Influence of Reading Emotions on the Reading Comprehension of Elementary Pupils

Abstract

The disproportionately high percentage of underachievers in the Philippines, students fell short of the required reading proficiency and the reports that most of students have lack reading comprehension for both English and Filipino are among the problems faced by educators. This study investigated the influence of reading emotion on reading comprehension in the intermediate grade school students. The respondents to this study were the 100 students from grades 4, 5 and 6 of Tagas Elementary School. The data was obtained using the descriptive survey method, a questionnaire with a rating sheet, checklist and a reading test adapted from Phil IRI. The data were analyzed through weighted mean, and correlation. Which results that most of the pupils possess frustration level on reading comprehension and minimal fall under independent reader. Also the high levels of enjoyment are beneficial for reading comprehension as they typically indicate engagement, motivation, and a willingness to immerse oneself in the reading material. It is encouraging to note that the learners derive enjoyment from their reading experiences, as it may contribute to their overall reading comprehension abilities and foster a love for reading. While moderate levels of anxiety may not significantly hinder reading comprehension, it is important to address and support learners who experience higher levels of anxiety. Nonetheless, ceating a supportive and low-stress reading environment, providing students with strategies to manage anxiety, and addressing individual needs are important considerations to mitigate anxiety-related obstacles to reading comprehension. Educators must ensure that reading materials are diverse, relevant, and cater to the learners’ interests and reading levels, thus reducing boredom and promoting active engagement during reading sessions.