INTRODUCTION

The educational landscape of today is built upon the

idea that the learners in the classrooms are regularly

falling behind on the global scale in terms of

achievement, teachers are continually challenged with the

daunting task of how to ensure that learners are

improving academically on a yearly basis.

In the Philippines education system reading is used

most frequently to gauge the effectiveness of learning.

Recently, Philippine Star (2019) informed that among 79

participating countries and economies, the Philippines

scored the lowest in reading comprehension in the 2018

Programme for International Student Assessment (PISA).

According to the news, the country has the largest

percentage of low performers in reading among socio-

economically disadvantaged students. PISA stated that the

in 2018 profile of the Philippines, socio-economic status

accounts for 18% of the variance in reading performance

in the country, compared to the OECD

(Organization for Economic Co-operation and Development)

average of 12%. This is substantiated by McGill-Frazen

(1987) indicating that low reading achievement is related

to a number of social problems including high dropout

rates, teen pregnancies, delinquency, unemployment and

homelessness.

The problem of learners in reading is not a new

issue. In fact, certain studies reveal that the reading

problems of Filipino students seemed to be perennial

(Alayon, 2014; Habagat & Rizon, 2012; Lalunio, 1994;

Miguel, 2007; Montalban, 2010; Umali, 2016). Due to such

problems, reading and literacy instruction have always

been the top priority in all Philippine curricula. Umali

(2016) labels that reading instruction in the

Philippines can be distinguished into two facets:

(1) the regular reading class which is embedded in the

standard curriculum, and (2) the remedial reading class

which is a separate subject given to those students who

need help in correcting and improving their reading

difficulties. The remedial reading class in the

Philippines is a pull-out type since it is not integrated

within the regular reading class of the students.

In the primary grades the major challenge for pupils

is the acquisition of reading skills. Reading is a skill

necessary for children’s success both in school and

throughout life (Anderson, Hiebert, Scott, & Wilkinson,

1985; Deno, 1989). Hence, the ability to read is very

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crucial in this generation because industrialization is

taking place which is an extremely powerful force in

human affairs. With the bulk of information readily

available for everyone, it would be unfortunate if an

individual cannot partake of human beings’ accumulated

experiences and achievement if they cannot read.

In addition, despite the emphasis on the importance

of reading, the Philippine Informal Reading Inventory

(Phil IRI) Oral Reading result in 2010 shows a

diminishing efficiency in reading skills especially in

the primary grades. This claim was supported by an

alarming level, the numbers posted by other online

articles confirming that the official performance tests

on the high school students in certain 2004-2005 school

year showed that only 6.59 percent could read, speak and

understand English. Some 44.25 percent had no knowledge

of the English language for everyone.

Accordingly, efforts to promote literacy are

encouraged by the government, organizations, or even

private individuals as the ability to read and write is

considered an utmost priority (Cristobal, 2015). In a

speech given by the Department of Education’s Literacy

Coordinating Council OIC, Dina Ocampo, during the 2014

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National Literacy Conference and Awards, she emphasized

the role of literacy in empowering an individual to

interact in the community and realize his worth and what

he can do to contribute to the development of the

society.

This undeniable reality urges schools to consider

reading as a very significant factor to the success or

failure in every educational endeavor. The Department of

Education as the responsible department of the government

in all educational events in the country has

institutionalized the implementation of the ECARP or

Every Child a Reader Program which aims to mobilize

national goal of producing literacy and numeracy- skilled

and independent citizens. One of its salient features is

the additional time allotted to the development of the

basic 3Rs: reading, writing and arithmetic in the lower

grades. This effort aims to alleviate problems among

mediocre graduates of elementary and secondary schools.

In line with this effort, the DepEd made the

Communication Arts period longer in terms of contact

hours in which reading is integrated. In the case of the

private elementary curriculum, reading is taught as a

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separate subject to give enough time for the development

and acquisition of the basic reading skills.

On the one hand, teachers play a major role in the

development of students’ reading habits and interests

which was repeatedly stressed by many journal articles.

Educators make a difference in the success of their

students when they demonstrate earnest passion and

believe that all children have the capacity to learn to

read and make anything happen with skills and

determination. They base their classroom practices on

sound reading theory, utilize different means of

instruction available which are purposed to meet the

specific learning needs of students, create an organized

and stimulating learning environment, and regularly

assess their students' reading achievement.

Moreover, teachers have a pivotal role in helping

children to develop and maintain a positive attitude

towards learning and literacy. Motivated readers read

more, use more complex cognitive strategies, and thus

become better readers.

Conceptual Framework

5
 Perspectives vis-à-vis oneself, others, or ideas

heavily affect the behavior and performance of an

individual in any given setting (Charon, 2009; Isenberg,

2010; Stryker, 2010). Subsequently, reading teachers and

those whom they interact with have their perspectives

about reading instruction (Thompson, 1979). In other

words, the beliefs they have about themselves and the

assumed perceptions of others affect the manner of how

they confront their responsibilities. These set of

beliefs influence their set of goals in the aspect of

work, instruction, and administrative roles they

undertake. Most in the academe, further, claims that

discords regarding perspectives on roles correlate to the

ineffectiveness of programs (Rupley, Mason, & Logan,

1985).

In other words, reading specialists’ perspectives of

themselves are influenced by the expectations of others.

For example, if reading specialists are viewed as

remedial reading teacher as in the case in the

Philippines, they would perform duties principally for

the development of the reading skills of struggling

students; if they are perceived as a resource person for

teachers, they would render assistance to teachers as

6
needed; and if they are considered as collaborative

consultants, they are expected to improve the

professional literacy instruction of teachers (Frost,

2007).

Nevertheless, these perspectives, a multitude of

studies have indicated that reading specialists have

assumed the role of an instructor in remedial reading

programs than that of a consultant i.e. working with

students who have difficulties in reading (Barclay &

Thistlewaite, 2012: Crain, 2003; Kulesza, 2001;

Quatroche, Bean, & Hamilton, 2001). This is due to the

notion that reading specialists are engineers who are

tapped whenever there are reading problems among students

(Jaeger, 2016). That is to say, the predominant role of

reading specialists is remedial instruction where they

spend the majority of their time (Bean et al., 2002).

In reading instruction, it has been viewed in a

variety of different techniques and strategies that

educators used sporadically over the years to teach

reading. As a result of this situation, reading

instruction was not considered to be as important as

other areas of instruction such as vocational, functional

and social skills (Browder, Wakeman, Spooner, Ahlgrin-

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Delzell & Algozzine in Scruggs 2008). Similarly, Hurst,

Wallace and Nixon (2013) point out that there has been a

common perception among teachers that being a skilled

reader is a qualification enough to be a skilled teacher

of reading. He argues that being a skilled reader does

not mean one has an explicit awareness of the structures

of written and spoken language that is necessary to

effectively teach reading.

Responding to this problem, the reading literacy

literature has revealed that in order to teach the

reading components (e.g. phonemic awareness, phonics and

alphabetic code, and comprehension), the effective

reading strategies can be taught and learners benefit from

such instruction (Cekiso 2012; Lai, Tung & Luo 2008;

Scruggs 2008; Song 1998).

The reading strategies are defined as deliberate,

conscious procedures used by readers to enhance text

comprehension (Sheorey & Mokhtari in Monos 2004) and

their application is believed to contribute to efficient

reading (Auerbach & Paxton in Monos 2004). In the reading

context, reading strategies indicate how readers perceive

a task, what textual cues they attend to, how they make

8
sense of what they read and what they do when they do not

understand (Block in Li 2010).

Based on the definition of the reading strategies,

Cekiso and Madikiza (2014) are of the view that teachers’

knowledge and application of reading strategies

instruction is important to improve learners’ reading

proficiency. This view is supported by Sheorey and

Mokhtari (2001) who point out that in order to develop

reading skills programmes in an informed manner,

teachers’ understanding of their learners’ metacognitive

knowledge about reading and reading strategies must be

increased.

On the one hand, mastering reading is a primary tool

for success for children. Reading is required for many

developmental accomplishments such as attention, memory,

language, and motivation. Reading is a necessary part of

social activity. According to Gredler et al.(1998),

“Being a good reader in English means that a child has

gained a functional knowledge of the principles of the

English alphabetic writing system”. Moreover,

understanding the written word is one way the mind grows

in its ability. Teaching young children to read helps

them develop their language skills” (Davis, 2014).

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 Furthermore, imagination is formed through reading.

Books have the ability to transport children to faraway

places, magical cities, and even travel in time. In order

to have these opportunities, children must have adequate

reading skills. Reading provokes the flow of

ideas and new creations (Davis, 2014). Discovering new

things and ideas requires reading. Reading is mandatory

in order to research, read informational texts, and

gather thoughts.

In order to master reading, children are presented

with many building blocks that help them develop the

ability to read. These include talking and listening,

opportunities to see prints and books, phonological

awareness, letter, recognition, and opportunities to

hear books read aloud (Gradler, Snow, Burns, & Griffin,

1998).

Building Blocks of Reading

Talking and listening. Talking and listening is a

building block for children to obtain reading ability.

When children reach the age of one, children have

knowledge of a spoken language by talking and listening.

Worthington (2013) stated, “Even baby talk, which

exaggerates the sounds and rhythms of words, makes a

10
contribution to children’s ability to understand

language”. Talking and listening encourage children to

learn the sounds of the language. “As children learn to

talk with others, they ask questions, learn the meaning

of words, and find out interesting and important things

about the world around them” (Talking and Listening,”

1996).

Print and books. Prints and books contribute to a

child’s development in reading. Print Awareness has many

components including: Print Organization, Print Meaning,

Letters, and Words. Print awareness involves holding a

book the right way and reading lines in a book from left

to right. Children who understand print awareness will be

able to connect the words they see to the words they say

(Worthington, 2013). “Print knowledge has been identified

as a central component of emergent literacy development

and a worthy goal of primary prevention efforts” (Piasta,

Justice, Mcginty, & Kaderavek, 2012,). Phonological

awareness. Phonological awareness leads to successful

readers. Phonological awareness is an understanding that

words can rhyme, are divided into syllables, and are

combinations of sounds. “Phonological awareness is the

ability to hear and work with the sounds of a spoken

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language” (Worthington, 2013). Stahl and Murray (1994)

found that when students have not mastered skills such as

blending sounds, segmenting words, and understanding

final consonants, the child is destined to reside in the

bottom if his or her class in reading four years later.

Letter Recognition. Letter recognition is a building

block to success in reading. Children memorizing the

alphabet song, learning how to write each letter

uppercase and lowercase, and having knowledge of the

names and shapes of letters will help children have an

easier experience learning how to read. Letter

recognition is a predictor of reading achievement. When

students are able to recognize and name the upper- and

lower-case letters, they will have better success in

learning to read (Wood & McLemore, 2001).

Reading aloud. Reading aloud to children benefits

their chances of becoming a successful reader. “Reading

aloud, with children participating actively, helps

children learn new words, learn more about the world,

learn about written language, and see the connection

between words that are spoken and words that are written”

(Worthington, 2013). Reading aloud to children can

increase a child’s vocabulary, increase listening

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comprehension skills, promote syntactic development, and

lead to word identification. “Read-alouds provide a

wonderful opportunity to promote children’s love of

literature, and they can be a treasured time together”

(Lane & Wright, 2007).

Mastering the art of reading is required in order to

survive in our universe. “Reading is important because

words - spoken and written - are the building blocks of

life. You are, right now, the result of words that you

have heard or read AND believed about yourself. What you

become in the future will depend on the words you believe

about yourself now” (Davis, 2014).

Reading Strategies

Continuing the discussion of strategies in the

classroom setting, one must also consider specific

strategies or interventions for improving reading skill

among learners. According to Boardman, Roberts, Vaughn,

Wexler, Murray, and Kosanovich, (2008), reading

instruction focus on the following areas: phonetics and

phonemic awareness, word Study, fluency, vocabulary,

comprehension and motivation.

Word Study. According to Scammacca et. al. (2007)

students who can accurately recognize and decipher

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complex words read more fluently, which can add to

students’ ability to comprehend more complex material.

Instruction in word study techniques, such as structural

analysis, allows students with week decoding ability to

develop skills to break down unfamiliar, multi-syllabic

in to smaller more understandable pieces (Boardman et.

al., 2008). Teachers employing word study instructional

techniques should focus on teaching students to

understand word parts such as prefixes, suffixes, and

root words (Boardman et. al., 2008). When students gain

an understanding of the parts of multi-syllabic words

they can more accurately make connections

between the unfamiliar words and the text possibly

leading to a greater degree of comprehension

of complex texts, including those found in middle and

high school grade levels (Scammacca et al., 2007).

Fluency. While fluency is an essential aspect of

reading comprehension for readers at a younger

age, research indicates that fluency instruction may not

yield an increase in reading comprehension ability for

older students (Scammacca et al., 2007). Although

fluency instruction may not lead to increased

comprehension for older students, it is an essential

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component for all readers including struggling adolescent

readers (Rasinski, Padak, McKeon, Wilcong, Friedauer, &

Heim, 2005). Fluency instruction should center around

identification of and familiarity with

content specific words to create a greater working

vocabulary in content specific areas (Roberts

et. al., 2008). Focused repeated reading strategies of

content specific passages that require

students to become more fluent with content specific

words and information could lead to greater

comprehension of the subject material in general (Roberts

et. al., 2008).

Vocabulary. According to the NPR report (2000),

instruction in the meanings of words is an essential

element of reading comprehension. Fang and Schleppegrell

(2010) state that the language used

in secondary texts is unfamiliar and much more

complicated than what students are exposed to in

their daily lives, therefore, instructional practices

focused on increasing student vocabulary, especially

complex content specific vocabulary, leads to increased

prior knowledge of adolescents and can possibly allow for

greater student accessibility to content specific texts

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and increased comprehension in content areas such as

Science and Social Studies (Boardman et. al.

2008).

Motivation. According to Morgan and Fuchs (2007),

poor readers lack general motivation in terms of

reading. Students who have experienced consistent

failure, especially those students with learning

disabilities, in the area of reading can gain distaste

for reading, which can lead to a lack of reading

comprehension (Morgan & Fuchs, 2007). Many times

students who lack the motivation to read will spill over

into their personal life goals causing a situation where

such students my not prepare for job interviews or even

written drivers tests, therefore, motivation for

reading becomes not only an essential part of academic

success but also maybe a determining factor in personal

success (Boardman et. al., 2008).

Melekoğlu and Wilkerson (2013) argue that

motivational strategies should be a part of reading

instruction, which goes hand in hand with the correlation

alluded to by Morgan and Fuchs (2007) between lack of

motivation to read and poor reading comprehension.

Boardman et. al. (2008) suggest teachers provide hands on

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interactions for students to engage in during reading

instruction including creating brochures, posters, and

short videos after reading a selected text.

Comprehension. The ability to understand written

language being the ultimate goal of literacy instruction

at all levels; teachers should make efforts to ensure

that students are provided instruction in the use of

strategies for improving comprehension (Boardman et. al.,

2008). According to Watson et al. (2012) students need

to establish a coherent picture of the task at hand to

help foster the development of their working memory.

Students need to create a sizable amount of prior

knowledge in content specific material to gain a deeper

understanding of the material presented at the secondary

level (Watson et al., 2012). Teachers who employ

strategies that incorporate previewing activities can

help students activate prior knowledge in the secondary

classroom (Boardman et al., 2008). Imploring students to

access known schemata can be an essential key to success

in content classes.

On the one hand, Lowe, et al. (2005) carried out a

study on reading problems and strategies from teachers’

perspective. Their study aimed to find out what one

17
experienced teacher thought were the main reading

problems among her learners and how she helped them cope

with their reading problems. It was an initial study to

find out whether the in-service teacher was aware of the

types of reading strategies one could use to resolve her

learners‘ reading problems and the reasons why she

employed certain approaches and strategies to tackle the

problems she had identified. Liang, et al. also point out

that there appeared to be a link between one‘s background

(both academic and social) and the strategies employed to

teach and handle reading in the classroom. This study was

based on one case study and it was far-fetched to make

any generalization about reading problems and associated

strategies for other teachers.

The results from this study will support existing

research on reading instruction. It could examine how a

school’s administration perceives reading instruction in

regards to comprehension. An administrator may have

slightly different objective in regards to its

effectiveness to reading comprehension. Some schools may

focus on testing score results due to the No Child Left

Behind Act (Guilfoyle, 2006).

18
 In addition, gathering information how teachers

perceive this form of reading instruction would be

informative. Unveiling how effective both of those

parties view reading instruction would be useful

especially when considering developing a reading program

in their own respective school.

Objectives of the Study

The purpose of this study will be to assess the

effectiveness of reading instruction of elementary

teachers in elementary schools in Kabayan District,

Kabayan, Benguet. The following objectives of the study

are:

1. To determine the level of effectiveness of the

literacy goals of the school

2. To determine the level of effectiveness of

classroom strategies in developing reading skill of

pupils as perceived by the teachers.

2.1. Differences on the perceptions of

teachers on the level of effectiveness of classroom

strategies in developing reading skill of pupils when

grouped according to school.

19
 3. To determine the degree of priority on

supplemental instruction in reading as perceived by the

teachers.

3.1. Differences on the perceptions of teachers

on the degree of priority on supplemental instruction in

reading when grouped according to school.

4. To determine the degree of problems encountered

by teachers in teaching reading.

4.1. Differences on the perceptions of

teachers on the degree of problems encountered by

teachers in teaching reading when grouped according to

school.

DESIGN AND METHODOLOGY

This section contains the research design, population and

locale of the study, data gathering tools, data gathering

procedures, and the treatment of the data gathered.

20
Research Design

This study will make use of the descriptive research

method because the study aims to assess the perceptions

of teachers on the effectiveness of reading instruction

implemented in elementary schools in Kabayan, District,

Kabayan, Benguet.

Calmorin (2003) wrote that the descriptive research

design is appropriate for studies that aim to find out

what prevails in the present conditions, held opinions or

beliefs, process and effects and developing trends.

Moreover, Fraenkel et. al. (1994) explained that

descriptive survey involves the gathering of data using

same set of questions (in the form of a questionnaire) to

a large number of individuals either by mail or in

person.

Population and Locale of the Study

This study will conducted in Kabayan District,

Kabayan, Benguet. The respondents will be elementary

teachers who are teaching reading in the elementary

21
grades. Total enumeration will be used to identify the

number of the respondents.

Table 1. Population of the Study

School Number of Percentage
Teachers
1. Abocot 4 3.39%
2. Adaoay 4 3.39%
3. Anchokey 3 2.54%
4. Asokong Pacso ES 3 2.54%
5. Asokong Pacso Annex 5 4.24%
6. Awing PS 2 1.69%
7. Ballay ES 10 8.47%
8. Bashoy 7 5.93%
9. Batan 3 2.54%
10. Bio B. Modol 7 5.93%
11. Chapides 4 3.39%
12. Duacan PS 2 1.69%
13. Eddet ES 4 3.39%
14. Kabayan Barrio 8 6.78%
15. Kabayan Central School 13 11.02%
16. Lebeng 5 4.24%
17. Lusod 4 3.39%
18. Mongoto 3 2.54%
19. Mt Pulag ES 8 6.78%
20. Tamang ES 4 3.39%
21. Tawangan 8 6.78%
22. Tinaleb 7 5.93%
Total 118 100%

Data Gathering Tool

This study will make use of the questionnaire in the

form of checklist as the main gathering tool. The

questionnaire is developed with the objectives of the

study in focus. The proposed questionnaire consists the

following parts: Part 1 will deal on the literacy goals

of the school. Part 2 will consist of priority on

supplemental instruction in reading. Part 3 will consist

22
on the effectiveness of classroom strategies and part 4

will deal on the problems encountered by teachers in

teaching reading.

The items contained in the questionnaire are lifted

from the study of Hartley (2015), Chugh (2011) and Maingi

(2015). The questionnaires are formulated and adapted by

the researcher based on the data she will intend to

gather, from her observations as an elementary teacher,

and from readings of unpublished theses/studies and

journal articles related to the study.

Data Gathering Procedures

The researcher will obtain all the necessary permits

in the conduct of the study from the Schools Division

Superintendent of Benguet, Public Schools District

Supervisor of Kabayan District.

Prior to the administration of the questionnaire to

the target respondents, proper coordination with the

Public Schools District Supervisor of Kabayan will be

done by the researcher

The researcher will personally administer the

questionnaire to the respondents, and subsequently will

retrieved from them on a later date. The data to be

23
gathered will be tallied and consolidated for statistical

treatment.

Treatment of Data

To facilitate the analysis and interpretation of the

data gathered the following treatments will be used:

On the level of effectiveness of the literacy goals

of the schools and level of effectiveness of classroom

strategies, the following scale will be used;

Relative Statistical Descriptive Equivalent Symbols

Value Limits (Descriptive Meaning)

4 3.25 - 4.00 Very Effective HE

3 2.5 – 3.24 Moderately Effective ME
2 1.75 - 2.49 Slightly Effective LE
1 1.00 - 1.74 Not Effective NE

To determine the degree of priority on supplemental

instruction in reading and the degree of problems

encountered by teachers in teaching reading, the

following scale will be used:

Relative Statistical Descriptive Equivalent Symbols

Value Limits (Descriptive Meaning)

4 3.25 - 4.00 High Priority/ Very HP/VS

Serious
3 2.5 – 3.24 Medium MP/MS
Priority/Moderately
Serious
2 1.75 - 2.49 Least/Slightly LP/SS
Priority/Serious

24
 1 1.00 - 1.74 Not a Priority/Serious NP/NS

The average weighted mean will be used to determine

the weight and ranking of the responses of each group of

respondents.

To compute the Weighted Mean, the formula (Fraenkel

et. al., 1994) is as follows:

WM = fn
N

Where :

WM = Weighted Mean

n = arbitrary value

 = summation

N = Total Number of Cases

ANOVA (F-test) will used to determine the

significant differences.

The formula (Subong,2005) is:

F = SSB
SSW

Where:

SSB = sum of squares in between

SSW = sum of squares within

25
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Survey Questionnaire

Using the scale provided, please answer the following

questions by marking an X in the box that best represents
your opinion

29
 4- Very Effective
3- Moderately Effective
2- Slightly Effective
1- Not Effective

Literacy Goals 4 3 2 1
1. My school has a goal of increasing
literacy for all pupils
2. The literacy plan for my school is
understood by all teachers
3. My school has a plan for increasing
literacy in specific subject areas
4. My school provides adequate
opportunities to help teachers understand
literacy goals and plans for the school

Classroom Strategies 4 3 2 1
1. Vocabulary based strategies are most
effective to subject area comprehension
2. Word study strategies (word parts,
phonics, word origin,etc.) are most
effective for increasing comprehension
3. Strategies that focus on fluency are
most effective for increasing subject area
comprehension
4. Strategies that motivate students to
read are most effective for increasing
subject area comprehension
5. Strategies that activate prior
knowledge and foster analyzation (i.e.
previewing and summarizing) are most
effective for subject rea comprehension

In determining the degree of priority on supplemental

instruction, use the following scale.
4- High Priority
3- Medium Priority
2- Least Priority
1- Not a priority

How do you prioritize supplemental instruction to pupils

who struggle in their reading skill?
Supplemental Instruction 4 3 2 1

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1. Phonemic awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension

In determining the degree of priority on supplemental

instruction, use the following scale.
4- Very Serious
3- Moderately Serious
2- Slightly Serious
1- Not Serious

To what degree do the following problems affect you from

teaching reading to your pupils?
Identified Problems 4 3 2 1
1. lack of clear procedural knowledge
2. Negative attitude toward reading as a
subject
3. the teaching context e.g amount of time
4. teachers overload and big classes
5. students with different levels of
motivation
6. lack of opportunities/school-wide
environment model for sustained reading
7. heavy demands for final assignments and
completion of paper works
8. learners‘ inability to transfer learnt
strategies to different reading texts
10. advent of video houses and other
electronic gadgets which has lowered the
intellectual moods
11. change of value system
12. cultural load in the text
Others, pls specify __________________________________

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