Abstract
This study examined teacher perceptions of word recognition proficiency and its impact on reading comprehension among elementary pupils at Tigbao Elementary School. A quantitative descriptive research design was employed, involving 16 teachers and 16 pupils selected through purposive sampling. Data were collected using a validated questionnaire and reading assessment tools measuring word recognition (correct syllables and pronunciation) and reading comprehension (text understanding and vocabulary). Descriptive statistics and inferential analysis, particularly the t-test, were used to analyze the data.
The findings revealed that most pupils demonstrated high proficiency in word recognition and reading comprehension, with a majority achieving excellent levels in correct syllables, pronunciation, and vocabulary. Teachers strongly agreed that word recognition significantly influences reading engagement, vocabulary development, and comprehension monitoring. Statistical results indicated a relationship between word recognition proficiency and reading comprehension. These findings support existing literature that emphasizes the importance of decoding skills as a foundation for comprehension.
The study concludes that strengthening word recognition proficiency enhances reading comprehension among elementary pupils. It recommends the implementation of targeted reading interventions, continuous teacher training, and the development of comprehensive reading programs to address diverse learner needs. Future studies may explore larger populations and additional variables to further validate the findings.
Keywords: word recognition, reading comprehension, teacher perceptions, elementary pupils, reading program
https://doi.org/10.65494/pinagpalapublishing.305
