Lino, Lani B. <br/><br/>
Reading comprehension performance of grade I pupils using the first language component - bridging program (flc - bp)/ 
Lani B. Lino 
 - Bayombong:  Nueva Vizcaya State University,  2007. 
 - xvi, 174 leaves :  illustrations ;  28 cm. 
<br/><br/> The objective of the study was to determine if the use of the First Language Component Bridging Program as a teaching strategy would improve the reading comprehension of grade 1 pupils particularly on the skills noting details, getting the main idea, sequencing events, perceive relationship, inferring, predicting outcome and following directions.<br/><br/>The investigation employed the pretest/posttest group design. The subjects of the study were 41 pupils from two intact classes at Ambaguio Central School, Ambaguio, Nueva Vizcaya who were enrolled in school year 2006-2007. The researcher handled the two classes assigned as control and experimental groups. The control group was taught the English-only as the medium of instruction; and the experimental group received the treatment using the method First Language Component-Bridging Program.<br/><br/>The teacher-made criterion test was used to gather data on the reading comprehension performance of the pupils. The criterion test which was given on the first day as pretest and on the last day of the experiment as posttest was subjected to validation procedures. The questionnaire, validated by experts, was used to gather information about the pupils' profile such as age, gender, religious affiliation and occupation of parents.The data were statistically analyzed using t-test for dependent and independent samples. The null hypotheses were tested using the 0.05 level of significance.<br/><br/>The following are the significant findings of the study.<br/><br/>On Performance Level<br/><br/>1. In the pretest, the pupils in the control group obtained a satisfactory performance level in the overall criterion test and in the comprehension skills noting details, getting the main idea, perceiving relationship, inferring and following directions. The skills in sequencing events, and predicting outcome need improvement On the other hand, the experimental group also obtained a satisfactory performance level in the overall criterion test and in the comprehension skills noting details, getting the main idea, perceive relationship and following directions. Two comprehension skills, inferring and predicting outcome, need improvement.<br/><br/>2. In the posttest, the control group got a very satisfactory performance level in the overall criterion test and in the comprehension skills noting details, getting the main idea and following directions. The pupils in the same group obtained an outstanding performance in the skill perceiving relationship. None of the comprehension skills is categorized as needs improvement. On the other hand, the experimental group got a very satisfactory performance level in the criterion test and in most of the comprehension skills particularly noting details, getting the main idea, sequencing events, inferring and predictingoutcomes. The pupils in this group got outstanding performance level in perceiving relationship and following directions.<br/><br/>On Test of Significant Difference<br/><br/>1. The control group performed better in the posttest than in the pretest in the overall criterion test and in the comprehension skills subtests in noting details, getting the main idea, perceiving relationship, inferring, predicting outcome and following directions. This implies that the traditional method of teaching reading, English-only as a medium of instruction, is effective. The control group, however, performed equally in the pretest and posttest in the subtest on sequencing events.<br/><br/>2. The experimental group performed better in the posttest than in the pretest in the overall criterion test and in all comprehension skills subtests The results suggests that the treatment, FLC-BP significantly improved the reading comprehension of the experimental group.<br/><br/>3. In the pretest, the experimental and control groups performed equally in the overall criterion test and in the subtests on noting details, getting the main idea, inferring, predicting outcome and following instructions. In sequencing events and perceiving relationship, the experimental group performed better than the control group.<br/><br/>4. The experimental group performed better than the control group in the posttest in the overall criterion test and in all comprehension skills subtests. Theresults point out that the FLC-BP method of teaching reading is better than English-only as a medium of instruction.<br/><br/>5. The experimental group obtained significantly higher mean gain scores than the control group in the skills noting details, sequencing, inferring, predicting outcome, following directions and in the whole criterion test. The two groups had parallel mean gain scores in getting the main idea and perceiving relationship.<br/><br/>Based on the findings of the study, the following recommendations are forwarded:<br/><br/>1. This investigation validates the results of several researches on FLC-BP as an effective strategy for teaching comprehension skills. It is then recommended that the methodology be adopted in teaching reading to grade school pupils.<br/><br/>2. The FLC-BP books are highly recommended for use of pupils to make reading easy and fun.<br/><br/>3. It is highly recommended that a replication of this research be conducted to determine the effectiveness of the methodology, FLC-BP, in teaching other subjects/disciplines  Thesis (Master of Education - Language, Reading and Numeracy) 
<br/><br/>Includes appendices and bibliographical references.<br/>