Reading Readiness and Performance among Kindergarten Learners

Abstract

The study determined the reading readiness and performance among Kindergarten learners. It explored the significant relationship between reading readiness and reading performance and the Kindergarten teachers’ and parents’ challenges and coping mechanisms in teaching reading. The findings served as the basis for a proposed reading enhancement program that can remedy reading skill deficiencies. The study was anchored on Dr. Arnold Gesell’s Maturational Theory and McGinnis & Smith. It employed descriptive-correlational design. It was conducted at the University of San Carlos-North Campus. The 42 Kindergarten learners, Kindergarten teachers, and parents were the research respondents. The learners’ reading readiness test, their average grade of the first two quarters in Reading and the results of the interview of the respondents were the research instruments. Results revealed that some children, despite not being ready during the admission, performed better in reading than expected. Others performed lower than expected. The teachers’ challenges were high learning expectations in Kindergarten, teaching learners with mixed abilities and giving an emphasis on a standardized test. Parents’ challenges were high learning expectations and instilling good study habits and interest in reading. Teachers and parents were able to cope with these challenges through collaborative efforts. The findings suggested that Reading readiness is not the sole determinant in the reading performance of a child.  In conclusion, reading readiness is not a sole predictor of reading performance. Teachers’ commitment to teaching, the instructional approaches used, learners’ attitude and interest to learn, providing remediation and parents’ support can improve reading performance.