Master of Arts in Educationhttps://hdl.handle.net/20.500.12852/4862024-03-29T11:44:31Z2024-03-29T11:44:31ZPreparation and evaluation of reading materials for grade five and sixGonzaga, Adelaida Jordanhttps://hdl.handle.net/20.500.12852/15552021-10-14T01:00:14Z1985-01-01T00:00:00ZPreparation and evaluation of reading materials for grade five and six
Gonzaga, Adelaida Jordan
Introduction
Importance of the Reading Skills
The aim of reading is to understand and evaluate what has been read. The teacher should keep in mind that the many devices suggested for increasing the efficiency of reading are only means to an end. Reading then, should foster an attitude of interest in, and an understanding of, the material and not merely develop word recognition and pronunciation.
In view of the dynamic nature of the concept of reading and the important educative values it contributes to the development of our youth, it should be the concern of the teacher to have his pupils read and read well. Teachers should look at reading as much more than sounding and giving meaning to visual symbol on a page.
There is need to view reading as the development of skills and abilities to insure the continuous progress of the child in reading proficiency as he advances through the grades.
Reading is also a tool for learning the other subject areas of the curriculum. Effective reading contributes to the success of the pupil in any field of study. It is therefore imperative that the grades five and six pupils be equipped with the tools or skills needed for effective learning. If the pupils have acquired the fundamental tools for learning they soon realize that reading is an enjoyable task rather than an ordeal. Pupils need a lot of reading skills in order to succeed in any kind of venture or endeavor.
Durrel points out that a great hope for improvement in classroom instruction is the development of better tools for learning. The demands for effective and efficient instruction can be met more fully through better educational facilities, one of which is the utilization of instructional materials. The materials developed in this project can help minimize the deficiencies in the grades five and six pupils in certain reading skills by providing the reading teachers with supplements to the prescribed basic readers as enrichment exercises for the advanced group of pupils in the grade level or in a lower level.
These materials have the characteristics of children's classics: genuine emotion, true-to-life characters and plots, a fine style which is actually easier to read than a stilted, poorly simplified style.
Statement of the Problem
It is a fact that one of the many deterrents that prevent the teachers from helping the pupils progress is the lack of instructional materials. This lack seems to be keenly felt today more than ever.
This study was an attempt to produce interesting reading materials that are within the abilities of the grades five and six pupils to comprehend and enjoy.
Specifically, it aims to answer the following questions.
1. What kinds of stories are interesting to grades five and six pupils?
2. How readable are the reading materials produced for this study?
3. How suitable/usable are the reading materials produced to the grades for which they were intended?
4. How reliable are the exercises developed to test comprehension of the selection?
Introduction and statement of the problem
1985-01-01T00:00:00ZPreparation and evaluation of reading materials for grade twoCañonero, Josephine A.https://hdl.handle.net/20.500.12852/14902021-10-06T09:00:13Z1986-01-01T00:00:00ZPreparation and evaluation of reading materials for grade two
Cañonero, Josephine A.
The value of reading as a school subject cannot be underestimated or denied. Skill in reading is essential for effective adjustment to a multitude of everyday life activities, as well as for learning in school. It has been generally recognized that reading is the most important subject taught in the elementary school, for failure to learn in content subjects of the curriculum may be traced to poor reading ability. Most of what the child is supposed to learn in all subjects is greatly derived from reading.
Reading, as Sutaria and Bowen say, unlocks the doors of the vast storehouse of knowledge and offers a satisfying as well as edifying form of recreation. They summarize the nature of reading thus:
In a general sense reading is the process of getting the meaning of something written or printed by interpreting its characters or symbols. Printed symbols are merely media used by the author to convey ideas. To interpret them one must understand that it has the same meaning as its spoken counterpart.
Reading should not merely be the oral interpretation of printed matters but should involve a deeper study into the meaning and purpose of what is read. In defining reading.
Guzman aptly stated:
A good reader does not stop after getting the writer's ideas from his sentences. He realizes that this limits him to a knowledge of the facts and opinions presented in a given paragraph or essay. That he uses these to make decisions, solve problems, or understand parallel situations is a greater benefit derived from reading. This involves being able to reason logically using the author's ideas as stated in his writings as the starting point.
Learning to read is a complicated process. It not only deals with the mechanical process of correctly pronouncing words but also involves the recognition and even the making of meaning. Because of the complexity and sensitivity of this process, teaching to read is not an easy job for the teacher, especially since there are multiple factors which may present a child from reading effectively. For example, reading is sensitive to pressures like those from the home and parents, from within the child himself, from the school, and from the demands of basal reading materials. The child's responses to reading depends on which pressure affects him most. Since every child is unique, the teacher should see to it that every child's own needs are met in order for learning to take place.
Grey and Reese declare that reading is important to everyday life as an aid in meeting everyday needs, a tool for vocation, a pursuit for leisure time, an aid to enrichment of experience, a tool of citizenship, and a source of spiritual refreshment.
Prom the above list, it is apparent that reading plays a vital role in the total development of an individual, as the basis of his happiness and well-being. As for a nation, the implications of the acquisition of good reading ability arc grave. Thus, if the Philippines intends to be self— reliant economically stable, politically and socially mature, it must have an intelligent and educated citizenry, and this requirement is assured by having citizens who can read well. Today, our country is facing a threat of having a literacy which is non-functional. Former Minister Jaime C. Laya of the Ministry of Education, Culture and Sports reported to 407 school superintendents attending the 1985 Conference of School Superintendents at the Teachers' Camp at Baguio City on May 7 - 10, 1985, that literacy rates of grade school and secondary school dropouts have fallen alarmingly over the past decade or so. He further said that one of the causes of the deterioration in the communication skills of pupils, in both English and Filipino, is the cumulative effect of ill-considered tinkering with curricula and text- books.4
The inability to read is not only the problem of the teachers and school officials but also the concern of all sectors of society. It is the duty of the teacher, therefore, to overcome the obstacles to effective reading and, most importantly, to develop among the children interest in and love for reading. The child's needs, interest, reading ability or difficulty, and the accessibility of reading materials must be taken into consideration. If all of these could be met and if reading materials which are within the child's sphere of experiences and reading ability could be provided, love for reading will just automatically set in.
Statement of the Problem
This study is part of a general project aimed to prepare and evaluate reading materials which are designed to supplement the basic reading materials for the levels Pre—primer to Grade two, in Region VI.
Specifically, this study aimed to answer the following questions:
1. What types of stories appeal to grade two pupils in Region VI?
2. Are the prepared reading selections valid and usable?
3. Are the test exercises that accompany the selections valid and reliable?
Introduction and statement of the problem
1986-01-01T00:00:00ZPreparation and validation of reading materials for grade five and grade six with an accompanying teacher's manualAlon, Zita Delfinohttps://hdl.handle.net/20.500.12852/14892023-04-19T06:54:21Z1983-01-01T00:00:00ZPreparation and validation of reading materials for grade five and grade six with an accompanying teacher's manual
Alon, Zita Delfino
The Importance of Reading Skills; The Teacher's Role
Reading is a complex developmental process that involves not only the various skills of word recognition and comprehension hut also the whole personality of the reader. A child learning to read must learn equally to recognize written symbols and to get moaning from the printed page. Word recognition and comprehension skills themselves entail other related subskills, the proficient use of which helps the child become a better reader. In addition, the child should have a positive attitude towards the reading task if he is to profit from instruction on how to read.
The love for books and reading begins at home before the child is able to read. A child who is exposed to wholesome varied reading materials at home and sees his parents and/or other members of the family read soon picks up the habit and thus has a greater chance of achieving more in reading than the one who is not so privileged.
At no other time has the teaching of reading become more challenging to teachers than today when reading has to compete with the radio, the television, the ovies, and other means of communication. These drive prospective readers away from hooks; consequently, they lose their interest in reading. Bond and Wagner point out this fact thus;
“....Another causal factor in the low level of reading interest and tastes is the competition for leisure time activity between reading and listening to the radio, attending to television, seeing a motion picture and other leisure time activities... Unless reading is made worthwhile, these media will usurp the child's- entire leisure time...”
What then can a reading teacher do for today's children who have diverse interests and abilities being appealed to by competing non-print media?
In the classroom, the teacher is still considered the most influential factor that cannot be replaced by even the most modern of teaching gadgets. It is, therefore, within her power to make reading a satisfying, worthwhile, and enjoyable experience. She can do this by utilizing the above-mentioned "hardware," referred to by Bond and Wagner in the preceding quotation, in her instruction if she can avail herself of their use. Otherwise, a creative and imaginative teacher can think of or devise a thousand and one ways, other than those media, in teaching reading effectively.
It is also imperative that teachers provide their pupils with varied interesting reading materials that are within their reading levels and experiential backgrounds. By so doing, they extend their pupils' reading interests and improve the quality of their reading tastes. They will also foster favorable attitudes towards reading among the children and, ultimately, enhance their reading skills.
The teacher's role, then, is to make reading attractive enough to be worth the effort to learn it.
It is with this possibility in mind that the writer prepared reading materials which approximate the above criteria. She hopes that these materials can help improve the quality of reading instruction in Region VI and consequently improve pupil achievement in reading.
Statement of the Problem
This study was an attempt to produce interesting reading materials that are within the grade levels of pupils in Region VI. Answers to the following questions were sought:
1. What kind of stories are interesting to inter mediate grade pupils?
2. What factors influence the readability of a material?
3. How can the grade level of a reading material be determined?
4. How reliable are the exercises developed to test comprehension of the reading selections?
Introduction and statement of the problem
1983-01-01T00:00:00ZPreparation and validation of reading materials for grade five and six pupilsBelonio, Fe Ongsucohttps://hdl.handle.net/20.500.12852/14882021-10-06T08:00:14Z1985-01-01T00:00:00ZPreparation and validation of reading materials for grade five and six pupils
Belonio, Fe Ongsuco
Reading is a complex combination of mental processes which involves decoding, interpreting, organizing and evaluating what is written on the printed page. Teaching children to read at any level begins with an understanding of their individual needs, problems, and of the ways in which they differ. The teacher should realize that not all boys and girls will be ready to read at the same time nor progress at the same rate after they start reading,
“…For children, reading is an adventure in which they experience the thrill of discovering people, places, events, and other sectors of the universe. It is therefore necessary to provide them with rich and varied reading experiences through a variety of reading materials which will arouse their interests and stimulate their imagination.”
Literary appreciation will not be attained unless the thirst for varied and pleasant reading experiences shall have been quenched, and the desire for, interest in, and purpose for reading shall have been established.
A reading expert, Paul McKee, says that as of 1948, most of the fifth and sixth grade pupils in American schools were not acquiring adequate control of the fundamentals of reading. This could have been said of Filipino children too.
That is why the New Elementary School Curriculum (NESC) requires that multi-level reading materials for children be provided and that teachers should be re-trained to develop instructional and decision-making skills.
Statement of the Problem
This study aims to prepare and validate reading materials for pupils in Grades V and VI, on the basis of their reading interests, academic grade level, and reading grade level. These materials are meant to help them refine the basic reading skills which they acquired in the first four grades; comprehension, vocabulary building, and word analysis.
Introduction and statement of the problem
1985-01-01T00:00:00Z