ORAL READING MISCUES AND INFERENTIAL READING COMPREHENSION OF TVL SENIOR HIGH SCHOOL LEARNERS

Abstract

This study examined the relationship between the frequency of identified oral reading miscues limited to substitution, correction, hesitation, repetition, omission, and insertion and the levels of inferential reading comprehension among Grade 11 TVL Senior High School learners at Pasay City East High School. The respondents of the study are 212 learners under the Technical Vocational Livelihood track from varying strands namely, Industrial Arts ,specialized in Shielded Metal Arc Welding, Information and Communication Technology, and Home Economics, specialized in Bread and Pastry Production and Hairdressing selected through simple random sampling technique. Additionally, the study administered a standardized reading comprehension tool McCall- Crabbs Book F, authored by William A. McCall and Lelah C. Schroeder, used by Villajuan (2020) study and by Quezon City Science High School, was utilized to measure the inferential reading comprehension level of secondary learners. Furthermore, the story “Poison” by Raould Dahl (1953) adopted from Hoffner (1974), was utilized to determine the oral reading miscues of the respondents using Argyle's (1989) reading miscues inventory system adopted from Mahmud's (2018) study. The study utilized data analysis tools such as average for miscues and G-score and Pearson-R coefficient. The data revealed consistent fluctuations in students' inferential reading comprehension, resulting to an overall average of 6.02 (6th-grade level). Meanwhile, substitution and omission were determined the most rampant oral reading miscues among respondents. In conclusion, the study highlighted the urgent need of comprehensive reading programs and supportive learning environment to bridge the gap in inferential reading comprehension.

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