Reading Comprehension of Key Stage 2 Learners

Abstract

Reading comprehension is a critical learning skill for all students, as it is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. There are many reasons why children may have difficulty understanding what they read, including a lack of vocabulary, fluency, and word recognition. In this premise, this study aimed to determine the reading comprehension levels of key stage 2 learners in terms of vocabulary, fluency, and word recognition. The study was tested on 83 key stage 2 learners using a self-made questionnaire that passed stringent tests of validity and reliability. The data were statistically analyzed using the mean, t-test, and analysis of variance. Overall, the reading comprehension level of key stage 2 learners was at an instructional level. When grouped according to four variables, the reading comprehension level of key stage 2 learners in all three areas is at the instructional level. Further, no difference was found in the reading comprehension level of key stage 2 learners in all three areas when compared by their profile variables. Learners’ instructional rating in the three areas stems from poor vocabulary knowledge and less mastery in reading basic sight words that impede them from comprehending the given reading material. These calls for DepEd authorities, reading implementers, and school stakeholders to consider the reading profile of key stage 2 learners in proposing reading programs and in the development of localized instructional materials. Keywords: Reading comprehension, Key Stage 2, learners