An Assessment On The Level of Reading Comprehension Performance of Grade Vi Pupils at Upper Madamba District: A Basis For Action Plan

AN ASSESSMENT ON THE LEVEL OF READING COMPREHENSION
PERFORMANCE OF GRADE VI PUPILS AT UPPER MADAMBA

DISTRICT: A BASIS FOR ACTION PLAN
Statement of the problems
1. What is the respondents profile in terms of:
1.1 age
Valid Cumulative
Frequency Percent Percent Percent
Valid 11 years old and below 54 34.2 34.2 34.2
12 32 20.3 20.3 54.4
13 40 25.3 25.3 79.7
14 and above 32 20.3 20.3 100.0
Total 158 100.0 100.0
The table above shows that there are 34.2% (54) of the respondents whose ages are 11 years old
and below; 20.3% (32) of age 12; 25.3% (40) of age 13; and 20.3% (32) of ages 14 and above.
It can be observed that many of the respondents have ages 11 and below since the respondents
are Grade 6 students.
1.2 number of siblings
Valid Cumulative
Valid none 13 8.2 8.2 8.2
1-3 31 19.6 19.6 27.8
4-6 68 43.0 43.0 70.9
7 and above 46 29.1 29.1 100.0
Total 158 100.0 100.0
The table above presents that most of the respondents have siblings of 4-6 since it has 68
frequencies (43.0%); next is by having 7 and above siblings with 46 frequencies (29.1%);
followed by having 1-3 siblings with 31 frequencies (19.6%); and respondents with no siblings
having 13 frequencies (8.2%)
1.3 gender
Valid Cumulative
Valid Male 61 38.6 38.6 38.6
Female 97 61.4 61.4 100.0
Total 158 100.0 100.0
The frequency distribution table shows that there are 61 male respondents and 97 female
respondents.
1.4 parent’s occupation
Father’s Occupation
Valid Cumulative
Valid Government employed 14 8.9 8.9 8.9
Private employed 14 8.9 8.9 17.7
Self-employed 8 5.1 5.1 22.8
Business 50 31.6 31.6 54.4
Skilled worker/Other
72 45.6 45.6 100.0
livelihood
Total 158 100.0 100.0
The table above shows the father’s occupation of the respondents: 8.9% (14) whose fathers are
government employees; 8.9% (14) who are private employees; 5.1% (8) who are self-employed;
31.6% (50) who are businessmen; and 45.6% (72) who are skilled workers or having other
means of livelihood.
Mother’s Occupation
Valid Cumulative
Valid Government
8 5.1 5.1 5.1
employed
Private employed 7 4.4 4.4 9.5
Self-employed 6 3.8 3.8 13.3
Business 40 25.3 25.3 38.6
Housewife 97 61.4 61.4 100.0
Total 158 100.0 100.0
The table above presents that the occupation of the mothers of the respondents are distributed
into the following: government employees with 5.1%; private employees with 4.4%; self-
employed with 3.8%; businesswomen with 25.3%; and majority who are housewives with
61.4%.
1.5 highest educational attainments of the parents
Father’s Educational Attainment
Valid Cumulative
Valid Post Graduate/PhD 9 5.7 5.7 5.7
Graduate/MAEd 12 7.6 7.6 13.3
Undergraduate/College 11 7.0 7.0 20.3
High School Graduate 62 39.2 39.2 59.5
Elementary 59 37.3 37.3 96.8
No Formal Education 5 3.2 3.2 100.0
Total 158 100.0 100.0
As shown in the table above, the father’s educational attainment of the respondents are the
following: 9 frequencies who are post graduate/PhD; 12 frequencies who are
graduate/MAEd/Others; 11 frequencies who are undergraduate/college; 62 frequencies who are
high school; 59 frequencies who are elementary; and 5 frequencies who have no formal
education.
Mother’s Educational Attainment
Valid Cumulative
Valid Post Graduate/PhD 7 4.4 4.4 4.4
Graduate/MAEd 8 5.1 5.1 9.5
Undergraduate/College 16 10.1 10.1 19.6
High School Graduate 60 38.0 38.0 57.6
Elementary 64 40.5 40.5 98.1
No Formal Education 3 1.9 1.9 100.0
Total 158 100.0 100.0
As presented in the table above, the mother’s educational attainment of the respondents are the
following: 4.4% who are post graduate/PhD; 5.1% who are graduate/MAEd/Others; 10.1% who
are undergraduate/college; 3.0% who are high school; 40.5% who are elementary; and 1.9% who
have no formal education.
1.6 family monthly incomes
Income
Cumulative
Frequency Percent Valid Percent Percent
Valid 5000-10000 105 66.5 66.5 66.5
10001-15000 22 13.9 13.9 80.4
15001-20000 14 8.9 8.9 89.2
20001-above 17 10.8 10.8 100.0
Total 158 100.0 100.0
The table above shows the family income of the respondents which are distributed as the
following: 66.5% 9105) with income of 5000-10000; 13.9% (22) with income of 10001-15000;
8.9% (14) with income of 15001-20000; and 10.8% (17) with income of 20001-above. It can be
observed that the respondents belong to the low class since majority of them are earning only
with the income of 5000-10000.
1.7 reading materials available at home
Reading Materials Frequency Percent
Books 119 75.3
Magazines 7 4.4
Dictionaries 50 31.6
Newspaper 27 17.1
Printed Materials 3 1.9
Others 17 10.8
The table above shows that majority of the respondents have books as their reading material at
home since it has the most frequency of 119; followed by having dictionaries at home with 50
frequencies; next is having newspaper with the frequencies of 27; other reading materials with 17
frequencies; 7 frequencies for having magazines as reading materials; and 3 frequencies only for
having printed materials as reading material at home.
2. What is the level of the students reading comprehension ability in terms of:
a. literal level
b. interpretative level
c. evaluative level
d. creative level
Descriptive Statistics
Std. Conclusion
Minimum Maximum Mean Deviation
A1 1 5 3.45 1.348 Rarely Agree
A10 1 5 3.37 1.269 Rarely Agree
Over-All
Mean 3.2770 Rarely Agree
LEGEND:
1-1.49 DISAGREE
1.50-2.49 AGREE
2.50-3.49 RARELY AGREE
3.50-4.49 OFTENTIMES
4.50-5.00 STRONGLY AGREE

A1
Valid Cumulative
Valid Disagree 19 12.0 12.0 12.0
Agree 19 12.0 12.0 24.1
Rarely Agree 39 24.7 24.7 48.7
Oftentimes 34 21.5 21.5 70.3
Strongly Agree 47 29.7 29.7 100.0
Total 158 100.0 100.0
A2
Valid Cumulative
Agree 40 25.3 25.3 29.1
Rarely Agree 32 20.3 20.3 49.4
Oftentimes 43 27.2 27.2 76.6
Strongly Agree 37 23.4 23.4 100.0
Total 158 100.0 100.0
A3
Valid Cumulative
Agree 32 20.3 20.3 28.5
Rarely Agree 42 26.6 26.6 55.1
Oftentimes 38 24.1 24.1 79.1
Strongly Agree 33 20.9 20.9 100.0
Total 158 100.0 100.0
A4
Valid Cumulative
Agree 34 21.5 21.5 29.1
Rarely Agree 28 17.7 17.7 46.8
Oftentimes 37 23.4 23.4 70.3
Strongly Agree 47 29.7 29.7 100.0
Total 158 100.0 100.0
A5
Valid Cumulative
Agree 30 19.0 19.0 38.0
Rarely Agree 34 21.5 21.5 59.5
Oftentimes 33 20.9 20.9 80.4
Strongly Agree 31 19.6 19.6 100.0
Total 158 100.0 100.0
A6
Valid Cumulative
Agree 45 28.5 28.5 38.6
Rarely Agree 43 27.2 27.2 65.8
Oftentimes 21 13.3 13.3 79.1
Strongly Agree 33 20.9 20.9 100.0
Total 158 100.0 100.0
A7
Valid Cumulative
Agree 33 20.9 20.9 31.0
Rarely Agree 34 21.5 21.5 52.5
Oftentimes 43 27.2 27.2 79.7
Strongly Agree 32 20.3 20.3 100.0
Total 158 100.0 100.0
A8
Valid Cumulative
Agree 34 21.5 21.5 30.4
Rarely Agree 33 20.9 20.9 51.3
Oftentimes 48 30.4 30.4 81.6
Strongly
29 18.4 18.4 100.0
Agree
Total 158 100.0 100.0
A9
Valid Cumulative
Agree 44 27.8 27.8 40.5
Rarely Agree 27 17.1 17.1 57.6
Oftentimes 27 17.1 17.1 74.7
Strongly Agree 40 25.3 25.3 100.0
Total 158 100.0 100.0
A10
Valid Cumulative
Agree 30 19.0 19.0 27.2
Rarely Agree 39 24.7 24.7 51.9
Oftentimes 37 23.4 23.4 75.3
Strongly Agree 39 24.7 24.7 100.0
Total 158 100.0 100.0
Descriptive Statistics
Minimum Maximum Mean Std. Deviation Conclusion

B1 1 4 3.25 .957 Uncomfortable
B2 1 4 2.99 1.003 Uncomfortable
Over-All 3.0150 Uncomfortable

Mean
LEGEND:
1-1.49 DISLIKE THE TEST
1.50-2.49 FAIL IN THE TEST
2.50-3.49 UNCOMFORTABLE
3.50-4.00 FINE
B1
Valid Cumulative
Valid Dislike the test 12 7.6 7.6 7.6
Fail in the test 21 13.3 13.3 20.9
Uncomfortable 40 25.3 25.3 46.2
Fine 85 53.8 53.8 100.0
Total 158 100.0 100.0
B2
Valid Cumulative
Fail in the test 29 18.4 18.4 29.1
Fine 61 38.6 38.6 100.0
Total 158 100.0 100.0
B3
Frequenc Valid Cumulative

y Percent Percent Percent
Fail in the test 29 18.4 18.4 26.6
Fine 64 40.5 40.5 100.0
Total 158 100.0 100.0
B4
Valid Cumulative
Fail in the test 29 18.4 18.4 27.8
Fine 63 39.9 39.9 100.0
Total 158 100.0 100.0
B5
Valid Cumulative
Fail in the test 28 17.7 17.7 28.5
Fine 71 44.9 44.9 100.0
Total 158 100.0 100.0
B6
Valid Cumulative
Fail in the test 41 25.9 25.9 38.6
Fine 49 31.0 31.0 100.0
Total 158 100.0 100.0
B7
Valid Cumulative
Fail in the test 40 25.3 25.3 34.2
Fine 50 31.6 31.6 100.0
Total 158 100.0 100.0
B8
Valid Cumulative
Fail in the test 30 19.0 19.0 29.1
Fine 56 35.4 35.4 100.0
Total 158 100.0 100.0
B9
Valid Cumulative
Fail in the test 36 22.8 22.8 31.0
Fine 57 36.1 36.1 100.0
Total 158 100.0 100.0
B10
Valid Cumulative
Fail in the test 28 17.7 17.7 25.9
Fine 76 48.1 48.1 100.0
Total 158 100.0 100.0
3. What is the level of appreciation of pupil’s towards Reading Comprehension examination?
Scores
Cumulative
Frequency Percent Valid Percent Percent
Valid 6-10 26 16.5 16.5 16.5
11-15 75 47.5 47.5 63.9
16-20 45 28.5 28.5 92.4
21-25 8 5.1 5.1 97.5
26-30 1 .6 .6 98.1
31-35 2 1.3 1.3 99.4
36-40 1 .6 .6 100.0
Total 158 100.0 100.0
The table above presents the scores got by the respondents. Majority of them got the scores of
11-15 since it has the most frequency of 75 (47.5%); followed by having the scores of 16-20 with
the frequency of 45 (28.5%); next is the scores of 6-10 with the frequency of 26 (16.5%); 8
frequencies (5.1%) with the scores of 21-25; 2 respondents got the scores of 31-35; and 1
respondent each with the score of 26-30 and 36-40. Based on the 50% passing percentage,
majority of the respondents belong to the below average since 154 of them failed in the test
while there are only 4 of them who passed the test.
Probable Causes
The National Reading Panel identified the areas of phonemic awareness,
phonics, fluency, vocabulary, comprehension strategies, teacher education,
and metacognition as important components to improving reading scores
across the nation (NRP, 2000).
Phonemic Awareness
“Phonemic awareness is the ability to hear, identify, and manipulate
individual sounds in spoken words,” and plays a key role in learning to read
(Block and Israel, 2005 p. 29). “Phonemic awareness can be taught and
learned” (Adler, 2001, p. 5). According to the National Reading Panel
(2000), teaching phonemic awareness to children who are beginning readers
and disabled readers proved beneficial. Children from various socioeconomic
levels and English as a second language students also benefited from
phonemic awareness instruction (NRP, 2000). Teaching phonemic
awareness is important because it “improves children’s word reading and
reading comprehension” (Adler, 2001, p.10).
Phonics
“Phonics instruction helps children learn the relationships between the letters
of written language and the sounds of spoken language” (Adler, 2001, p.12).
Children learn that each consonant letter represents a sound. As children
advance they learn about the vowels and the various sounds associated with
each vowel. “Systematic and explicit phonics instruction is more effective
than non-systematic or no phonics instruction” (Adler, 2001, p.13). Many
teachers accomplish this by teaching letter-sound relationships in an
organized sequence. Some of the benefits of systematic and explicit phonics
instruction are increased word recognition, spelling, and reading
comprehension among students. Children from various social and economic
levels and those experiencing reading difficulties also benefit from a
systematic and explicit phonics program (Adler, 2001). Although phonics
instruction is not an entire reading program for beginning readers, it is most
beneficial when introduced at an early age (Adler, 2001).
Fluency
“Fluency is the ability to read a text accurately and quickly. It is important
because it frees students to understand what they read” (Adler, 2001, p.31).
According to the National Center for Education Statistics (1995), 44% of
fourth graders were not fluently reading grade level stories even though the
stories were readtwice silently before reading the material aloud for testing.
Teachers can help develop reading fluency by modeling fluent reading for
their students. Having students practice repeated oral reading is another way
to improve fluency (Adler, 2001). As students improve their reading fluency,
they also start creating mental images of what they read, which helps in the
understanding of the text (Block &Israel, 2005).
Vocabulary
“Vocabulary refers to the words that we must know to communicate
effectively” (Adler, 2001, p.34). Vocabulary can be learned indirectly
through daily communication, listening to adults read to them, and reading on
their own. Students from a lower socioeconomic class have a significantly
smaller vocabulary to draw from when reading due to a lack of indirect
vocabulary instruction, which negatively impacts reading comprehension
(Block & Israel, 2005). Vocabulary can also be learned through direct
instruction. Directly teaching vocabulary words in context and word-learning
strategies improves both vocabulary and reading comprehension (Block &
Israel, 2005).
Comprehension Instruction
Reading comprehension is the thinking process used to make meaning of
what a person reads (Block, Gambrell, & Presley, 2002). Research has shown
that teachers spend very little time teaching comprehension strategies.
Instead, they focus on asking literal questions, assigning workbook pages,
and giving directions (Block & Israel, 2005). According to Put Reading First
developed by the Center for the Improvement of Early Reading Achievement
(CIERA), multiple research studies have indicated improved reading
comprehension by implementing various reading strategies (Adler, 2001).
Comprehension strategies which include modeling, the think-aloud process,
inferring, summarizing, making connections, questioning, and predicting
should be implemented as early as kindergarten (Block & Israel 2005).
Teacher Education
A considerable amount of teacher preparation is needed to effectively teach
reading comprehension. As early as the pre-service level, teacher education
should provide extensive instruction on how to teach comprehension
strategies in the classroom (NRP, 2000). “Serious questions abound about
teachers’ knowledge of how to teach comprehension to struggling readers.
These concerns are as current in 2000 as they were twenty years before”
(Block, Gambrell, & Pressley, 2002, p. 328).
Metacognition
“Metacognition is an awareness of and knowledge about strategies for
planning, monitoring, and controlling one’s own learning” (Block, Gambrell,
& Pressley, 2002, p. 327). Good readers use metacognitive strategies to think
about and control their reading before, during, and after reading a selection.
Students who do not use metacognitive skills are usually low-achievers in
reading. These students quit trying because they believe their efforts will not
pay off, or they fail to recognize when they no longer understand what they
are reading. For students to achieve metacognition, teachers must make
additions to their literacy program by teaching students to be thoughtful and
aware of their own thinking (Block & Israel, 2005).
Although all of these factors influence reading comprehension, the

teacher researchers’ interventions in this project focused on modeling, the
think-aloud process, visualizing, inferring, summarizing, making
connections, predicting, questioning, and metacognition strategies.
This research paper will be able to develop a better understanding of

the strategies of the grade 6 students need to learn in order for them to
comprehend when they read. The teacher modeling and the think-aloud
process are the most valuable tools which can help the comprehension
strategies of the students. One of the struggles that were encountered with
the respondents was a way to know if they were using the comprehension
strategies independently. Majority of the respondents were predicting,
making connections, and visualizing strategies in small groups and
independently. Most of the respondents still need guided practice for the
questioning, inferring, and summarizing strategies. At this stage of their
cognitive development, it is appropriate for most of the respondents to need
guided practice for the questioning, inferring, and summarizing strategies. If
there is one thing that must be changed about this research paper, there must
be the same pre and post comprehension test that will be given to the
respondents.
These tools will be used repeatedly throughout the school year to reinforce
the strategies that the respondents will learn how to use. There will be an
awareness of my students’ abilities to use these comprehension strategies
and recognize that some of them will be able to use these strategies
independently and some will continue to need guided practice with these
strategies through the end of sixth grade. The knowledge about the various
reading comprehension strategies; how to integrate them and how it will
improve the higher-order thinking skills of the students by using teacher
modeling and the teacher think-aloud process. Students will have a better
understanding of the various reading strategies. Students will eager to use
predicting, making connections, and visualizing strategies whenever it will
read aloud.

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AN ASSESSMENT ON THE LEVEL OF READING COMPREHENSION

PERFORMANCE OF GRADE VI PUPILS AT UPPER MADAMBA

Statement of the problems

1. What is the respondents profile in terms of:

1.2 number of siblings

1.4 parent’s occupation

1.5 highest educational attainments of the parents

Father’s Educational Attainment

1.6 family monthly incomes

Reading Materials Frequency Percent

Books 119 75.3

Printed Materials 3 1.9

2.50-3.49 RARELY AGREE

4.50-5.00 STRONGLY AGREE

Minimum Maximum Mean Std. Deviation Conclusion

Over-All 3.0150 Uncomfortable

1-1.49 DISLIKE THE TEST

1.50-2.49 FAIL IN THE TEST

Frequenc Valid Cumulative

3. What is the level of appreciation of pupil’s towards Reading Comprehension examination?

Although all of these factors influence reading comprehension, the

This research paper will be able to develop a better understanding of

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