BIBLIOGRAPHY BETTY F. TAKAYENG-PANONOT. April 2007. Reading ...
BIBLIOGRAPHY
BETTY F. TAKAYENG-PANONOT. April 2007. Reading Competencies
Along Word Recognitions Skills of Grade Three Pupils in Lepanto Elementary School.
Benguet State University, La Trinidad, Benguet.
Adviser: CARLOS P. LUMA–ANG, Ed. D.
ABSTRACT
The study dealt with the reading competencies along word recognition skills
of grade three pupils in Lepanto Elementary School, the effect of the pupils profile to
their reading performance and the degree of difficulty encountered by the pupils in
reading.
Finding shows that the pupils have a satisfactory performance on structural
analysis and context clues. They obtained very satisfactory performance in the use of
basic sight words and configuration skills. They excelled in the use of picture clues.
Generally, their proficiency on word recognition skill is very satisfactory.
The pupils profile which includes gender and occupation of parents has an
effect on the pupils reading competency. However, the educational attainment of parents
and ethnic affiliation has no effect on the reading competency of the grade three pupils.
Furthermore, the pupils considered structural analysis and context clues as
more difficult than mastery of basic sight words and configuration clues likewise in
picture clues.
It is concluded that the grade three pupils are excellent in picture clues, very
satisfactory performance on basic sight words and configuration clues and are
satisfactory on structural analysis and context clues.
However, there is a significant effect of gender and occupation of parents to
the reading performance of pupils, but the educational attainment of parents and their
ethnic affiliation has no significant effect to the reading competency of the pupils.
Further, there is a significant difference in the degree of difficulty of the
pupils along the word recognition skills where structural analysis and context clues are
measured complex than the other skills.
Finally, it is suggested that teachers should include varying and intensifying
methods, techniques and strategies of teachers in teaching reading and recognition skills.
More activities should be given on structural analysis and context clues to enhance
comprehension of pupils on these skills.
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TABLE OF CONTENTS
Page
Bibliography ………………………………………………………..…………..i
Abstract ……………………………………………………………………i
Table of Contents
……………………………………………….………..…iii
INTRODUCTION
Background of the Study
…………………..……………….………...1
Statement of the Problem
…………………..…………………………5
Objectives of the Study ……………………..……………...………….6
Importance of the Study …………………………..……………………7
Scope and Delimitation of the Study ……… ……………………………....7
REVIEW OF LITERATURE
Reading Competencies for Word Recognition Skills ….………………….9
Mastery of Basic Sight words
......................................................................9
Picture Clues
………………………………………….………………….9
Configuration Clues
………………………………….………………...11
Structural Analysis
………………………………….………………...12
Context Clues
………………………………………….………………...12
Effects of Pupils Profile to
Their Reading Performance
………………………….………………...13
Conceptual Framework of the Study
……………………………………17
Definition of Terms
…………………………………….………...……17
Paradigm of the Study ……………………………………...………...…..19
Hypotheses of the Study ………………………………………...……….....20
iii
METHODOLOGY
Locale of the Study
……………………………………………...….…21
Respondents of the Study
……………………………………...…….25
Instrumentation
……………………………………………………25
Data Gathering
………………………………………………..…..26
Statistical Treatment of Data
………………………………………..…..26
RESULTS AND DISCUSSION
Over all Reading Performance of Pupils …………………………………....27
Reading Performance of Pupils on Word
Recognition Skills
…………………………..………………………..29
Factors Affecting Reading
………………...……………………….....33
Degree of Difficulty of Pupils in
Word Recognition Skills …………………………...……………………….40
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ……………………………………………………………..…….43
Conclusions
……………………………………………….……..……44
Recommendations
………………………………………………..….45
LITERATURE CITED
………………………………………………..….47
APPENDICES
A.
Communication…………………………………………………...52
B.
Questionnaires…………………………………………………….54
BIOGRAPHICAL SKETCH…………………………………………………….62
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INTRODUCTION
Background of the Study
Reading is a very important aspect of education since competence in
reading can open the door to a worldwide store of knowledge and information. It
is the act of interpreting printed and written words as stated by Reed (1989). It is a
basic tool of education and one of the most crucial skills in everyday life. We live
in a world of printed words. Through reading, we acquire new ideas, obtain
information, seek support of poor ideas, add to our personal pleasure and broaden
our interests.
Reading is also a worthwhile form of recreation. Bennet Cerf once said
that, “the most unfortunate people in the world are those who have never learned
the soul satisfying pleasure of reading good books” (Stefferud, 1962). The ability
to read is vital to learning. To have an access to knowledge in the various
disciplines is made possible through reading. Therefore, one who is handicapped
in reading is deprived of a wonderful medium of learning.
As Smith and Dechant (1961) have stated, “for the child, reading is the
key to success in school, to development of out of school interests, to the
enjoyment of leisure time and to personal and social adjustment. In the modern
school, effective reading is the most important avenue to effective learning.
As educators, they realize the importance of the mastery of all
reading skills, since it is not only in reading that we use them but in all subject
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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areas as well. In addition, they also accept the reality of individual differences
which is necessary in providing for the needs of different ability groups. Yet,
mentors cannot sacrifice the interest of pupils in the selections they have to read,
because they believe that if the pupils are made to read topics of interest to them,
learning comes more easily and lasts longer, too. Flores et. al (2001) as pointed
out by Villamin (1975) cited that basically, reading revolves around the ability to
identify and recognize words, because this word represents the smallest unit of
visual identification and meaningful recognition.
The teaching of reading is a continuing challenge to parents and teachers.
There is always a need to increase efforts in effective literacy, which requires
reflection, even more so during today’s rapidly changing times. It is not surprising
that there has always been great concern over whether Jose or Juana is learning to
read. Today’s public concern for reflective ability is injected in many books,
magazines, newspaper columns and even in editorials.
Valle (2001) indicated that with the increasing stress of multi-sensory
learning in most educational materials, it can be concluded, therefore, that there is
the need for high reliance on speech or recognition of the school of the
interrelatedness of a well developed speaking and listening vocabulary in learning
to recognize words and in understanding what is read. Dallman, et. al (1978)
stressed that “the child whose growing vocabulary should match the experiences
for which he uses words as labels,” can become a truly advantaged reader in the
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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same way that the lack of it could be a distinct disadvantage for the beginning
reader.
It is an accepted fact that there are some children who do not learn to read
along with their classmates. Their reading failures can be attributed not only to
their inability to learn the rudiments of reading.
American case study by Alexander, et al (1979) as cited by Valle (2001),
reported that from 1922 to the present show that regular classroom instructions
frequently fails to provide adequately for pupils who encounter unusual
difficulties in reading which are to be found in the reading Diagnosis Sheet for
individual reader. These difficulties could be compounded among Filipino readers
using English, a second language as their medium of instruction. The teacher may
use a check for each item indicating recognized difficulty by using the letter
representing reading difficulty for a more accurate appraisal.
Bush and Huber (1970) as cited by Ventura (2004) explained that reading
plays a vital role in the new society. Every individual needs to read to acquire
useful information and gain enjoyable and profitable life in this modern and
technological world.
Blake (1989) also stated that reading is really important because it is
needed to carry out some important purposes to learn, to find and get directions
for doing something, to have fun and to appreciate the art of writing. It is one of
the keys of the world because everybody lives in an information age. It is an age
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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when getting and giving information is the big part of almost everything. As
Roldan (1975) puts it, “reading is the key that unlocks the door to the world of
enlightenment and enjoyment, the basic tool for learning in any field of the
study”. Today, a person who cannot read may be unemployed and is cut off from
participating in many activities in society.
Parents don’t want their children to be illiterate so they send them to
school. But despite the effort of those concerned, it has been observed that most,
if not all pupils cannot read properly and are hard up in understanding what they
read. In relation to this, Manuel (2002) cited statistics which showed that
education in many of the world is in crisis. The said statistics revealed that
millions of children and youth satisfy the attendance requirement but do not
acquire the essential knowledge and skills for functional daily living. In addition
to this, Martin (2005) citing Cortes (2000) reported that congressional
Commission on Education reviewed assessment of Philippine education and
revealed very perplexing and disturbing results. Specifically, these are: (1) low
achievements levels; and (2) inadequately trained and poor quality of teacher.
This research is therefore centered on word recognition skills among grade
three pupils to know their strength and weaknesses so the concerned can identify
proper measures to implement. Since one important concern of education is the
delivery of quality instruction, this greatly depends upon the children’s ability to
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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read. It is in recognition of the significant role of reading that this research is
anchored at.
Statement of the Problem
This study dealt with the reading performance of the pupils of Lepanto
Elementary School. It sought to answer the following questions:
1. What is the level of reading performance of the grade three pupils along
the following specific word recognition skills:
a. Mastery of basic sight words
b. Picture clues
c. Configuration clues
d. Structural analysis
e. Context clues
2. Is there an effect of the following profile to the reading performance of the
pupils:
a. Gender
b. Parents educational attainment
c. Occupation of parents
d. Ethnic affiliation
3. What is the degree of difficulty encountered by the pupils in reading
specifically along word recognition skills?
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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Objectives of the Study
This study is guided by the following objectives:
1. To find the reading performance level of the grade three pupils along
mastery of:
a. Basic Sight Words,
b. Picture Clues,
c. Configuration Clues,
d. Structural Analysis
e. Context Clues.
2. To determine the effect of the pupils profile to their reading
performance.
a. Gender
b. Parents Educational Attainment
c. Occupation of Parents
d. Ethnic Affiliation
3. To determine the degree of difficulty encountered by the pupils in
reading particularly along word recognition skills.
Importance of the Study
Reading plays a significant role in the teaching-learning process. Actually,
the inability to read with understandings is one cause of failure in following
instruction and in passing the test. Thus, the result of this study will serve as
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
7
insight to English teachers on the strengths and weaknesses of pupils learning to
read.
This study will serve as a good reference for teachers in reading to give
more attention to it because this is the tool for learning. As such, they may be
enlightened to restructure their methods, strategies and techniques of teaching to
suit the situation.
Moreover, as a researcher, she can draw more knowledge to improve her
way of teaching to develop pupils reading competencies.
Finally, this study may serve as springboard to encourage school
administrators and researchers to strength the reading program of their school to
improve quality instruction. In this light, further studies may be done along this
field.
Scope and Delimitation of the Study
This descriptive type of research was focused on the reading performance
of grade three pupils in Lepanto Elementary School during the second semester
2006-2007. It is delimited to the pupils’ reading performance along the specific
competencies as mastery of: (a) basic sight words, (b) picture clues, (c)
configuration clues, (d) structural analysis, (e) context clues.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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This study also looks into the relationship of the factors that affect reading
performance of the pupils and the identification of pupils’ level of difficulty
encountered in the different reading skills.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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REVIEW OF LITERATURE
This chapter presents a review of related literature taken from books,
thesis, dissertations, journals, magazines and on-line studies from the internet.
Reading Competencies for Word Recognition Skills
Reading is the process of getting meaning from printed words. It is man’s
deepest pleasure for it enables him to ponder the mysteries of the world. It gives
him a glimpse of the world excitement, pleasure and wisdom. Reading also
sweeps cobwebs away, stretches and strains the mental muscles (Hodges, 1991).
Word recognition skills are aids in attacking, saying and giving meanings
to the words met in reading. The competencies for word recognition skills include
the mastery of basic sight words, picture clues, configuration clues, structural
analysis and context clues.
Mastery of Basic Sight Words: This scheme is aimed at developing pupil’s
ability to recognize a number of basic words at sight and to associate sound and
meaning of the word as a whole. Dolch (1945), as cited by Diclas (2004) stated
that a child who shows mastery of basic sight words has an accurate perception of
words and phrases. Accuracy of perception may be called first step of reading
process when the child demonstrates instant association of sound and meaning
with words as a whole.
Mondero (1995), Toclo (2001), Simultog (2004) and Martin (2005) in
their research conducted revealed that pupils showed very satisfactory on basic
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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sight words. In contrast with Pontino (2005) pupils in Tublay show difficulty in
reading the list included in the Dolch basic sight words
Picture clues in reading. Picture clues help pupils in understanding the
meaning of new words. It is the easiest attack skill, as the child just matches the
word with an illustration. Cruz (1976) as cited by Pontino states that teachers
could use a combination of techniques with the use of pictures to attack new
words.
They can initiate blackboard exercises that can direct pupils to match word
with pictures, writing the missing letter and giving opposite meaning of the
underlined words become interesting classroom task. Experienced mentors
consider pictures and illustration as power aids in the development of word
recognition.
Pontino (2005) citing Celino (2001) asserted that pupils love pictures.
Most workbooks intended for use in the lower grades are replete with colorful
living things. Hurlock (1994) noted that pictures attract learner’s attention and
sustain interest in learning, and this interest is an indicator of readiness. Pontino
(2005) in her findings shows that most pupils showed very satisfactory in reading
performance along the picture clues.
Diclas (2004) and Martin (2004) all found pictures to be well loved and
appreciated by learners. Pupils showed interest in reading materials, which are
accompanied with pictures they are familiar with.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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Weber (1992) stressed that in developing a composite visual image,
pictorial representation is more effective than verbal description and that such an
image is characterized by memories, less interpretations, better organizations and
learner ideas; and that verbal description when supported with pictorial
representation is more effective than when verbal description was used alone.
Configuration
Clues. Configuration refers to the general shape or pattern
of a word. It is especially helpful to children who are beginning readers. The
shape of the boxes that serve as the clue to the missing words helps children in
guessing the answer. For example, Cat would not be mistaken for Dog or
Carabao. Configuration is one reason why a child who cannot read can
differentiate Coke from Pepsi or Royal. It also refers to the information given
through the size and shape of the letters as well as through the length or the
numbers of letters there are in the word. Many pupils can easily recognize through
this. Toclo (2001) said that pupils’ awareness of the size of the letters enhance
their ability to read.
Simultog (2004) together with Pontino (2005) found pupils reading very
satisfactory when the group of readers is directed to look at the shape of the word.
These kinds of performances also mean that pupils pay attention to what they read
and are able to decipher differences and similarities in the heights and sizes of the
letters in a word.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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Structural
Analysis. This is the analysis of word structure according to its
roots and affixes. It is also a process of decoding unfamiliar words by visually
examining the words to discover component parts, which may lead to
pronunciation and meaning. William (1947) further states that this method also
entails analyzing the elements of words and their ways of combining syllables and
other parts in words within words.
Villamin (1999) asserted that learning to attack new words is central to
structural analysis. According to Toclo (2001) in this area, most pupils have a
very low performance, indicating that many pupils have a difficulty in locating
the prefix and suffix, root words and syllables with in words. She further
discussed that English is foreign to Filipino and is not in any way related to Ibaloi
and Kankanaey – the pupils’ language.
Context
Clues. These are clues that could be words, phrases or sentences
surrounding the unknown word. Most words have more than one meaning. To get
the meaning of a word, it must be used in a context. The context of a word gives
clues to the meaning. Context refers to the parts of a piece of writing or speech
that precede or follow a word and contribute to its full meaning. For instance,
when a student is asked to “get the meaning from the context”, he is encouraged
to rely on his natural intelligence and not use the dictionary or consult a resource
person. If there is something in the passage he cannot understand, he should not
stop because by reading on, he discovers its meaning.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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Diclas (2004) stated that the use of context clues promotes developmental
critical thinking. Toclo (2001) stressed that there is difficulty in using context
clues as recognition in the elementary. It further jives with the finding of Pontino
(2005) that pupils have difficulty in understanding the meaning through context
clues. Unlocking vocabulary through context entails analysis, a higher order
thinking skills. Tuyan (2003) also claimed that poor vocabulary is a primary cause
of academic failure.
Effects of Pupils’ Profile to Their Reading Competencies
The following profile such as gender, parent’s educational attainment,
occupation of parents and ethnic affiliation has an effect to the word recognition
skills of pupils.
It is generally known that gender is a factor associated with reading
readiness. Although it is commonly expected that girls tend to develop language
facility earlier than boys, researches in gender differences in readiness indicates
very slight differences between boys and girls as far as reading readiness is
concern.
In an earlier study, Anttey and associates (1976) as cited by Bayao,
pointed out that competency in language skills is influenced by student’s factors
such as age, gender curriculum level, home background and place of origin. They
further said that other factors attributed to complexity in language skill are socio-
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
14
economic level, educational environment, exposure to media, reading, writing,
speaking and other activities.
The gender gap is variously construed as resulting form girls greater
maturity and more effective learning strategies at all ages, apparent success with
school task, and that girls talk a lot. Hurlock (1982) discussed “early bloomers
and late bloomers” in learning. The effect of early and late maturity differs in
boys and girls. Girls who mature early differ in boys and girls. Girls who mature
early in mental aspect often develop aggressive behavior pattern that is carried
over into the adult personality.
Bayao (2004) citing Garrido, et al. (1997) noted that the rates of
development among male and female students are different according to their
skills and in their interest in different subjects, and their actual process of the
studying and learning. Thus, they concluded the differences in academic
performance of students according to whether they are males or females exist.
Brown (1994) concluded that sex has an effect on one’s production and
reception of language, citing several studies conducted in the US that include
those of Lakoff (1984), Tunner (1982) and Nilsen (1980), who revealed that
American English speakers produced “standard” language than males.
This goes in contrast with previous studies done by Cuyan (1995), and
Villaflor (1996), that gender does not significantly affect the reading performance
of children along word recognition skills. With regards to age, Hurlock (1975)
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
15
stated that inability to read depends to a great deal on the child’s maturity. All of
the above-mentioned statements results to the disparity of performance along
sexes.
Educational Attainment of Parents. Esnara (1990) found out that the
inability of parents to tutor their children due to illiteracy affects reading
performance.
A finding which negates the findings of Belissario (1995), and Villaflor
(1996) is that the educational attainment of parents does not necessarily affect
pupil’s inability to read. However, both researchers expressed the need for the
quality time spent with children. Experiential backgrounds and personality traits
such as timidity, inattentiveness, stubbornness and emotional instability are
considered serious handicaps for reading.
Barrozo (2006) on her research at Bokod found out that educational
attainment of parents does not affect the reading and comprehension of the pupils.
Thus, it may be inferred that parents who know how to read are models to their
children.
In addition to this, Villaflor (1996) ascertains that the education of parents
does not guarantee that pupils will listen in school. Many children whose parents
never receive formal education showed keen interest in learning how to read.
Sustained interest in doing an activity is observed to be positive. Pontino (2005)
in her findings further reveal that age, ethnic affiliation, occupation and
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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educational attainment of parents affect the development of word recognition
skills.
Rowentree (1976) attributed that well educated parents have a lot more
knowledge to share with their children. They have better ways of teaching and can
understand them better. Parents are expected to be the first teacher of their
children and therefore play a very significant role in their children’s learning
process.
With regards to parent’s occupation factor, Pontino (2005), citing
Mondero (1995) stated that the condition of the home and environment
contributes to a great deal to pupil’s inability to read. The indifference of parents
towards the needs and problems of the child causes reading difficulties.
Undesirable home surroundings, over protective parents, and poverty have been
found to be among the serious causes of reading difficulties.
Baon (2001) asserted the factors affecting performance in basic sight
words are absences, occupation of father and educational attainment of parents.
The variables such as number of family members, distance of school, age and
educational attainment of mother are identified as factors affecting reading.
Development of reading readiness is essential to learning how to read. It is
said that educational attainment of parents does not affect the pupils ability to
read. However, there is a concept that even illiterate parents can be positive to his
approach in his child’s education.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
17
Furthermore, Eggen and Kauchak (1994) as cited by Bayao stress that
culture and ethnicity influence school success. Cultural background can be strong
foundation on which learning is based or can be an obstacle to both achievements.
Conceptual Framework of the Study
Reading is a tool indispensable in the child’s quest for knowledge. Much
of learning is anchored on reading. The inability to read is a primary cause of
school failure since the ability to read is essential for all types of academic
subjects.
However, reading disabilities may even result to emotional problems.
Moreover, a poor reader becomes very disadvantaged. Most of the time, he only
understands the literal meanings of words he reads. In contrast, pupils who can
read perform better in their studies. They are more active and involved in class.
Moreover, one primary cause of academic failure is poor vocabulary
because pupils have limited words, (Tuyan, 2004). As such, the concept of this
study is to make children be able to read with understanding by being able to
recognize words.
Definition of Terms
The following terms are defined according to its operational meaning.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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Basic Sight Words refers to the list of words that the pupils recognize at
sight and the ability to associate words and meanings a whole.
Configuration Clues is a skill whereby the child looks at the shape, size
and form of the word presented. The figure of the word helps the child to read.
Context Clues refer to the meanings of words as used in the sentence.
Degree of Difficulty pertains to the extent of pupil’s inability to read and
understand word recognition skills. It is classified as very difficult, with 5 and
above error acquisition; moderately difficult, with 3-4 error acquisition; slightly
difficult, with 1-2 error acquisition; and not difficult, zero error acquisition.
Educational Attainment of Parents refers to the qualification of parents
whether parent finished elementary, secondary or college.
Ethnic Affiliation identifies the pupils tribe whether Kankanaey, Ibaloi,
Bontoc, Kalanguya or Ilocano.
Gender refers to whether the pupil is male or female.
Level of Reading Performance refers to the pupil’s degree in reading
performance along word recognition skills. It is classified as excellent (3.51-4.00),
very satisfactory (2.51-3.50), satisfactory (1.51-2.50), or fair (1.00-1.50).
Occupation of Parents refers to the parents work as a means of earning a
living. Parents can be a miner, farmer, engineer, physician, or self employed.
Overseas Filipino Workers (OFW) is used to refer persons who are
working abroad or beyond the sea.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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DEPENDENT
INDEPENDENT
VARIABLES
VARIABLES
Level of Performance
a. Mastery of basic
Excellent
sight words.
Very Satisfactory
b. Picture clues
Satisfactory
c. Configuration
Fair
clues
Degree of Difficulty
d. Structural analysis
Very Difficult
e. Context clues
Moderately Difficult
Slightly Difficult
Not Difficult
FACTORS AFFECTING
READING
a. Gender
b. Parents
educational
attainment
c. Occupation of
parents
d. Ethnic Affiliation
Figure 1. Paradigm of the study
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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Picture Clues refers to the easiest word attack skills as the child just
matches the word with an illustration or picture.
Structural Analysis refers to the identification of suffix and prefix that
form a word.
Word Recognition refers to the pupil’s ability to identify words and with
the ability to recognize words.
Hypotheses of the Study
The following are put forward for testing;
1. There is a significant difference in the level of reading performance of
grade III pupils along word recognition skills specifically:
a. Mastery of Basic Sight Words
b. Picture Clues
c. Configuration Clues
d. Structural Analysis
e. Context Clues.
2. There are significant differences in the reading performance of the pupils
when grouped according to the following factors:
a) Gender
b) Parents Educational Attainment
c) Occupation of Parents
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
21
d) Ethnic Affiliation.
3. There is a significant difference in the degree of difficulty encountered by
the pupils in reading particularly along word recognition skills.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
22
METHODOLOGY
Locale of the Study
Lepanto Elementary School is situated at Barangay Paco, Mankayan,
Benguet, and has operated since 1948. It started at Bunkhouse no. 36 in San
Antonio area. There were only two teachers having combination classes, grades
one and two, and grades three and four. It was named Cruz Barrio School.
As the number of pupils increased, the construction of a bigger school was
already started by the Lepanto Mines Division Company. It was finished and
inaugurated on July 1950. Since the school is situated inside the Lepanto Mining
Company, it is not impossible that the population of pupils increased rapidly as
years went by. Expansions of buildings were also made. At present, the school has
39 teachers headed by Alice Pacalso-Guadana. The government pays these
teachers because this is a public school.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
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Figure 2 showing the location of the study.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
24
Figure 3 showing the location of the municipality.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
25
Respondents of the Study
The respondents of this study are composed of Grade III pupils. A
complete enumeration of the total population is considered. These pupils were
chosen as respondents because the researcher wants to help in aiding the problems
met by the pupils and teachers in English specifically along word recognition
skills. The pupils were requested to accomplish the questionnaire that was
designed for the purpose. The pupils profile includes gender, parents’ educational
attainment, occupation of parents and ethnic affiliation.
Table 1. Respondents of the study.
Section Female
Male
Total
Waling
Waling 11
13
24
Yellow
Bell
12
13
25
Violet
10
13
23
Daffodils
11
12
23
Camia
10
14
24
Saint
Vincent
10
14
24
Total
64
79
143
Instrumentation
With the nature of research, the descriptive method was used. The
research primarily used a questionnaire as a main data gathering tool. The tool
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
26
consisted of questions relating to the respondents personal profile, the different
variables affecting the reading areas and the area of word recognition skills where
the difficulty is experienced.
Data Gathering
The questionnaires were distributed and collected personally by the
researcher. She administered the test questions to the pupils to identify their
reading achievement along word recognition skills with the assistance of the
grade III teachers.
In addition, the data gathered were classified, tabulated and analyzed after
which they were subjected to statistical treatment for reliability and interpretation.
Statistical Treatment of Data
The weighted mean were used in categorizing the answers of the
respondents for the questionnaire in reading along word recognition skills. For the
data collation, tabulation and analysis, weighted mean and ranking were used. To
test the significant differences of the respondents’ performance in the different
reading areas, the Friedman Rank Test was used.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
27
RESULTS AND DISCUSSION
This sections presents the discussion of the data gathered and their
interpretation based on the objectives and hypotheses that was put forward for
testing. This includes the reading performance of the grade three pupils in
Lepanto Elementary School along the different word recognition skills which
includes; a) mastery of basic sight words, b) picture clues, c) configuration clues,
d) structural analysis, and e) context clues; the effects of the profile to the reading
performance of the pupils; and the degree of difficulty of pupils to the word
recognition skills.
Over all Reading Performance of Pupils
The reading performance of pupils is shown in Table 2. The table shows
that the pupils have an over all average of very satisfactory, with picture clues
leading in rank. Following in descending order of ranks are basic sight words,
configuration clues, context clues, and structural analysis.
The computed value of Fr is 4.20 which is lower than the tabular value of
7.815 at .05 level of significance. The result indicates that there is no significant
difference in the level of reading performance of grade three pupils along word
recognition skills. With this, the hypothesis, that there is a significant difference
in the level of reading performances of grade three pupils on word recognition
skills, is rejected.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
28
Table 2. Reading Competencies of grade III pupils.
WORD
RECOGNITION
SKILLS
MEAN
RANK
DESCRIPTION
a. Basic Sight Words
3.18
2
VS
b. Picture Clues
3.65
1
E
c. Configuration Clues
2.86
3
VS
d. Structural Analysis
1.92
5
S
e. Context Clues
2.42
4
S
OVER ALL WEIGHTED MEAN
2.81
VS
Fr
=
4.20
x2.05 = 7.815
Not Significant
Statistical Limit:
Description:
3.51-4.00
Excellent
2.51-3.50
Very
Satisfactory
1.51-2.50
Satisfactory
1.00-1.50
Fair
Based on the findings, the pupils attained excellent performance along
picture clues. The reasons why pupils can read and comprehend on this skill are;
their interests are aroused when the words and phrases read are accompanied by
attractive pictures, and these beautiful pictures give clue to the answer of the
question.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
29
Pupils showed very satisfactory along basic sight words and configuration
clues. These performances could be due to the pupils good listening ability,
precise understanding of words or phrases written in the test and good recognition
of the words size and shapes.
However, pupils achieve satisfactory performance on structural analysis
and context clues. Forming small words out of big word is quiet difficult on the
pupils ability. They can only form 2 or 3 small words out of 4 which are required.
Some pupils also do not know the correct prefix or suffix to be attached on the
root word. In context clues, pupils are hard up in finding the clues given for the
meaning of the words used in the sentence.
Reading Performance of Pupils on Word Recognition Skills
Mastery of basic sight word. Table 2 shows that the reading performance
level of grade III pupils in the basic sight words is very satisfactory. This finding
implies that the pupils listen carefully to the words being pronounced. It also
means that the children have an accurate perception of words and phrases, as
stated by Dolch (1945). This findings jives with the study of Mondero (1995),
Toclo (2001), and Simultog (2004) which revealed that pupils showed very
satisfactory on basic sight words. Likewise, Ventura (2004) found out that the
pupils of both public and private schools react very well on basic sight words.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
30
However, these finding contrasts with Pontino (2005), those pupils on Tublay
demonstrate difficulty in reading the list in the Dolch basic sight words.
Picture clues. Along picture clues skills, the reading performance of the
pupils is excellent which has a weighted mean of 3.65 as shown in the Table 2.
This affirms the finding of Pontino (2005), who found out that learners in Tublay
showed very satisfactory in reading particularly in picture clues. The statement
that picture clues help pupils in understanding the meaning of new words is
confirmed in this finding. Pupils easily read and identify words when a picture
appears beside the words or phrases.
According to the grade three teachers, pupils participate actively in
classroom discussions and other activities if pictures accompany it. Truly, pictures
and illustrations are considered as power aids in the development of word
recognition skills. This affirms the statement of Hurlock (1994) who noted that
pictures stimulate learner’s attention and sustains interest in learning. Sustained
interest is an indication of reading readiness. Diclas (2004) and Martin (2005)
also found out that pictures are well loved by the learners.
Weber (1992) stated that discussion with pictures is more effective rather
that verbal description alone. Pupils understand more the topic when the
classroom activities are associated with pictures because this image retains in the
mind.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
31
Configuration clues. In the area of configuration clues, the pupils have a
very satisfactory performance as evidenced by the weighted mean which is 2.86.
The very satisfactory performance indicates that pupils recognized carefully the
size and shape of the letters as well as their length and numbers of letters in a
word. It also means that pupils are able to match the words in the figures. The
pupils awareness of the letters size enhances their ability to read as expressed by
Toclo (2001). She further goes on that pupils who perform well in this area are
able to look into the shape of the word, and those words or phrases that have same
appearances with the figure.
This further jives with the findings of Simultog (2004) together with
Pontino (2005), who found pupils very satisfactory performance along
configuration clues. These performances mean that the pupil give attention to the
words read and they are able to analyze its differences and similarities according
to shapes of letter in a word.
Structural analysis. Along the structural analysis, the pupils have a
satisfactory performance in this reading skill with a weighted mean of 1.92. Most
of the pupils in this area are hard up in forming small words out of the big word.
Some cannot properly recognize what prefix or suffix best suits the word given in
the test. As what William (1947) stated that, this method needs analysis on the
elements of words and the ways of combining them. This was supported by
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
32
Toclo(2001), who found out that most pupils have difficulty in identifying root
words and other ways of word combinations.
However, the pupils ability to engage in these skills can be developed by
giving exercises like combining words, identifying small words and big words, or
dropping final suffixes such as “ing”, “ed”, “es” (Cruz, 1976). As Villamin
asserted that learning to attack new words is centered to structural analysis.
Context
clues. As revealed by its weighted mean which is 2.42, the pupils
has a satisfactory performance along context clues. This finding means that pupils
are hard up in these skill and they have difficulty in understanding the meaning
through context clues. Unlocking vocabulary through context clues entails
analysis, a higher order thinking skills. Grade III pupils are still in the process of
developing this skill since they have limited vocabulary. This result of
satisfactory in this area is due to lack of analytical thinking and lack of
comprehension of what they read perceived by Cruz (1976).
This result goes with the findings of Toclo (2001), which revealed that there is
difficulty in using context clues as recognition in the elementary.
Tuyan (2004) claimed that one primary cause of academic failure is poor
vocabulary. Martin (2005) also said that the use of context clues as a recognition
skill presupposes meaningful understanding. The way the words used in the
sentence give the learner an insight into the experience described in the sentence.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
33
FACTORS AFFECTING READING PERFORMANCE
Gender. Table 3 reflects the effects of gender to the respondents reading
performance, as females are good in the different areas of word recognition skills.
The computed value of Fr test, which is 11.0, is greater than the tabulated value,
which is 7.815 at .05 level of significance.
The result indicates that the reading performances of females are better
than males. Thus, the hypotheses that there are significant differences in the
reading performance of the pupils when grouped according to gender, is accepted.
The findings proves the statement of Garrrido et al (1997) that females
have a systematically higher level of knowledge of reading comprehension, where
as; males show proficiency in mathematics and science.
It also conforms the allegations of Pugal (1998) and Oasan (1979) that
females are better academically than males; of Bagano (1986), that boys have
more difficulty in reading than girls; of Sallatic (1998), that girls demonstrate
better reading comprehension than boys; Ventura (2001), that girls mature earlier
than boys and are more oriented to activities that enhance reading, and of Manuel
(2002) that girls excelled over boys in terms of reading performance in mobile
schools of Benguet.
On the opposing points is that of Bastian (1995), Eligio (1996), Cuyan
(1995), and As-il (1997), who all concluded that sex or gender had no significant
effect in the English level of competence among males and females.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
34
Table 3. Effects of profile to the reading performance of grade three pupils.
LEVEL OF MASTERY
Excellent
Very Satisfactory Fair Total
Satisfactory
Effects of gender to basic sight words.
MALE
23
39
8
3
3.12
FEMALE
21
26
2
3
3.25
TOTAL
44
65
10
6
3.18
Fr = 11.0 x2.05 = 7.815 SIGNIFICANT
Effects of gender and picture clues.
MALE
54
17
2
0
3.71
FEMALE
31
19
2
0
3.56
TOTAL
85
36
4
0
3.65
Fr = 11.0 x2.05 = 7.815 SIGNIFICANT
Effects of gender and configuration clues.
MALE
5
51
13 4
2.78
FEMALE
6
39
7
0
2.98
TOTAL
11
90
20
4
2.86
Fr = 11.0
x2.05 = 7.815
SIGNIFICANT
Effects of gender and structural analysis.
MALE
3
16
15
39
1.77
FEMALE
3
14
20
15
2.10
TOTAL
6
30
35
54
1.90
Fr = 11.0
x2.05 = 7.815
SIGNIFICANT
Effects of gender and context clues.
MALE
11
21
17
24
2.26
FEMALE
10
20
15
7
2.63
TOTAL
21
41
32
31
2.42
Fr = 11.0
x2.05 = 7.815
SIGNIFICANT
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
35
There are some factors which could be attributed to the good performance
of females. Females are generally fond of reading stories in books, thus enhancing
their vocabularies. Girls also participate more in the classroom activities. Thus,
their reading competencies are boosted.
Other factors such as willingness to learn and interests are encouraging
inputs from the individual. Moreover, the findings reflect that reading
performance of males needs focus and consideration while female proficiency
despite being superior, still warrants improvement.
Parent’s Educational Attainment. The reading competencies of pupils on
word recognition skills in relation to educational attainment of parents are shown
in Table 4. As gleaned from the table, parent’s educational attainment does not
significantly relate to the pupil’s word recognition skills.
As proven by the computed Fr of 7.65 which is lesser than the tabular
value of 7.815 at .05 level of significance indicates that educational attainment of
parents has no effect in the reading performance of pupils. Therefore, the
hypotheses that there are significant difference in the reading performance of the
pupils when grouped according to parents educational attainment, is rejected.
The result implies that pupils have the ability to read and understand
regardless of whether their parents reach college, high school or elementary.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
36
Table4.Effects of parent’s educational attainment to reading performance of
pupils.
LEVEL OF MASTERY
Excellent
Very Satisfactory Fair
Total
Satisfactory
COLLEGE
111
156
47
41
2.95
HIGH SCHOOL
39
73
29
30
2.71
ELEMENTARY
15
30
17
20
2.49
NO SCHOOLING
2
5
7
3
3.18
Fr = 7.65
x2 .05 = 7.815
NOT SIGNIFICANT
Statistical
Limit:
Description
3.51
–
4.00
Excellent
2.51
–
3.50
Very
Satisfactory
1.51
–
2.50
Satisfactory
1.00
–
1.50
Fair
There are factors which could also be attributed to the findings such as;
teachers are experts in their lesson delivery; they master their subject matters;
practice innovation, resourcefulness and creativity; and having remedial
instruction to lift the reading abilities of the satisfactory performer
The findings substantiate the result of Belissario (1995) and Villaflor
(1996) who confirmed that the educational attainment of parents does not affect
the pupil’s inability to read. Villaflor furthers that lot of children whose parents
did not step in the school show keen interest in learning. Educational attainment
of parents is not an assurance that pupils will listen in school. Barrozo (2006) also
found out that the pupils reading and comprehension of Bokod is not affected by
the educational attainment of parents.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
37
Table 5. Effects of parent’s occupation to reading performance of pupils.
LEVEL OF MASTERY
Excellent
Very
Satisfactory Fair Total
Occupation of Father
Satisfactory
FARMER
4
6 2 3 2.73
OFFICE WORKER 23 27 11 4 3.06
SECURITY GUARD 17 12 6 5 3.03
MINER 82 155 65 63 2.70
LABORER 12 21 11 11 2.62
ENGINEER
2
3
0
0
3.40
POLICEMAN
2
3
0
0 3.40
ELECTRICIAN
3
7
2 3 2.67
DRIVER
1
8
3
3 2.47
DRILLER
4
3
0
3 2.80
LAWYER
3
1 1 0 3.40
MECHANIC
11
12
1
1 3.32
PHYSICIAN
3
2
0
0 3.60
TOTAL 167
260
102
96 3.02
Fr = 23.75
x2 .05 = 7.815
SIGNIFICANT
LEVEL OF MASTERY
Excellent
Very
Satisfactory Fair Total
Occupation of Mother
Satisfactory
HOUSEKEEPER
117 197 87 84 2.72
OFFICE WORKER
22 20
4 1 3.14
TEACHER
14 17 4 5 3.00
CAREGIVER 2 3 0 0 3.40
PANELON 2 3 0 0 3.40
VENDOR 3 5 3 4 2.47
COOK
0 5 0 0 3.00
NURSE
6 3 0 1 3.30
DRESSMAKER
2 5 1 2 2.70
TOTAL 168 258 102 97 3.01
Fr = 17.43
x2 .05 = 7.815 SIGNIFICANT
Statistical Limit:
Description
3.51 – 4.00
Excellent
2.51
–
3.50
Very
Satisfactory
1.51
–
2.50
Satisfactory
1.00
–
1.50
Fair
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
38
Occupation of Parents. As shown in Table 5, the parent’s occupation is
significantly related to the pupil’s word recognition skills. As gleaned from the
table, the occupation of father has a computed Fr of 23.75 which is higher than
the tabular value of 7.815 at .05 level of significance. Likewise, the occupation of
mother significantly affects the word recognition of pupils as shown on the
computed Fr of 17.43, is higher than the tabular value of 7.815 at .05 level of
significance. Thus, the hypotheses that there are significant difference in the
reading performance of the pupils when grouped according to the occupation of
parents, is accepted.
The findings imply that the success of the pupils is affected by the
occupation of parents. It may be inferred that children’s who have parents with
good occupation receives supervision in doing their assignments and in studying
their lessons. Parents who work eight hours a day or less have more time in
dealing with their children at home. As what Aberin (1993) noted that when the
occupation of the parent allows him to assist his child in his studies, the child’s
performance will be better.
Most of the mothers who are housekeepers in occupation are college
graduate. In this reason, they can follow up their children at home in doing their
home tasks not only in English but in all subject areas. Furthermore, the situation
of the home and surroundings contribute in the pupil’s capability to read.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
39
The result of the study affirms with the conclusion of Baon (2001) and
Pontino (2005) that occupation of parents affects the development of word
recognition skills.
Ethnic Affiliation. The effect of ethnic affiliation to the reading
performance of pupils is shown in Table 6. Ethnic affiliation of the respondents
significantly affect their reading performances, as indicated by the computed Fr of
0.90, which measures low, compared to the tabular value of 7.815 at .05 level of
significance.
With this finding, the hypotheses that there are significant
difference in the reading performance of the pupils when grouped according to
ethnic affiliation, is rejected. The result of this study negates the finding of
Pontino (2005) that ethnic affiliation affects the development of word recognition
skills.
Furthermore, Eggen and Kauchak’s (1999) declared that the
success of pupils in school is affected by ethnic affiliation. Hufana (1987) cited by
As-il (1997) concluded that the language spoken at home affects the level of
proficiency.
The outcome that different ethnic groups have a very satisfactory
mean that pupils have good understanding in their reading competencies. It can
also be said that teachers do their best in teaching their pupils.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
40
Table 6. Effects of Ethnic Affiliation to Reading Performance of Pupils.
LEVEL OF MASTERY
Excellent
Very Satisfactory Fair
Total
Satisfactory
KANKANAEY
86
125
51
48
2.80
ILOCANO
50
87
30
23
2.88
IBALOI
0
4
1
0
2.80
TAGALOG
13
24
5
8
2.84
KALINGA
15
15
11
14
2.56
MUSLIM
7
3
0
0
3.70
TALUBIN
0
2
1
2
2.00
2.80
Fr= 0..90 x2 0.05 = 7.815
NOT SIGNIFICANT
Statistical Limit:
Description
3.51-
4.00
Excellent
2.51-
3.50
Very
satisfactory
1.51-
2.50
Satisfactory
1.00-
1.50
Fair
Degree of Difficulty of Pupils
In Word Recognition Skills
Table 7 presents the degree of difficulty of the pupils along word
recognition skills. The data specify that the greatest difficulty lies in structural
analysis, with a weighted mean of 2.66. Following in descending order of means
are context clues, configuration clues, basic sight words and picture clues.
The finding affirms the statement of Toclo (2001) that pupils in Itogon
have very low performance on structural analysis. The same author points out
further that the pupils could hardly identify root words and other ways of word
combinations.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
41
Table 7. Degree of Difficulty of Pupils on Word Recognition Skills.
WORD
RECOGNITION
SKILLS
MEAN
RANK
DESCRIPTION
Mastery of basic sight words
1.77
2
SD
Picture
clues
1.35
1 ND
Configuration
clues
2.10
3 SD
Structural
analysis
2.66
5 MD
Context
clues
2.54
4 MD
Over
all
weighted
mean
2.08
SD
X2r = 24.96
x2 .05 = 7.815 Significant
Statistical
Limit:
Description
3.51-4.00
Very
Difficult
(VD)
2.51-3.50
Moderately
Difficult
(MD)
1.51-2.50
Slightly
Difficult
(SD)
1.00-1.50
Not
Difficult
(ND)
Despite the differences of weighted means, Table 7 reflects the Friedman
Rank Test results, which shows that there is a significant difference in the degree
of difficulty along the word recognition skills. This is proven by the computed Fr
of 24.96, which is higher than the tabular value of 7.815 at .05 level of
significance
Therefore, the hypothesis that there is a significant difference in the degree
of difficulty encountered by pupils along word recognition skills is accepted. This
result indicates that pupils considered structural analysis and context clues as
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
42
more difficult than mastery of basic sight words and configuration clues likewise
in picture clues.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
43
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This study dealt with the reading competencies along word recognition
skills of grade three pupils along word recognition skills in Lepanto Elementary
School, the effect of the pupils profile to their reading performance and the degree
of difficulty encountered by the pupils in reading.
Furthermore, this study was conducted in Lepanto Elementary School. A
complete enumeration of the total population is considered. The questionnaire
used by the researcher in collecting the needed data, was administered during the
second semester of the academic year 2006-2007. Data were analyzed through
the Friedman Rank Test and were categorized through weighted mean.
The salient findings are as follows;
1. Pupils have a satisfactory performance on structural analysis and
context clues. They obtained very satisfactory performance in the use
of basic sight words and configuration clues. They excelled in the use
of picture clues. Generally, their proficiency on word recognition skills
is very satisfactory.
2. Gender significantly relates with the reading performance of pupils,
where females are better than males. Similarly, the occupation of
parents significantly affects the reading performance of pupils,
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
44
however, the reading competencies of pupils do not significantly
affected by the educational attainment of parents and ethnic affiliation.
3. Pupils acquire moderate difficulty on structural analysis and context
clues, slight difficulty on mastery of basic sight words and
configuration clues and considered picture clues as not difficult.
Generally, the pupils have a slight degree of difficulty along word
recognition skills.
Conclusions
In the light of the findings, the following conclusions are drawn:
1. The grade three pupils in Lepanto Elementary School are excellent in
picture clues, very satisfactory performance on basic sight words and
configuration clues, but are satisfactory on structural analysis and
context clues.
2. There is a significant effect of gender and occupation of parents to the
reading performance of pupils along word recognition skills. However,
the educational attainment of parents and their ethnic affiliation has no
significant effect to the reading competency of the pupils.
3. There is a significant difference in the degree of difficulty of the pupils
along the word recognition skills where structural analysis and context
clues are measured complex than the other skills.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
45
Recommendations
Based on the findings of the study, the following recommendations are
offered:
1. Teachers should use varied methods, techniques and strategies in
teaching reading and recognition skills. More activities should be
given to structural analysis such as forming small words out of big
words and in identifying the appropriate prefix and suffix that suits to
the given root word. Drills and exercises in getting the meaning of a
word through context clues, recognizing the meanings of unfamiliar
words through the clues or other words found in the sentence are
enhanced.
2. Teachers should give more reading activities to the male pupils during
the remedial instruction so they will be at par with their counter parts.
3. Teachers should use visual pictures and concrete instructional
materials in teaching reading to encourage and arouse their love for
reading and develop their reading skills.
4. Children should be exposed to reading at an early age. Parents should
give quality time for their children at home.
5. Parents are encouraged to procure educational vcd’s or tapes at home
to help improve the pronunciation and reading skills of their children
at an early age.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
46
6. Finally, a follow up study integrating other variables may be
conducted to substantiate the findings of this study.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
47
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Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
52
APPENDIX
A
COMUNICATION
Republic of the Philippines
Department of Education
Cordillera Administrative Region
Benguet Division
La Trinidad, Benguet
November 08, 2006
MARY B. NAMUHE, CESO V
Schools Division Superintendent
Benguet Division
La Trinidad, Benguet
Madam:
I have the honor to request permission to conduct a study on
“Reading Competencies Along Word Recognition Skills in Lepanto
Elementary School” for the school year 2006-2007. This is in partial
fulfillment of the requirements of Master of Arts in Elementary Education,
which I am pursuing at Benguet State University, Buguias Campus, Loo,
Buguias, Benguet.
Your
kind
approval
is highly appreciated.
Respectfully yours.
BETTY T. PANONOT
Recommending Approval:
CARLOS P. LUMA-ANG, Ed.D
Chairman/Adviser
Approved:
MARY B. NAMUHE, CESO V
Benguet Division Superintendent
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
53
Republic of the Philippines
Department of Education
Cordillera Administrative Region
Benguet Division
Mankayan District
December 08, 2006
LINDA B. GUEVARRA
Public Schools District Supervisor
Mankayan District
Mankayan, Benguet
Thru: ALICE P. GUADANA
Principal
Lepanto Elementary School
Lepanto, Mankayan, Benguet
Madam:
Greetings!
I would like to conduct a study entitled: “Reading Competencies along
Word Recognition Skills of Grade Three Pupils in Lepanto Elementary
School”, as partial requirements of the master’s degree I am pursuing.
In view hereof, I respectfully request your permission to float
questionnaires to the Grade Three Pupils on December 12, 2006. It is
hoped that findings of this study will contribute to the improvement of the
pupils and the school.
Your whole-hearted cooperation will be highly appreciated.
Thank you and God bless!
Respectfully yours,
BETTY T PANONOT
Researcher
ALICE P. GUADANA
Principal
LINDA
B.
GUEVARRA
Public Schools District Supervisor
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
54
QUESTIONNAIRE
Dear Pupils,
Below are questions for you to answer. Please read and understand before
answering honestly.
PART I. Background Information
A. Name: _____________________________________________
B. Section: ____________________________________________
C. Gender: ___________________________________________
D. Parent educational Attainment
A. Father
B. Mother
_______College
_______College
_______High
School
_______High
School
_______Elementary
_______Elementary
_______No
Schooling _______No
Schooling
E. Occupation Of Parents
A.
Father
B.
Mother
_______Miner
_______Housekeeper
_______Driver _______Teacher
_______Farmer _______Street
sweeper
_______Policeman
_______OFW
_______Office worker
_______Office worker
_______Others(Specify) _______Others(Specify)
F. Ethnic Affiliation
_______Kankanaey
_______Kalanguya
_______Ilokano
_______Kalinga
_______Ibaloi
_______Muslim
_______Tagalog
_______Others(Specify)
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
55
II. READING SKILLS. The following are skills in reading. Check your
performance level (by rating each according to the number of correct answers
derived from the test material) where:
E
Excellent
10
points
4
VS
Very
satisfactory
7-9
points
3
S
Satisfactory
5-6
points
2
F
Fair
0-4
points
1
Reading Skills
Excellent
Very
Satisfactory Fair
Satisfactory
a. Basic sight words
b. Picture clues
c. Configuration clues
d. Structural analysis
e. Context clues
III. Rate your difficulty in the following reading skills (based on the errors from
the test material).
VD
Very
Difficult
5
and
above
4
MD
Moderately
Difficult
3-4
3
SD
Slightly
Difficult
1-2
2
ND
Not
Difficult
0 1
Reading Skills
Very
Moderately
Slightly
Not
Difficult
Difficult
Difficult
Difficult
a. Basic sight words
b. Picture clues
c. Configuration clues
d. Structural analysis
e. Context clues
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
56
IV. RECOGNITION SKILLS
A. Basic Sight Words
Direction: Listen carefully as your teacher pronounces the words. Encircle the
correct word pronounced in each number.
1.
cough
cup
rough
off
2.
drain
grain
sour
better
3.
cane
cone
could
couldn’t
4.
gave
gutter
gay
got
5.
draw
grow
done
dare
6.
gel
gill
gate
get
7.
cold
could
can
clean
8.
let late
little
lot
9.
face
fish
make
neck
10.
seal
sale
soul
sail
B. Picture clues
Direction: Encircle the letter of the correct picture.
1. The boy is brushing his teeth. (Pictures were drawn in the coupon bond).
2. The children are planting tree.
3. Father and son are swimming.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
57
4. The girl is feeding the chicken.
5. Mother is washing clothes.
Study the picture. Then underline the word found in the parenthesis that best
completes the sentence.
6. This is a (fruit, flute, plant).
7. The (birds, ducks, dogs) fly up in the sky.
8. This (shower, shoulder, flower) is fresh and beautiful.
9. The boys are (holding, catching, picking) butterflies.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
58
10. The Philippine (frog, banner, flag) symbolizes our country.
C. Configuration clues. Fill in the boxes with the correct word.
1.
lemon
mango
apple
2.
plain
plaza
plant
3.
planet
pledge
pale
4.
bless
brake
breeze
5.
money
crying
making
Direction: The following pairs of sentences are alike except for one word.
Encircle the word that is different from the first sentence.
6. a. The children play on the slide.
b. The children play on the slope.
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
59
7. a. It is important to look healthy everyday.
b. It is important to look hungry everyday.
8. a. The tired hikers walk with a shoe.
b. The tired hikers walk with a shoe lace.
Encircle the two similar phrases from the sentence.
9. a. There are three books on the teacher’s table.
b. The teacher is holding three books.
10. a. There is an apple on the fruit basket.
b. She has an apple.
D. Structural analysis. Direction: Encircle the correct synonyms of the
underlined word.
1. Parents scold their children if they are not honest. Not honest is the same
with
a. unhealthy
b. inappropriate
c. dishonest
2. There are some pupils who do not behave in the school. Pupils who do not
behave means those who
a.
insure
b.
misbehave
c.
unhealthy
Choose the correct prefix in the following words.
3. a. in
b. un
happy
c. dis
4. a. im
b.un polite
c. dis
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
60
5. a. dis
b. an
correct
c. in
Write a small word from the big word.
6. grandmother
_________,_________,_________,_________
7. airplane
_________,_________,_________,_________
8. sky world
_________,_________,_________,_________
9. halfway
_________,_________,_________,_________
10. birthday
_________,_________,_________,_________
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
61
E. Context clues.
Direction: Encircle the correct meaning of the underlined word from the
parenthesis.
1. People adorn their houses with lanterns during Christmas season.
-adorn means (clear, decorate, paint)
2. The child was frightened when the dog barked at him.
-frightened means (excited, happy, afraid)
3. Father is industrious. He works in the field morning and afternoon.
-industrious means (lazy, sleepy, hardworking)
4. The wealthy man gave foods and medicines to the flood victims.
-wealthy means (poor, rich, mad)
5. The courteous boy took off his hat before entering the room.
-courteous means (handsome, bright, polite)
Direction: Fill in the blanks the correct word to complete the sentence.
6. My parents save money in the _______.
a. bench
b. bank
c. bunk
7. People love to watch the magician doing many ________.
a. left
b. trash
c. tricks
8. The school children ________ their books in the library.
a. left
b. leaf
c. lift
9. We should never forget to ________ God for everything we have.
a. tank
b. thank
c. think
10. The farmers ________ some oranges from the orchard.
a. peak
b. pick
c. pack
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
62
BIOGRAPHICAL SKETCH
The researcher was born at Guina-ang, Bontoc, Mountain Province. She is
married to Mel Cawas Panonot of Tadian, Mountain Province and Labueg,
Kapangan, Benguet. They are blessed with three boys.
She had her primary education at Lepanto Elementary School. From 1992-
1996, she had completed her secondary education at Lepanto National High
School, Lepanto, Mankayan, Benguet.
With the support of her brothers and sister, she enrolled at Cordillera
Career Development College. She took difficulties of life as a challenge in her
studies and had her academic scholarship for less than three years. She had her
graduation on April 2001 because of the full support of her family. She passed the
Licensure examination for Teachers in the same year.
At present, she is teaching at Lepanto Elementary School while waiting
for her appointment. She believes that whatever success she has in life, it is
because of the help and love of God and for this, “All Glory be to God”
Reading Competencies Along Word Recognitions Skills of Grade Three Pupils in
Lepanto Elementary School / Betty F. Takayeng-Panonot. 2007
Document Outline
- Reading Competencies
Along Word Recognitions Skills of Grade Three Pupils in Lepanto Elementary School
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Scope and Delimitation of the Study
- REVIEW OF LITERATURE
- Reading Competencies for Word Recognition Skills
- Effects of Pupils� Profile to Their Reading Competencies
- Conceptual Framework of the Study
- Definition of Terms
- Hypotheses of the Study
- METHODOLOGY
- Locale of the Study
- Respondents of the Study
- Instrumentation
- Data Gathering
- Statistical Treatment of Data
- RESULTS AND DISCUSSION
- Over all Reading Performance of Pupils
- Reading Performance of Pupils on Word Recognition Skills
- Degree of Difficulty of PupilsIn Word Recognition Skills
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH