READING PROFICIENCY LEVEL OF GRADE III LEARNERS: BASIS FOR A PROPOSED BASA TAYO PROGRAM
DOI:
https://doi.org/10.46827/ejes.v12i7.6067Keywords:
educational management, learners, reading proficiency level, kindergarten, descriptive survey, PhilippinesAbstract
This study aimed to evaluate the reading proficiency level of Grade 3 learners at Labangal Elementary School as a basis for an intervention program. The researcher employed a quantitative research approach using a descriptive-evaluative survey method. Total enumeration was utilized, in determining including all 320 Grade 3 learners enrolled at Labangal Elementary School during the School Year 2022-2023. Findings revealed that half of the respondents were classified as frustration level readers, some were independent level readers, and others were instructional level readers. These results indicated that many Grade 3 learners struggled with decoding words, had limited vocabulary, poor comprehension, and lacked engagement in reading. Additionally, they often found it challenging to understand and make sense of texts at their grade level, which led to frustration and disengagement. Nevertheless, reading proficiency level is crucial for academic success as it enables students to comprehend complex texts, engage in critical thinking, and access information across subjects. Furthermore, strong reading skills are essential for lifelong learning, enabling individuals to communicate effectively, make informed decisions, and participate fully in society.
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