Show simple item record

dc.contributor.authorArandela, Josefina M.
dc.date.accessioned2022-05-31T05:24:37Z
dc.date.available2022-05-31T05:24:37Z
dc.date.issued1973
dc.identifier.citationArandela, J. M. (1973). Oral reading difficulties and the factors related to these difficulties. Southeast Asia Journal, 6(1), 17-19.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12852/2074
dc.descriptionJournal articleen_US
dc.description.abstractThis study aimed to find out the oral reading difficulties of poor readers from Grade III to Grade V and to discover the factors that may be related to these difficulties. This study was conducted at the Central Philippine University Elementary School. Seventy pupils were involved in the study, one half of whom were poor readers and the other half, good readers. The “poor readers” were those whose reading grades were 79 or lower; “good readers” had reading grades of 85 or better. Sixty-three per cent of the total number, or forty-four pupils, came from the laboratory classes and thirty-seven per cent, or twenty-six pupils, came from the “parallel” classes or non-laboratory group. “Laboratory classes” here means classes which serve as laboratory for observation and participation studdents, practice teachers, and interns in the College of Education. Of the thirty-five poor readers, fifteen came from Grade III, fifteen from IV, and five from Grade V. The same distribution was obtained in the good readers’ group. The children’s ages ranged from ten to fourteen years, and the average was eleven years. Forty-three per cent of the whole group, or thirty children were transferees from other schools and the rest were indigenous. The following were the questions which this study sought to answer: 1. What are the common oral reading difficulties of the children? Which of these are also persistent? 2. Is the child’s physical health associated with his reading performance? 3. Is authoritarianism on the part of the parents related to the child’s reading performance? 4. Is the family’s socio-economic status related to the child’s reading performance? 5. Is mental ability associated with reading performance? 6. Is attendance in school related to reading performance?en_US
dc.language.isoenen_US
dc.publisherCentral Philippine Universityen_US
dc.subject.lcshReading (Elementary)en_US
dc.subject.lcshReadingen_US
dc.subject.lcshEnglish languageen_US
dc.subject.lcshEnglish language--Study and teachingen_US
dc.subject.lcshEnglish language--Study and teaching (Elementary)en_US
dc.subject.lcshEnglish language--Pronunciationen_US
dc.subject.lcshEnglish language--Pronunciation by foreign speakersen_US
dc.subject.lcshCentral Philippine University--Studentsen_US
dc.subject.lcshSchool childrenen_US
dc.titleOral reading difficulties and the factors related to these difficultiesen_US
dc.typeArticleen_US
dcterms.accessRightsPublicly accessibleen_US
dc.citation.firstpage17en_US
dc.citation.lastpage19en_US
dc.citation.journaltitleSoutheast Asia Journalen_US
dc.citation.volume6en_US
dc.citation.issue1en_US
local.relation.associatedcontenthttps://repository.cpu.edu.ph/handle/20.500.12852/994 Master's thesisen_US


이 항목의 파일

Thumbnail

This item appears in the following Collection(s)

Show simple item record