Synthesis of the State of the Art

The related studies conducted by the researcher is about the teacher’s

competence and reading performance of the pupils. All published and unpublished

works cited in the study describes the teachers competencies which plays a major role

in education.

Reynold (2008) claimed how a teacher teaches becomes a vital way in promoting

effective teaching and learning to pupils. Gonzales (2011) emphasized that teachers

must be competent in their crafts so that they can improve and help their pupils attain

higher levels of intellectual.

Joyce (2008) Weiland and Calhoun (2008) and Kyriacou (2001) studied on the essence

of an effective teacher.

Hasentah and Loughton (2011) suggested diagnosing pupils properly is very important.

According to the Code of Ethics for Professional Teachers a professional teacher

is a licensed professional who possesses dignity and reputation with high moral values

as well as technical and professional competence. Kyriacou (2001) discussed that the

essence of being an effective teacher lies in knowing what to do to foster student’s

learning and being able to do it.

Espino (2001) determined the correlations at instructional skills while Althea

(1898) studied instructional competencies and teaching methodologies in relation to

pupils attitude and academic performance. The present study attempted to determine

the instructional competencies of Grade 1 reading teachers and asses the reading
performance of Grade 1 pupils in Libon East District in order to come up with measures

to improve the reading performance.

Ghafar and Hwa (2009) studied the teaching competency and dominant

characteristics of teachers from different secondary and primary schools. Osakwe

(2009) found out that teaching skills was one of the significant factors of effective

classroom instruction.

On the related studies reviewed, the studies of Praxides (2010) and Cortez

(2010) were related to this study for they determined the teachers teaching

competencies in rreading. Borromeo-Lavidia (2010) generally focused on determining

the reading performance level of the students.

Gap Bridged by the Study

Different literature and studies had tackled the instructional competencies of

teachers, pupils’ reading competence and the contribution to improve the reading

performance. There are similarities on some aspects but it is different on the content,

focus and locale of the study. There are no other studies done to determine the

instructional competencies of the teachers and to analyze the reading performance of

the Grade 1 pupils focusing on the specifically in Libon East District.

Furthermore it bridged the gap on whether significant differences exists between

the level of instructional competence of teachers and the reading performance of the

pupils. Proposition of an appropriate measure to address the need of improving the

pupils’ reading performance was considered.

Theoretical Framework

This study is anchored on two important theories: Special Learning Theory by

Vygotsky and Constructivist Theory by Brener which supported the need for this study.

Figure 2. Shows the theoretical paradigm of the study

Vygotsky stated that interaction plays a role in the cognitive development of a

learner. In the light of the theory discussed, it refers to anyone who has a better

understanding of a higher ability than the learner with respect to a particular task,

process or concept.
Grade 1 teachers and pupils were the subject of the study.

As output of this study the instructional competencies of the Grade 1 teachers

and performance of pupils in reading were determined. An assessment test in reading

was likewise prepared to improve the reading performance of the Grade 1 pupils in

public elementary schools in Libon East District.

Definition of Terms

The following terms are conceptually and operationally defined to have a clear

understanding of the study.

Alphabet Knowledge. This means the ability to name, distinguish shapes, write and

identify the sounds of the alphabet. In this study it refers to the alphabetic knowledge

along instructional competencies of teachers in reading.

Instructional Competency. This refers to the teachers instructional competencies in

teaching reading as to phonological awareness, phonemic awareness, alphabet

knowledge, word recognition, and fluency. In this study it refers to the competency of

teachers in teaching reading.

Phonological awareness. This means broad skill that includes identifying and

manipulating units of oral___ such as words, syllables. In this study it refers to the

knowledge of teachers on phonology along instructional competencies of teachers in

reading.
Planning, managing, and Organizing Reading Instruction. This refers to the

understanding how to plan, organize and manage standard based reading instruction. In

this study it refers to the first competency considered in the present study.

Pupils. This refer to those enrolled and regularly attend a school of elementary level

under the supervision and tutelage of a teacher.

Questionnaire. A set of questions to be answered by the teacher respondents to get

the information necessary to the problem. In this study the questionnaire is about the

instructional competencies of Grade 1 teachers along the variables.

Reading Performance Level. This refers to the recognition of printed or written words

which serves as stimuli for the meaning built up through the readers past experience. In

this study it refers to the measures of pupils performance in reading based on the result

of the assessment.

Word Recognition. The ability of a reader to recognize written words correctly and

virtually effortlessly. It is sometimes referred to as isolated word recognition because it

involves a readers ability to recognize words individually from a list without needing

similar words for contextual help. In this study it refers to one of the skills of teachers

along instructional competencies in teaching reading.