Basal reading approach and meaning-centered approach in developing reading comprehension

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Author: Paala, Jovy S. et.al.

Accession Number: 786

Class No: AV-UGT

Author No:

Copyright Year: 2016

Abstract:

This descriptive research aimed to find out the level of reading comprehension of Grade IV pupils using Basal Reading Approach and Meaning-Centered Approach in presenting the story enrolled in Pavia Pilot Elementary School, for the School Year 2015-2016. Specifically, the study seeks to answer the following questions: (1) What is the level of reading comprehension of Grade IV pupils when Basal Reading Approach is used to present the story?(2) What is the level of reading comprehension of Grade IV pupils when Meaning-Centered Approach is used to present the story? (3) Is there significant differences between the level of reading comprehension of Grade IV pupils when Basal Reading Approach and Meaning-Centered Approach is used to present the story? The participants of the study were the 40 purposively- chosen Grade IV pupils of Pavia Pilot Elementary School. The participants were divided into two groups, using the same selection. Basal Reading Approach was used in presenting the story to the first group while Meaning-Centered Approach was used with the second group. Mean and Standard Deviation were used to obtain the data. The results showed that the level of reading comprehension of pupils were “high” when Basal Reading Approach and Meaning-Centered Approach were used to present the story. There was no significant difference between the level of reading comprehension. When both approach were used.


Keywords: Basal reading approach, Meaning-centered approach, Reading, Reading comprehension

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