Abstract
This study determined the socio-demographic factors affecting the reading proficiency and reading difficulties of Grade 5 pupils in a public elementary school in Aklan as the bases for coming up with a reading intervention program. The descriptive-correlation research design was employed with thirty (30) pupils, whose scores were less than 14 in the “Pangkatang Pagtatasa ng Klase” based on Philippine Informal Reading Inventory (PHIL-IRI) guidelines, purposively chosen as participants of the study. The PHIL-IRI, specifically for Grade 5 Filipino, was composed of graded passages designed to determine the individual pupil’s performance in oral and silent reading and listening comprehension. These three types of assessments aimed to find the pupils’ reading level—independent, instructional or frustration. The results of the study showed that the pupils’ reading proficiency was “frustration” level. The pupils had difficulties in reading particularly in “maling bigkas” with 708 errors, pagpapalit” with 42 errors, “pagkakataltas” with 13 errors and “pagsisingit” with 11 errors for a total of 774 errors. Family monthly income and available reading materials had positive significant relationship with the pupils’ level of reading proficiency. However, educational attainment of parents, family monthly income and available reading materials at home were found to have a significant negative correlation with pupils’ reading difficulties. Hence, a “Re-read” reading intervention program was designed to help improve the pupils reading proficiency and reduce their reading difficulties.
Keywords: Reading proficiency, reading difficulties, reading intervention program
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
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