Professional Documents
Culture Documents
Thesis For Final
Thesis For Final
CHAPTER 1
Introduction
Being able to read is an avenue for personal and social growth. A child can
fully view ever winding horizons and explores areas in the world of people, things,
and events through reading. Indeed, the key to success is through reading; hence,
proficiency in reading is vital to the continuous growth and development of the child.
Corollary to this, as early as Grade one, the child must already be exposed to
various low level but interesting reading materials that will capture his interest,
motivate him to turn the pages, and later develop his love for books, and start to
acquiring knowledge and the most needed learning that will help him become more
In school, reading is the most important subject to be learned by the child. For
this matter, a child will learn little in today’s world if he does not learn to read
towards effective teaching- learning process. It cannot also be denied that every
vital and important especially to beginning readers to avoid frustrations in the end.
a must, a need, which enables, helps, assists, and inspires the child to succeed in
school, in his daily activities, in his career, and in his life as a whole.
Nevertheless, despite all efforts exerted by the teachers in their desire to help
their pupils read and comprehend, many just cannot cope and could hardly decode
the printed words. Thus, this inability to read becomes one of the major causes of
failure among them which leads to other problems that are either behavioural or
personal in nature. Furthermore, to a pupil, the inability to read may lead him to
himself left out of school activities which make him inferior almost all the time. His
socialization skills are also affected and he fails to appreciate the beautiful things life
offers. Furthermore, as he grows older and progress through the grade, more
interactions are founded greatly through the medium of being able to read the
printed materials, however, with such reading disabilities emotional problems may
In addition, when a pupil does not learn to read at the time it is expected of
him, he suffers not only from the failure itself, but from the difficulty with all other
For this matter, Hasentah and Laughton (2002) suggested that diagnosing
pupils properly especially those with reading disabilities is very important. According
to them, evaluation and assessment will provide the teachers significant information
that will assist them in the development of strength and remediation of weaknesses
of their pupils. Corollary to this, Phil IRI is a very good material for diagnosing
3
reading abilities and difficulties of elementary grade pupils especially those in Grade
One. However, their instrument must be prepared to assess both the reading and
other factors emanating from the home, the environment and other biological factors.
Foremost, the teacher must exert all efforts to explore everything she can, to
help her pupils with reading disabilities, cope and overcome their failures, because
all academic tasks can never be achieved when they perform ineffectively in
This prompted the researcher who is suffering from the same problem every
In the lower elementary grades in Pulilan district particularly in Grade two, the
presence of pupils with reading difficulties remain a problem to teacher and often
times lead to frustrations. Reading, being a potent tool for understanding and
mastery of other subjects and school activities must be the immediate and major
dedication, it cannot be denied that there are really pupils who are retorted in
becomes a poor learner, and all academic tasks can never be achieved whenever a
(1996) in his study that more likely, non- readers are those that become delinquent,
unemployed, and misfit in the society. This is indeed very alarming and has to be
seriously and properly addressed not only by the teachers, but by the entire
While it is true that if ever there is one fulfilment classroom teacher’s desire, it
is to find out that every pupil in her class will be able to read and comprehend.
potential and capacity differ from other pupils, hence, the presence of slow and non-
readers, at times, become equally significant to those who are able to read.
Cognizance of these, teachers often complain about pupils who go through Grade
one without learning to read. When pupils do not learn to read at the time expected
of them, they are unable to profit exactly from the classroom interaction they
This poses serious problems among teachers with non-reader pupils since,
they know that Reading seems to be the culprit in the low academic performance of
the pupils. Furthermore, considering that proficiency in Reading is the royal road to
teachers in this district are now placed in a seemingly unpleasant situation because
the complaint now is that “our pupils could hardly read English” and not only” our
pupils could hardly speak English”. This perplexed the researcher who is also a
Program and performance in English of Grade two pupils in Pulilan District, Dep Ed,
1.1 age,
1.2 sex,
3. How may the following factors affecting reading skills of Grade two pupils
of:
The study focused on the extent of implementation of Phil –IRI program and
the English performance of Grade II pupils in Sto. Cristo Elementary School, Dep.
IRI Program among Grade Two pupils. It also included the factors affecting the
reading skills of Grade Two pupils described in terms of parent factor, home factor,
sex, civil status, highest educational attainment, major field of specialization, present
The respondents of the study are the Grade Two teachers and their pupils
Results of the study will help Grade Two teachers understand pupils with
reading disabilities which they may use in formulating guidelines and remedial
Result may also yield significant information as regards the extent of the
implementation of PHIL-IRI Program and the effects of the parent, home, pupil and
teacher factors to the English performance of grade two pupils, hence, remedial
Findings of the study may also serve as basis for in-service trainings of
between parents and teachers as regards their children with reading disabilities.
More importantly, results may benefit the Grade Two pupils with reading
CHAPTER 2
8
This chapter presents the literature and studies read and reviewed by the
Age
On age Galicia (2002) found out that age was a factor in feelings of emotional
grow older, they tend to be slightly more satisfied with their jobs. There are number
of reasons for this, like lowered expectation, better adjustment, and, other causes.
These are exceptions but the general trend is higher job satisfaction goes with
advantage age. The work performance of older and younger workers is the same in
some cases but in typical situation is wherein infirmities are associated with age,
Sex
dimension of being a man or a woman. Men and women are born with similar
capacities and potentials; however, the society still defines specific roles to each.
When a person is judged according to the attributes expected of males and females,
and then it is called gender stereotyping. These gender roles change overtime and
9
vary across cultures. Since gender roles are culturally constructed, they can be
changed.
Civil Status
performance. It points out that being married or single affects teacher’s performance.
She further implied that married teachers tend to have greater understanding and
institution’s performance.
Educational Attainment
of a teacher, which includes the particular degree he had acquired in college, and
other studies related to his line of specialization. In many cases, it has been found
that education and performance of teachers greatly affect the quality of pupils
produced.
he must have a strong desire to grow professionally while in the service. He must
attend seminars, workshops and conferences that will enrich his qualifications. Thus,
his educational qualifications, teaching experience if any, plus all in-service trainings
10
that he attended will likely enhance and increase his teaching efficiency as well as
his effectiveness.
so that they can improve and help their pupils attain higher levels of intellectual and
social competence. She believes that if teacher education programs can focus on
equipping teachers with the knowledge and skills they need, in helping learners to
succeed, in attaining the goals of the school, then education can truly prepare pupils
Present Position
Most studies show that teachers in the elementary level still occupy Teacher I
Years in Service
Therefore, it widens perspective on the role and nature of learning and the
Teachers who continually teach certain subjects through the years are
develops effective on the part of the teachers, skills in the use of effective teaching
The longer the services of the employees the better is their performance on
the job, that is according to Pulido (2002). He further explained that the number of
years the teachers rendered in the field of teaching greatly influences their
performance. The longer the services of the employees the better is their
performance on the job. One of the reasons for this is the possibility that the longer
the employees are in the service the more they tend to have a wholesome
therefore, the longer the experience in teaching the better the method of teaching
were employed and the keener the teacher becomes to perceive possible problems
The Informal Reading Inventory (IRI) is one of the most useful classroom
tools in assessing a pupil’s reading ability. It can give the teachers information on the
comprehension questions on a few or more of the following reading skills: getting the
noting details. Most IRIs would include measures of word miscues and
12
comprehension as well as provision for pupil retelling of the passage read. Thus, the
IRI provides the teachers with a comprehensive profile of their pupils’ ability in
reading, whether orally or silently, including their reading habits and attitudes. The
teachers may then use this information in planning their classroom reading
instruction.
of IRI. It is adapted in the context of IRI to help teachers determine the reading
abilities and needs of their pupils in order to provide bases for planning their
classroom instruction.
The Phil-IRI-Oral Test is an informal measure that assesses the pupils’ word
graded reading passages from Grade I to Grade VI. Each graded passage is
followed by 5-7 comprehension questions. The questions are categorized into three
dimensions namely literal, interpretive and applied. The critical questions are
subsumed in the applied dimension. The definitions of each dimension can be found
The passages may either be narrative and expository texts. They are carefully
written to ensure that the characters, setting and plot appeal to the children. They
and socio-economic status. They are also laden with values and real-life lessons.
about the pupil’s oral reading capabilities. Quantitative information shows the
strengths and difficulties as well as oral reading behaviors and attitudes. It also
reveals the reading growth of the pupils over time. The information in the Phil-IRI-
Oral Test should help the teachers, school managers and divisions plan appropriate
I 30 below
II 60 below
III 90 below And below 75% correct answers
IV 110 below
V 140 below
VI 160 below
The PHIL-IRI has the same limitations of a typical IRI. Its findings are to be
encompassing of the total pupil’s reading ability. The PHIL-IRI only provides an
his/her grade level. The findings are to be regarded only as “very tentative indicators
reading program” (Miller, 1995). They should never be the sole bases for promoting
B. Test Materials
The Phil- IRI Silent Reading Test package consists of the Manual of
1. Manual of Administration
The manual includes the Background Information for the Teachers, the
mechanics of the administration of the test and instructions for recording and
be studied carefully before administering the Phil-IRI Silent Reading Test. The
mechanics of administration are the same for both English and Filipino. Thus,
only one manual will be printed for both English and Filipino.
2. Teacher’s Copy
The teacher materials for the Phil-IRI Silent Reading Test consist of
rating sheet which the teacher marks the comprehension score of the
pupil as well as the pupil records his/her reading time while taking the
test. The rating sheet contains the passage to be read silently by the
answer. The teacher should ensure that each pupil is provided with this
form.
the marks of the pupil in the Phil-IRI Form 1 to his/her individual Phil-
IRI Form 2.
PHIL-IRI Form 3: Class Reading Profile – This form shows the class
reading profile. The teacher should fill this with the data from pupils’
head who will consolidate all the class profiles to establish the school
reading profile.
3. Pupil’s Copy
The same copy of the grade level passage rating sheet (Phil-IRI Form
1) which the teacher uses in marking the score of pupils will also be used by
16
the pupils. The silent reading passages are either paragraphs, stories or
applied.
The following Phil-IRI Silent Reading Test forms shall be accomplished and submitted to
Beginning school year 2007-2008, all schools shall administer the Phil-
IRI Silent Reading Test in English and Filipino. For SY 2007-2008, the BEE
will provide two (2) copies of Phil-IRI package for all the regions and three (3)
copies for the divisions. The divisions shall reproduce and distribute the tools
to all schools using local funds except for those schools with MOOE. These
schools should reproduce their own copies charged against their own MOOE.
17
The region and division English and Filipino supervisors and district
supervisors should orient the school heads before the administration of Phil-
IRI. The supervisors are also advised to monitor the schools in their
administration of the Phil-IRI Silent Reading test and assist in the analysis of
School heads should make sure that all teachers are oriented on the
also ensure that all the necessary tests and forms are reproduced according
Silent reading Test, only the data of pupils who were able to take both pretest
and post test should be included. The school head should use the results of
pupils who took only either the pre test or the post test in planning appropriate
D. Mechanics of Administration
Important Notes:
18
should note the dates of administration for both pretest and post test. The
teacher should at all times keep the assessment tool with utmost
confidentiality. The test materials should not in any way be posted or exposed
to pupils except during the administration of the pre test and post test.
The pre test of the Phil-IRI Silent Reading Test shall be conducted in
October for Grades II-VI pupils. For Grade I pupils, this shall be administered
in December since they are still on the period of oral reading. The silent
reading pre test results together with the oral pre test results will be utilized by
The post test shall be administered at the end of the school year
( February – March ) to Grades I-VI pupils. The results will reveal the
progress achieved by the pupils during the school year. In reporting the
progress in Phil-IRI Silent Reading Test, include only the data of pupils who
Since the teacher cannot assess the progress of his/her pupils who
either took only the pre test or the post test, the teachers are advised to use
the available data to plan for the appropriate reading program for these
pupils.
Unlike the Phil-IRI Oral Reading Test which is done individually, The
Phil-IRI Silent Reading Test can be done in one grade level at one time.
19
However, for purposes of close supervision in the conduct of the test, only 20
1. Secure copies from the Office of the Principal/School Head the following
3. Ensure that you have a copy of the Phil-IRI Form 3 – Class Reading
Profile
4. Familiarize yourself with the test materials and the accompanying forms.
5. Ensure that the testing area is well-ventilated, well-lighted and free from
distractions.
1. Establish rapport with the pupils. Explain to the pupils that they are going
to record the time after they can read the passage silently and carefully as
Say: “ Today, you are going to read a passage silently as fast as you can.
I would also like to find out how well each one of you understand the
passage.”
2. Distribute the passage to each pupil. Let them accomplish all the personal
information (Name, Grade & Section). All pupils should start reading at the
same time. Begin timing only when the pupils start reading the passage.
3. Place the improvised number cards on the board. Take note of the time
started. After thirty seconds (30 seconds) that the pupils have started
reading, start flashing the cards (begin with 30) and every ten seconds
Say: “ read the passage silently. After reading the passage, look at the
number shown on the number card. Write the number on the space
1. Let the pupils answer the questions that follow. Tell them to encircle the
2. After all the pupils have finished answering the questions, retrieve the
passage. Check the answers and write the pupil’s score on the space
provided. (Score:____).
3. Transfer the marks of the pupil in the Phil-IRI Form 1 to his/her Individual
Phil-IRI Form 2.
Direction: Read the passage silently. Record your reading time as soon as you finish
reading. Read the questions and encircle the letter of your answer.
Lost at Sea
The weather was fine. The day was bright and the sea was calm. Father and Ben
went fishing. Father prepared his fishing rod, reel and boat. They rowed the boat until they
were at the middle of the sea.
But in the afternoon, rain poured down. The wind was getting stronger. It pushed
their boat farther and farther out to sea. It was difficult for them to go back to the shore. The
great waves carried their boat to the other side of the island. They could not find their way
back. They were lost at sea.
Mother was now worried. She asked the help of their neighbors. The men searched
for the lost boat. Later, they found the boat hiding behind a big rock.
Grade III
Questions:
a. fishing
b. farming
c. hunting
d. gardening
2. What was the weather like when the story began? ___∕___
a. dry
b. wet
c. fine
d. stormy
a. It became foggy.
b. It started to rain
c. The boat turned over
d. The sun shone brightly
23
5. How did Mother feel about Father and Ben’s situation? __∕___
6. How did the weather affect Father and Ben’s life? __x___
a. It is merciful.
b. It is constant.
c. It is a part of life.
d. It is unpredictable.
1. Each pupil has an individual summary record which has three parts:
Part A – Speed
Part B – Comprehension
Part C – Summary
2. For Part A – Speed, compute the reading speed of each pupil using the
formula below:
131 x 60 = 98 wpm
80
3. Write the speed level of the pupil under the appropriate column. Identify
the speed level of the pupil as fast, average and slow using the standard
specified in the form (Refer to table 1, page 2.)
6. Compute the comprehension level of each pupil using the formula below:
___5____ x 100 = 71 %
7
John Paul’s comprehension level : Frustration
See sample on page ---- for steps 1-7 in recording Individual Summary
Record
Phil-IRI Form 2
Pretest
( Panimulang Pagtataya )
A. Speed
( Bilis sa Pagbasa )
No. of Words/Minute Reading Time Speed Level
( WPM ) ( Nagugol na Oras sa ( Antas ng Bilis sa Pagbasa )
Pagbasa )
Average
98 80
B. Comprehension Q Q Q Q Q Q Q Score Comprehensio
( Pang-unawa sa 1 2 3 4 5 6 7 (Iskor n Level
Binasa ) ) (Antas ng
Pang-unawa)
1 1 1 0 1 0 1 5 Frustration
8. Identify the reading level of the pupil in reading speed and comprehension
using Table 2.
Level
Therefore, John Paul, a Grade III pupil who got 92 wpm (average) in reading
speed and 71% in comprehension (frustration) will have an overall reading level of
Frustration.
meaning, the comprehension score will be given more weight than speed. This
means
that if the score in comprehension is independent and the speed is in the slow level,
the
child belongs to instructional level ( see example in Table 2). In short, if the scores
in
the two extremes, slow and independent, give consideration to the comprehension
score and mark it lower than the independent because of the low level in speed.
Hence,
9. Enter each pupil’s data under the appropriate category in Form 2. The
responses of the pupil in the pretest shall be entered under the pretest
column.
10. For Part C – Summary, write the speed, comprehension and reading level
on the space provided during the pretest. Follow the same procedures 1-9
on the appropriate column during the posttest. ( See example on the next
page for Step 10 ).
Phil-IRI Form 2
Date :
( Petsa )
Pretest: October 2, 2007
( Panimulang Pagtataya)
Posttest: _____________
( Panapos na Pagtataya )
Pretest
( Panimulang Pagtataya )
A. Speed
( Bilis sa Pagbasa )
No. of Words/Minute Reading Time Speed Level
( WPM ) ( Nagugol na Oras sa ( Antas ng Bilis sa Pagbasa )
Pagbasa )
Average
98 80
B. Comprehension Q1 Q2 Q3 Q4 Q5 Q6 Q7 Score Comprehension
( Pang-unawa sa (Iskor) Level
Binasa ) (Antas ng
Pang-unawa)
1 1 1 0 1 0 1 5 Frustration
C. Summary
( Lagom )
Pretest
( Panimulang Pagtataya )
Speed : Average
( Bilis sa Pagbasa )
Comprehension : Frustration
( Pang-unawa )
Reading Level : Frustration
( Antas sa Pagbasa
Class Reading Profile
1. Using the data in the Phil-IRI Form 2- Individual Summary record, transfer
each pupil’s performance in the Phil-IRI Form 3-Class Reading Profile. Enter the
names
2. For the pretest, check the pretest column corresponding to the pupil’s
speed
level and comprehension level ( columns 2 & 3 ) and the reading level ( column 4 ).
3. Do the same procedure in the posttest. When the posttest shall have been
28
conducted at the end of the school year, determine whether each pupil has improved
or
Note: In case the pupil was unable to take either the pretest or the posttest,
do not include his/her results in the class reading profile. Instead, use the
information gathered to improve his/her reading capabilities.
29
30
d) Applied - these are questions that draw from the child his
own way of visualizing things based on
his own scheme
Reading levels
References
Literature
Philippine Normal University ( 2006 )
3. Ms. Merry Ruth M. Gutierrez Head, Center for Raeding and Literacy
Philippine Normal University ( 2006 )
Parent Factor
Children from early childhood should be encouraged to read and love books.
When they see adult members of their families holding and reading books, they
imitate them. And it may be the start of a worthy leisure time activity. Sometimes it is
enough to read a few pages for encouragement, and the child will gladly read on.
Children whose parents read to them or narrated bed time stories were more
ready to tackle first grade work than those who did not have such a joyful
mental age of 7 years old ready for school work. “When children see their father and
mother read willingly, they try to imitate,” says Regal-Paredes (2007). Children age
34
2-6 are the stage of imitating adult’s actions and behavior. In this stage parents
should be aware of their actions because their children might imitate them and
students. Her findings revealed that parents have greatly influenced the
respondents’ choice of reading materials. Likewise, it was also found that urban
respondents spent more time teaching than rural respondents. This can be attributed
to the fact that the urban parents have steadier and more income occupation than
rural parents.
learning process. In the early years, first parents and then teachers are also the
“significant others” who help children develop attitudes relating to their bodies, their
Maranan (1995). The results also revealed that reading habits wan influenced by
teachers as well. Students have parents who love reading also developed love of
reading. Students who have teachers who devote most of their time in scrutinizing
do not have sufficient experience to deal with all aspects of an educational system.
35
Parents and teachers in the study feel strongly that parent volunteers must be
concentrate in class and /study habits at home were not independent of participation
health and nutritional status. She further emphasized that better nourished children
did significantly better in the mental ability. Significant positive relationship between
nutritional status and academic achievement remained even when relevant pupil
profession and the profession needs to take a stance and educate its members.
Some teachers feel threatened and endangered while others feel enhanced by
education. They would like a synopsis of curriculum and expectations, and more
frequent contact with teachers by phone or in person. Most parents simply want
more information about the educational programs their children are receiving. The
communicating with the school staff. If the child is in elementary school, they might
36
ask how well their child is doing in reading, how does their child work independently
or with others, or how does their child seem to feel about school or his/her own
abilities.
meeting and borrow resources in order to make sound decisions about their children
and the school. With the right to be involved in school governance comes a
parenting and schooling successes and difficulties with children. It should be the
Jewell and Rosen (1993) studied educational reform in New York and
discovered that parents needed to know more about a variety of areas: budgets,
about the school. Conlet (1993) states that expanded parent roles can occur when
parents become knowledgeable about learner outcomes, setting learning goals with
teachers and pupils, communicating with teachers about the child’s interests and
learning style, becoming involved in local school activities and advocating and
Epstein (1995) outline five types of parent involvement in schools. The first
three types include parenting (type 1), communicating (type 2), and volunteering
(type 3). These include activities such as driving for various outings, running book
fairs, supervising in the computer room, volunteering in the library and fund raising
for the Home and School associations. For fewer parents are involved in learning
37
activities at home, such as helping with home works (type 4) and decision making
Parents can get involved in school activities in many ways, Deval said. They
can assist teachers with class once a week, volunteer to talk to the class on a
particular topic, help with field trips or donate supplies for special events or projects.
Deval suggested, parents should attend parent group meeting or join the PTCA,
have lunch with children at school occasionally. They may visit classrooms to
observe children’s behavior and interactions with teachers and other pupils.
Jeanne S. Chall (2000) states that from the variety of proposals to raise the
involvement, others seek to implement more school choice and others prepare
better teacher training and higher teacher salaries, a longer school year and school
Home Factor
Home could influence the pupils reading skill as stated by Chua (2005), that
at home some parents put pressure to child to have a high grades, wanting him to
jump through several developmental stage at once. Children should not always
digest skills already learned. In the excellent book magical child Joseph Chilton
Pearce as cited by Chua (2005) states that, “Children learn and develop, when
home and school work close together … An unstimulating home environment device
when young children can respond appropriately to the environment of the school and
dependent on the child following instructions from the teacher or adult in the
young children learn best by rote activities. At home, parent may provide their young
children with workbooks containing activities that require little interaction between
parent and child. When young children are unable to respond appropriately to the
classroom and environment, they often are labelled as having some form of learning
disabilities and are tracked in classroom with curriculum designed to control their
Miguela M. Solis and the said. “The intellectual capacity of a child is most acceptable
found out that with stimulating a conducive surroundings and challenging activities,
the intellectual development of the increase at about 2.5 I.Q. points as compared to
the 0.4 points per year usual increase of I.Q., from the eight to the seventeenth
achievement. Those with high I.Q. will acquire higher reading skill faster than those
Pupil Factor
39
activities of pupils. The findings showed that these variables had no significant
In relation to the previous study, the said factors revealed no relationship with
the ability of the pupils in reading. Furthermore, the study has shown several of the
most common factors affecting the reading performance of the pupils such as I.Q.
Grade Six pupils of Matungao District, Lanao Del Norte were on vocabulary skills,
differences in pupils’ reading difficulty levels when grouped according to the sex,
achievement of Grade Five pupils, found out that pupils showed poor performance in
terms of reading skills. The skills included noting details, getting the main idea,
affecting the low reading comprehension performance of Grade Five pupils. These
identified factors are language problems, inappropriate teaching strategies, and not
40
suited reading materials. Furthermore, the pupils’ intellectual factors and their socio-
similarities to the present study in which both were concerned with the reading
comprehension of the pupils. Differences were noted in the scope and emphasis
Cinches (1999) in her study of the reading skills of Grade Five pupils includes
the sex of the pupils and the educational background of their parents. Through the
meaning, reading weight and paragraph were average while sentence and
government and private employees. They help their children improve their reading
skills. However, majority of the male pupils are not good readers. Statistics show
that there was no significant difference in reading skills of both the male and female
pupils. Therefore, it is safe to say that sex did not show any relationship with the
reading ability of the pupils. In terms of paragraph meaning, both the male and
female pupils differ significantly. It is concluded that that female were good readers
conducted because they all deal on the reading skills of Grade Five pupils.
Differences were based on the factors in which the former included the parent-pupil
Larin (2001) found out that most of the Fourth Year students of Mercy Junior
College and National Comprehensive High School have good reading ability based
on the Teacher-Made Test. The students showed positive attitude toward English as
a language for reading purposes. There was a significant relationship between type
of school and interest in reading materials. Females were better in vocabulary test
than males and there were no significant differences in reading comprehension test.
Parents’ monthly income did not significantly affect students’ reading ability. Fathers’
Kush and Watkins (1996) summarized in their study that positive attitudes like
study habits toward reading contribute to higher reading achievement. They quoted
42
that girls consistently expressed more positive attitudes toward recreational reading
than boys.
Teacher Factor
The first step covers the “INTO” covering activating prior knowledge, helping
students predict or construct text, and giving various experience. The second step is
skills are used, citing examples, modelling how to think about reading, and teaching
students to self-motivate. The last step is called “BEYOND” in which readers are
out what was remembered, by grand conversations, and by activities to help children
Michaels and Mitchell (2005) elaborated on some of the skills used in the
reading process. They are through using letter-sound relationships referred to as the
common English words that cannot be easily sounded out or decoded, and through
gaining meaning from context where readers manifest the ability to use the
Gambrell and his colleagues (2006) cite about the characteristics of the
smooth, coherent whole, as constructive where readers use what is in their heads
and what is on the page to construct meaning, as strategic focusing on the readers
use of different strategies depending on their purposes for reading and the difficulty
of the material, and as interactive that readers must interact with the author in order
for meaning to occur. Similarly, the same authors provides for the conditions for poor
reading performance. These are that the readers does not see letters or symbols on
the page or may not be able to recognize them; has confusions or incorrect
associations between sounds and letters, and has little experience with or
must be able to derive meaning from symbols and connect them to experiences and
concerning kinds of reading texts and materials, the reading process, and their
instructional practices, so they do not fall victim to the political pressures associated
need to be able to understand and discuss why they do what they do if they are
going to create readers who can do more than decode texts accurately, read them
Although it remains open to all students who wish to study, too many students have
been frustrated and discouraged because they are not ready to succeed in the
program they select. Research shows that a student who failed the test in
developmental reading and yet enrols without improving his/her reading ability
succeeds at the rate of only 13 percent. This means that too often student pay
tuition in courses they cannot handle and leave the school unhappy with themselves
The above literature point to the importance of determining the reading ability
exercises of the Roosevelt College Foundation Center for Teacher Education held at
importance of quality education and the role the teachers play to achieve it. He said,
“ I have always believed that the progress of a nation depends crucially on the
quality of education that it provides its citizens, and the quality of education depends
He challenged the teachers to take the responsibility, being the key player to
attain it. He quotes, “ Let us, as teachers take on the burden on improving our
national record in Science and Mathematics so that by the end of this century, we
will be – if not at the top – at least in the middle.” He stresses, “ I cannot over
emphasize to you the need for better education, the coming years will be
characterized by fierce competition within countries and between nation for jobs,
45
marker resources and technologies. In these contests, the better educated and the
“There are more expectations from teachers today, with their role in the nation
building”, stated by Ariola, 2000. A teacher needs mastery of subject she is to teach.
If he/she lacks the knowledge of the subject matter, he/she will not receive respect
from pupils and even parents. In working with the primary grade children, a teacher
must know the behavior that can be expected of a child ages 6 to 8 years old. It is a
must to know the best ways of working with them and the types of reading material
The teacher should therefore be able to produce the vowel and the consonant
sounds correctly for the students to imitate. Each pronunciation lesson should
develop in the student’s ability to hear sounds accurately and to produce the sound
and sound sequence without conscious effort. Dang (2000) explained the varieties of
Reyes (2003) and Latha (2004) noted the value of motivating activities in
teaching reading to ease the pressure of beginning readers. They further elaborated
English Performance
selection. Also known as “reading the lines”, this level of reading involves
ideas not directly stated in one reads. The answer to the why and how
questions often fall under this level because reader has to get the implied
meaning. This is why this level is called “ reading between the lines”, the
why and how questions may fall under level one above if the answer to the
3. Critical analysis. This is the level of reading where the reader needs to
draw conclusion or make a decision, based on the facts given and the
4. Integration and application. Often called “reading beyond the lines”, the
reader makes use of the ideas he gets from the selection and applies
In the same breath, both authors also provided the kinds of reading that are
learned and engaged by readers. Accordingly, a good reader can adjust his reading
to the type of material he or she is reading and to his or her purpose in reading. The
skimming and scanning are called reading by signposts or the clues by the
47
used when the reader needs to get the general idea of what he reads.
Scanning is used when the reader looks for definite facts in what he reads.
understand the main ideas in what he or she reads and how they are
related. A student must react to, challenge, and interpret the assignment
rapid reading may lead to false conclusions. The reader watches out for
or products.
4. Recreatory Reading. One does this kind of reading when one goes over
reader’s eyes rapidly move along the lines of print, reading for main ideas,
The first step covers the “INTO” covering activating prior knowledge, helping
students predict or construct text, and giving various experience. The second step is
skills are used, citing examples, modelling how to think about reading, and teaching
students to self-motivate. The last step is called “BEYOND” in which readers are
out what was remembered, by grand conversations, and by activities to help children
Michaels and Mitchell (2005) elaborated on some of the skills used in the
reading process. They are through using letter-sound relationships referred to as the
common English words that cannot be easily sounded out or decoded, and through
gaining meaning from context where readers manifest the ability to use the
Gambrell and his colleagues (2006) cite about the characteristics of the
smooth, coherent whole, as constructive where readers use what is in their heads
and what is on the page to construct meaning, as strategic focusing on the readers
use of different strategies depending on their purposes for reading and the difficulty
of the material, and as interactive that readers must interact with the author in order
49
for meaning to occur. Similarly, the same authors provides for the conditions for poor
reading performance. These are that the readers does not see letters or symbols on
the page or may not be able to recognize them; has confusions or incorrect
associations between sounds and letters, and has little experience with or
must be able to derive meaning from symbols and connect them to experiences and
Although it remains open to all students who wish to study, too many students have
been frustrated and discouraged because they are not ready to succeed in the
program they select. Research shows that a student who failed the test in
developmental reading and yet enrols without improving his/her reading ability
succeeds at the rate of only 13 percent. This means that too often student pay
tuition in courses they can not handle and leave the school unhappy with themselves
The above literature point to the importance of determining the reading ability
both paper-pencil online, is that it is useful for teachers and schools to know the
50
school careers (Guimary, 2008; Hernandez, 2007). According to the authors , the
test is based on the following premises as: 1) Powerful diagnostic tools used
Flexible enough to use for a variety of testing needs throughout the student’s school
appropriate for all learners – from beginning readers to adults; 4) Suitable for use in
reading First and Striving Readers programs; 5) Alternate forms for pre and post
testing, which can be used to measure growth over time or monitor program
special instruction; 7) Support materials and services that can help teachers link
assessment to instruction.
raise the academic achievement of elementary pupils, they call for greater parent
involvement, others seek to implement more school choice and others prepare
better teacher training and higher teacher salaries, a longer school year and school
Theoretical Framework
This study was based on the theory that the development of reading skills
among school children takes along process. First and foremost is the planning of the
reading program. Another is the problem that the teacher will meet in the
considering that the common criticisms hurled at today’s schools in all levels is the
low performance in the academic achievement of the pupils in all areas. According
to Durrell (1999) it has been observed that the failure if frequently due to inability to
learn the subject, but because the pupils cannot read efficiently, and much less,
receive the most scrutiny. In this regard, Braganza (1993) also stressed that the best
and dedicated teachers should be assigned in Grade I and II where the reading
problems and dropouts are crucial. This means providing the learners with the
teachers so that after the first grade, the child shall not be non-reader nor a disabled
reader.
Likewise, the study was anchored on the DepEds’ greatest concern on the
return to the basics wherein reading is one of the 3R’s as a tool for learning. In this
regard, Bush and Hueber (1997) also explained that every individual needs to read
useful, enjoyable and profitable life. Proficiency in reading helps one to secure
52
valuable information relating to health, family life, government and current issues
and events. Society therefore, demands that the pupils must be effective readers as
early as Grade one. A child who cannot read risks security, loss self esteem and
ability to attain his future interest to the fullest. Successful achievement in reading,
on the other hand leads to the pupils’ happiness and success, while failure in
its thrust to make every Filipino child a reader. It is anchored on the flagship program
of the Department “Every Child A Reader Program,” the goal of which is to enable
every Filipino child to communicate both in English and Filipino through effective
reading instruction.
The Phil-IRI is an assessment tool that evaluates the reading proficiency level
measure the pupils’ reading comprehension level. The pupil’s word recognition and
quantitatively and qualitatively through stories and passages. The results present the
The entire set of Phil-IRI consists of four assessment tools namely: the 1)
assessment tools are packaged in two sets: Phil-IRI-Oral Test (English and Filipino)
and Phil-IRI-Speed and Comprehension (English and Filipino). Each set of Phil-IRI
comes with a manual of administration and the test materials. Starting SY 2010-
2011, the recording forms shall be downloadable to the Phil-IRI website: www.phil-
iri.com. Each manual provides all the necessary information about the reading
reading ability. The Phil-IRI oral assessment tools (English and Filipino) attempt to
measure the pupils’ comprehension level vis-à-vis fluency within the context of oral
assessment. On the other hand, the Phil-IRI speed and comprehension assessment
tools (English and Filipino) aim to measure the pupils’ comprehension level within a
specific time frame. When the pupils are administered with all four assessment tools,
the teachers will have a more comprehensive view of their pupils’ reading abilities
Conceptual Framework
The study made use of the IV-DV model in presenting its conceptual
framework.
Thus, for the IV, the profile of the Grade Two teacher respondents in terms of
age, gender, civil status, highest educational attainment, present position, and years
Program and the extent to which parent factor, home, pupil and teacher factor
affects reading skills of Grade Two pupils are also reflected in the IV box.
54
On the other hand, the DV reflects the performance in English of the Grade
Two pupils.
RESEARCH PARADIGM
1.1Age
1.2Sex
1.3Civil status
1.4Highest educational
attainment
1.5 Major field of
specialization
1.6 Present position
1.7 Years in service, and
1.8 No. of seminars Performance in English
attended in Reading of Grade Two pupils
2. Extent of implementation of
Phil-IRI in English
Figure I. Paradigm of the study showing the relationships of the profile of the
Grade II English teachers, extent of implementation of Phil-IRI in English and the
factors affecting Reading of Grade II pupils to their performance in English.
Research Hypothesis
55
Definition of Terms
The following terms are operationally defined for clearer understanding of the
readers.
material or seeing its fullest application. It refers to the ability to read between the
the material read or speech language based on previous experiences recalled and
implementation of the program to help solve reading difficulties and enhance reading
Home Factor – this pertains to the provisions for the study needs of the
school children at home, such as study rooms, proper lightning and ventilation.
56
Insertion – this refers to inserting a word or a series of words that does not
Non-reader – the terms refers to a pupil who has not mastered the ability to
read any reading material suited to his age level or even below his age level.
Parent Factor – this refers to the sufficient educational support from parents.
elementary school pupils. It is the acronym for Philippine Informal reading Inventory.
Pupil Factor – this refers to the proper motivation to read the printed page,
the pre-reading preparation and the ability to cope and understand the lessons
presented in Reading.
language. It is the ability of the pupils’ to see, think, interpret and pronounce printed
must perform in order to satisfy his own needs, so that he may satisfy the demands
made upon him by the society and so that he is better prepared to handle
to read which is desperate with the individual’s general intelligence and with their
Reading Difficulties – this refers to the handicap that interferes with reading,
lack of ability to read with average or normal achievement for one’s age and grade
level. These are children who seem normal but they are not making the growth in
reading in his maturity limits due to the handicap that interferes with his
comprehension.
Reading Skills – this refers to the skills that are readers possess in order to
attain a level of functional literacy, the level at which he can independently handle
reading materials. They also refer to the reading skills, literal comprehension and
interpretative skills.
Refusal to Pronounce –the term refers to neither pronouncing the word nor
attempting to do so.
Remedial Reading – the terms refers to the instruction given to the learners
who operate reading levels below their capabilities, the purpose of which is to
Repetition –this refers to repeating one or more words that have been read.
Reluctant Reader – the term refers to the pupil who can read but will not the
Retained Non-readers – the term refers to the Grade One pupils who were
Reversal- the term refers to the reversing of the order of words or letters.
performance is not below age and grade standards but who are judged to be
CHAPTER 3
Research Methodology
59
This chapter presents the research design, population of the study, sampling
treatment of data.
Research Design
The descriptive type of research was used by the researcher to find out and
English of Grade Two pupils including the factors affecting their reading skills.
The researcher believed that this type of research will best describe the
results of the investigation since according to Best and Khan (2003), the descriptive
type of research describes and interprets what is. It is concerned with conditions or
relationships that exist, practices that prevail, beliefs, point of views, or attitudes that
are help, processes that are going on, effects that are felt, and the trends that are
developing.
The population of the study involved all the Grade Two teachers in Sto.
Cristo Elementary School and the Grade Two pupils under their tutelage during the
Sampling Procedure
Total enumeration or universal sampling was used in this study. This means
that all Grade Two teachers and Grade Two pupils were involved and included in the
study.
60
Table 1
Section A 1 51
Section B 1 53
Section C 1 50
Total 3 154
Research Instrument
The questionnaire was used as the main instrument for gathering the needed
data for the study. This was answered by the Grade Two teachers. It shall
terms of age, sex, civil status, highest educational attainment, present position,
Part 2 comprised of the Phil-IRI pre- and post tests which determined the
Part 3 included the other factors affecting the reading disabilities of Grade
Two pupils in terms of: parent factor, home factor, pupil factor, and teacher factor.
Informal interviews with Grade Two pupils who were subjected to Phil-IRI was
also conducted by the researcher to supplement the data gathered from the
questionnaires.
The instrument was no longer validated since the Phil –IRI is a standardized
instrument. It was however submitted to her adviser and panel of examiners for
approval.
The researcher first sought permission from the district supervisor of Pulilan
respondents, the Grade Two teachers, for her to be able to explain the mechanics of
On the part of the Grade Two pupils she endeavoured to conduct the Phil-IRI
test to the three sections of Grade Two pupils in Sto. Cristo Elementary School
The data gathered through the questionnaires and Phil-IRI tests were treated
Percentage
where: P = percentage
f = frequency of responses
were used.
Weighted Mean
where: M = mean
f = frequency of respondents
x = category weight
∑ = summation sign
Standard Deviation
64
X = expected
N = number of respondents
∑ = summation sign
CHAPTER 4
CHAPTER 5
Bibliography
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and Pupil’s Academic Achievement in Aplaya Elementary School San Juan east
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Manila
March 22,
2012
Sir:
Greetings!
The undersigned is currently conducting a study entitled “Extent of
Implementation of Phil –IRI Program and Performance in English of Grade
Two Pupils in Sto.Cristo Elementary School, Dep Ed, Bulacan” in partial
fulfillment of the requirements for the degree Master of Arts in Industrial Education,
major in Administration and Supervision at Technological University of the
Philippines, Manila.
ROSARIO A. JOSON
Researcher
Approved:
BARTOLOME C. DE JESUS
District Supervisor
Manila
Dear Respondent,
Greetings!
Rest assures that all your answers will be treated with strict confidentiality.
ROSARIO A. JOSON
Researcher
QUESTIONNAIRE
Name :____________________________________
School:____________________________________
Instruction:
Please put a check (√) on the most accurate information for the
following:
1. Age
6. Present Position
7. Years in Service:
Reading : __________
Instruction: Please put a checkmark (/) in the column provided opposite each
item to signify your answer. Use the scale that follows:
74
Item Statement 5 4 3 2 1
1. There is a clear school-wide implementation
of the Phil IRI program
Instruction: Please put a checkmark (/) in the column provided opposite each
item to signify your answer. Use the scale that follows:
4 _______great extent
3 _______moderate extent
2 _______ slight extent
1 _______ no extent at all
A. Parent Factor
Item Statement 5 4 3 2 1
1. Sufficient educational support and concern from
parent
2. Obtains proper nourishment needed for their
studies
3. Obtains the needed physical needs form parent
4. Rewards their children whenever they obtain
high grades
5. Keeps children away from family problems and
frequent quarrels which directly and indirectly
affect their studies
6. Gives praises for whatever success their
children obtain from school
7. Listens to children’s explanations before
scolding and beating them
8. Involve themselves to improve the reading
deficiencies of their children
9. Assists or help their children in preparing
homework
10. Have regular communication with their children
as regards their studies
11. Does not allow their children to go to any place
around instead of studying their lessons at home
12. Attends to their children’s emotional, social,
intellectual, and health needs.
B. Home Factor
Item Statement 5 4 3 2 1
1. Provides for the study needs of the children
2. Have provisions for tables, chairs, lights, and
ventilation to encourage their children to do their
76
C. Pupil Factor
Item Statement 5 4 3 2 1
1. Interested in studying particularly in reading
2. Obtains the proper motivation to read the printed
page
3. Can cope and understand the lessons
presented in Reading
4. Have pre-reading preparation before engaging
in beginning reading activities
5. Have enough low level materials for reading
practice
D. Teacher Factor
Item Statement 5 4 3 2 1
1. Have time to supervise each pupil with reading
disabilities
2. Have enough materials for pupils with reading
disabilities
3. Very focus on the regular work loads
4. Employs/utilizes different methods/strategies of
teaching
77
Thank you,
ROSARIO A. JOSON
Researcher