Relationship of Reading Comprehension and Word Spelling Ability among Grade 4 Students in San Jose Elementary School S.Y 2018-2019 /
Ada, Flordeliza A.
Relationship of Reading Comprehension and Word Spelling Ability among Grade 4 Students in San Jose Elementary School S.Y 2018-2019 / Flordeliza A. Ada, Monica Faye S. Alcaraz, Ailene J. Espiel, Jazzilou R. Lorenzo, Maximo P. Maranan, and Michie Diane L. Muyot - Vol 1 (1) pages 7-21 : illustrations ;
I.ABSTRACT
The study was conducted to determine the reading and spelling ability among Grade 4
pupils in San Jose Elementary School. This study utilized a Descriptive Quantitative Research
Design. Data obtained were analyzed using the frequency distributions, percentage and Pearson
R. Data were solely based on the 107 respondents from San Jose Elementary School. The study
revealed that there was no significant relationship between the respondents’ reading
comprehension and spelling ability. This implies that the respondent can understand what he/she
is reading but does not know the correct spelling or the respondent can correctly spell the word
but does not know what the word means. The following recommendations were offered: (a) that
the school may have daily scheduled activities of reading using the Project ARC (b) that the
teacher may conduct spelling activities to improve the spelling ability of the respondents (c)
similar study may be conducted by the future researchers to find other variables that affect the
reading comprehension and spelling ability of the students and (d) to have an enhancement
program: (Project Spark) is recommended to enhance the reading comprehension and spelling
ability of the respondents.
Reading Comprehension
Word Spelling Ability
Grade 4 Students
Relationship of Reading Comprehension and Word Spelling Ability among Grade 4 Students in San Jose Elementary School S.Y 2018-2019 / Flordeliza A. Ada, Monica Faye S. Alcaraz, Ailene J. Espiel, Jazzilou R. Lorenzo, Maximo P. Maranan, and Michie Diane L. Muyot - Vol 1 (1) pages 7-21 : illustrations ;
I.ABSTRACT
The study was conducted to determine the reading and spelling ability among Grade 4
pupils in San Jose Elementary School. This study utilized a Descriptive Quantitative Research
Design. Data obtained were analyzed using the frequency distributions, percentage and Pearson
R. Data were solely based on the 107 respondents from San Jose Elementary School. The study
revealed that there was no significant relationship between the respondents’ reading
comprehension and spelling ability. This implies that the respondent can understand what he/she
is reading but does not know the correct spelling or the respondent can correctly spell the word
but does not know what the word means. The following recommendations were offered: (a) that
the school may have daily scheduled activities of reading using the Project ARC (b) that the
teacher may conduct spelling activities to improve the spelling ability of the respondents (c)
similar study may be conducted by the future researchers to find other variables that affect the
reading comprehension and spelling ability of the students and (d) to have an enhancement
program: (Project Spark) is recommended to enhance the reading comprehension and spelling
ability of the respondents.
Reading Comprehension
Word Spelling Ability
Grade 4 Students