Research Title: The Impact of Reading

Difficulties in Relation to Academic

Performance of the Grade VI pupils of
Caidiocan Elementary School
SAINT PAUL UNIVERSITY DUMAGUETE
Saint Paul University
SystemDumaguete City 6200

Name: GINARIN O. TUTING School: Caidiocan Elem. School

Position: Elementary School Teacher School Year: 2017-2018

Research Title:
The Impact of Reading Difficulties in Relation to AcademicPerformance of the
Grade VI pupils of Caidiocan Elementary School

I. SCENARIO
Caidiocan Elementary School is one of the twenty-two (22) schools of Valencia District
situated in Barangay Caidiocan, Valencia, Negros Oriental is facing a perennial problem on
having non- readers. This problem is not only happening to Valencia District but also to some
part of the province of Negros Oriental. Learning to read should be developed among learners
since it will give strong effect to their lives as pupils, or as individuals. Aldous Huxley
mentioned that every man who knows how to read has it in his power to magnify himself, to
multiply the ways in which he exists, to make his life full, significant and interesting. Reading is
the mother of all study skills. It is one of the most valuable skills a person can acquire. Success
in reading very often ensures success in other subjects. Reading ability is the threshold or the
gateway to the acquisition and expansion of knowledge in all the school subjects. Many
describe reading as a “basic life skill”. An inability to read will have a negative impact on the
ability to achieve in all other school subjects, as well as on the ability to succeed in life beyond
school.
Thus, if this perennial problem of having non-readers continues, thequestion then arises as
to how the academic performance of these children is being affected by their reading
difficulty?
II. STATEMENT OF THE PROBLEM
This study aims to determine the relationship between the
readingdifficulties and the academic performance of the 21 Grade VI-
Tutingpupils officially enrolled during the school year 2017-2018 at
CaidiocanElementary School, Valencia District.Specifically this study
sought to answer the following questions:

1. What is the nature of the relationship between the child’s poor reading
ability and his ability to reach his academic potential?

2. What is the reading level of Grade VI pupils based on the result of:
2.1 Oral Reading Verification (ORV) Results
2.1.1 First Quarter
2.1.2 Second Quarter
2.1.3 Third Quarter

3. What is the academic performance progress of the Grade VI

pupilsbased on the:
3.1 Form 138/Learner’s Report Card
3.1.1 First Quarter
3.1.2 Second Quarter3.1.3 Third Quarter

2. Do the differing skills required for efficient reading have a differing

influence on the child’s ability to reach his full academic potential?

III. METHODOLOGY
This study aims to determine the relationship between the
readingdifficulties and the academic performance of the 21 Grade VI-
Tutingpupils officially enrolled during the school year 2017-2018 at
CaidiocanElementary School, Valencia District.

RESEARCH RESPONDENTS
 The respondents of the study were the 21 Grade VI-Tuting pupilsofficially
enrolled in the school year 2017-2018 at Caidiocan ElementarySchool,
Valencia District. These pupils were composed of 13 boys and 8girls.

RESEARCH ENVIRONMENT
This study was conducted in Caidiocan Elementary School,Caidiocan,
Valencia, Negros Oriental

RESEARCH INSTRUMENT
The study will be drawn through the results of the Oral Reading
Verification (ORV) and the Form 138 on each child’s progress Report Card
as issued by the school from the 1st,quarter to 3rd quarter.

IV. DATA GATHERING PROCEDURE

In the conduct of the study, the researcher collected all the dataneeded.
Test results from 1st Quarter to 3rdQuarter as well as the OralReading
Verification (ORV) Result were gathered. The results of thequarter exams
and reading test were analyzed, interpreted and tallied tofigure out the
correlation of the existing problem. To see the relation ofthe data, the
researcher computed the general average from thequarterly grades of 1st
to 3rd
quarter. Then she rank the top ten pupils whogot low general average and
determined their reading level based onthe Oral Reading Verification (ORV)
Result.

Table 1: The Correlation of the Learner’s Report Card Result and the
Reading Level based on ORV Result
 As shown, out of 21 pupils there are six (6) who belong in the Frustration level
and four (4) were identified as non-readers. This result implies that there was an
evident relationship between reading ability and academic performance.

V. FINDINGS
From the analysis of the data, the researcher found out that there is a significant
impact of reading difficulties in relation to academic performance. It is clearly
understood that if a learner is struggling in reading then it is likely to happen that he
could also be struggling academically. Pupils who were identified as non-readers
have failing grades and pupils who were in the Frustration level have grades below
79%.

V. CONCLUSION
After having analyzed the gathered data, the researcher concludes that there is a
significant impact of reading difficulties in relation to academic performance. It has
been proven from this research through the data presented that reading is really an
important skill because it will greatly affect the performance of the learner in all
subject areas. The negative impact of reading difficulties will result to the insufficient
mastery of skills and underachievement of learners. Thus, intensified and rigid
monitoring of the reading progress is needed.

VII. RECOMMENDATIONS
Based on the findings and conclusion, the following recommendations are
presented;

Students should spend time to explore any reading materials especially those that
will enhance their thinking/ comprehension skill.

Teachers should use methodologies, strategies and activities that will develop their
pupils reading ability most particularly their higher comprehension skill. They should
also choose the strategies and good books most appropriate for achieving their own
teaching objectives.

The lessons should be incorporated with good reading selections, effective teaching
procedures, reading comprehension activities and techniques that introduce
interesting topics, stimulate discussions, excite imaginative responses and become
springboard for well rounded, fascinating lessons.
https://www.academia.edu/35865313/
Research_Title_The_Impact_of_Reading_Difficulties_in_Relation_to_Aca
demic_Performance_of_the_Grade_VI_pupils_of_Caidiocan_Elementary
_School