Factors Affecting Reading Comprehension of Grade Three Pupils of Hacienda Maria Elementary School

Abstract

This study explored the factors that contribute to the low reading comprehension levels of 20 Grade Three pupils at Had. Maria Elementary School in Hacienda Maria, San Isidro, Leyte. A descriptive research approach was used, with data gathered through classroom observations, surveys, interviews, and online sources. The findings showed that several issues affect pupils’ ability to understand what they read. These include limited vocabulary, lack of access to appropriate reading materials, and the limited use of effective reading strategies in the classroom. The results of the study offer helpful insights for teachers who want to improve their teaching practices and support better learning outcomes. By recognizing these challenges, teachers can adjust their approaches and provide more meaningful learning experiences for their pupils. The study also highlights key steps in reading comprehension, such as identifying unfamiliar words, understanding their literal meanings, and interpreting their deeper or implied meanings. In addition, the study presents several practical strategies that can help improve reading comprehension. These include encouraging prediction to engage learners, using text structures like story maps and flowcharts to organize ideas, and applying visual representations to support memory. Other helpful techniques include summarizing texts, asking questions before, during, and after reading, and providing reading materials that match the learners’ level. Rereading texts, exploring similar topics, and strengthening vocabulary through engaging activities were also found to be effective. Finally , the study emphasizes the importance of using varied and learner-centered strategies to improve reading comprehension among young learners.