Decoding Abilities that Affect the Reading Comprehension of Grade 2 Pupils in Selected Elementary Schools in Cabiao, Nueva Ecija
Keywords:
Polytechnic University of the Philippines–Cabiao Campus, Bachelor in Elementary Education, Decoding Abilities, Reading Comprehension, Phonics, Reading FluencyAbstract
The purpose of this study was to examine how decoding skills influence the reading comprehension of Grade 2 pupils in selected elementary schools in Cabiao, Nueva Ecija. The focus was on phonics and reading fluency, as these are closely associated with how children develop the ability to read and make sense of texts. The research used a descriptive–quantitative design. To gather data, the researcher made use of validated surveys and reading tests to check the pupils’ level in decoding and in comprehension. Results showed that pupils reached a “Good” level in fluency but only a “Developing” level in phonics. However, the analysis revealed that phonics and fluency did not have a significant effect on pupils’ reading comprehension. This suggests that understanding a text may also depend on other skills apart from these two. Results show that pupils could improve through more organized lessons in fluency and phonics. Consistent activities like letter–sound practice, blending drills, and oral reading can support faster word recognition and allow them to focus more on comprehension. This study emphasizes the vital role of balanced and structured decoding instruction in the early grades as a foundation for strong reading development. Future research is recommended to extend to additional grade levels, include a larger number of participants, and incorporate qualitative approaches. Greater focus on decoding skills such as prosody, automaticity, and self-correction may also provide deeper insights into strengthening reading comprehension.
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