Reading competencies of grade 3 learners at tomas claudio Ruth Ann B. Andresa... [et. al]

Thesis Bachelor of Elementary Education major in Content Courses University of Rizal System-Morong.

EXECUTIVE SUMMARY: This study aimed to determine the Reading Competencies of Grade 3 Learners at Tomas Claudio Memorial Elementary School during the School Year 2017-2018. This involved 52 Grade 3 learners who were found to be frustrated readers and chosen through the result of their pretest and posttest in PHIL-IRI This determined the reading competencies of Grade 3 Learners with respect to Substitution, Omission, Addition/Insertion, Mispronunciation, Reversal, Repetition and Self-correction. Mean and standard deviations were used to describe the reading competencies of the Grade 3 Learners and One-way Analysis of Variance (ANOVA) for the significant difference on the reading competencies of the learners. Based from the gathered data, the study found out that the reading competencies of the Grade 3 learners after the three trials were poor. Moreover, based from the gathered data, the study found out that there was no significant difference on the reading competencies of Grade 3 Learners with Respect to the Substitution, Omission, Addition/Insertion, Reversal, and Repetition. Also, there is a significant difference on Mispronunciation and Self-correction. The study concluded that the performance of Grade 3 frustrated readers with respect to Substitution, Omission, Addition/Insertion, Reversal, Repetition, Mispronunciation and Self correction were poor thus intervention materials is hereby recommended. Also, the school teachers can design a remedial program that will help the frustrated readers to improve their reading competencies in terms of reducing the major miscues. Expose the frustrated readers to the reading materials suitable to their reading competency that will help to enhance their skills in oral reading. Also, provide a Competency Based Instruction to enrich the vocabulary of the readers in word recognition skills to support the reading competencies of the learners.