CALBAYOG PILOT CENTRAL ELEMENTARY SCHOOL

Bugallon St. Calbayog City

VIDEODISC TO IMPROVE THE READING ABILITIES OF

GRADE THREE STUDENTS IN CALBAYOG PILOT
CENTRAL ELEMENTARY SCHOOL,
SCHOOL YEAR 2019-2020

A Completed Action Research

SY: 2019-2020

Submitted by:

Daisy G. Ale
Juanita R. Comota
Agnes J. Villanea
Master Teacher I/Researchers

Submitted to:

SCHOOLS DIVISION RESEARCH COMMITTEE (SDRC)

DepEd Calbayog

March 2020
 APPROVAL SHEET

This research and innovation project entitled: “Videodisc to Improve the

Reading Ability of Grade Three Students in Calbayog Pilot Central Elementary
School, School Year 2019-2020” prepared and submitted by Daisy G. Ale, Juanita R.
Comota and Agnes J. Villanea Master Teachers of Calbayog Pilot Central
Elementary School, Calbayog II District, Calbayog City for School Year 2019-2020
has been examined and recommended for approval.

Schools Division Research Committee:

DIOLERIANO Y. CACAIT JR. TERESA D. VILLA

School Head Public School District Supervisor

NELSON R. BELLO, EdD GERALDINE P. SUMBISE, EdD

SEPS, Planning and Research EPS Designate, Research and Innovation

MERCEDITA S. GARCIA
EPS- MAPEH/PAPS Division Coordinator

UBALDO D. DIOMANGAY RENATO S. CAGOMOC, EdD

Chief, SGOD Chief, CID

Recommending Approval:

ELENA S. DE LUNA, PhD

Assistant Schools Division Superintendent
Chairman, SDRC

THELMA CABDSAN-QUITALIG, PhD, CESO V

Schools Division Superintendent
 ACKOWLEDGMENT

We, the researchers, would like to express our deepest thanks to those
individuals who helped us in making our action research a success.
To our co-researchers, special mention to Mam Netnet and Mam Agnes, thank
you for understanding, encouragement and patiently assisting words of assurance
throughout the making of this research.
To Almighty God, for all the Graces and good health You bestowed on us.
Thank you very much.

Researchers
 VIDEODISC TO IMPROVE THE READING ABILITIES OF
GRADE THREE STUDENTS IN CALBAYOG PILOT
CENTRAL ELEMENTARY SCHOOL,
SCHOOL YEAR 2019-2020
Daisy G. Ale
Juanita R. Comota
Agnes J. Villanea

ABSTRACT

Reading is a basic tool in the living of a good life (Bernardo, 2013). Being one of
the basic literacy skills a learner should be endowed with, reading is of utmost
importance in the teaching and learning scenario especially in the elementary education
ladder. However, teachers are confronted with a dilemma since today’s students’
interests has been risked by the attraction of children to gadgets and computers.
Though, this dilemma, could be turned around through strategic interventions to improve
reading abilities of students especially in the foundation years such as the production of
quality, relevant and reliable reading materials that are aided by computers and other
similar platforms to draw back the interest of students to reading. In Calbayog Pilot
Central Elementary School, the prevalence of frustration readers and non-readers
especially in the primary grade levels such as Grade 3, specifically in lower sections,
often lead to poor academic performance as in the case of reading abilities of Grade 3
pupils. Two hundred thirty-five (235) grade three students were subjected to the PHIL-
IRI Group Screening Test, one hundred fifty-seven (157) students out of 235 were given
Grade Passages for individual assessment. Out of 157, 45 were identified as frustration
reader and 8 were non-readers. These identified learners were subjected to exposure to
videodiscs digital learning materials as an intervention to reading improvement. Based
on the posttest results, the non-readers were zeroed out while frustration readers were
reduced from 45 to 17. Therefore, it is concluded that the use of videodisc digital reading
materials help to improve the reading ability of Grade Three students.
 TABLE OF CONTENTS

Title page i
Approval Sheet ii
Acknowledgment iii
Abstract iv
Table of Contents v
CONTEXT AND RATIONALE 1
Action Research Questions 4
Significance of the Study 4
METHODOLOGY
Research Design 5
Respondents of the Study 5

Sampling Procedure 6
Data Collection 6

Research Ethics 7
Statistical Treatment 7
RESULTS AND DISCUSSIONS 8
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
10
Conclusions 10

Recommendations 11

Plan for Research Utilization/Dissemination 12

REFERENCES 13
Appendices
Output of the Study

Certification from School Research Committee (SRC)

Certification from District Research Committee (DRC)
 Curriculum Vitae

CONTEXT AND RATIONALE

To have strong comprehension skills, children must know about the world in
which they live, and must have elaborate background knowledge that is relevant to what
they are trying to understand. This knowledge is a reference base for personal
experiences, scripts, and schema that help children understand how the world works
(Balingit, 2011).
Reading is the most fundamental aspect of education since it opens doors for
opportunities of growth and development. Cultures and civilized nations and the world
can be explored in volumes of printed materials. A glimpse of the past can be made
possible through reading (Martin, 2011). Great readers are said to be tomorrow’s great
leaders. The enormity of the rewards of avid reading is achieved with the accumulation
of knowledge in many things and one’s ability to explore the whole world and be updated
with what is going on anywhere (Esperanzate, 2011).
According to Mortimer J. Adler, “reading is a basic tool in the living of a good life”
(Bernardo, 2013). Being one of the basic literacy skills a learner should be endowed
with, reading is of utmost importance in the teaching and learning scenario especially in
the elementary education ladder. Along with writing and arithmetic, reading is a
prerequisite skill in primary education which would in turn be the ultimate tool of children
for learning the higher-level skills in the higher-grade levels. Orcino (2011), stressed that
teaching a child to read at an early age enables a child to be freed from struggles in the
later years. Fluency in reading is essential to children’s success in school in which
comprehension skills, spelling ability and vocabulary skills become improved.
Along the line of quality education however, most learners often fall short of
academic performance in subjects which entail reading and comprehension of texts
found in learners’ materials, alternative references, and the like. This is attributed to the
learners’ frail foundations in reading abilities which should have backboned their abilities
to comprehend lessons in the rest of the subject areas. Various interventions have been
proposed, tried, tested, and practiced over time. Perhaps, the most feasible is one which
captures the interests of today’s new generation of learners.
Today, computers and other modern gadgets have practically permeated all
fields of endeavors such that local, national, and international news and events affects
our ways of living come in handy. How can a learner understand what is going in the
classroom and around him if they don’t know how to read, and much more if they
couldn’t grasp what they read? Improving learners’ reading ability is a tedious and
serious task. However, the most viable answer to the woes in the educational system is
actually to teach everyone to read (Martin, 2011).
In “Reading Problems: A National Dilemma,” Dr. Cutiongco as cited by Bernardo
(2013) stated that few of the problems experienced by teachers in the teaching of
reading and literacy include lack of appropriate reading materials especially the
substandard materials that may be paired with poor teaching which could produce
dismal results for students. Another dilemma includes the interest of today’s youth to
computer games. Many youngsters in school has been vulnerable to the attraction of
children to computers. However, these dilemmas could be turned around through
strategic interventions such as the production of quality, relevant and reliable reading
materials that are aided by computers and other similar platforms to draw back the
interest of children to reading.
In Calbayog Pilot Central Elementary School, the prevalence of frustration
readers and non-readers especially in the primary grade levels such as Grade 3,
specifically in lower sections, often lead to poor academic performance as in the case of
reading abilities of Grade 3 pupils. Pupils’ performance often falls below the desired
results because these pupils don’t have a grasp of the lesson as they are not able to
understand the texts they read in textbooks and in the learning materials as well as the
medium of instruction used by the teacher in delivering the lessons.
It is for this reason that the researchers sought for an intervention as a means to
improve the reading ability of Grade three pupils in Calbayog Pilot Central Elementary
School, school year 2019-2020 who are identified as frustration readers and non-readers
after they have been subjected to the Philippine Informal Reading Inventory (PHIL-IRI).
With the trends in incorporating ICT as a functional literacy skill of the K to 12 curriculum,
the researchers’ intervention is to help improve the learners’ reading ability through the
use of videodisc digital learning materials in form of videos, digital and reading tutorials
that are harvested by the researchers in reliable sources in the internet. It includes video
series from Kid’s TV, Alphablocks, and First Step Reading. Likewise, the researcher
made a slide deck using the Microsoft PowerPoint and converted to video. This slide
decks also contain materials from other media sources. These materials are convenient
that it can be accessed through compatible platforms such as personal computers (PC),
laptops, tablets, ipads, smartphones, LED and SMART TV, and the likes. Moreover, the
teachers were oriented on how to used and utilized the platform through the use of
technology and other platforms used. Furthermore, the researchers want to know if the
intervention is effective to the respondents, the Grade three pupils frustrated readers
and non-readers.
Furthermore, teachers can tell and assess the pupils reading grade level whether the
reading ability is at, or below their grade placement. The pupil’s performance in
decoding (the ability to read isolated words using phonics knowledge) and word
recognition (the ability to automatically identify words on sight) is measured.
This study was anchored on the E-Reading Theory wherein it stressed that
teachers must address the current digital literacy needs of their students in preparation
for the 21st century with text structures in digital formats using technologies such as
digital games, tools, and contexts which advances the mission of resource-based
teaching and learning (Ortlieb, 2014).
The role of digital texts, identifying three loose categories of studies which
position technology as: deliverer of literacy; site for interaction around texts; and medium
for meaning-making. Following the aspects of actor-network theory (Latour, 2005) are
used to consider other ways that technology and children may be ‘acting upon’ literacy in
educational settings through recontextualizing meanings from other domains. This
considers how digital practices within educational settings relate to other dimensions of
children’s literacy learning, in order to better understand how new technologies are and
could be contributing to children’s literacy within educational settings. It suggests that
actor-network theory may offer a way of conceptualizing young children’s engagement
with digital texts in new ways (Burnett, 2010).
Meanwhile, Deped Order No. 78, series of 2010 responds to the legal mandate
of promoting the right of all citizens to take appropriate steps in making education
accessible to all. The department is geared towards transforming education through the
DepEd Computerization Program (DCP) which aims to provide public schools with
appropriate technologies to enhance the teaching-learning process and meet the
challenges of the 21st century.
The aforesaid studies are related to the current study on the context of using the
digital media in classroom instructions. However, this study puts emphasis on using
videodiscs digital media to augment the reading abilities of frustration readers and non-
readers on the case on this study.

Research Questions

This study sought to improve the reading ability of Grade three students through
the use of videodisc digital learning materials.
Specifically, it seeks answers to the following questions:
1. What is the reading ability level of Grade three pupils in Calbayog Pilot Central
Elementary School in terms of:
a. PHIL-IRI Pre-test;
b. PHIL-IRI Posttest?
2. What percentage of grade three pupils fall in the frustration level and non-
readers?
3. What is the difference of the reading abilities of pupils exposed to videodisc
digital materials in terms of:
a. PHIL-IRI Pre-test;
b. PHIL-IRI Posttest?
4. What is the level of the reading ability of Grade three pupils after the
intervention?
5. Can videodisc digital reading materials improve the reading ability of Grade three
pupils?

Significance of the Study

 The researchers believed that the findings of the study would be beneficial to the
following:

Teachers. This study would encourage teachers in using gadgets and computers
in teaching for them to be more equipped and ICT literate. It would help them in teaching
reading more easy than old times.
Students. This would help the students become aware of the new teaching
strategies that teachers used now a days for them to motivate in learning.
Parents. The outcome of the study could give deeper insights on how to teach
their children how to read while they are in their respective houses. Likewise, for them to
understand that improving students’ reading ability is a tedious and serios task by
teachers.

METHODOLOGY

Research Design

This study used a descriptive action research which used a mixed quantitative
and quantitative methods with a Pre-test – Posttest design. This is because it made use
of numerical data observed from a pre-test result of PHL-IRI and a comparison and
analysis of the posttest result to determine the effectiveness of using the videodiscs
digital learning materials to help improve reading ability of pupils. Quantitative measures
were likewise treated in terms of observation of teachers and parents on the reading
progress of subjects as well as interviews.
The study was a collaborative action research in the sense that the researchers
grouped together in gathering the data needed specifically the results of Phil-IRI Pre-test
and Posttest. Moreover, the administration of intervention in form of videodiscs digital
learning materials were done only after the reading ability of the pupils were identified,
first the researchers used their own laptop and cellphone. Eventually, the videos used
are shared to parents for home follow-ups, except for those pupils who neither had
computer nor cellphone at home. The said videodisc digital learning resources also
shared to Grade three teachers after they oriented on how to use the platforms.
Likewise, the videodisc was converted and saved to USB wherein it used in the
classroom with their television and laptops. Furthermore, grade one pupils can use only
the videodisc for their Remedial, reinforcement and enrichment for those who needs it.
Since they don’t have PHIL-IRI, same as to Grade Three. The exposure of children to
such videodisc media were done during Filipino subject and RRE time.

Respondents of the Study

This study subjected two hundred thirty-five (235) SSES and regular Grade three
pupils in Calbayog Pilot Central Elementary School, Calbayog II District, Calbayog City
for SY 2019-2020 to PHIL-IRI Group Screening Test wherein the identified frustration
readers and non-readers were given interventions in form of videodiscs digital learning
materials to improve their reading ability. After which, a PHIL-IRI posttest conducted to
determine the effectiveness of the intervention.

Sampling Procedure

This study used a two-stage sampling technique wherein initially, the total
population of Grade Three which is 235 were considered. Universal sample of which 126
male and 109 female was taken. These students were subjected to PHIL-IRI pre-test.
Thereafter, Purposive sampling technique was utilized for those frustrated readers and
non-readers which were taken as the subjects and determinants of the sample size who
in turn were subjects to digital learning materials to help improve their reading ability.

Data Collection

This study made use of an assessment tool composed of graded passages

designed to determine a student’s reading level. The Philippine Informal Reading
Inventory (PHIL-IRI) Manual 2018. There are four stages in the administration. Stage 1:
Initial Screening Using the Phil-IRI Group Screening Test. Stage 2: Administration of the
Phil-IRI Graded Passages (Pre-test) Stage 3: Provision of Specialized
Instruction/Intervention, which is the videodiscs digital reading materials. Stage 4:
Administration of the Phil-IRI Graded Passages (Post Test), to test whether the materials
is effective or not.
 Each grade three students administered the Phil-IRI Group Screening Test
(GST) in their respective classes. It is a 20-item multiple choice test that the students
must accomplish within 30 minutes. Teachers identified performing below level of
expectation (those with a total Raw Score below 14 in the Phil-IRI GST) undergo further
assessment through the individually administered Phil-IRI graded passages. The time it
takes to administer the Phil-IRI Graded Passages would vary for each student. Likewise,
group assessments conducted within class time while Individual assessments conducted
outside class hours.
Based on the reading difficulty of the students, the results of PHIL-IRI Pretest
gathered by the researchers served as basis to determine the Grade three pupils who
were exposed to videodiscs digital reading materials to improve the reading ability of
identified frustration and non-readers. After which, the researchers identified the
frustration and non-readers. The same procedures in conducting PHIL-IRI were done
during the posttest and the difference tested to determine if there were improvements
that had been established. The teacher records the score of each student and compares
the result of the posttest against the pretest. Likewise, the behavior during the reading of
the selection was compared to the student's behavior during the pretest.
Moreover, the results of the Phil-IRI were analyzed quantitatively and
qualitatively. Quantitative analysis involves summing up the number of miscues
observed; recording the number of minutes it took the student to read the passage; and
getting the number of correctly answered comprehension questions about the passage.
The combined results of the word recognition and the answers to the comprehension
questions give the reading level of the student per passage: whether student is in the
independent, instructional or frustration level.
The qualitative analysis consists of analyzing what types of miscues are made
and describing the student’s behavior while reading. Likewise, while the teacher
administers the oral reading test, assesses whether the reading material matches the
learner’s reading performance. The teacher gives the student a reading material with a
lower readability level suited to the grade level reading material was too difficult for the
student.

Research Ethics
 Before the action research is conducted, written permission from the school head
was secured especially that documents from PHIL-IRI results which was utilized and that
RRE used in the intervention. Likewise, a written permission from the parents sought
since the intervention were exposed to digital materials. On the other hand, other
references that are sought by the researchers were appropriately cited in the study.

Statistical Treatment

After the data gathered, the following statistical techniques were employed:
To identify the reading levels of Grade three pupils, frequency count and percentage
formulas are used. To quantify changes in the pre-test and posttest results to test the
effectiveness of using digital learning materials on the reading ability of grade three
pupils, the difference is obtained.
To analyze qualitatively the non-numerical data from the respondents, the most
recurring responses and descriptions are summarized.

RESULTS AND DISCUSSION

Based on the results of the Philippine Informal Reading Inventory (PHIL-IRI) of

Grade Three Students of Calbayog Pilot Central Elementary School SY 2019-2020, the
data gathered were as follows:

Table 1. PHIL-IRI Pretest and Posttest Result

GROUP SCREENING
TEST (GST) RESULT

READING LEVEL
GRADE
LEVEL AS
GRADE LEVEL & SECTION

TO NON-
LEARNERS IND INS FRUS READER
READING
ABILITY
13 BELOW
14 ABOVE

Post

Post

Post

Post
Pre

Pre

Pre

Pre

1 2

III- SSES 15 15 2 13 5 11 6 3 4 1 0 0
III – 1 26 10 4 6 4 5 4 4 2 1 0 0
III – 2 10 26 1 25 9 14 10 10 7 2 0 0
 III – 3 9 26 1 25 7 12 10 11 9 2 0 0
III – 4 8 26 6 18 8 9 9 14 7 3 2 0
III – 5 5 28 5 20 10 14 8 10 7 4 3 0
III – 6 5 26 3 20 5 10 9 12 9 4 3 0
TOTAL 78 157 22 127 48 75 56 64 45 17 8 0

Based on the data, 235 students (78 got the score of 14 above while 157
students had a score of 13 below) administered the Group Screening Test. There were
157 students need one-on one administration of Graded Passages. They were given
passages suited to their reading ability level. Wherein, the Learners Reading Ability were
recognized based on their starting point for Graded Passages. After which, the reading
level were computed, 45 students were frustration level and 8 non-readers. There were
53 grade three students had the intervention using videodisc digital reading material.
The researchers together with the grade three teachers and other master teachers
utilized the videodisc reading materials to help improve the reading ability of the
students. After the intervention, only 17 students belong to frustration level. There was a
decrease number of frustration level after using the intervention.

Table 2. Percentage of Frustration and Non-Reader and Difference in Reading Ability

GROUP SCREENING TEST (GST) RESULT

DIFFERENCE IN
GRADE LEVEL & SECTION

READING LEVEL PERCENTAGE READING

NON- ABILITY
READER
IND INS FRUS FRUS NR
13 BELOW

FRUS
Post

Post

Post

Post

Post

Post

IND

INS
Pre

Pre

Pre

Pre

Pre

Pre

NR
III- SSES 15 5 11 6 3 4 1 0 0 27% 7% 0% 0% 6 -3 -3 0
III – 1 10 4 5 4 4 2 1 0 0 20% 10% 0% 0% 1 0 -1 0
III – 2 26 9 14 10 10 7 2 0 0 27% 8% 0% 0% 5 0 -5 0
III – 3 26 7 12 10 11 9 2 0 0 35% 8% 0% 0% 5 1 -7 0
III – 4 26 8 9 9 14 7 3 2 0 27% 12% 8% 0% 1 5 -4 -2
III – 5 28 10 14 8 10 7 4 3 0 25% 14% 11% 0% 4 2 -3 -3
III – 6 26 5 10 9 12 9 4 3 0 35% 15% 12% 0% 5 3 -5 -3
TOTAL 157 48 75 56 64 45 17 8 0 29% 11% 5% 0% 27 8 -28 -8

Based on the table above, there is a decrease of percentage of frustration level

from 29% Pretest to 11% Posttest, while for non-readers from 5% pretest to 0% posttest.
It implies that using of videodisc reading material helps improve the reading ability level
of the students.
 Likewise, table 2 shows the difference of reading ability of the students. Students
in frustration level has a difference of -28 and -8 for non-readers, respectively. It also
implies that there was a change and improvements of reading performance of the
students who were exposed in the videodisc digital materials.
Moreover, it was evident that students were drawn to reading texts since they
were attracted to the animations in videos. As soon as the students gained familiarity
and recognition of sounds and blends, they became more interested in reading. Hence,
the researcher as the adviser of the greatest number of frustration level and non-readers
observed that students tend to read more and read faster with lesser miscues. According
to the respondents, reading in LED TV, cellphones and laptops are more fun than
reading in printed books. In addition, they view videodisc digital reading intervention as
“cool” reading tools as a way of supplementing their reading exercises. In fact, other
teachers tend to ask for more videos and reading applications, indicative of their growing
interest in teaching reading.
In an interview with some teachers, they confirmed that after the students were
exposed to videodisc digital reading materials, the latter exhibited more speed and
accuracy in reading supplementary reading texts both in printed form and in digital form.
As observed, the students had more inclinations toward reading exercises aided by
technology compared to the traditional, hence their reading habits improved.
Consequently, their reading abilities improved as well.

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

In summary, the following findings were yielded in the study:

1. The PHIL-IRI post test results have improved from its initial results in the pretest,
which could have been attributed to the intervention of the videodisc digital
reading materials to supplement reading abilities of students.
2. During the pretest, 29% of the students were in the frustration reading level while
5% were non-readers. During the post test, there was only 11% frustration level
of readers. The number of non-readers was zeroed.
 3. Based in the pretest and posttest differences yielded, it could be concluded that
significant improvement in the students’ reading levels was achieved.
4. It could then be inferred that the use of videodisc digital reading materials helped
in the changes in reading levels of Grade Three students leading to improved
reading ability.

Conclusion

Based on the results of the study, the following conclusions were drawn:
1. The reading level of Grade three students have significantly improved from the
pretest to posttest.
2. The number of students in frustration reading level has been reduced to 11%
while all non-readers were zeroed out.
3. A change in the results were achieved indicative of improvement of students’
reading levels after they were exposed to videodisc digital reading materials.
4. Therefore, it could be concluded that videodisc digital reading materials help
improve reading abilities of students especially in the foundation years

Recommendation

In the light of the conclusions cited above, the following recommendations are
hereby proposed:
1. A parallel study of using videodisc digital reading materials focused in English as
intervention in teaching can be used especially in developing reading ability of
students in their foundations years.
2. Videodisc digital reading materials in Mother Tongue and English can be used.
3. Feasibility study in the use of digital gadgets in the classroom on a regular basis
for educational purposes can likewise be conducted among public schools.
4. Videodisc digital learning material can be used by the teachers in grade one and
two students for their RRE classes.
 PLAN FOR RESEARCH UTILIZATION/DISSEMINATION

Date Activity Objectives Target Resources Expected Results

Group
April  Introducing the output and  Introducing the project  School  Ppt  Involvement of the
2020 findings of the research to  Presenting the Head  Letters target groups
the School Head and objectives and  Teachers  Laptop
teachers. activities developed.  Projector
May  Initial evaluation of the  Identifying the need  School  Ppt  Involvement the
2020 output by teachers, parents for involvement of the Head  Letters interest of the target
and students. parents and students.  Teachers  Videodisc group.
 LED TV  Sharing and gathering
feedbacks regarding
the output
June  Meeting with the parents  Presentation of the  Teachers  Videodisc  Awareness of the
2020 and students with project to the parents  Parents  LED TV project presented.
respective advisers. and students.  Students  Appreciate the project
that will help the
students.
June  Proper use of the videodisc  Using of the videodisc  Teachers  LED TV  Appropriate uses of
2020 through different means. digital reading material  Students  Videodisc the videodisc
in every classroom for  Involvement of the
RRE classes. target group
July-  Monitor and evaluate the  Monitoring and  Teachers  Passages  Improving reading
August reading abilities of the evaluating students  Students  Forms ability level of the
2020 students exposed in the reading ability level students.
videodisc
 REFERENCES

Beginning Reading Instructional Guide to Help Teachers (BRIGHT) Part II, Balingit, et.
al, 2016.

Burnett, Cathy. Technology and literacy in early childhood educational settings: A review
of research. October 22, 2010.
Retrieved in https://journals.sagepub.com/doi/abs/10.1177/1468798410372154

Department of Education Order No. 78 series of 2010. www.deped.gov.ph

Department of Education Memorandum No. 266 series of 2010. www.deped.gov.ph

E-Reading Theory. Theoretical Models of Learning and Literacy Development. July 10,
2014 retrieved in www.emeraldinsight.com/doi/pdfplus

Larson, Lotta C. It’s Time to Turn the Digital Page: Preservice Teachers Explore E-
BookReading. www.onlinelibrary.wiley.com/doi/10.1002/JAL.00141/abstract.

Leipzig, Diane Henry. What is Reading? www.readingrockets.org/article/what-reading.

January 2001
 APPENDIX A

Phil-IRI Pangkatang Pagtatasa sa Pagbasa, Baitang 3

Panuto: Basahin nang tahimik ang bawat kuwento. Pagkatapos, basahin

ang mga tanong at isulat ang titik ng tamang sagot sa sagutang papel.

A. Ang Loro ni Lolo Kiko

May loro si Lolo Kiko.

Nagsasalita ang loro ni Lolo.
Keso ang paborito nito.
Aba! Nakawala ang loro!
Ay! Nasa puno na ang loro!

Bilang ng mga salita: 29

(Filipino: Wika ng Pagbabago, Medrano, Z.S., 2004

1. Ano ang alaga ni Lolo Kiko? (Literal)

a. aso b. loro c. pusa

2. Ano ang paborito ng alaga ni Lolo? (Literal)

Paborito nito ang .
a. makalipad sa puno
b. makatikim ng keso
c. makausap si Lolo Kiko

3. Ano kaya ang naramdaman ni Lolo nang mawala ang loro? (Paghinuha)
a. masaya b. malungkot c. nagalit

4. Saan kaya naganap ang kuwento? (Paghinuha)

Naganap ang kuwento sa .
a. bahay b. gubat c. paaralan

5. Ano ang isa pang magandang pamagat sa kuwento? (Pagsusuri)

a. Si Lolo Kiko b. Ang Loro sa Puno c. Ang
Alagang Loro
B. O Pagong!

O, pagong na maliit sa garapon nakatira.

Ikaw ba ay sasaya kapag nakawala ka na?

O, batang mabait tulungan mo ako.

Paglabas ko rito masaya talaga ako.

Bilang ng mga salita: 30

(Filipino: Wika ng Pagbabago, Medrano, Z.S., 2004)

6. Nasaan ang pagong sa kuwento? (Literal)

Ang pagong ay nasa .
a. loob ng hardin
b. loob ng garapon
c. labas ng garapon

7. Alin sa sumusunod na mga salita ang nagsasabi tungkol sa pagong? (Literal)

a. mabait b. maliit c. masaya

8. Sino ang nag-uusap sa kuwento? (Paghinuha)

a. ang mga bata
b. ang mga pagong
c. ang bata at ang pagong

9. Ano kaya ang nararamdaman ng pagong sa kuwento?(Paghinuha) Ang

pagong ay .
a. malungkot b. masaya c. galit

10. Bakit kaya sinulat ang kuwentong ito? (Pagsusuri)

a. Hatid nito ang isang balita.
b. Nais nitong magbigay-kaalaman.
c. Nais nitong magbigay ng aliw.
C. Reyna ng Duwende

Selina ang pangalan ng reyna ng mga duwende.

Lagi siyang nakaupo sa malaking balde.

Berdeng balde ang paborito niya at balat ng saging ang

korona niya.
O! Kay saya ni Reyna Selina!

Bilang ng mga salita: 35

Sinulat ni:T. Nong

11. Para saan ang balde ng reyna? (Literal)

a. Upuan ito ng reyna.
b. Ginagamit ito sa paglalaba.
c. Lalagyan ito ng tubig ng reyna.

12. Ano ang nararamdaman ng reyna? (Literal)

ang reyna.
a. Nag-aalala b. Natutuwa c. Napapagod

13. Alin sa sumusunod ang sinasabi sa kuwento? (Paghinuha)

a. Hinahawakan ng mga duwende ang korona.
b. Ang korona ay may mamahaling diamante.
c. Galing sa prutas ang korona ng reyna.

14. Saan kaya naganap ang kuwento?(Paghinuha)

Naganap ang kwento sa .
a. kaharian ng mga balde
b. kaharian ng mga saging
c. kaharian ng mga duwende

15. Bakit kaya sinulat ang “Reyna ng Duwende”? (Pagsusuri)

a. Hatid nito ang isang balita.
b. Nais nitong magbigay-aral.
c. Nais nitong magbigay ng aliw.
D. Manonood Ako!

May karera ng kotse. Makukulay raw ang mga kotse.

Manonood ako ng karera. Magdadala ako ng kamera.
Magsisimula na ito. Sasakay na ako sa bisikleta.
Mabilis ang andar ko. Naku! Dumulas ang bisikleta!
Aray! Kay raming putik ng tuhod ko!

Bilang ng mga salita: 42

Sinulat ni:T. Nong

16. Saan papunta ang bata sa kuwento? (Literal)

Papunta ang bata sa .
a. parada ng mga kotse
b. karera ng mga kotse
c. karera ng mga bisikleta

17. Alin sa sumusunod ang nagsasabi tungkol sa mapapanood ng bata? (Literal)

a. Madaming bisikleta rito.
b. Makukulay ang mga kotse rito.
c. Makukulay ang mga bisikleta rito.

18. Bakit kaya mabilis ang andar ng bata? (Paghinuha)

a. Gusto niyang mapanood ang karera.
b. Sasali siya sa makulay na parada.
c. May kaibigan siya sa karera.

19. Alin sa sumusunod ang nagpapakitang nasaktan ang bata sa kuwento?

(Paghinuha)
a. Mabilis and andar ko.
b. Naku! Dumulas ang bisikleta!
c. Aray! Kay daming putik ng tuhod ko!

20. Alin sa sumusunod ang isa pang magandang pamagat para sa kuwento?
(Pagsusuri)
a. Parada ng mga Kotse
b. Karera ng mga Kotse
c. Karera ng Bisikleta