GRADUATE SCHOOL

Activity No.2

in

Thesis Seminar (Educ 312)

(Chapter One)

Title:

Reading Comprehension of Grade 6 learners from Rogelio DG. Valdezotto

Elementary School using The Philippine Informal Reading Inventory

(Phil-IRI) 2018 during the Distance Learning.

Prepared by:

IVY B. PAGATPATAN

MAEd-Edu. Mgt.

Prepared for:

Dr. TERESITA DIAZ

Professor

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CHAPTER ONE

THE PROBLEM AND THE SETTING

INTRODUCTION

“Reading maketh a full man” (Francis Bacon). One of the basic

language skills needed to be developed by an individual was the

ability to read. As cited by Bacon, someone who knows how to read can

be called a “full man”. Pertaining to a “full man” means that the mind

was filled with the information that further on can be translated for

new ideas. This ideas can turn out be used in a conversation or

communication that was based on own opinions, knowledge, beliefs and

emotions.

According to an article in One World Literacy Foundation (2013)

Reading Improves Discipline and Memory, Reading Builds Self Esteem and

improves Vocabulary. As we read, our discipline improves as we are

making time to read especially when we are in school and the situation

allows us to read. Often we read we become more independent as it

develops comprehension skills every reading time that we spend. Some

word game also aid the reading skills as it helps build memory through

remembering details. Educated man has a strong foundation in reading

as reading builds one’s self esteem. Through reading, offers new ideas

that can be used in enhancing the learning for one to be confident in

sharing knowledge, opinions, and ideas. Exposing to many words also

improves the vocabulary. When one read an article, the idea

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enlightened and the importance of an idea are being exposed for one to

use it.

Reading is an extremely complex process that no one can explain

satisfactorily (Journal on English as a Foreign Language, Volume 5,

Number 1, March 2015). Learners acquire skills in reading through

several processes from basic to a more complex one in order to be good

in reading. Some might learn earlier at home, others are during their

schooling. But certainly, there were some who do not develop the

skills in reading as easy as compare to the others. That is why the

Department of Education continue its developmental programs for those

who are non-readers. “Children’s reading achievement is influenced by

genetics as well as by family and school environments” (Teacher

Quality Moderates the Genetic Effects on Early Reading, 2010) our

home, the environment and the school are the factors to be considered

in learning how to read. The society where the learners belong plays

an important role in the development of one’s reading abilities. One

of those parts of the society was the Department of Education as an

institution that supports the need of Education.

In the system of Education, the learner was taught how to read by

means of different strategies and techniques given in each grade

level. At the first year in school, various activities for reading

readiness are provided such as pictures and phonics. This enhances

the awareness of the learner in reading through reading pictures and

hearing or pronouncing the letter sounds. During the primary stage,

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the learner was to be prepared for reading comprehension. Here, basic

words are being taught through oral reading and listening

comprehension. By reaching the intermediate stage, one is expected to

mastered the reading abilities and enhanced it by creating an own

ideas using phrases and sentences.

Although, there was a concrete system that was used in teaching

reading, still the Department of Education proposed different

programs/projects that will serves as a tool for a more productive

and efficient learning among the learner most especially for those who

are classified as non-reader or slow reader. One of those programs

being implemented was the Philippine Informal Reading Inventory (Phil-

IRI). It was first implemented in school year 2011-2012 by then Bureau

of Elementary Education (now Bureau of Learning Delivery) of the

Department of Education. By the year 2018, the Department of Education

released a Manual of the Revised Edition of the Philippine Informal

Reading Inventory (Phil-IRI).

The Philippine Informal Reading Inventory (Phil-IRI) is an

initiative of the Bureau of Learning Delivery, Department of Education

that directly addresses its thrust to make every Filipino child a

reader. It is anchored on the flagship program of the Department:

“Every Child A Reader Program,” which aims to make every Filipino

child a reader and a writer at his/her grade level. (The Philippine

Informal Reading Inventory Manual 2018) The program will serve as

guide of the teachers in determining the reading performances of the

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learner in the elementary. The manual was composed of graded passages

indicating each grade level, from grades 1 to 6. Only the learners

from Grades 3 to 6 are going to undergo the Phil-IRI Group Screening

Test (GST) in Filipino and learners from Grades 4 to 6 in English.

Those passages are used in determining the performance level of the

pupils in Oral Reading, Silent Reading and Listening Comprehension.

The learners will be categorized according to the Reading level as to

an Independent Reader, Instructional Reader or Frustration Reader. In

administering the Phil-IRI, a Group Screening Test with twenty items

shall be given to the learners from Grades 3 to 6 for about 30

minutes. Anyone with a score of 13 and below will be the one to

correspond with the stage 2, the Individual Assessment through the

individually administered Phil-IRI graded passages. Here, Oral Reading

needed to be administered to identify the Reading Level of the pupils,

which grade level are they dependent, instructional and frustration,

for the teacher to come up with the proper intervention. Individual

Assessment also computes the Reading Rate and Comprehension of the

learners. The Phil-IRI administration scheduled Pre-Test for the first

or second month of the School Year and Post-Test for the month of

January or February. The post-test will identify whether the

implementation is successful or not. Specifically, the Filipino

teachers are the one to administer the Phil-IRI Group Screening Tests

in Filipino and English teachers for Phil-IRI Group Screening Tests in

English. But since, in small schools, each teacher corresponds to one

class or grade level, the adviser holds the responsibility in their

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respective classes. ELLN-trained teachers can administer the Phil-IRI

Graded Passages to individual students who need further assessment.

(The Philippine Informal Reading Inventory Manual 2018) ELLN-trained

teachers undergo a seminar regarding the Early Language, Literacy, and

Numeracy Program.

Teacher factor plays a vital role in the Implementation of

the Philippine Informal Reading Inventory (Phil-IRI) for no matter how

effective the program is, if it is not being implemented well, the

percentage of its productivity and efficiency might decline. With the

current situation of the Philippine Education system of imposing the

distance learning, what would be the possible ways of the teachers in

the implementation and what would be the effect or the results to the

reading comprehension of the learners after the year evaluated.

THEORETICAL FRAMEWORK

This study is based on the DepEd Order No. 14, S. 2018 (Policy

Guidelines on the Administration of the Revised Philippine Informal

Reading Inventory) issued last March 26, 2018.

The Department of Education (DepEd) supports Every Child

a Reader Program, which aims to make every Filipino child

a reader and a writer at his/her grade level. Thus, the

DepEd through the Bureau of Learning Delivery-Teaching

and Learning Division (BLD-TLD) shall continue to

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administer the Revised Philippine Informal Reading

Inventory (Phil-IRI) assessment to learners in public

elementary schools nationwide effective School Year 2018-

2019.

The Phil-IRI used as a classroom-based assessment tool

aims to measure and describe the learners’ reading

performance in both English and Filipino languages in

oral reading, silent reading and listening comprehension.

These three types of assessment aim to determine the

learner’s independent, instructional and frustration

levels.

The Phil-IRI data shall also serve as one of the bases in

planning, designing/redesigning the reading instruction

of the teachers and the school’s reading programs or

activities to improve the overall school’s reading

performance.

The DepEd Order denotes the implementation of the Revised Phil-

IRI and the use of it in teaching reading among learners from public

Elementary Schools. As stated, it will help the teachers in

identifying the level of performances in reading not only orally but

in terms of silent reading and listening comprehension for the

teachers to see where is the current frustration level of the learners

in reading. Having the idea of where is the reading stage of the

learners will give an insight to teachers on how they would do an

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intervention for the learners to reach their independent level in

reading.

CONCEPTUAL FRAMEWORK

The study will provides information about the reading

comprehension of the respondents using the Philippine Informal Reading

Inventory considering the distance learning mode.

Reading is an extremely complex process that no one can explain

satisfactorily (Journal on English as a Foreign Language, March 2015,

Volume 5, Number 1. Every reader undergoes a process to achieve the

independent level of reading comprehension. It involves complex

processes that will enhance reading abilities from no background at

all to a productive or efficient reader. As part of the development of

the Education, teacher as well undergoes into different intervention

for the learning to be productive”. In relation to the DepEd Order,

this statement tells how the teacher should address the reading

process. Teachers who will have an insight about the Phil-IRI can

implement the program well as to improve the reading performances of

the learners.

According to Juliet S. Trujillo in her article dated 2014,

“Students with mild disabilities can and do learn to read if the

professionals involved consider the individual needs of students and

match these needs to appropriate instructional techniques”. Teacher

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as a center of a learning process can do a lot in uplifting those

learners who cannot read only if the teachers know where the starting

point of the learners is and provide a suitable strategy on reading.

From these frameworks, the researcher, as an English Coordinator wants

to find answers to some questions regarding the effectiveness of the

program as implemented by the teachers to the reading comprehension of

the learners given with the use of the distance learning mode.

PARADIGM

Philippine Informal Reading

Inventory (PHIL-IRI 2018)

Pupil’s Benefits
Teacher’s Implementation
during distance learning
(Benefactor)
(Implementer)

 Knowledge about the  Reading

Program performance

 Skills in the  Reading Level

Intervention

 Tools used in Distance

Learning

Department of Education Productivity and Quality

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The Phil-IRI as an initiative of the Bureau of Elementary

Education-Department of Education is directly addresses its goal to

make every child a reader in line with the flagship program “Every

Child A Reader”. There are two factors that the study cited to

consider in dealing with the program, first was the reading

comprehension of the learners, the implementation and the goal of the

program in the learning system of the public elementary schools. In

this study, the reading levels of the learners were evaluated through

the use of Phil-IRI and given intervention. It does not focus only the

evaluation of the results of the learners’ questionnaire but also the

computation of the learners’ comprehension level, oral reading level,

and speed in reading. After the period of the study, the learners were

to measure using their post-test if there is a significant difference

on their performance level. Second factor of the study was the

distance learning mode which is appropriate to the current situation

of the Philippines education system due to the pandemic brought by the

Corona Virus Disease. How would it affect the result of the reading

comprehension assessment skills of the learners? This two will be of

useful for the productivity and the quality of the education when it

comes to reading skills.

STATEMENT OF THE PROBLEM

The study aims to determine the reading comprehension level of

Grade 6 learners from Rogelio DG. Valdezotto Elementary School using

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the Philippine Informal Reading (Phil-IRI) given the current mode of

learning which is the distance learning scheme.

Specifically, the study seeks answer to the following questions:

1. How may the profile of the learners as the respondents be described

in terms of:

1.1. age;

1.2. sex;

1.3. living arrangement,

1.4. family monthly income

2. What are the level of reading performance of the learners as the

respondents in terms of the following reading abilities:

2.1. Oral reading,

2.2. Silent reading,

2.3. Listening comprehension

3. Is there any significant relationship between the reading

comprehension skills of the learners and the teachers’

implementation during the distance learning scheme using the

Philippine Informal Reading Inventory.

HYPOTHESIS OF THE PROBLEM

Null Hypothesis

There is no significant relationship between the reading

comprehension skills of the learners and the teachers’ implementation

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during the distance learning scheme using the Philippine Informal

Reading Inventory.

SIGNIFICANCE OF THE STUDY

The study will give a significance effect to the quality of

Education pertaining to reading. As it will assess the reading

comprehension of the learners using the Philippine Informal Reading

Inventory, it will be a great help to the following:

Teachers- It will benefit the teachers as the one to administer the

Philippine Informal Reading Inventory (Phil-IRI) program in terms of

making their works easier provided an accurate result considering the

distance learning mode of teaching.

Learners- It will also benefit the pupils as the main benefactor of

the Philippine Informal Reading Inventory (Phil-IRI) program for their

performance level might be indicated well to provide them sufficient

intervention as based on their difficulties in reading.

Parents- It will benefit the parents in support with the distance

learning mode as their responsibility is of much needed to monitor the

progress of their child’s reading comprehension skills.

Administration- It will also benefit the administration as the

implementer of the Philippine Informal Reading Inventory (Phil-IRI)

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program for their findings will lead to a productive and efficient

implementation.

SCOPE AND DELIMITATIONS

The scope of the study will focus on the reading comprehension of

the respondents through their oral reading, silent reading and

listening comprehension skills. It will be limit to the twenty two

learners of grade six from Rogelio D.G. Valdezotto Elementary School

located at Sitio Pudiot, Brgy. Baloc, Sto. Domingo, Nueva Ecija. The

study uses the learners as the main benefactor of the program and the

teacher as the implementer. The study does not testify the whole

effects of the program as it cited one particular area, yet the

researcher’s study can help in determining the qualities of the

program together with the needs for improvement.

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DEFINITION OF TERMS

Terms defined operationally for a clearer understanding of the

study.

Philippine Informal Reading Inventory- is an informal reading

inventory composed of graded passages designed to determine the

individual student's performance in oral reading, silent reading and

listening comprehension.

Reading Comprehension- is the ability to process text, understand its

meaning, and to integrate with what the reader already knows.

Group Screening Test (GST)- is a silently-administered test in both

Filipino and English. Each tool is composed of a 20-item comprehension

test based on a set of leveled passages for each grade level covering

Grades 3 to 6 in Filipino and Grades 4 to 6 in English.

Frustration level- means that we are looking for the grade level

passage that the child can no longer read and understand on his own.

Instructional level- means that we are looking for the grade level

passage that the child can read with the support of a teacher. This is

the level where students make the most progress in reading.

Independent level - means that we are looking for the grade level

passage that the child can read on his/her own without any assistance

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Oral Reading- is administered in order to identify the student’s

miscues in oral reading; record the number of words that a student

reads per minute; and find out how well a student understands the

passage read.

Silent Reading- is administered when the student is identified as a

non-reader. The purpose is to find out how well a student understands

the selection which will be read by the test administrator. Then the

test administrator reads the multiple choice questions and the student

answers them orally.

Listening Comprehension- may be administered after the Oral Reading

Test is conducted to further check the student’s comprehension skill.

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