Title Details

---

ABSTRACT: Since reading comprehension continues to be one of the most crucial areas of reading instruction and assessment, it also continues to beone of the concerns of teachers in all levels. Various researchers have been done and are being done up to this present time on reading comprehension instructions in order to maximize teacher's potentials in helping pupils develop their comprehension skills. Thus, this study's main thrust was to assess the reading comprehension performance of the grade VI pupils as basis for instructional innovations. Quantitative method of research was used to determine the existing reading comprehension characteristics of the respondents. This employed a descriptive design to describe respondents' reading comprehension performance and used t-Test for its statistical treatment to determine whether real difference exist between variables. All grade six pupils of East Visayan Conference elementary schools were the population of this study, composing a total of 121 pupils from 13 elementary schools. The instruments used were the Pupil Descriptive Questionnaire and the 40-item reading comprehension assessment, which were divided into seven sub-skills. Levels of difficulties were based on the table of specification set by the researcher adapted from Bloom's taxonomy. The assessment instrument had an overall reliability of .7990. The respondents were found between levels of comprehension, it was found out that each level significantly differed from each other. There was a significant difference between literal and interpretative, between literal and critical, and between interpretative and critical levels of comprehension. Lastly, between genders, the female pupils outperformed their male counterparts in the three levels of comprehension. Females showed significant difference from male on their literal comprehension. CONCLUSION Because respondents were least proficient in the reading comprehension skills, this therefore shows that they lack the necessary skills that would enable.

---