to a particular “mode” (reading, writing, listening and speaking) as they are learned. Rather, once a sub process is learned, that understanding is available for use in any process. According to the Oral Precedence Theory, students should first develop some of optimal level of oral proficiency in the new language before learning to read and write it. To provide another rough illustration, imagine a sort of grand ever-broadening theory of multilingual literacy was viewed as involving multiple, interacting webs of factors including, for example, individual cognitions and affects for and about language- oral and literate-in both native and new language, the past and the present school and classroom environment of individual, in the past and present family and community environments. Koda’s specifically connected theoretical webs addressing native-language word reading and new-language word reading. Through examining word recognition research on second-language learners ( mostly adults) who have already learned to read on their native language. Koda suggested a “superordinate”; Connectionist Theory of second-language word recognition in reading, focusing on the necessity of accounting for understanding of native- language orthography. Psycholinguistic Theorists

About ten years ago, the "psycholinguistic model" of reading began to assert that contrary to this view of reading as a sequence of skills which one could teach, reading is in actuality a process of predicting meaning based on the reader's knowledge of oral...

References: (teaching reading/gertrude hildreth 2000)
(webster third new international dictionary)
(Http://www.earlyliteracyinfo.org/sections/adv_search/doc_detail).
(www.eric.ed.gov/ericwebportal/recorddetail?accno=ed208375).
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