Table __

Phonemic Awareness Through Phonemic Lessons

A. Phonemic awareness through Weighted Verbal

phonemic lessons Mean Interpretation
1. I provide controlled vocabularies or 4 Almost always
simple words at the beginning of the
intervention.
2. I direct my pupils to read the set 3.8 Sometimes
of words with adjacent vowel
combination.
3. I use flashcards drill technique. 3.9 Sometimes
4. I use letter-sound correspondence by 3.9 Sometimes
modeling to the pupil.
5. I follow a particular sequence of my 3.7 Sometimes
phonemic awareness.
6. I begin my early reading 4 Almost always
intervention in Filipino (L1); then
after achieving in L1, I introduce
reading in English (L2)
7. I use familiar songs that explore 3.8 Sometimes
sounds.
8. Play games like riddles and guessing 3.1 Sometimes
games practice spoken language.
9. Match words by sounds, blend 3.9 Sometimes
individual songs to form a word.
10. Blend individual sounds to form a 3.8 Sometimes
word
3.77 Sometimes
Average weighted mean

Table __ shows the Phonemic awareness through phonemic

lessons. As seen in the table, item 1 “I provide controlled

vocabularies or simple words at the beginning of the intervention.”

And item 2 “I begin my early reading intervention in Filipino (L1);

then after achieving in L1, I introduce reading in English (L2)”

obtained the highest weighted mean of 4.0 interpreted as almost

always while item 5 “I have seen someone being threatened” and

item 8 “Play games like riddles and guessing games practice spoken

language.” obtained the lowest weighted mean of 3.1 interpreted as

sometimes. Overall, phonemic awareness through phonemic lessons

in the respondents’ school obtained an average weighted mean of

3.77 interpreted as sometimes.

 Table __
Probing Word Difficulties Through Read Aloud Strategy

B. Probing word difficulties Weighted Verbal

through read aloud strategy Mean Interpretation
11. I use story books for reading 3.5 Sometimes
aloud.
12. I use read aloud to record and 3.8 Sometimes
correct errors.
13. I provide colorful story book 3.7 Sometimes
with simple vocabularies for
motivation to read.
14. I prepare list of words to read 3.7 Sometimes
aloud every day.
15. I prepare daily textual read 3.6 Sometimes
aloud inventory.
16. I prepare a weekly read aloud 3.7 Sometimes
test.
17. I evaluate pupil’s output in 3.5 Sometimes
each component every after each
session for probing reading
problems.
18. Provide series of pictures of 3.6 Sometimes
familiar objects and select one
on that.
19. Read the story aloud several 3.9 Sometimes
times.
20. Have a poem to read aloud. 4 Almost always
3.7 Sometimes
Average weighted mean

Table __ shows the Phonemic awareness through phonemic

lessons. As seen in the table, item 20 “Have poem to read aloud”

obtained the highest weighted mean of 4.0 interpreted as almost

always while item 1 “I use story books for reading aloud” and item

17 “I evaluate pupil’s output in each component every after each

session for probing reading problems.” obtained the lowest

weighted mean of 3.5 interpreted as sometimes. Overall, probing

difficulties through read aloud strategy in the respondent’ school

obtained an average weighted mean of 3.7 interpreted as sometimes.

 Table __

Building Fluency Through Repeated Reading

C. Building fluency through Weighted Verbal

repeated reading Mean Interpretation
21. I facilitate repeated reading 3.8 sometimes
words.
22. I use flash words repeatedly 3.9 sometimes
to gain word recognition.
23. I adopt repeated reading to 3.7 sometimes
improve fluency.
24. I let my pupil read part of a 3.3 sometimes
story in three consecutive
sessions to achieve mastery.
25. I prepare running record for 3.6 sometimes
inventory of reading process.
26. I ask my pupil to reread his 3.1 sometimes
her favorite part of the story.
27. I prepare reading list of 10 3.8 sometimes
words from the story.
28. Rereading a text to achieve 3.7 sometimes
the normal speed of reading
passage.
29. Rereading difficult previous 4 Almost always
phonemic lessons.
30. Rereading a passage for 4 Almost always
rechecking comprehension.
3.69 sometimes
Average weighted mean

Table __ shows the Building fluency through repeated reading.

As seen in the table, item 29 “Rereading difficult previous

phonemic lessons.” And item 30 “Rereading a passage for rechecking

comprehension.” obtained the highest weighted mean of 4.0

interpreted as almost always while item 26 “I ask my pupil to

reread his/her favorite part of the story” obtained the lowest

weighted mean of 3.5 interpreted as sometimes. Overall, building

fluency through repeated word in the respondent’ school obtained

an average weighted mean of 3.69 interpreted as sometimes.

 Table __

Checking Understanding Through Comprehension Strategies

D. Checking understanding through Weighted Verbal

comprehension strategies Mean Interpretation
31. I ask question before, during and 2.5 Once in a
after reading a short passage or while
part of the book to develop or
monitor comprehension and to
extend understanding.
32. I ask to pause my pupil when a 3.5 Sometimes
big difficult word comes as he/she
reads.
33. I ask personal question to 2.6 Once in a
connect situations in the text. while
34. I have a record of my daily plan 3.5 Sometimes
of my intervention lessons.
35. I supply or unlock concepts, 3.8 Sometimes
foreign practices, when
unavailable to the pupil to make
reading process meaningful and
enjoyable.
36. Listen nursery songs each day. 3.9 Sometimes

37. Print the poem in prominent place 3.1 Sometimes

frequently and read the poem each
day.
38. Read the short story and can 3.8 sometimes
retell it.
39. Read familiar story and can give 4 Almost always
its ending.
3.41 Sometimes
Average weighted mean

Table __ shows the Checking understanding through

comprehension strategy. As seen in the table, item 39 “Read

familiar story and can give its ending.” obtained the highest

weighted mean of 4.0 interpreted as almost always while item 31 “I

ask question before, during and after reading a short passage or

part of the book to develop or monitor comprehension and to extend

understanding.” obtained the lowest weighted mean of 2.5

interpreted as once in a while. Overall, checking understanding

through comprehension strategy in the respondent’ school obtained

an average weighted mean of 3.41 interpreted as sometimes

 Table __

Reading Skills Through Short Written Responses

E. Reading Skills through short Weighted Verbal

written responses Mean Interpretation
40. I ask my pupil to write words 3.2 sometimes
as I dictate.
41. I select child’s best written 3.5 sometimes
story in a week.
42. I use cut-up story to 3.5 sometimes
facilitate comprehension.
43. I incorporate writing like 3.9 sometimes
writing a one sentence story in
my early reading intervention
program.
44. I allow my pupil to draw or 3.5 sometimes
sketch, his/her responses when
his/her writing skill is still
very limited.
45. I ask my pupil to write the 3.6 sometimes
letters of the word on my palm
as a form of checking.
46. Write words dictated from the 3.7 sometimes
story read.
47. Supply the word/phrase to 3.8 sometimes
complete the sentence base from
the story read.
48. Write one-sentence reaction 3.8 sometimes
from the story read
49. Write a possible new ending of 3.9 sometimes
the story.
3.64 sometimes
Average weighted mean

Table __ shows the Reading skills through short written

responses. As seen in the table, item 43 “I incorporate writing

like writing a one sentence story in my early reading intervention

program.” And item 49 “Write a possible new ending of the story”

obtained the highest weighted mean of 3.9 interpreted as almost

always while item 40 “I ask my pupil to write words as I dictate.”

obtained the lowest weighted mean of 3.2 interpreted as sometimes.

Overall, the Reading skills through short written responses’

school obtained an average weighted mean of 3.64 interpreted as

sometimes
 Table __

Summary of Reading Intervention Practices of Grade 1 Teachers

Average
Verbal
BULLYING Weighted
Interpretation
Mean
Phonemic Awareness through
1 3.77 sometimes
phonemic lessons
Probing word Difficulties through
2 3.7 sometimes
read aloud strategy
Building Fluency through repeated
3 3.69 sometimes
reading
Checking understanding through
4 3.41 sometimes
comprehension strategies
Reading skills through short
5 3.64 sometimes
written responses
Grand Weighted Mean 3.64 Sometimes

Table __ shows the Summary of Reading Intervention Practices of

Grade 1 Teachers. As seen in the table, item 1 “Phonemic Awareness

through phonemic lessons” obtained the highest weighted mean of

3.77 interpreted as sometimes while item 4 “Checking understanding

through comprehension strategies” obtained the lowest weighted

mean of 3.41 interpreted as sometimes. Overall, Reading

Intervention Practices of Grade 1 Teachers’ school obtained an

average weighted mean of 3.64 interpreted as sometimes

 NO OF RESPONDENT

Valid Cumulative
Frequency Percent Percent Percent
Valid 1.0 1 9.1 10.0 10.0
2.0 1 9.1 10.0 20.0
3.0 1 9.1 10.0 30.0
4.0 1 9.1 10.0 40.0
5.0 1 9.1 10.0 50.0
6.0 1 9.1 10.0 60.0
7.0 1 9.1 10.0 70.0
8.0 1 9.1 10.0 80.0
9.0 1 9.1 10.0 90.0
10.0 1 9.1 10.0 100.0
Total 10 90.9 100.0
Missing System 1 9.1
Total 11 100.0

AGE

Valid Cumulative
Frequency Percent Percent Percent
Valid 23.0 1 9.1 10.0 10.0
25.0 1 9.1 10.0 20.0
26.0 1 9.1 10.0 30.0
29.0 1 9.1 10.0 40.0
34.0 2 18.2 20.0 60.0
37.0 1 9.1 10.0 70.0
42.0 1 9.1 10.0 80.0
48.0 2 18.2 20.0 100.0
Total 10 90.9 100.0
Missing System 1 9.1
Total 11 100.0

SEX

Valid Cumulative
Frequency Percent Percent Percent
Valid 1.0 4 36.4 40.0 40.0
2.0 6 54.5 60.0 100.0
Total 10 90.9 100.0
Missing System 1 9.1
Total 11 100.0
 POSITION

Valid Cumulative
Frequency Percent Percent Percent
Valid 1.0 3 27.3 30.0 30.0
3.0 5 45.5 50.0 80.0
4.0 2 18.2 20.0 100.0
Total 10 90.9 100.0
Missing System 1 9.1
Total 11 100.0

YEARS IN SERVICE

Valid Cumulative
Frequency Percent Percent Percent
Valid 1.0 1 9.1 10.0 10.0
3.0 2 18.2 20.0 30.0
5.0 1 9.1 10.0 40.0
7.0 2 18.2 20.0 60.0
9.0 1 9.1 10.0 70.0
19.0 1 9.1 10.0 80.0
20.0 1 9.1 10.0 90.0
23.0 1 9.1 10.0 100.0
Total 10 90.9 100.0
Missing System 1 9.1
Total 11 100.0

EDUCATIONAL ATTAINMENT

Valid Cumulative
Frequency Percent Percent Percent
Valid 1.0 7 63.6 70.0 70.0
2.0 3 27.3 30.0 100.0
Total 10 90.9 100.0
Missing System 1 9.1
Total 11 100.0
EDUC 303- STATISTICS WITH COMPUTER
EDUCATION

PRESENTATION OF DATA
(Assignment)

Submitted by:
MARY ANN A. PASCUA
MAED Filipino I

Submitted to:
Prof. Alvin Dela Cruz