Reading is an essential part of learning one cannot understand intricate details of a certain topic or announcement if he/she has found difficulty in identifying letters, symbols, words, or in understanding the meaning of the text. Indeed, reading serves as the anchor in the assimilation of information. But as humanity becomes more proficient in the use of technology, reading has been neglected or taken for granted. Instead of reading books and other references, children nowadays glue themselves to gadgets and video games. Scholars identify this phenomenon as a crucial period because children have difficulties in identifying words, comprehending reading texts or signs and symbols proficiently.

This study identified the reading difficulties and comprehension of the respondents in oral reading among elementary pupils. The study used descriptive-inferential research method through a structured questionnaire to gather pertinent data required in the study.

The study revealed mispronunciation is more prevalent among Grades 4 and Grade 5 than in Grade 3 in word recognition while Grade 1 pupils showed a higher level of substitution of a different word in reading than those in higher grade levels. Grade 3 pupils are more proficient in reading especially in word recognition compared to other grade levels. In reading proper, mispronunciation is more common in Grade 1 than in other grades. Omission of words in reading proper is more prevalent among Grade 4 pupils. Grade 1 pupils has difficulty recognizing words in reading proper. In oral reading comprehension, pupils who stammer more and have difficulty in reading proper have lower oral reading comprehension.

Moreover, the following results exposed that younger pupils belonging to the lower grades whose fathers are skilled in manual labor use Tagalog as medium of communication at home and school encountered higher level of frustration in recognition of words, pronunciation, and substitution of a different word while reading. Pupils who are in the higher grade levels or those who are older, whose father are employed as skilled labors, or those with no other reading materials at home such as magazines, have encountered more difficulties during reading proper. Those whose parents are working as businesswoman or housewife displayed higher oral reading comprehension than those who have different occupation.

Pupils whose teachers with more years of teaching experience encountered fewer difficulties in mispronunciation, or in the overall level of difficulties in word recognition. Pupils of teachers with more years of teaching experience, with higher educational attainment, and have attended more relevant trainings and seminars have encountered fewer difficulties in reading proper and have higher reading comprehension. 

Thesis (Master of Education - Language, Reading and Numeracy)

Includes appendices and bibliographical references