Word recognition miscues of Grade VI pupils of Olongapo City Elementary School [manuscript] : Basis for interventions for a classroom based remedial instruction on reading / Jessica B. Sola.

Include bibliographical references.

The study determined the word recognition miscues of Grade VI pupils in Olangapo City Elementary School. Five hundred fifty (550) pupils were taken as the subject of the study. Documentary Analysis in the results of the Philippine-Informal Reading Inventory (Phil-IRI), Oral Reading in word recognition in the pre and post-test assessment among Grade VI pupils was conducted. The data was statistically analyzed using frequency percentage distribution and T-test for dependent. Results illustrated the difference on the pupils' age, regional languages, academic performance and co-curricular involvement. It showed that most of the pupils were in the age bracket of 11-12 identified as the standard school age for sixth grader thus utilized Tagalog language, have fairly satisfactory academic performance in English subject and most of them were officers and members of different organizations as their co-curricular involvement. The study revealed the differences on the respondents' word recognition level, number and type of miscues shown in the result of the pre-test and post-test of the Phil-IRI, Oral Reading. Results of the pre-test and post-test of Phil-IRI on the pupils' word recognition level which directly influences the number of common miscues committed by the pupils. The statistical analyses revealed the miscues in word recognition of the grade VI pupils during the conduct of the study. The respondents' miscues were noted on mispronunciation, repetition, insertion, omission and substitution revealed by the results of the Phil-IRI. The study recommends the following: designing an intervention program that will effectively address the frustration levels of Grade VI pupils and those in the lower grades to eliminate the identified miscues in work recognition and the common miscues committed by pupils, localize and contextualize reading materials with high consideration on the proper text and story selection for them the grasp the real setting to help improve the reading proficiency of pupils, a regular monitoring of the word recognition ability of the pupils, practice of word decoding for pupils, participation of the parents and community in uplifting the reading proficiency of the pupils and orientation and re-orientation on the mechanics of administration to the region and division English supervisors, school heads and teacher-in-charge (TIC's) before the conduct of Phil-IRI test.