Reading Performance of Lilo-an Elementary School Pupils: Basis for a Remediation Program

The study analyzed the reading performance of 75 Lilo-an Elementary School pupils in terms of oral and silent reading comprehension. The results showed that the majority of the pupils were able to read text with the help of their teachers or parents, indicating that their oral reading was at the developing stage. Assistance from knowledgeable individuals was necessary for the pupils to reach independent reading comprehension. Silent reading comprehension fell under the frustration level, suggesting that the pupils had difficulty comprehending texts due to limited vocabulary. There was a significant difference in reading performance between groups with textbooks at home and those without. Those who read at home using textbooks performed better than those without. Additionally, there was a significant difference in reading performance between pupils with their father reaching college and those at elementary school, suggesting that their fathers' education could be a standard for academic endeavors. This could motivate students to improve their reading skills and overall academic performance.