TEACHERS’ MEASUREMENT OF ASPECTS THAT

DELAY
READING COMPREHENSION AND THEIR ACADEMIC
ADVANCES TO ASSIST PUPILS

JEFFERSON DAVIS A. TOMAS

RESEARCHER
 INTRODUCTION

Learning to how read with comprehension is one of the most relevant to acquire
in our life. With the capacity to speak successfully and to write in a variation of
forms and for a variety of purposes, reading comprehension can advance
economic break, social status, personal inclination, and self-dignity. The ability
to read and speak English has increased distinction today as relationships today
enter global interactions where comprehension in reading and speaking English
is a need.
Reading and speaking to be showed successfully and competently expects
devotedness coupled with utmost professionalism among teachers. There are
certain qualities and competencies that English teachers should possess if the
objective of producing pupils who are globally competitive is desired.
 INTRODUCTION

One question that is often raised is: What makes an effective teacher?
Merely wanting to be a teacher is not a manifestation of one’s fitness to
handle the demands, rigors, and pressures of effective instruction. The
teacher must possess the necessary educational preparation and must be
cognizant of the various trends and innovations in teaching reading. Added
to these, the teacher must be knowledgeable of the varied instructional
academic advances to meet the needs of the learners specifically those
identified with reading impediments.
When learners of a language had been taught the rudiments and
comprehension of reading and writing, most often, problems emerge in their
comprehension to read as there are factors and earlier experiences of pupils
that hamper or adversely affect their reading comprehension. Along this
direction, teachers must be equipped with pedagogical comprehension to
help out pupils toward proper reading and reproduction of words.
 INTRODUCTION
The teaching of reading associated with varied activities and for this reason, the
instruction of the subject requires teachers to possess versatility. They must,
likewise, have the necessary training and expertise to enable pupils to get
interested in the subject and to the various activities that go with the instruction
of reading. There is the need for teachers to be attuned to the modern techniques
of teaching reading. To enhance teaching comprehension, the teachers must have
an array of creativity, dynamism, vigor, enthusiasm, and earnestness to carry out
the objectives and ideals of instruction relative to reading.
From the very start of the researcher’s teaching career as a classroom teacher in
the public school, she always encountered pupils who have difficulty in reading.
This reason motivated the researcher to undertake this study with the ardent
hope that valuable findings may serve as baseline information to understand the
factors that contribute to the predicaments of pupils needing assistance in reading
and, likewise, the evolvement of approaches and academic advances to help the
pupils.
 PARTICIPANTS OF THE STUDY

The respondents of the study were the 114 public

elementary school teachers in the District X, Division of
Cabanatuan City during the School Year 2023-2024.
 OBJECTIVES OF THE STUDY
1. From teachers’ assessments, how may the impediments in reading among pupils
be described in terms of the following?
1.1 total well-being
1.2 mental and intellectual
1.3 home and family; and
1.4 work-related and community relationship

CONCLUSIONS
1. Majority of the teachers are moderate in their assessments of the degree of
impediments related to pupils’ reading difficulties emanating from the
physical/health; mental/intellectual; home and family; and, work-related and
community relationship.

RECOMMENDATIONS
1. Teachers should exert efforts to assist pupils identified to have reading difficulties
through the utilization of the proposed reading remedial activities.
Table 1
Degree of Teachers’ Assessments of Total Well-Being Impediments that Affect Pupils’
Reading Ability
Limits Categories f %
5-8 very low 0 0
9-12 low 11 9.65
13-16 moderate 69 60.53
17-20 high 34 29.82
21-25 very high 0 0
Total 114 100.00
Majority of the teachers, 69 or 60.52 percent, are moderate in the degree
of their assessments relative to the total well-being impediments that
affect pupils’ reading. Finding implies that reading impediments among
the pupils arising from the total well-being are somewhat encountered
and some conditions are beyond their control. According to Nimblas
(2017), she stated the causes of poor reading ability among pupils:
Visual Deficiencies - this is caused by heredity or improper use of eyes.
Pupils with visual deficiencies often complain about headache, pain in
back of head and neck, and the eyelids are reddened.
Auditory deficiencies- are caused by hereditary, overdose of pills, illness,
accidents, or accumulation of wax.
Motor Deficiencies- this is due to malnutrition, mild brain injury, fear, or
left handedness. Pupils with motor deficiency cannot hold the book
steadily because of uncoordinated movement of the muscles.
Speech deficiencies - most pupils have speech deficiencies. This is due to
injury at birth or during childhood, hereditary, poor eyesight, poor word
recognition or poor direction, carelessness and poor comprehension.
Pupils with speech deficiencies stutter or stammer when they read;
second cause of poor reading ability among pupils is the teacher’s
inability to realize the pupil’s potentials, their interest and needs.
Table 3
Degree of Teachers’ Assessments of Mental and Intellectual that Affect Pupils’ Reading
Ability
Limits Categories f %
10-15 very low 9 7.89
16-21 low 11 9.65
22-28 moderate 81 71.05
29-34 high 8 7.02
35-40 very high 5 4.39
Total 114 100.00

Majority of the teachers, 81 or 71.05 percent, were found to be moderate

in the degree of assessments of mental/intellectual impediments that
affect pupils’ reading ability. Finding suggests that the pupils’ incapacity
and incapability using their knowledge and understanding to read is fairly
situated.
According to Bedasua (2016), reading is a subtle and complex process that
involves sensation, perception, comprehension, application, and
integration. Reading is the magic key to the world of enlightenment and
enjoyment. It is the basic tool for learning in all the subject areas. Reading
is the process of making and getting from printed word symbols.
Table 5
Degree of Teachers’ Assessments of Pupils’ Home and Family which Delays Pupils’
Reading Ability
Limits Categories f %
10-15 very low 0 0
16-21 low 16 14.04
22-28 moderate 67 58.77
29-34 high 20 17.54
35-40 very high 11 9.65
Total 114 100.00

Majority of the teachers, 67 or 58.77 percent, are moderate in the degree

of their assessments as to the impediments pupils encounter in reading
arising from the home and family. Result implies that pupils’ interactions
with teachers and other significant people are so limited.
There are circumstances arising from the pupils’ home/family that limit
teachers-parents interactions that can pave the way toward partnership
to assist the pupils identified with reading disabilities. A dynamic
relationship and communication between teachers and parents can lead
pupils to become more interested in reading.
Table 7
Degree of Teachers’ Assessments of Impediments that Affect Pupils’ Reading Disability
Arising from the Work-related and Community Relationship
Limits Categories f %
10-15 very low 6 5.26
16-21 low 28 24.56
22-28 moderate 69 60.53
29-34 high 11 9.65
35-40 very high 0 0
Total 114 100.00
Majority of the teachers, 69 or 60.53 percent, were found to be moderate
in the degree of their assessments as regards pupils’ reading impediments
arising from work-related and community relationship. Result suggests
the presence of conditions in the pupils’ environment that contribute to
their reading problems.
De Leon (2014) commented that pupils who are retarded in reading are
usually the educationally disadvantaged- those pupils who enter school
not ready for normal performance because of conditions in their
environment.
 OBJECTIVES OF THE STUDY
2. The teachers be described in terms of the instructional academic advances they
employ to meet pupils with reading difficulties.

CONCLUSIONS
2. Teachers employ a variety of instructional academic advances to meet pupils
identified to be undergoing reading difficulties.

RECOMMENDATIONS
2. Teachers should expose the pupils to more oral drills and exercises to minimize
faulty pronunciation, change in accent, rhythm, and melody.
Table 9
Obtained Weighted Means and Verbal Descriptions of Item-statements Related to the Instructional
Academic Advances Teachers Employ to Meet Pupils’ Needs with Reading Difficulties
Instructional Academic Advances WM Description
I exert efforts to determine whether pupils have hearing problems. 4.32 always
I provide exercises to train pupils in auditory discrimination. 4.03 often
I let pupils sit at proper distance from the blackboard. 4.66 always
I praise the pupil for the slightest evidence of improvement. 4.61 always
I show interest in what the pupil says. 4.61 always
I don’t embarrass the pupil. 4.35 always
I make the pupil feel at ease when reading. 4.58 always
I give easy reading materials at the start. 4.50 always
I allow the use of markers when reading from a book to form the
3.67 often
habit of left-right movement.
I advise pupils to read slowly but carefully. 4.38 always
I show warmth and liking for the pupil. 4.52 always
I give enough time for reading activities. 4.46 always
I exert efforts to find out the underlying causes of tension and
4.17 always
nervousness.
I use audiovisual aids to enhance my instruction. 3.92 often
I give a lot of exercises in phonetics.
4.09
often
I provide opportunities to enlarge their sight vocabulary. 4.18 always
I require pupils to reread passages where omissions are done. 4.36 always
I give pupil the assurance that he/she is doing fine. 4.47 always
I unlock new words before letting a pupil read. 4.47 always
I avoid nagging, scolding, or punishment. 4.15 often
I avoid introducing so many words in a single lesson. 4.22 always
I give clear instructions prior to the reading of the pupil. 4.66 always
I introduce materials which cater to the interest of the pupil. 4.40 always
I provide incentives for good readers. 4.28 always
I provide sufficient time for reading. 4.44 always
I provide experiences in choral reading. 4.05 often
I let pupils read conversational parts in books which they must express
emotions and carry the feeling and personality of the character with 3.98 often
their voices.
I read orally varied materials for the pupil to hear. 4.25 always
I resort to a lot of motivating the pupil. 4.36 always
I encourage the pupils to participate in school activities. 4.60 always
AWM 4.32 always
Legend: 4.3 - 5.0 -always; 3.5 - 4.2-often; 2.7 - 3.4 sometimes; 1.9 - 2.6 –rarely; 1.0 - 1.8 -almost never
To a great extent was likewise the verbal descriptions of the following
instructional schemes employed by the teachers: the provision of
incentives for good readers; provision of sufficient time for reading
activities; introduction of reading materials which cater to the interests
of the pupils; unlocking of new words before letting pupil read; read
orally varied materials for the pupils to hear; and, give enough time
for reading activities.
Other instructional schemes employed to a great extent by the teachers
included the following: provision of activities or exercises to train
pupils in auditory discrimination; never embarrass pupils; allowing
pupils to use markers when reading from a book to form the habit of
left-right movement; advising pupils to read slowly but carefully;
avoid introducing so many new words in a single lesson;
provision of experiences in choral reading; and, letting pupils read
conversational parts in books which they must express emotions
and carry the feelings and personality of the character with their voices.
The teachers strongly adhere to the tenet that pupils’ participation
to school activities affords them experiences which intensifies their
feelings of belonging and self-confidence. They believe that
pupils’ interests toward school work becomes more meaningful
when pupils are made to feel that their participation to school
activities is important. To sustain pupils’ enthusiasm, the teachers give
easy reading materials at the start, make pupils feel at ease when
reading and, resort to a lot of motivations. To minimize waste of
time during reading activities, the teachers give clear instructions
to pupils prior to the activity.
Teachers are aware of how important it is for the pupils to be able to
hear what they say. To achieve this, the teachers let pupils
sit at a proper distance from the blackboard. Teachers never allow
pupils to leave out some important words during readingactivities and
to attain this, the teachers require pupils to reread
passages where omissions are done.
Incentives for good readers are provided for by the teachers.
To elicit pupils’ interests, the teachers see to it that reading materials
introduced are within the range of pupils’ interests. The teachers are
very careful that complete comprehension of lessons is achieved and
teachers unlock new words before letting pupil read.
The proper pronunciation and definition of a new word is extended
by the teachers. An adequate amount of time for reading activities are or
to the pupils by the teachers. Various activities are introduced by the
teachers to find out auditory discrimination among the pupils. Doing
these enable the teachers to discover who among their pupils have
problems of hearing.
Pupils are never humiliated when errors are committed. This affords
the pupils to build up their self-confidence and elicit their enthusiasm.
To form the habit of left-right movement, teachers allow pupils to use
markers when reading.
 Pupils are informed of the importance to read slowly but carefully. To
avoid bewilderment among pupils, teachers keep away from presenting
so many new words in a single lesson. Teachers believe that pupils’
interests towards reading activities become more meaningful when
provision of experiences in choral reading and letting pupils read
conversational parts in books are resorted to.
 OBJECTIVES OF THE STUDY
3. The teachers across gender be described in terms of their academic advances
when grouped across.

CONCLUSIONS
3. Likewise, teachers should have extra time to diagnose the root causes of the
pupils’ impediments in reading; hence, a discernment of appropriate academic
advances is in order.

RECOMMENDATIONS
3. Likewise, teachers should have extra time to diagnose the root causes of the
pupils’ impediments in reading; hence, a discernment of appropriate academic
advances is in order.
Table 10
Summary of Chi Square, Probability, and Significance Comparing of Male and Female Teachers
in terms of their Utilization of Instructional Schemes to Meet Pupils’ Needs with Reading
Difficulties
Instructional Academic Advances Chi Square Probability Sig.
I exert efforts to determine whether pupils have
.895 .0639 not sig.
hearing problems.
I provide exercises to train pupils in auditory
26.90 0.000 Sig.
discrimination.
I let pupils sit at proper distance from the
18.10 0.000 Sig.
blackboard.
I praise the pupil for the slightest evidence of
16.20 0.000 Sig.
improvement.
I show interest in what the pupil says. 78.90 0.000 Sig.
I don’t embarrass the pupil. 48.70 0.000 Sig.
I make the pupil feel at ease when reading. 18.10 0.000 Sig.
I give easy reading materials at the start. 27.50 0.000 Sig.
I allow the use of markers when reading from a
21.30 0.000 Sig.
book to form the habit of left-right movement.
I advise pupils to read slowly but carefully. 5.80 0.122 Not sig.
I show warmth and liking for the pupil. 7.68 0.121 Sig.
I give enough time for reading activities. 33.30 0.000 Sig.
I exert efforts to find out the underlying
causes of tension and nervousness. 0.000 Sig.
I use audiovisual aids to enhance my
15.50 0.001 Sig.
instruction.
I give a lot of exercises in phonetics. 14.90 0.002 Sig.
I provide opportunities to enlarge their sight
vocabulary. 8.32 0.040 Sig.
I require pupils to reread passages where
omissions are done. 9.45 .009 Sig.
I give pupil the assurance that he/she is
15.80 0.000 Sig.
doing fine.
I unlock new words before letting a pupil
23.60 0.000 Sig.
read.
I avoid nagging, scolding, or punishment. 9.71 0.021 Sig.
I avoid introducing so many words in a single
20.70 0.000 Sig.
lesson.
I give clear instructions prior to the
9.16 0.010 Sig.
reading of the pupil.
I introduce materials which cater to the
24.40 0.000 Sig.
interest of the pupil.
I provide incentives for good readers. 17.30 0.001 Sig.
I provide sufficient time for reading.
23.00 0.000 Sig.

I provide experiences in choral reading. 41.500 0.000 Sig.

I let pupils read conversational parts in
books which they must express emotions
and carry the feeling and personality of 16.10 0.003 Sig.
the character with their voices.
I read orally varied materials for the pupil
2.590 0.523 Not sig.
to hear.
I resort to a lot of motivating the pupil. .0281 0.869 Not sig.
I encourage the pupils to participate in
4.12 0.127 Not sig.
school activities.
Chi square results disclosed that male and female teachers do not
differ in their instructional academic advances to meet pupils with
reading difficulties: exerting efforts to determine whether pupils have
hearing problems; encouraging the pupils to participate in school
activities; resorting to a lot of motivating the pupil; reading orally varied
materials for the pupil to hear; and, advising pupils to read slowly but
carefully.
On the other hand, results derived from the chi square and probability
disclosed that teachers across gender differ in their instructional
academic advances. Female teachers tend to be more extensive in the
utilization of the following instructional academic advances: providing
exercises to train pupils in auditory discrimination; letting pupils read
conversational parts in books which they must express emotions and
carry the feeling and personality of the character with their voices;
providing experiences in choral reading;
introducing materials which cater to the interest of the pupil; give clear
instructions prior to the reading of the pupil; unlocking new words before
letting a pupil read; providing exercises to train pupils in auditory
discrimination; and giving a pupil the assurance that he/she is
doing fine.
Males teachers were results derived from the chi square and
probability disclosed that male teachers tend to be more extensive in the
utilization of the following instructional academic advances: providing
sufficient time for reading. providing incentives for good readers; avoiding
introducing so many words in a single lesson; avoiding nagging, scolding,
or punishment; and, not embarrassing the pupil.
The concern of teachers to determine whether pupils have hearing
problems is noteworthy to observe. Most often, there are pupils who
hard time listening to their teachers arising from some problems of
hearing.
Both male and female teachers encourage the pupils to participate
in school activities as this one good venue where pupils learn how to
socialize and during interactions pupils’ self-esteem is enhanced
paving the way to achieve more. How important it is to motivate
pupils is the deeply ingrained among the teachers. Motivation facilitates
the emergence of enthusiasm among the pupils and paves the way
to more intensified teaching-learning processes. Teachers believe
on the value of introducing varied reading materials to pupils.
Monotony in reading orally is minimized when other varied and
supplementary materials are utilized. Boredom among pupils is the
consequence of their exposures to the same reading experiences
they derived from repetitive reading materials. Very evident is the
awareness of teachers of their roles as “second parents” to their
pupils. They are very concerned of their pupils’ development that
they be able to read without difficulty.
Motherly and caring concern and the ability empathize is very evident
among the female teachers. They tend to be more affectively
concerned as evidences by their extensive instructional academic
advances that take into account pupils’ cognitive and affective
development like auditory discrimination, emotional enhancement,
positive and expressive emotions, and catering to the interest of
the pupils. Males teachers tend to be flexible in providing sufficient
time for the reading activities of pupils. The male teachers tend to be
more cognizant of the value to push pupil who good readers to
strive more. Very evident, too, the male teachers are not emotionally
laden when they encounter pupils with reading disabilities. They avoid
nagging, scolding, or punishment; and, not embarrassing the pupil.
The hypothesis “Teachers across gender do not differ in their instructional
academic advances to meet the needs of pupils with reading
disability” was rejected.
 Thank you!
TEACHERS’ MEASUREMENT OF ASPECTS THAT
DELAY
READING COMPREHENSION AND THEIR ACADEMIC
ADVANCES TO ASSIST PUPILS

JEFFERSON DAVIS A. TOMAS

RESEARCHER