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CHAPTER 1

The Problem and Its Background

Introduction

Being able to read is an avenue for personal and social growth. A child can

fully view ever winding horizons and explores areas in the world of people, things,

and events through reading. Indeed, the key to success is through reading; hence,

proficiency in reading is vital to the continuous growth and development of the child.

Corollary to this, as early as Grade one, the child must already be exposed to

various low level but interesting reading materials that will capture his interest,

motivate him to turn the pages, and later develop his love for books, and start to

read. Obviously, highly contributes to the development of the child, especially in

acquiring knowledge and the most needed learning that will help him become more

competitive and language literature.

In school, reading is the most important subject to be learned by the child. For

this matter, a child will learn little in today’s world if he does not learn to read

properly. In fact, Reading is both a subject of instruction and a tool employed

towards effective teaching- learning process. It cannot also be denied that every

teacher is in cognizance that skilful handling of Reading as a school subject is very

vital and important especially to beginning readers to avoid frustrations in the end.

Truly, the significance of Reading as a school subject cannot be refuted and

underestimated. This made clear that proficiency in Reading is directly related to

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academic success. Furthermore, skills in reading is considered a fundamental factor,

a must, a need, which enables, helps, assists, and inspires the child to succeed in

school, in his daily activities, in his career, and in his life as a whole.

Nevertheless, despite all efforts exerted by the teachers in their desire to help

their pupils read and comprehend, many just cannot cope and could hardly decode

the printed words. Thus, this inability to read becomes one of the major causes of

failure among them which leads to other problems that are either behavioural or

personal in nature. Furthermore, to a pupil, the inability to read may lead him to

nowhere, as disability in reading affects his achievements in school. He may find

himself left out of school activities which make him inferior almost all the time. His

socialization skills are also affected and he fails to appreciate the beautiful things life

offers. Furthermore, as he grows older and progress through the grade, more

interactions are founded greatly through the medium of being able to read the

printed materials, however, with such reading disabilities emotional problems may

crop up and lead to the pupil’s dropping out from school.

In addition, when a pupil does not learn to read at the time it is expected of

him, he suffers not only from the failure itself, but from the difficulty with all other

subjects and activities in school that depend on reading competence.

For this matter, Hasentah and Laughton (2002) suggested that diagnosing

pupils properly especially those with reading disabilities is very important. According

to them, evaluation and assessment will provide the teachers significant information

that will assist them in the development of strength and remediation of weaknesses

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of their pupils. Corollary to this, Phil IRI is a very good material for diagnosing

reading abilities and difficulties of elementary grade pupils especially those in Grade

One. However, their instrument must be prepared to assess both the reading and

other factors emanating from the home, the environment and other biological factors.

Foremost, the teacher must exert all efforts to explore everything she can, to

help her pupils with reading disabilities, cope and overcome their failures, because

all academic tasks can never be achieved when they perform ineffectively in

reading. For this reason, a functional PHIL-IRI program becomes imperative to

properly address the problem.

This prompted the researcher who is suffering from the same problem every

year to conduct the study.

Background of the Study

In the lower elementary grades in Pulilan district particularly in Grade two, the

presence of pupils with reading difficulties remain a problem to teacher and often

times lead to frustrations. Reading, being a potent tool for understanding and

mastery of other subjects and school activities must be the immediate and major

concern of the teachers. However, despite teachers’ effectiveness, concerns, and

dedication, it cannot be denied that there are really pupils who are retorted in

reading and are usually educationally disadvantaged because of certain problems

emanating from home, as a result of biological factor. A poor reader therefore

becomes a poor learner, and all academic tasks can never be achieved whenever a

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pupil performs ineffectively in Reading. In fact, survey shows, according to Andasan

(1996) in his study that more likely, non- readers are those that become delinquent,

unemployed, and misfit in the society. This is indeed very alarming and has to be

seriously and properly addressed not only by the teachers, but by the entire

educational system in the country.

While it is true that if ever there is one fulfilment classroom teacher’s desire, it

is to find out that every pupil in her class will be able to read and comprehend.

Nevertheless, it cannot be denied that each pupil is unique, whose personality,

potential and capacity differ from other pupils, hence, the presence of slow and non-

readers, at times, become equally significant to those who are able to read.

Cognizance of these, teachers often complain about pupils who go through Grade

one without learning to read. When pupils do not learn to read at the time expected

of them, they are unable to profit exactly from the classroom interaction they

received. It therefore becomes impossible to teach pupils to read without sufficient

understanding of how pupils actually learn to read.

This poses serious problems among teachers with non-reader pupils since,

they know that Reading seems to be the culprit in the low academic performance of

the pupils. Furthermore, considering that proficiency in Reading is the royal road to

knowledge acquisition, and essential to success in all learning areas, reading

teachers in this district are now placed in a seemingly unpleasant situation because

the complaint now is that “our pupils could hardly read English” and not only” our

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pupils could hardly speak English”. This perplexed the researcher who is also a

reading teacher in one of the schools in Pulilan district, DepEd Bulacan

Statement of the Problem

The study attempted to determine the extent of implementation of the Phil-IRI

Program and performance in English of Grade two pupils in Pulilan District, Dep Ed,

Bulacan during the school year 2011-2012.

Specifically, it tried to answer to the following questions:

1. What is the profile of the Grade two teacher in terms of:

1.1age,

1.2sex,

1.3civil status,

1.4highest educational attainment,

1.5major field of specialization,

1.6present position,

1.7years in service, and

1.8number of seminars attended in Reading?

2. What is the extent of the implementation of Phil –IRI Program in English

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3. How may the following factors affecting reading skills of Grade two pupils

in Sto. Cristo Elementary School, Dep Ed, Bulacan be described in terms

of:

3.1 parent factor

3.2 home factor

3.3 pupil factor, and

3.4 teacher factors?

4. Is the Phil-IRI program significantly related in identifying the performance

in English of the Grade two pupils?

5. Do the following independent variables significantly related to the

performance of Grade two pupils in English?

5.1 profile of the Grade two teachers,

5.2 extent of implementation of Phil-IRI in English, and

5.3 factors affecting reading skills of Grade II pupils.

Scope and Limitations of the Study

The study focused on the extent of implementation of Phil –IRI program and

the English performance of Grade II pupils in Sto. Cristo Elementary School, Dep.

Ed., Bulacan during school year 2011-2012.

It included the item statements on the extent of implementation of the PHIL-

IRI Program among Grade Two pupils. It also included the factors affecting the

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reading skills of Grade Two pupils described in terms of parent factor, home factor,

pupil factor and teacher factor.

Likewise it included the profile of the teacher respondents in terms of age,

sex, civil status, highest educational attainment, major field of specialization, present

position, years in service, and number of seminars attended in Reading.

The performance in English of Grade Two pupils are also included.

The respondents of the study are the Grade Two teachers and their pupils

with reading disabilities.

Significance of the Study

Results of the study will help Grade Two teachers understand pupils with

reading disabilities which they may use in formulating guidelines and remedial

measures to help them.

Result may also yield significant information as regards the extent of the

implementation of PHIL-IRI Program and the effects of the parent, home, pupil and

teacher factors to the English performance of grade two pupils, hence, remedial

measures maybe instituted.

Findings of the study may also serve as basis for in-service trainings of

teachers to further upgrade their competencies.

Results may also redound to a better and more sympathetic understanding

between parents and teachers as regards their children with reading disabilities.

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More importantly, results may benefit the Grade Two pupils with reading

disabilities because their problems will be properly and timely addressed.

CHAPTER 2

Review of Related Literature and Studies

This chapter presents the literature and studies read and reviewed by the

researcher, the synthesis, the theoretical framework, conceptual framework, the

research paradigm, research hypothesis and definition of terms.

Related Literature and Studies

Age

On age Galicia (2002) found out that age was a factor in feelings of emotional

exhaustion and fatigue. It is also a determinant in the world of work. As workers

grow older, they tend to be slightly more satisfied with their jobs. There are number

of reasons for this, like lowered expectation, better adjustment, and, other causes.

These are exceptions but the general trend is higher job satisfaction goes with

advantage age. The work performance of older and younger workers is the same in

some cases but in typical situation is wherein infirmities are associated with age,

oftentimes performance is affected by age.

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Sex

Padlan cited in the study of Pates (2003), that sex is a socio-cultural

dimension of being a man or a woman. Men and women are born with similar

capacities and potentials; however, the society still defines specific roles to each.

When a person is judged according to the attributes expected of males and females,

and then it is called gender stereotyping. These gender roles change overtime and

vary across cultures. Since gender roles are culturally constructed, they can be

changed.

Civil Status

This refers to the state of being single or unmarried, married, widow, or

widower of the teachers involved in the study.

According to Bautista (2006), civil status plays significant roles in job

performance. It points out that being married or single affects teacher’s performance.

She further implied that married teachers tend to have greater understanding and

anticipation of time management.

Tagulao (2006) also concluded that civil status is a predictor of the

institution’s performance.

Educational Attainment

Clemente (1996) define educational attainment as the academic preparation

of a teacher, which includes the particular degree he had acquired in college, and

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other studies related to his line of specialization. In many cases, it has been found

that education and performance of teachers greatly affect the quality of pupils

produced.

One of the main qualifications of a teacher is educational attainment. Besides,

he must have a strong desire to grow professionally while in the service. He must

attend seminars, workshops and conferences that will enrich his qualifications. Thus,

his educational qualifications, teaching experience if any, plus all in-service trainings

that he attended will likely enhance and increase his teaching efficiency as well as

his effectiveness.

Gonzales (1997) emphasized that teachers must be competent in their craft

so that they can improve and help their pupils attain higher levels of intellectual and

social competence. She believes that if teacher education programs can focus on

equipping teachers with the knowledge and skills they need, in helping learners to

succeed, in attaining the goals of the school, then education can truly prepare pupils

for life in democratic society.

Present Position

Most studies show that teachers in the elementary level still occupy Teacher I

positions from the time they were employed up to present.

Years in Service

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Generally, years in service influences the performance of the teachers.

Therefore, it widens perspective on the role and nature of learning and the

relationship between growth and development of pupils.

Teachers who continually teach certain subjects through the years are

expected to demonstrate competence in teaching a particular subject. It also

develops effective on the part of the teachers, skills in the use of effective teaching

strategies and competence in guiding the learning of pupils. The development of

research in various fields of education changes in the various methodologies.

The longer the services of the employees the better is their performance on

the job, that is according to Pulido (2002). He further explained that the number of

years the teachers rendered in the field of teaching greatly influences their

performance. The longer the services of the employees the better is their

performance on the job. One of the reasons for this is the possibility that the longer

the employees are in the service the more they tend to have a wholesome

interpersonal relationship connected to their performance on the job. In teaching

therefore, the longer the experience in teaching the better the method of teaching

were employed and the keener the teacher becomes to perceive possible problems

and the more efficient in solving or dealing with others.

PHILIPPINE INFORMAL READING INVENTORY (Phil-IIRI) SILENT READING,

SPEED AND COMPREHENSION

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A. Background Information for Teachers

The Informal Reading Inventory (IRI) is one of the most useful classroom

tools in assessing a pupil’s reading ability. It can give the teachers information on the

level of their pupils’ performance in reading by actual observation. A typical IRI is

administered individually and consists of graded stories followed by comprehension

questions of different dimensions. Depending on the purpose, an IRI may contain

comprehension questions on a few or more of the following reading skills: getting the

main idea, inferencing, sequencing events, finding cause-effect relationships, and

noting details. Most IRIs would include measures of word miscues and

comprehension as well as provision for pupil retelling of the passage read. Thus, the

IRI provides the teachers with a comprehensive profile of their pupils’ ability in

reading, whether orally or silently, including their reading habits and attitudes. The

teachers may then use this information in planning their classroom reading

instruction.

The Philippine Informal Reading Inventory (Phil-IRI)-Oral Test is one variation

of IRI. It is adapted in the context of IRI to help teachers determine the reading

abilities and needs of their pupils in order to provide bases for planning their

classroom instruction.

The Phil-IRI-Oral Test is an informal measure that assesses the pupils’ word

identification, vocabulary and comprehension skills in oral reading. It consists of

graded reading passages from Grade I to Grade VI. Each graded passage is

followed by 5-7 comprehension questions. The questions are categorized into three

dimensions namely literal, interpretive and applied. The critical questions are

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subsumed in the applied dimension. The definitions of each dimension can be found

in the glossary of this manual.

The passages may either be narrative and expository texts. They are carefully

written to ensure that the characters, setting and plot appeal to the children. They

are culture-neutral, gender-free and without biases against religion, ethnicity/race

and socio-economic status. They are also laden with values and real-life lessons.

The Phil-IRI-Oral Test gives both quantitative and qualitative information

about the pupil’s oral reading capabilities. Quantitative information shows the

reading levels namely: frustration, instructional and independent. Qualitative

information emphasizes word recognition, patterns of word errors, comprehension

strengths and difficulties as well as oral reading behaviors and attitudes. It also

reveals the reading growth of the pupils over time. The information in the Phil-IRI-

Oral Test should help the teachers, school managers and divisions plan appropriate

interventions and strategies in teaching reading.

Table 1. PHIL-IRI Silent Reading Test Criteria

Reading Level/Grade Reading SpeedWord Per Minute (WPM)

Comprehension

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Independent

IIIIIIIVVVI

Instructional

IIIIIIIVVVI

Frustration

IIIIIIIVVVI

Fast Readers

70 above100 above120 above140 above170 above190 above

Average Readers

31-6961-9991-119111-139141-169161-189

Slow Readers

30 below60 below90 below110 below140 below160 below

And 90-100% correct answers

And 75-89% correct answers

And below 75% correct answers

The PHIL-IRI has the same limitations of a typical IRI. Its findings are to be

interpreted cautiously and are not to be thought of as an absolute measure and

encompassing of the total pupil’s reading ability. The PHIL-IRI only provides an

approximation of the pupil’s ability in word recognition and comprehension within

his/her grade level. The findings are to be regarded only as “very tentative indicators

of pupil’s reading levels and competencies to modify, when necessary, a classroom

reading program” (Miller, 1995). They should never be the sole bases for promoting

or retaining the child in the grade level.

B. Test Materials

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The Phil- IRI Silent Reading Test package consists of the Manual of

Administration, Teacher’s/Pupil’s copy of the Graded Passages (Grade I-VI), Phil-IRI

Forms and the Key to Corrections.

1. Manual of Administration

The manual includes the Background Information for the Teachers, the

mechanics of the administration of the test and instructions for recording and

reporting results. It serves as a guide to teachers, principals and supervisors

in administering the tests as well as in recording results. The manual should

be studied carefully before administering the Phil-IRI Silent Reading Test. The

mechanics of administration are the same for both English and Filipino. Thus,

only one manual will be printed for both English and Filipino.

2. Teacher’s Copy

The teacher materials for the Phil-IRI Silent Reading Test consist of

the following forms:

PHIL-IRI Form 1: Grade Level Passage Rating Sheet – This is the

rating sheet which the teacher marks the comprehension score of the

pupil as well as the pupil records his/her reading time while taking the

test. The rating sheet contains the passage to be read silently by the

pupil. This is followed by comprehension questions which the pupil will

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answer. The teacher should ensure that each pupil is provided with this

form.

PHIL-IRI Form 2: Individual Summary Record – This form serves to

summarize the performance of each pupil. The teacher should transfer

the marks of the pupil in the Phil-IRI Form 1 to his/her individual Phil-

IRI Form 2.

PHIL-IRI Form 3: Class Reading Profile – This form shows the class

reading profile. The teacher should fill this with the data from pupils’

Phil-IRI Form 2. He/she should submit this form to the principal/school

head who will consolidate all the class profiles to establish the school

reading profile.

3. Pupil’s Copy

The same copy of the grade level passage rating sheet (Phil-IRI Form

1) which the teacher uses in marking the score of pupils will also be used by

the pupils. The silent reading passages are either paragraphs, stories or

passages that the pupils read silently. Each paragraph/story/passage is

followed by comprehension questions categorized as literal, interpretive and

applied.

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4. Other Phil-IRI Forms

The following Phil-IRI Silent Reading Test forms shall be accomplished and submitted to

the offices indicated below:

Name of Forms Who Will Accomplish Where to Submit

1. Phil-IRI Form 4(School Reading Profile)

Principal/School Head District Office

2. Phil-IRO Form 5( District Reading Profile)

District Supervisor Division Office

3. Phil-IRI Form 6(Division reading Profile)

Division English/FilipinoSupervisor

Regional Office

4. Phil-IRI Form 7(Regional Reading Profile)

Regional English/Filipino Supervisor

BEE Central Office

C. Important Information For Administrators

Beginning school year 2007-2008, all schools shall administer the Phil-

IRI Silent Reading Test in English and Filipino. For SY 2007-2008, the BEE

will provide two (2) copies of Phil-IRI package for all the regions and three (3)

copies for the divisions. The divisions shall reproduce and distribute the tools

to all schools using local funds except for those schools with MOOE. These

schools should reproduce their own copies charged against their own MOOE.

The region and division English and Filipino supervisors and district

supervisors should orient the school heads before the administration of Phil-

IRI. The supervisors are also advised to monitor the schools in their

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administration of the Phil-IRI Silent Reading test and assist in the analysis of

data and recording of results.

School heads should make sure that all teachers are oriented on the

mechanics of administration before the conduct of Phil-IRI test. They should

also ensure that all the necessary tests and forms are reproduced according

to the number of pupils taking the test.

In reporting the district, division, and regional progress in the Phil-IRI

Silent reading Test, only the data of pupils who were able to take both pretest

and post test should be included. The school head should use the results of

pupils who took only either the pre test or the post test in planning appropriate

school interventions in reading.

D. Mechanics of Administration

Important Notes:

Before administering the Phil-IRI Silent Reading Test, the teacher

should note the dates of administration for both pretest and post test. The

teacher should at all times keep the assessment tool with utmost

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confidentiality. The test materials should not in any way be posted or exposed

to pupils except during the administration of the pre test and post test.

The pre test of the Phil-IRI Silent Reading Test shall be conducted in

October for Grades II-VI pupils. For Grade I pupils, this shall be administered

in December since they are still on the period of oral reading. The silent

reading pre test results together with the oral pre test results will be utilized by

the teacher/school head for planning a sound school-based reading program

to improve the reading proficiency of the pupils.

The post test shall be administered at the end of the school year

( February – March ) to Grades I-VI pupils. The results will reveal the

progress achieved by the pupils during the school year. In reporting the

progress in Phil-IRI Silent Reading Test, include only the data of pupils who

were able to take both pre test and post test.

Since the teacher cannot assess the progress of his/her pupils who

either took only the pre test or the post test, the teachers are advised to use

the available data to plan for the appropriate reading program for these

pupils.

Unlike the Phil-IRI Oral Reading Test which is done individually, The

Phil-IRI Silent Reading Test can be done in one grade level at one time.

However, for purposes of close supervision in the conduct of the test, only 20

children may be given the test at one time.

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Step 1: Preparatory Activities

The following preparations shall be done before conducting the test:

1. Secure copies from the Office of the Principal/School Head the following

forms for each pupil in your class:

Form 1 – Grade Level Passage rating Sheet

Form 2 – Individual Summary Record

2. Prepare number card in multiples of 10 starting with 30

Example: 30, 40, 50, 60, 70 etc.

3. Ensure that you have a copy of the Phil-IRI Form 3 – Class Reading

Profile

4. Familiarize yourself with the test materials and the accompanying forms.

Study the procedures that should be followed.

5. Ensure that the testing area is well-ventilated, well-lighted and free from

distractions.

Step 2: Administering the Grade Level Passage for Speed

1. Establish rapport with the pupils. Explain to the pupils that they are going

to record the time after they can read the passage silently and carefully as

fast as they can.

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Say: “ Today, you are going to read a passage silently as fast as you can.

I would also like to find out how well each one of you understand the

passage.”

2. Distribute the passage to each pupil. Let them accomplish all the personal

information (Name, Grade & Section). All pupils should start reading at the

same time. Begin timing only when the pupils start reading the passage.

Say: “ no one should start reading the passage until instructed.”

3. Place the improvised number cards on the board. Take note of the time

started. After thirty seconds (30 seconds) that the pupils have started

reading, start flashing the cards (begin with 30) and every ten seconds

thereafter (10 seconds interval). Continue flashing the cards until

everybody has finished reading the passage.

Say: “ read the passage silently. After reading the passage, look at the

number shown on the number card. Write the number on the space

provided (Reading Time: _____ Seconds).”

Step 3 : Administering the Grade Level Passage for Comprehension

1. Let the pupils answer the questions that follow. Tell them to encircle the

letter of their answer.

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2. After all the pupils have finished answering the questions, retrieve the

passage. Check the answers and write the pupil’s score on the space

provided. (Score:____).

3. Transfer the marks of the pupil in the Phil-IRI Form 1 to his/her Individual

Phil-IRI Form 2.

A sample accomplished Phil-IRI Form 1 follows.

Phil-IRI Form 1 – Pretest

Sample Accomplished Individual Grade Level Passage rating Sheet(Pupils hold this sheet)

Name: John Paul Marquez Grade & Section: III-SampaguitaReading Time : __80 Seconds Score: 5____

GRADE LEVEL PASSAGE RATING SHEET

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Direction: Read the passage silently. Record your reading time as soon as you finish reading. Read the questions and encircle the letter of your answer.

Lost at Sea

The weather was fine. The day was bright and the sea was calm. Father and Ben went fishing. Father prepared his fishing rod, reel and boat. They rowed the boat until they were at the middle of the sea.

But in the afternoon, rain poured down. The wind was getting stronger. It pushed their boat farther and farther out to sea. It was difficult for them to go back to the shore. The great waves carried their boat to the other side of the island. They could not find their way back. They were lost at sea.

Mother was now worried. She asked the help of their neighbors. The men searched for the lost boat. Later, they found the boat hiding behind a big rock.

Grade III

No. of words: 131

Questions:

1. What is the story about? ___∕_____

a. fishingb. farmingc. hunting d. gardening

2. What was the weather like when the story began? ___∕___

a. dryb. wetc. fined. stormy

3. What happened in the afternoon? __∕___

a. It became foggy.b. It started to rainc. The boat turned overd. The sun shone brightly

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4. Why was it difficult for Father and Ben to go back? __x___

a. Because the thunder roaredb. Because the fog was getting thickerc. Because the great waves were too highd. Because the strong wind pushed their boat to the sea

5. How did Mother feel about Father and Ben’s situation? __∕___

a. She felt sad.b. She felt lonelyc. She was worried.d. She was discouraged.

6. How did the weather affect Father and Ben’s life? __x___

a. The weather taught them to sail.b. The weather set them free from danger.c. The weather gave them time for each other.d. The weather caused the dangers in their lives.

7. What does the story prove about weather? __∕___

a. It is merciful.b. It is constant.c. It is a part of life.d. It is unpredictable.

Step 4: Recording Individual and class Reading Profile

A. Individual Summary Record

1. Each pupil has an individual summary record which has three parts:

Part A – Speed

Part B – Comprehension

Part C – Summary

2. For Part A – Speed, compute the reading speed of each pupil using the formula below:

Reading Speed = No. of word in the passage x 60 Reading time in seconds

Example ( to compute for John Paul’s speed)

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131 x 60 = 98 wpm 80

John Paul’s reading speed : Average

3. Write the speed level of the pupil under the appropriate column. Identify the speed level of the pupil as fast, average and slow using the standard specified in the form (Refer to table 1, page 2.)

4. For Part B – Comprehension, mark each correct answer of the pupils in every question with one ( 1 )or incorrect answer with ( 0 ) under the appropriate column.

5. Enter the total score under the Score ( % ) column.

6. Compute the comprehension level of each pupil using the formula below:

Comprehension ( C ) = No. of correct answers x 100 = % of CR No. of questions

Example: ( to compute for John Paul’s comprehension )

___5____ x 100 = 71 % 7John Paul’s comprehension level : Frustration

7. Identify the comprehension level of the pupil referring to Table 1, page 2.

See sample on page ---- for steps 1-7 in recording Individual Summary Record

Phil-IRI Form 2

Name : John Paul Marquez Grade/Section: III - Sampaguita( Pangalan) Baitang/ PangkatSchool : Aklan Elem. School Teacher : Mrs. Joy Santos( Paaralan ) ( Guro )Date :( Petsa ) Pretest: October 2, 2007( Panimulang Pagtataya)Posttest: _____________

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( Panapos na Pagtataya )

INVIDUAL SUMMARY RECORD( Lagom ng Pansariling Talaan sa Pagbasa )

Pretest( Panimulang Pagtataya )

A. Speed( Bilis sa Pagbasa )

No. of Words/Minute( WPM )

Reading Time( Nagugol na Oras sa

Pagbasa )

Speed Level( Antas ng Bilis sa Pagbasa )

98 80Average

B. Comprehension( Pang-unawa sa Binasa )

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Score(Iskor

)

Comprehension Level

(Antas ng Pang-unawa)

1 1 1 0 1 0 1 5 Frustration

8. Identify the reading level of the pupil in reading speed and comprehension

using Table 2.

Table 2. Phil-IRI Silent Reading, Speed and Comprehension Reading

Level

Reading Speed Comprehension Reading Level

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FastFastFast

AverageAverageAverage

SlowSlowSlow

IndependentInstructionalFrustration

IndependentInstructionalFrustration

IndependentInstructionalFrustration

IndependentInstructionalFrustration

IndependentInstructionalFrustration

InstructionalInstructionalFrustration

Therefore, John Paul, a Grade III pupil who got 92 wpm (average) in reading

speed and 71% in comprehension (frustration) will have an overall reading level of

Frustration.

However, it should be noted that since the goal in reading is constructing

meaning, the comprehension score will be given more weight than speed. This means

that if the score in comprehension is independent and the speed is in the slow level, the

child belongs to instructional level ( see example in Table 2). In short, if the scores in

the two extremes, slow and independent, give consideration to the comprehension

score and mark it lower than the independent because of the low level in speed. Hence,

in this case, the child’s level is Instructional.

9. Enter each pupil’s data under the appropriate category in Form 2. The

responses of the pupil in the pretest shall be entered under the pretest

column.

10.For Part C – Summary, write the speed, comprehension and reading level on the space provided during the pretest. Follow the same procedures 1-9 on the appropriate column during the posttest. ( See example on the next page for Step 10 ).

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Phil-IRI Form 2

Name : John Paul Marquez Grade/Section: III - Sampaguita( Pangalan) Baitang/ PangkatSchool : Aklan Elem. School Teacher : Mrs. Joy Santos( Paaralan ) ( Guro )Date :( Petsa ) Pretest: October 2, 2007( Panimulang Pagtataya)Posttest: _____________( Panapos na Pagtataya )

INDIVIDUAL SUMMARY RECORD( Lagom ng Pansariling Talaan sa Pagbasa )

Pretest( Panimulang Pagtataya )

A. Speed( Bilis sa Pagbasa )

No. of Words/Minute( WPM )

Reading Time( Nagugol na Oras sa

Pagbasa )

Speed Level( Antas ng Bilis sa Pagbasa )

98 80Average

B. Comprehension( Pang-unawa sa Binasa )

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Score(Iskor)

Comprehension Level

(Antas ng Pang-unawa)

1 1 1 0 1 0 1 5 Frustration

C. Summary( Lagom )Pretest( Panimulang Pagtataya )Speed : Average( Bilis sa Pagbasa )Comprehension : Frustration( Pang-unawa )Reading Level : Frustration( Antas sa Pagbasa

Class Reading Profile

1. Using the data in the Phil-IRI Form 2- Individual Summary record, transfer

each pupil’s performance in the Phil-IRI Form 3-Class Reading Profile. Enter the names

29

of the pupils in column 1.

2. For the pretest, check the pretest column corresponding to the pupil’s speed

level and comprehension level ( columns 2 & 3 ) and the reading level ( column 4 ).

3. Do the same procedure in the posttest. When the posttest shall have been

conducted at the end of the school year, determine whether each pupil has improved or

regressed under Remarks in column 5. An example of a Class reading Profile is shown

on the next page.

Note: In case the pupil was unable to take either the pretest or the posttest, do not include his/her results in the class reading profile. Instead, use the information gathered to improve his/her reading capabilities.

30

31

The following terms are operationally defined in the manual:

Assessment Tool - a set of passage given to the child to determine his/her reading level

32

Informal Oral Reading - an assessment on the child’s word recognition and comprehension skills

Informal Silent reading - an assessment on the child’s speed and comprehension skills

Intervention Strategy - a scheme, device or activity, a teacher may provide to remedy or overcome a reading difficulty

Level of Questions - these are the questions asked regarding a passage arranged in order of difficulty as:

a) Literal - questions whose answers are explicitly stated/given in the story

b) Interpretive - these are questions which require children to read between the lines to find the answer. The answers are not directly stated in the text

c) Critical - these are questions which elicit analysis, synthesis, judgement in the context of the author’s point of view as well as the reader’s point of view

d) Applied - these are questions that draw from the child his own way of visualizing things based on

his own scheme

- these are questions that elicit the reader’s opinion/decision as applied in daily life

situations

Philippine Informal - a set of oral and silent reading passages for Reading Inventory the elementary grades in order to get the ( Phil-IRI ) reading level of the public elementary school

pupils

Prompt - brief questions, description, discussion as a

motivation and background of the passage to help the child read and understand it. It activates prior knowledge of the child

33

Reading levels

a) Frustration ● This is the lowest reading level

● The pupils scores 75% & below in comprehension and classified as slow reader with the following reading speed grade level:

Grade I - 30 below Grade II - 60 below

Grade III - 90 below Grade IV - 110 below

Grade V - 140 below Grade VI - 160 below

b) Instructional ● The pupil scores 75-89% in comprehension and classified as average reader with the following reading speed per grade level:

Grade I - 31-69 Grade II - 61-99

Grade III - 91-119 Grade IV - 111-139

Grade V - 141-169 Grade VI - 161-189

c) Independent ● This is the highest reading level.

● The pupil scores 90-100% in comprehension and classified as fast reader with the following

reading speed per grade level:

Grade I - 70 above Grade II - 100 above

Grade III - 120 above Grade IV - 140 above

Grade V - 170 above Grade VI - 190 above

Reading teacher - one who teaches reading or the teacher-adviser of the child tested

References

Swearigen, Rebecca and Allen, Diane. ClassroomAssessment of reading Process 2nd ed. USA:

34

Houghton Mufflin Company: 2000

Barrentine, Shelby J. ed. Reading Assessment: PrinciplesAnd Practices for Elementary Teachers. USA:International Reading Association. 1999

Reading Expert’s Review

1. Dr. Lydia P. Lalunio DeanCollege of Languages, Linguistics andLiteraturePhilippine Normal University ( 2006 )

2. Dr. Melchor A. Tatlonghari Chair, Department of Reading and LiteracyCollege of Languages, Linguistics andLiteraturePhilippine Normal University ( 2006 )

3. Ms. Merry Ruth M. Gutierrez Head, Center for Raeding and LiteracyPhilippine Normal University ( 2006 )

Factors Affecting Reading Skills

Parent Factor

35

Children from early childhood should be encouraged to read and love books.

When they see adult members of their families holding and reading books, they

imitate them. And it may be the start of a worthy leisure time activity. Sometimes it is

enough to read a few pages for encouragement, and the child will gladly read on.

Children whose parents read to them or narrated bed time stories were more

ready to tackle first grade work than those who did not have such a joyful

experience. A child may be 5 or 6 years old chronologically. But he may have a

mental age of 7 years old ready for school work. “When children see their father and

mother read willingly, they try to imitate,” says Regal-Paredes (2007). Children age

2-6 are the stage of imitating adult’s actions and behavior. In this stage parents

should be aware of their actions because their children might imitate them and

possibly, they might think that what they see is right.

Gonzales (2002) made a study on reading interests of high school

students. Her findings revealed that parents have greatly influenced the

respondents’ choice of reading materials. Likewise, it was also found that urban

respondents spent more time teaching than rural respondents. This can be attributed

to the fact that the urban parents have steadier and more income occupation than

rural parents.

Espedido (2005) said that active participation and involvement of parents in

children curriculum and understanding of the nature of educational institution and

learning process. In the early years, first parents and then teachers are also the

36

“significant others” who help children develop attitudes relating to their bodies, their

social selves and their cognitive selves.

The formation of reading habits as influenced by parents was the work of

Maranan (1995). The results also revealed that reading habits wan influenced by

teachers as well. Students have parents who love reading also developed love of

reading. Students who have teachers who devote most of their time in scrutinizing

printed materials encourage students to go to library to enjoy reading books,

newspaper and magazines.

Scottish Secondary Teachers association (SSTA-1997) suggests that parents

do not have sufficient experience to deal with all aspects of an educational system.

Parents and teachers in the study feel strongly that parent volunteers must be

qualified for whatever roles they assume.

According to Cecilia A. Florencio (1995), attendance in school, ability to

concentrate in class and /study habits at home were not independent of participation

in supplementary feeding, breakfast skipping, feeling of hunger in school and/or

health and nutritional status. She further emphasized that better nourished children

did significantly better in the mental ability. Significant positive relationship between

nutritional status and academic achievement remained even when relevant pupil

factors were all constant.

Sarason (1995), states that parent involvement is a component of the

profession and the profession needs to take a stance and educate its members.

Some teachers feel threatened and endangered while others feel enhanced by

parent involvement. This creates tension within the profession. Professionalism is

37

not threatened with increased parent involvement in local school governance, it

means adjusting to new partnership. He further stressed that educators working

interdependently with parents. “ Educators need to consider parents as assets, not

as deficits in school,” he added.

Parents’ desire increased information and involvement in their children’s

education. They would like a synopsis of curriculum and expectations, and more

frequent contact with teachers by phone or in person. Most parents simply want

more information about the educational programs their children are receiving. The

parents should consider their children’s grade level in asking questions or in

communicating with the school staff. If the child is in elementary school, they might

ask how well their child is doing in reading, how does their child work independently

or with others, or how does their child seem to feel about school or his/her own

abilities.

Parents have the responsibility to keep informed, ask questions, attend

meeting and borrow resources in order to make sound decisions about their children

and the school. With the right to be involved in school governance comes a

responsibility to the school and children.

Several parents felt that support groups should be developed to share

parenting and schooling successes and difficulties with children. It should be the

parents’ responsibility to establish and maintain these groups.

Jewell and Rosen (1993) studied educational reform in New York and

discovered that parents needed to know more about a variety of areas: budgets,

decision making and curriculum, in order to participate meaningfully in discussions

38

about the school. Conlet (1993) states that expanded parent roles can occur when

parents become knowledgeable about learner outcomes, setting learning goals with

teachers and pupils, communicating with teachers about the child’s interests and

learning style, becoming involved in local school activities and advocating and

supporting changes in the school.

Epstein (1995) outline five types of parent involvement in schools. The first

three types include parenting (type 1), communicating (type 2), and volunteering

(type 3). These include activities such as driving for various outings, running book

fairs, supervising in the computer room, volunteering in the library and fund raising

for the Home and School associations. For fewer parents are involved in learning

activities at home, such as helping with home works (type 4) and decision making

(type 5) as outlined by Epstein (1995).

Parents can get involved in school activities in many ways, Deval said. They

can assist teachers with class once a week, volunteer to talk to the class on a

particular topic, help with field trips or donate supplies for special events or projects.

Deval suggested, parents should attend parent group meeting or join the PTCA,

have lunch with children at school occasionally. They may visit classrooms to

observe children’s behavior and interactions with teachers and other pupils.

Jeanne S. Chall (2000) states that from the variety of proposals to raise the

academic achievement of elementary pupils, they call for greater parent

involvement, others seek to implement more school choice and others prepare

better teacher training and higher teacher salaries, a longer school year and school

day, smaller schools and smaller classes.

39

Home Factor

Home could influence the pupils reading skill as stated by Chua (2005), that

at home some parents put pressure to child to have a high grades, wanting him to

jump through several developmental stage at once. Children should not always

experience frustration at an early stage. They need to assimilate a quite time to

digest skills already learned. In the excellent book magical child Joseph Chilton

Pearce as cited by Chua (2005) states that, “Children learn and develop, when

home and school work close together … An unstimulating home environment device

the child stimuli.

Preschool readiness, according to the environmentalist, is the age or stage

when young children can respond appropriately to the environment of the school and

the classroom. The ability to respond appropriately to this environment is necessary

for young children to participate in teacher-initiated learning activities. Success is

dependent on the child following instructions from the teacher or adult in the

classroom. Many environmentalist influenced educators and parents believe that

young children learn best by rote activities. At home, parent may provide their young

children with workbooks containing activities that require little interaction between

parent and child. When young children are unable to respond appropriately to the

classroom and environment, they often are labelled as having some form of learning

disabilities and are tracked in classroom with curriculum designed to control their

behaviors and responses.

40

Likewise, the significance of pre-primary education was answered by Dr.

Miguela M. Solis and the said. “The intellectual capacity of a child is most acceptable

to the development in early childhood particularly in favorable environment. It was

found out that with stimulating a conducive surroundings and challenging activities,

the intellectual development of the increase at about 2.5 I.Q. points as compared to

the 0.4 points per year usual increase of I.Q., from the eight to the seventeenth

years of life. There is a close correlation between intelligence and reading

achievement. Those with high I.Q. will acquire higher reading skill faster than those

with lower I.Q.”

Pupil Factor

Domingo (1995) studied the reading performance of grade five pupils in

Victoria East District in Tarlac. He studied the reading performance as influenced by

selected variables such as nutritional status, pupil-book ratio and recreational

activities of pupils. The findings showed that these variables had no significant

relationship and influence to the reading performance of pupils.

In relation to the previous study, the said factors revealed no relationship with

the ability of the pupils in reading. Furthermore, the study has shown several of the

most common factors affecting the reading performance of the pupils such as I.Q.

Macabanding (2000) discovered that the reading difficulties of majority of the

Grade Six pupils of Matungao District, Lanao Del Norte were on vocabulary skills,

comprehension skills, and pronunciation of vowel. There are no significant

41

differences in pupils’ reading difficulty levels when grouped according to the sex,

age, parents’ socio-economic status, parents’ educational attainment, reading

interest and availability of reading materials.

R. Gonzaga (1996), in her assessment of the reading comprehension

achievement of Grade Five pupils, found out that pupils showed poor performance in

terms of reading skills. The skills included noting details, getting the main idea,

following directions, making inferences, sequencing events/ideas, cause and effect

relationship and organizing ideas.

In relation to the previous study, Gonzaga has presented several factors

affecting the low reading comprehension performance of Grade Five pupils. These

identified factors are language problems, inappropriate teaching strategies, and not

suited reading materials. Furthermore, the pupils’ intellectual factors and their socio-

economic factor also affect the pupils’ reading comprehension.

R. Gonzaga in her evaluation of the reading comprehension shows some

similarities to the present study in which both were concerned with the reading

comprehension of the pupils. Differences were noted in the scope and emphasis

with the factors that affect reading abilities.

Cinches (1999) in her study of the reading skills of Grade Five pupils includes

the sex of the pupils and the educational background of their parents. Through the

standardized test by Dra. Ma. Tumanglay, the findings were as follows:

1. Majority of the parents were college graduates.

42

2. Most of the pupils were female.

3. Male pupils’ level of reading skills in word, sentence meaning, reading

rate, comprehension and paragraph meaning were low. Female word

meaning, reading weight and paragraph were average while sentence and

comprehension were low.

4. Male and female pupils significantly differed in their skills in paragraph

meaning unlike the rest of the reading skill.

5. There is a significant relation between educational background of parents

in the pupils’ level of reading skills.

Furthermore, Cinches’ study revealed that female pupils are children of

government and private employees. They help their children improve their reading

skills. However, majority of the male pupils are not good readers. Statistics show

that there was no significant difference in reading skills of both the male and female

pupils. Therefore, it is safe to say that sex did not show any relationship with the

reading ability of the pupils. In terms of paragraph meaning, both the male and

female pupils differ significantly. It is concluded that that female were good readers

as compared to the male.

These previous researches have similarities to the present study to be

conducted because they all deal on the reading skills of Grade Five pupils.

Differences were based on the factors in which the former included the parent-pupil

factors while the latter was about the pupil factor.

43

Larin (2001) found out that most of the Fourth Year students of Mercy Junior

College and National Comprehensive High School have good reading ability based

on the Teacher-Made Test. The students showed positive attitude toward English as

a language for reading purposes. There was a significant relationship between type

of school and interest in reading materials. Females were better in vocabulary test

than males and there were no significant differences in reading comprehension test.

Parents’ monthly income did not significantly affect students’ reading ability. Fathers’

educational attainment significantly affected students’ vocabulary in context test.

Kush and Watkins (1996) summarized in their study that positive attitudes like

study habits toward reading contribute to higher reading achievement. They quoted

that girls consistently expressed more positive attitudes toward recreational reading

than boys.

Teacher Factor

Reading as a process of teacher’s intervention is explained by Riggs (2005).

The first step covers the “INTO” covering activating prior knowledge, helping

students predict or construct text, and giving various experience. The second step is

known as the “THROUGH” where direct teaching to comprehension happens

through imparting information about comprehension, giving explanations about how

skills are used, citing examples, modelling how to think about reading, and teaching

students to self-motivate. The last step is called “BEYOND” in which readers are

tested by the teacher through assessing comprehension by asking questions to find

44

out what was remembered, by grand conversations, and by activities to help children

internalize and appreciate what they had read.

Michaels and Mitchell (2005) elaborated on some of the skills used in the

reading process. They are through using letter-sound relationships referred to as the

ability to sound out words using knowledge of sound-spelling relationships in a real

reading context, acquiring a sight vocabulary pertaining to the recognition of certain

common English words that cannot be easily sounded out or decoded, and through

gaining meaning from context where readers manifest the ability to use the

surrounding information in a sentence to figure out an unknown word.

Gambrell and his colleagues (2006) cite about the characteristics of the

reading process as holistic wherein various sub-skills must be integrated to form a

smooth, coherent whole, as constructive where readers use what is in their heads

and what is on the page to construct meaning, as strategic focusing on the readers

use of different strategies depending on their purposes for reading and the difficulty

of the material, and as interactive that readers must interact with the author in order

for meaning to occur. Similarly, the same authors provides for the conditions for poor

reading performance. These are that the readers does not see letters or symbols on

the page or may not be able to recognize them; has confusions or incorrect

associations between sounds and letters, and has little experience with or

knowledge of the subject. Consequently, the reading product on any reading

situation should always be meaningful depending on comprehension, and readers

45

must be able to derive meaning from symbols and connect them to experiences and

impressions from their own lives.

Classroom teachers need to understand contemporary theories of reading

and literacy development and be able to articulate their theoretical perspectives

concerning kinds of reading texts and materials, the reading process, and their

instructional practices, so they do not fall victim to the political pressures associated

with standardized tests, state-mandated curricula, and commercially prepared

learning programs (Coles, 1998; McQuillan 1998). As literacy educators, teachers

need to be able to understand and discuss why they do what they do if they are

going to create readers who can do more than decode texts accurately, read them

aloud on demand, and score well on tests as reflections of academic performance.

According to St. James (2007), a mandatory reading ability test is given to

students wishing to enrol in an academic program at St. Louis Community College.

Although it remains open to all students who wish to study, too many students have

been frustrated and discouraged because they are not ready to succeed in the

program they select. Research shows that a student who failed the test in

developmental reading and yet enrols without improving his/her reading ability

succeeds at the rate of only 13 percent. This means that too often student pay

tuition in courses they cannot handle and leave the school unhappy with themselves

and with their experience.

The above literature point to the importance of determining the reading ability

of students as an important factor that should be known be known by teachers.

46

In a speech delivered by Senator Edgardo Angara during the commencement

exercises of the Roosevelt College Foundation Center for Teacher Education held at

the University of the Philippines, Diliman on April 1, 1997, he emphasized the

importance of quality education and the role the teachers play to achieve it. He said,

“ I have always believed that the progress of a nation depends crucially on the

quality of education that it provides its citizens, and the quality of education depends

on the skills, knowledge and dedication of teachers.”

He challenged the teachers to take the responsibility, being the key player to

attain it. He quotes, “ Let us, as teachers take on the burden on improving our

national record in Science and Mathematics so that by the end of this century, we

will be – if not at the top – at least in the middle.” He stresses, “ I cannot over

emphasize to you the need for better education, the coming years will be

characterized by fierce competition within countries and between nation for jobs,

marker resources and technologies. In these contests, the better educated and the

better trained will surely prevail.”

“There are more expectations from teachers today, with their role in the nation

building”, stated by Ariola, 2000. A teacher needs mastery of subject she is to teach.

If he/she lacks the knowledge of the subject matter, he/she will not receive respect

from pupils and even parents. In working with the primary grade children, a teacher

must know the behavior that can be expected of a child ages 6 to 8 years old. It is a

must to know the best ways of working with them and the types of reading material

and other activities they will enjoy.

47

In language teaching, the teacher should serve as a model to the students.

The teacher should therefore be able to produce the vowel and the consonant

sounds correctly for the students to imitate. Each pronunciation lesson should

develop in the student’s ability to hear sounds accurately and to produce the sound

and sound sequence without conscious effort. Dang (2000) explained the varieties of

the teachers teaching techniques and strategies is very necessary.

Reyes (2003) and Latha (2004) noted the value of motivating activities in

teaching reading to ease the pressure of beginning readers. They further elaborated

the use of approaches suited in learning.

English Performance

Rayos and Gochuico (2008) discussed the different levels of reading

comprehension. Accordingly, there are several levels of comprehending a selection

one reads. These are the following:

1. Literal Comprehension. This is understanding the ideas stated in the

selection. Also known as “reading the lines”, this level of reading involves

getting answers to who, what, when and where questions.

2. Interpretative Comprehensions. This is the understanding of facts and

ideas not directly stated in one reads. The answer to the why and how

questions often fall under this level because reader has to get the implied

meaning. This is why this level is called “ reading between the lines”, the

48

why and how questions may fall under level one above if the answer to the

questions are stated.

3. Critical analysis. This is the level of reading where the reader needs to

draw conclusion or make a decision, based on the facts given and the

ideas implied in the reading material. This often involves answering

questions on characterization or on the style of the writer.

4. Integration and application. Often called “reading beyond the lines”, the

reader makes use of the ideas he gets from the selection and applies

them, probably on the situations in the selection.

In the same breath, both authors also provided the kinds of reading that are

learned and engaged by readers. Accordingly, a good reader can adjust his reading

to the type of material he or she is reading and to his or her purpose in reading. The

kinds of reading can be identified as:

1. Skimming and scanning. The fastest rates at which a person reads,

skimming and scanning are called reading by signposts or the clues by the

writer. These signposts include chapter titles, section headings, boldfaced

or italicized type, and underlining. Although these two terms are

sometimes interchangeable, they can be differentiated thus; skimming is

used when the reader needs to get the general idea of what he reads.

Scanning is used when the reader looks for definite facts in what he reads.

49

2. Study Reading. This kind of reading is done when a reader reads to

understand the main ideas in what he or she reads and how they are

related. A student must react to, challenge, and interpret the assignment

he is reading. He must look for appropriate assumptions, adequate

supporting evidences, and relevant information. He understands it for his

future use, probably a test.

3. Critical Reading. This is kind of thoughtful reading done because a more

rapid reading may lead to false conclusions. The reader watches out for

inconsistent logic and false analogies in what he reads. This is a kind of

reading with periodical articles and advertising materials using a

propaganda devices designed to sway opinions or to sell particular ideas

or products.

4. Recreatory Reading. One does this kind of reading when one goes over

magazines, newspapers, and paper backs for one’s enjoyment. The

reader’s eyes rapidly move along the lines of print, reading for main ideas,

and remembering only the important words in each thought phrase.

Reading as a process of teacher’s intervention is explained by Riggs (2005).

The first step covers the “INTO” covering activating prior knowledge, helping

students predict or construct text, and giving various experience. The second step is

known as the “THROUGH” where direct teaching to comprehension happens

through imparting information about comprehension, giving explanations about how

skills are used, citing examples, modelling how to think about reading, and teaching

50

students to self-motivate. The last step is called “BEYOND” in which readers are

tested by the teacher through assessing comprehension by asking questions to find

out what was remembered, by grand conversations, and by activities to help children

internalize and appreciate what they had read.

Michaels and Mitchell (2005) elaborated on some of the skills used in the

reading process. They are through using letter-sound relationships referred to as the

ability to sound out words using knowledge of sound-spelling relationships in a real

reading context, acquiring a sight vocabulary pertaining to the recognition of certain

common English words that cannot be easily sounded out or decoded, and through

gaining meaning from context where readers manifest the ability to use the

surrounding information in a sentence to figure out an unknown word.

Gambrell and his colleagues (2006) cite about the characteristics of the

reading process as holistic wherein various sub-skills must be integrated to form a

smooth, coherent whole, as constructive where readers use what is in their heads

and what is on the page to construct meaning, as strategic focusing on the readers

use of different strategies depending on their purposes for reading and the difficulty

of the material, and as interactive that readers must interact with the author in order

for meaning to occur. Similarly, the same authors provides for the conditions for poor

reading performance. These are that the readers does not see letters or symbols on

the page or may not be able to recognize them; has confusions or incorrect

associations between sounds and letters, and has little experience with or

knowledge of the subject. Consequently, the reading product on any reading

51

situation should always be meaningful depending on comprehension, and readers

must be able to derive meaning from symbols and connect them to experiences and

impressions from their own lives.

According to St. James (2007), a mandatory reading ability test is given to

students wishing to enrol in an academic program at St. Louis Community College.

Although it remains open to all students who wish to study, too many students have

been frustrated and discouraged because they are not ready to succeed in the

program they select. Research shows that a student who failed the test in

developmental reading and yet enrols without improving his/her reading ability

succeeds at the rate of only 13 percent. This means that too often student pay

tuition in courses they can not handle and leave the school unhappy with themselves

and with their experience.

The above literature point to the importance of determining the reading ability

of students as an important factor that should be known be known by teachers.

The basic premise of the Gates-MacGinite Reading Tests, authored by Walter

H. MacGinite, Ruth K. MacGinite, Katherine Maria, Lois G. Dreyer, Kay E. Hughes

both paper-pencil online, is that it is useful for teachers and schools to know the

general level of reading achievement of individual students throughout their entire

school careers (Guimary, 2008; Hernandez, 2007). According to the authors , the

test is based on the following premises as: 1) Powerful diagnostic tools used

nationally to help teachers know their student’s level of reading achievement; 2)

Flexible enough to use for a variety of testing needs throughout the student’s school

52

career: screening, diagnosis, outcomes, or progress monitoring; 3) Developmentally

appropriate for all learners – from beginning readers to adults; 4) Suitable for use in

reading First and Striving Readers programs; 5) Alternate forms for pre and post

testing, which can be used to measure growth over time or monitor program

effectiveness; 6) Identifies students that need additional individual diagnosis and

special instruction; 7) Support materials and services that can help teachers link

assessment to instruction.

Jeanne S. Chall (2000) states that from the variety of proposals to

raise the academic achievement of elementary pupils, they call for greater parent

involvement, others seek to implement more school choice and others prepare

better teacher training and higher teacher salaries, a longer school year and school

day, smaller schools and smaller classes.

Theoretical Framework

This study was based on the theory that the development of reading skills

among school children takes along process. First and foremost is the planning of the

53

reading program. Another is the problem that the teacher will meet in the

development of reading skills. Meeting these challenges therefore is a big task

considering that the common criticisms hurled at today’s schools in all levels is the

low performance in the academic achievement of the pupils in all areas. According

to Durrell (1999) it has been observed that the failure if frequently due to inability to

learn the subject, but because the pupils cannot read efficiently, and much less,

comprehend reading materials, hence, authorities suggest that reading should

receive the most scrutiny. In this regard, Braganza (1993) also stressed that the best

and dedicated teachers should be assigned in Grade I and II where the reading

problems and dropouts are crucial. This means providing the learners with the

strongest learning foundation, possibly giving rise to high learning motivation.

Materials, administrative, academic and moral support must be provided to these

teachers so that after the first grade, the child shall not be non-reader nor a disabled

reader.

Likewise, the study was anchored on the DepEds’ greatest concern on the

return to the basics wherein reading is one of the 3R’s as a tool for learning. In this

regard, Bush and Hueber (1997) also explained that every individual needs to read

intelligently in order to gain information, acquire useful knowledge and attain a

useful, enjoyable and profitable life. Proficiency in reading helps one to secure

valuable information relating to health, family life, government and current issues

and events. Society therefore, demands that the pupils must be effective readers as

early as Grade one. A child who cannot read risks security, loss self esteem and

ability to attain his future interest to the fullest. Successful achievement in reading,

54

on the other hand leads to the pupils’ happiness and success, while failure in

reading leads to unhappiness in the child and disapproval of the society.

The Philippine Informal Reading Inventory (Phil-IRI) also served as

anchorage of the study

The Philippine Informal Reading Inventory (Phil-IRI) is an initiative of the

Bureau of Elementary Education – Department of Education that directly addresses

its thrust to make every Filipino child a reader. It is anchored on the flagship program

of the Department “Every Child A Reader Program,” the goal of which is to enable

every Filipino child to communicate both in English and Filipino through effective

reading instruction.

The Phil-IRI is an assessment tool that evaluates the reading proficiency level

of elementary school pupils. It is the first validated instrument that intends to

measure the pupils’ reading comprehension level. The pupil’s word recognition and

comprehension ability as well as his/her reading speed are informally assessed

quantitatively and qualitatively through stories and passages. The results present the

reading profile of public elementary schools nationwide.

The entire set of Phil-IRI consists of four assessment tools namely: the 1)

Phil-IRI-Oral (English), 2) Phil-IRI-Speed and Comprehension (English), 3) Phil-IRI-

Oral (Filipino) and 4) Phil-IRI-Speed and Comprehension (Filipino). These

assessment tools are packaged in two sets: Phil-IRI-Oral Test (English and Filipino)

and Phil-IRI-Speed and Comprehension (English and Filipino). Each set of Phil-IRI

comes with a manual of administration and the test materials. Starting SY 2010-

55

2011, the recording forms shall be downloadable to the Phil-IRI website: www.phil-

iri.com. Each manual provides all the necessary information about the reading

inventory and the instruction for administration.

Each Phil-IRI assessment tool focuses on evaluation of specific pupils’

reading ability. The Phil-IRI oral assessment tools (English and Filipino) attempt to

measure the pupils’ comprehension level vis-à-vis fluency within the context of oral

assessment. On the other hand, the Phil-IRI speed and comprehension assessment

tools (English and Filipino) aim to measure the pupils’ comprehension level within a

specific time frame. When the pupils are administered with all four assessment tools,

the teachers will have a more comprehensive view of their pupils’ reading abilities

whether the context of evaluation is silent or oral

Conceptual Framework

The study made use of the IV-DV model in presenting its conceptual

framework.

Thus, for the IV, the profile of the Grade Two teacher respondents in terms of

age, gender, civil status, highest educational attainment, present position, and years

in service are reflected. Likewise, the extent of implementation of the Phil-IRI

Program and the extent to which parent factor, home, pupil and teacher factor

affects reading skills of Grade Two pupils are also reflected in the IV box.

On the other hand, the DV reflects the performance in English of the Grade

Two pupils.

56

Following is the paradigm of the study.

RESEARCH PARADIGM

Independent Variable Dependent Variable

Figure I. Paradigm of the study showing the relationships of the profile of the Grade II English teachers, extent of implementation of Phil-IRI in English and the factors affecting Reading of Grade II pupils to their performance in English.Research Hypothesis

The study will answer the following hypothesis:

1. Profile of the Grade Two Teacher respondents in terms of:

1.1 Age 1.2 Sex 1.3 Civil status 1.4 Highest educational

attainment1.5 Major field of

specialization 1.6 Present position 1.7 Years in service, and 1.8 No. of seminars

attended in Reading

2. Extent of implementation of Phil-IRI in English 3. Factors affecting reading skills of Grade II pupils

3.1 Parent factor3.2 Home factor3.3 Pupil factor, and3.4 Teacher factor

Performance in English of Grade Two pupils

57

1. The following independent variables significantly relate to the performance

of Grade II pupils in English.

1.1 profile of Grade two teachers,

1.2 extent of implementation of Phil-IRI in English, and

1.3 Factors affecting reading skills of Grade II pupils.

Definition of Terms

The following terms are operationally defined for clearer understanding of the

readers.

Comprehension – this refers to a type of understanding such that the

individual knows what is being communicated without necessarily relating it to other

material or seeing its fullest application. It refers to the ability to read between the

lines, to read beyond the lines.

Comprehension Skills – this refers to the ability to understand or interpret

the material read or speech language based on previous experiences recalled and

related to the present situation.

Extent of Implementation of PHIL-IRI – this pertains to the school wide

implementation of the program to help solve reading difficulties and enhance reading

skills of the pupils.

Home Factor – this pertains to the provisions for the study needs of the

school children at home, such as study rooms, proper lightning and ventilation.

58

Insertion – this refers to inserting a word or a series of words that does not

appear in the text.

Learning – this refers to the process of gaining knowledge, information, and

skills through experience and study.

Learning Disability – the term refers to significant discrepancies along

learner’s sensory motor, perceptual, cognitive academic and other related

developmental which interfere with the performance of academic tasks.

Mispronunciation – this refers to attempting to pronounce the word but

produces a nonsense word, rather than a real one.

Non-reader – the terms refers to a pupil who has not mastered the ability to

read any reading material suited to his age level or even below his age level.

Omission – this refers to omitting a word or a continuous sequence of words

in the text but continues to read.

Parent Factor – this refers to the sufficient educational support from parents.

Performance in English – this refers to the achievement of the Grade Two

pupils based on the Phil-IRI results.

Phil-IRI – is an assessment tool that evaluates the reading proficiency level of

elementary school pupils. It is the acronym for Philippine Informal reading Inventory.

Pupil Factor – this refers to the proper motivation to read the printed page,

the pre-reading preparation and the ability to cope and understand the lessons

presented in Reading.

Reading – this refers to the purposeful activity which involved the

comprehension and interpretation of ideas symbolized by written or printed

59

language. It is the ability of the pupils’ to see, think, interpret and pronounce printed

matters or written symbols in one setting. It is a developmental task which a child

must perform in order to satisfy his own needs, so that he may satisfy the demands

made upon him by the society and so that he is better prepared to handle

subsequently development task.

Reading Deficiency – the term refers to a mild severe retardation in learning

to read which is desperate with the individual’s general intelligence and with their

cultural, linguistic and educational experience.

Reading Difficulties – this refers to the handicap that interferes with reading,

lack of ability to read with average or normal achievement for one’s age and grade

level. These are children who seem normal but they are not making the growth in

reading in his maturity limits due to the handicap that interferes with his

comprehension.

Reading Skills – this refers to the skills that are readers possess in order to

attain a level of functional literacy, the level at which he can independently handle

reading materials. They also refer to the reading skills, literal comprehension and

interpretative skills.

Refusal to Pronounce –the term refers to neither pronouncing the word nor

attempting to do so.

Remedial Reading – the terms refers to the instruction given to the learners

who operate reading levels below their capabilities, the purpose of which is to

overcome difficulties discovered in any aspect of the reading process.

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Repetition –this refers to repeating one or more words that have been read.

Groups of adjacent words that are repeated count as one repetition.

Retarded Reader - the terms refers to one whose reading achievement is

less than that of what is expected of his peer group.

Reluctant Reader – the term refers to the pupil who can read but will not the

root cause of which is the mental attitude of the individual.

Retained Non-readers – the term refers to the Grade One pupils who were

retained in Grade One as a result of reading disability.

Reversal- the term refers to the reversing of the order of words or letters.

Substitution – the term refers to substituting a real word that is incorrect.

Teacher Factor – this refers to the capability of the teacher to handle

Reading with pupils with varied potentials and reading difficulties.

Underachiever in Reading – the term is restricted to those whose reading

performance is not below age and grade standards but who are judged to be

functioning significantly below their own potential level in reading.

CHAPTER 3

Research Methodology

61

This chapter presents the research design, population of the study, sampling

procedure, research instrument, validation, data gathering procedure, and statistical

treatment of data.

Research Design

The descriptive type of research was used by the researcher to find out and

determine the extent of implementation of the Phil-IRI Program and performance in

English of Grade Two pupils including the factors affecting their reading skills.

The researcher believed that this type of research will best describe the

results of the investigation since according to Best and Khan (2003), the descriptive

type of research describes and interprets what is. It is concerned with conditions or

relationships that exist, practices that prevail, beliefs, point of views, or attitudes that

are help, processes that are going on, effects that are felt, and the trends that are

developing.

Population of the Study

The population of the study involved all the Grade Two teachers in Sto.

Cristo Elementary School and the Grade Two pupils under their tutelage during the

school year 2011-2012 which is the inclusive period of the study.

Sampling Procedure

62

Total enumeration or universal sampling was used in this study. This means

that all Grade Two teachers and Grade Two pupils were involved and included in the

study.

Table 1 presents the respondents of the study.

Table 1

Respondents of the Study

Sto. Cristo Elementary

SchoolTeacher

Grade Two Pupils

TotalPercent

Section A1 51

Section B1 53

Section C1 50

Total3 154

Research Instrument

63

The questionnaire was used as the main instrument for gathering the needed

data for the study. This was answered by the Grade Two teachers. It shall

comprised of three parts.

Part 1 comprised of the profile of the Grade Two teacher respondents in

terms of age, sex, civil status, highest educational attainment, present position,

years in service and number of seminars attended in Reading.

Part 2 comprised of the Phil-IRI pre- and post tests which determined the

extent of implementation of the Phil-IRI in English among Grade Two pupils.

Part 3 included the other factors affecting the reading disabilities of Grade

Two pupils in terms of: parent factor, home factor, pupil factor, and teacher factor.

Informal interviews with Grade Two pupils who were subjected to Phil-IRI was

also conducted by the researcher to supplement the data gathered from the

questionnaires.

Validation of the Instrument

The instrument was no longer validated since the Phil –IRI is a standardized

instrument. It was however submitted to her adviser and panel of examiners for

approval.

Data Gathering Procedure

64

The researcher first sought permission from the district supervisor of Pulilan

District to allow her to distribute questionnaires, conduct informal interviews and

gather the needed data for the study.

Upon approval, she personally administered the questionnaires to her target

respondents, the Grade Two teachers, for her to be able to explain the mechanics of

answering and the actual purpose of the study.

On the part of the Grade Two pupils she endeavoured to conduct the Phil-IRI

test to the three sections of Grade Two pupils in Sto. Cristo Elementary School

comprising of oral reading, silent reading, speed and comprehension.

Statistical Treatment of Data

The data gathered through the questionnaires and Phil-IRI tests were treated

statistically using the following statistical tools:

1. For problem number 1, percentage was used.

Percentage

where: P = percentage

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f = frequency of responses

N = total number of respondents

2. For problems number 2 and 3. Weighted Mean and Standard Deviations

were used.

Weighted Mean

where: M = mean

f = frequency of respondents

x = category weight

N = total number of respondents

∑ = summation sign

66

Standard Deviation

where: SD = standard deviation

X = expected

N = number of respondents

∑ = summation sign

3.For problems 4 and 5 Correlation Analysis were used.

67

CHAPTER 4

Presentation, Analysis and Interpretation of Data

(To be presented later)

68

CHAPTER 5

Summary, Conclusion, Recommendation

(To be presented later)

69

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Best, John W. and James V. Kahn. Research in Education (New Jersey: Prentice Hall. Inc. 1998) p. 113.

Calmorin, laurentia P. Educational Reasearch Measurement and Evaluation, Manila: National Bookstore, Inc.

Donoghue, Mildred R. The Child abd the English Language Skills, Califonia State University at Fullerton, AWMC. Brown Company Publishers, 2002.

Downie, W.M. and R.W. Health Basic Statistical Methods, 5th Edition, New York, harper and Row Publishers

Freeman, Dianne Larsen. Techniques and Principles in Language Teaching, London: AOxford University Press, 2005

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Maronon, 1995 Formation of reading Habits

Internet

(http:// online academics.org/Reading Diagnosishtm) Reading Disabilities

Lapp and Flood as cited by Elecarde

Anderson 2000

Clifford and Scott – Little 2005

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Chua 2005

Scraw and Bruning 1999

Harvey and Gounduis 2000Tovani 2000

Vacca and Vacca 2005

Spear Swerling 2004

Unrau 10997

Alcantara, 2003

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Latha 2004

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Journal

Dacanay, Fe and Minda C. Sutania. “ The Teaching of English in the Elementary Schools”, Philippine Journal of Education. Mar 1965. Vol. XLXX, No. 10

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Corpuz, Cosolacion V. The Reading Skills of Grade VI Pupils of Bulaon District: An Analysis (Unpublished Master’s Thesis: Osias Educ’l Foundation, La. Union.

Fries, Charles, Reading and Linguistic (New York: holt, Rinehart and Winston Inc. 1993)

Heitman, Arthur W. et.al. The Improvement of Reading. New York; Mc Graw Hill Bank Co. 1997)

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Julian, Amelia, The Reading Difficulties of Grade VI Pupils in San Fernando East District, Pampanga (Unpublished Master’s Thesis, University of the Assumption. 1993)

Landicho, Beata, Differences In Reading Comprehension Due to Six Mental Ability, Language Content, and Difficulty of the Reading Materials As measured by Clozed Test Among Grade VI Pupils in Batangas City (Unpublished Master’s Thesis, Western Philippines College, Batangas City, 1990)

Li, L., Zheng, Y., Ogata, H. & Yano, Y. (2005). Support Ubiquitous Learning with Knowledge Awareness. In G. Richards (Ed.), Proceeding of World Conference on E – Learning in Corporate, Government, Healthcare, and Higher Education 2005, (pp. 2179-2187).

Liu, H., Salomaa, j., Huang R., and Ma, D. (2008). An activity – Oriented Design Framework for mobile Learning Experience. In the Proceedings of the 5 th IEEE International Conference or Wireless, Mobile and Ubiquitous Technologies in Education, (WMUTE2008), pp. 185-187). March 23-26, Beiging China,

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72

Technological University of the PhilippinesGRADUATE SCHOOL

College of Industrial EducationManila

March 22, 2012

MR. BARTOLOME C. DE JESUSDistrict SupervisorPulilan DistrictPulilan, Bulacan

Sir:

Greetings!

The undersigned is currently conducting a study entitled “Extent of Implementation of Phil –IRI Program and Performance in English of Grade Two Pupils in Sto.Cristo Elementary School, Dep Ed, Bulacan” in partial fulfillment of the requirements for the degree Master of Arts in Industrial Education, major in Administration and Supervision at Technological University of the Philippines, Manila.

In this connection, she is requesting that she be allowed to distribute questionnaires and conduct informal interviews among Grade Two teachers and pupils in Sto. Cristo Elementary School.

In anticipation of your favorable response, the researcher gratitude.

Very respectfully yours,

ROSARIO A. JOSON Researcher

73

Approved:

BARTOLOME C. DE JESUS District Supervisor

Technological University of the PhilippinesGRADUATE SCHOOL

College of Industrial EducationManila

Dear Respondent,

Greetings!

The undersigned is currently conducting a study entitled “Extent of

Implementation of Phil –IRI Program and Performance in English of Grade

Two Pupils in Sto. Cristo Elementary School, Dep Ed, Bulacan” in partial

fulfilment of the requirements for the Degree Master of Arts in Industrial Education,

major in Administration and Supervision at Technological University of the

Philippines, Manila.

In this connection, she is requesting that you answer the attached

questionnaire honestly and completely. Please do not leave any item unanswered.

Rest assures that all your answers will be treated with strict confidentiality.

Thank you and God bless.

Very respectfully yours,

74

ROSARIO A. JOSON Researcher

Technological University of the PhilippinesGRADUATE SCHOOL

College of Industrial EducationManila

“Extent of Implementation of Phil –IRI Program And Performance in English of Grade Two Pupils in Sto. Cristo Elementary School, Dep Ed Bulacan”

QUESTIONNAIRE

I. Profile of the Respondents

Instruction: Please provide the most accurate information in the following:

Name :____________________________________

School:____________________________________

Instruction:

Please put a check (√) on the most accurate information for the

following:

1. Age

___(21-30) years old ___(31-40) years old

___(41-50) years old ___(51-60) years old ____(61 & above)

2. Sex _____ Male _____Female

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3. Civil Status _____ Single _____Married _____ Annulled

_____ Widowed _____Separated

4. Highest Educational Attainment

____ Bachelors Degree ____ BS with Masteral Units

____ Masteral Degree ____ Masteral with Doctoral

Units ____ Doctoral Degree

5. Major Field of Specialization ___________________________________

6. Present Position

_____ Contractual _____ Teacher III

_____ Teacher I _____ Master Teaher I

_____ Teacher II _____ Master Teacher II

7. Years in Service:

___1-5 years ___11-15 years

___ 6-10 years ___16-20 years ____21 years & above

8. Number of seminars attended in:

Reading : __________

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II. Extent of Implementation of Phil-IRI in English for Grade II pupils.

Instruction: Please put a checkmark (/) in the column provided opposite each

item to signify your answer. Use the scale that follows:

5_______to a very great extent

4 _______great extent

3 _______moderate extent

2 _______ slight extent

1 _______ no extent at all

Item Statement 5 4 3 2 1

1. There is a clear school-wide implementation of the Phil IRI program

2. One hundred percent of the pupils undergo Phil IRI evaluation on the following areas:

2.1 Oral Reading

2.2 Silent Reading

2.3 Speed & Comprehension3. Supplemental lessons or remedial classes

are conducted to augment poor pupils’ performance in reading.

4. Teachers encourage the use of reading skills outside lessons in various ways

5. The school/agency encourages the use of reading skills

6. The school involves parents in the Phil IRI program

77

7. There is a clear provision of administrative support for the Phil IRI program

III. Factors Affecting Reading Skills of Grade Two Pupils

Instruction: Please put a checkmark (/) in the column provided opposite each

item to signify your answer. Use the scale that follows:

5_______to a very great extent

4 _______great extent

3 _______moderate extent

2 _______ slight extent

1 _______ no extent at all

A. Parent Factor

Item Statement 5 4 3 2 1

1. Sufficient educational support and concern from parent

2. Obtains proper nourishment needed for their studies

3. Obtains the needed physical needs form parent4. Rewards their children whenever they obtain

high grades5. Keeps children away from family problems and

frequent quarrels which directly and indirectly affect their studies

6. Gives praises for whatever success their children obtain from school

7. Listens to children’s explanations before scolding and beating them

8. Involve themselves to improve the reading deficiencies of their children

9. Assists or help their children in preparing homework

10.Have regular communication with their children as regards their studies

11. Does not allow their children to go to any place

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around instead of studying their lessons at home12. Attends to their children’s emotional, social,

intellectual, and health needs.

B. Home Factor

Item Statement 5 4 3 2 1

1. Provides for the study needs of the children2. Have provisions for tables, chairs, lights, and

ventilation to encourage their children to do their homework and study their lessons

3. Free from too much noise and disturbances4. Near the school and very accessible to reach

the place5. Small family size allowing no disturbance on

children’s studies

C. Pupil Factor

Item Statement 5 4 3 2 1

1. Interested in studying particularly in reading2. Obtains the proper motivation to read the printed

page3. Can cope and understand the lessons

presented in Reading4. Have pre-reading preparation before engaging

in beginning reading activities5. Have enough low level materials for reading

practice

79

D. Teacher Factor

Item Statement 5 4 3 2 1

1. Have time to supervise each pupil with reading disabilities

2. Have enough materials for pupils with reading disabilities

3. Very focus on the regular work loads4. Employs/utilizes different methods/strategies of

teaching 5. Have patience to handle pupils with reading

difficulties and disabilities6. Have enough trainings in handling pupils with

varied reading disabilities

---------- End of Questionnaire ----------

Thank you,

ROSARIO A. JOSONResearcher