FACTORS AFFECTING THE READING

PROFICIENCY LEVEL OF GRADE 6

LEARNERS OF SELECTEDELEMENTARY
SCHOOLS
IN DISTRICTOF TANZA CAVITE
by:
AMADO M. CADIONG
Candidate
Dr. CARMENCITA L. CASTOLO
Adviser
 Statement of the Problem
This study attempted to determine the Factors
Affecting the Reading proficiency of the Grade 6
Learners of selected elementary schools in the District
of Tanza, Cavite, which served as proposed reading
proficiency plan of teachers for the School Year-2018-
2019.
Specifically, it sought to answer the following questions:
1. What is the reading proficiency level of Grade 6
learners based on the Phil.-IRI results?
2. What are the factors that affect the reading
proficiency level of Grade 6 learners specifically in
terms of:
 FINDINGS
From the analysis of the data, the researcher found
out:
1. Majority of the Respondents are first born child and
female was the most inclined in reading or most of the
female are Intellects.
2. Majority of the grade VI learners in the three
different schools are average in their reading
comprehension ability.
3. Majority of the pupils have average literal ability.
4. The pupils‟ higher level of thinking / comprehension
is very low as reflected in their lowest creative ability,
and lower interpretative and evaluative skills
 CONCLUSION
Based on the statistical results of the study, the
following conclusions were drawn:
1. Majority of the students belonged to frustration level of
reading proficiency in silent reading while others are in
instructional level for the comprehension.
2. Majority of the males are less proficient in reading
compared to females in both silent and oral reading.
3. There is no significant difference on the levels of reading
proficiency levels of students when analyzed according to
their scores in reading levels and gender.
4. There is a significant difference on the levels of reading
proficiency of learners in silent reading.
 RECOMMENDATION
In the light of the foregoing findings and conclusions, the following are recommended:

1. Develop a reading intervention program that will cater students who are in the frustration
and instructional levels. This can be done by employing peer tutor to enhance the reading
skills of those in the independent level.
2. Provide opportunities to reading teachers for professional development by sending them
in trainings, seminars, workshops and symposia especially design to enhance teacher’s
skills in teaching reading and uplifting the reading proficiency of the pupils.
3. Device localize and contextualize reading materials, text and selection in order to
connect the application of real setting with that of the reading proficiency of the students.
4. Ensure the participation of the parents and community in uplifting the reading proficiency
of the students. Parents may be encouraged to tutor their children especially in reading.
5. The school should allocate some budget to programs, events and activities directly
related to reading activities and include in the procurement the materials and books
needed for reading remediation activities.
6. Regularly monitor the reading proficiency of the students and develop reward system for
pupils who have achieved the highest percentage of reading proficiency acquisition at the
end of every reading remediation program.
7. Other researches related to reading proficiency may be conducted to address other
recurring problems in reading.