Effectiveness of Oral Reading Test in Reading Comprehension of Grade 10 Diamond Students

R. E. C. School Inc.
Antipolo City
EFFECTIVENESS OF ORAL READING TEST IN READING
COMPREHENSION OF GRADE 10 DIAMOND STUDENTS
In partial fulfillment of the requirements in English 10
Baniega, John Patrick Christian O.
De Jesus, Jeanne Paulo P.
Palermo, Mhilca Joy S. A.
Sendon, Marc Joshua R.
Petinez, Apollo M.
2017
The Effectiveness of Oral Reading Test in Reading Comprehension on Grade 10 Copyright
Diamond Students 2017
Chapter I
The Problem and its Setting
1.1 Introduction
An oral reading test is conducted to the students to test them on
how good they are at reading and understanding, and how fluent they are
on speaking the English language. This test is also conducted to improve
the reading skills, the fluency, and their reading comprehension.
This kind of activity is precious to the government, because their
goal is to improve the vocabulary and reading techniques, and especially
on reading comprehension of a student that is having any difficulties when
it comes to reading.
Reading comprehension is the act of understanding what you are
reading. While the definition can be simply stated the act is not simple to
teach, learn or practice. Reading comprehension is an intentional, active,
interactive process that occurs before, during and after a person reads a
particular piece of writing.
Reading comprehension is one of the pillars in the means of
reading, when a student reads a text, he/she will simultaneously using his
awareness and understanding of phonemes, phonics, and ability to

1
No part of this research may be altered or modified without any written permission from the
researchers/authors of this study. Antipolo City, PH.
comprehend or construct meaning from the text. This last component of
the act of reading is reading comprehension.
Some of the Grade 10 Diamond students don’t want to join in this
test because their reason is that oral reading test doesn’t have any
effectiveness on them. So the researchers of this study are here to prove
the effectiveness of oral reading test on grade 10 Diamond students
especially in reading comprehension.
1.2 Statement of the Problem
This study was conducted to further investigate the effectiveness of
oral reading test in reading comprehension.
 What are the names of the respondents for this study?
 What are the time lapses of each respondent after answering their
Reading Comprehension?
 What are the ratings of the respondents based on the relativeness
of their answers on the passage?
 Does the Oral Reading effective for the Grade 10 Diamond
students in improving their reading comprehension?

2
 Does the oral reading test is a must after the researchers of this
study proved the effectiveness of it in reading comprehension on
Grade 10 Diamond students?
 Will the Grade 10 Diamond students adapt this improvement in
reading comprehension doing oral reading tests until their
challenges to face in the near future?
1.3 Background of the Study
In R. E. C. School Incorporated, every end of the quarter the
teachers are conducting an oral reading test which every students will
read a passage or an essay aloud, then the teachers will ask them a
couple of questions to test if they understood what they read.
Oral reading tests provide a window for the listener to understand
the integration of skills that the student uses to read. Students who read
accurately, quickly, and in phrased units, often do better on assessments
of reading, their attitudes toward reading are more positive, and they are
more likely to read for pleasure. Fluency plays an important role in
becoming a good reader. The researchers also know that the integration
of reading skills appropriate to the text level and genre, foster reading
rates and accuracy related to comprehension.

3
One way to assess fluency is to document in written form the
student’s oral reading. By listening to, documenting in written form, and
observing a child read, teachers gather information about the reading
behaviors and cueing systems (meaning, structure, and visual) used by
the student. In order to establish instructional priorities for each child in the
early stages of literacy development, the teacher may use the Oral
Reading assessment. This assessment helps teachers understand what
individual children know and use when reading aloud. Teachers’
observations are crucial and critical factors informing their decisions about
whom and when to assess.
Reading comprehension is conducted after the student read a
passage or text in an oral reading, he/she will be asked a few couple of
question to see if the student understood what just they read. Then the
teacher will record whose students are really good at reading and
understanding, and whose students are having difficulties and needed a
proper attention to improve his/her skills on reading comprehension

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1.4 Significance of the Study
This study will be significant to the following:
To the teachers and instructors especially for those who are
specializing English. This will be a good benefit for them in a ways of
identifying the factors underlying their proper assessment.
To the students, to help them improve in reading comprehension
and to be more competent in studying English.
To the parents, to motivate and furnish their child to have an
interest in reading.
And lastly, for the researchers of this study, to help them gain
satisfaction for knowing the answers about the given problem, to develop
research skills, and to be more productive in any fields they had chosen to
be in the near future.
1.5 Scopes and Delimitations
The researchers of this study only focuses to one topic only, and
that is the effectiveness of oral reading test in reading comprehension on
grade 10 Diamond students.

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The researchers of this study only prove the effectiveness of oral
reading test in reading comprehension.
And lastly, the researchers of this study will only use the Grade 10
Diamond students as their respondents.
1.6 Definition of Terms
Effectiveness - (noun) the degree to which objectives are achieved
and the extent to which targeted problems are solved. In contrast to
efficiency, effectiveness is determined without reference to costs and,
whereas efficiency means "doing the thing right," effectiveness means
"doing the right thing."
Oral - (adjective) by word of mouth; spoken rather than written.
Reading - (noun) is the process of looking at a series of written
symbols and getting meaning from them.
Oral Reading - observing and creating a written record for a child
reading orally is a way of recording fluency, rate, accuracy, and the use of
reading strategies.
Comprehension - (noun) is having a sufficient vocabulary, or
knowing the meanings of enough words.

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Reading Comprehension - is the act of understanding what
readers are reading.
Grade 10 - tenth grade is the tenth year of school post-kindergarten
(or pre-school). Students are usually 15 to 16 years of age.
Student - (noun) a person formally engaged in learning, especially

one enrolled in a school or college
Chapter II
Review of Related Literature and Studies
Related Studies
This chapter presents a selection of studies that has been relating
to the present study.
2.1 Local Study

On the study of Minariza Marual- Gillaco's study the Level of Word
and Recognition and Reading Comprehension (2014) that based on the
standard set by the PHIL-IRI in terms of word recognition, the participants
were but with mastery in reading the basic sight words since only few
miscues were identified by the participants. In terms of reading speed, the
participants were slow in speed. In terms of reading miscues, reading
enrichment and intervention is needed by those pupils who committed
substitution and mispronunciation. In terms of reading comprehension,
majority of the participants were considered under the instructional level
which means that they would profit from the reading instruction. Although,
they are not pupils who are refusing or withdrawing themselves to read,
they can read with assistance. The product of this study was the reading
profile of the students and the reading program designed based on the
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mentioned profile which is hoped to be a good instrument in the
development or progress of the reading skills of the participants.
Referring to EDC Philippines': Teachers and Students Reading
Better (2011) An EDC program developed to help primary school students
in the Philippines improve their reading and writing skills is showing
remarkable success, Grade 2 students in the program scored 87% higher
on the average than non-participants on all reading and writing skills
tested, and an astonishing 316% higher on reading comprehension. The
key was getting the whole school—not just English or reading teachers—
focused on reading and writing.
The Whole School Reading Program (WSRP), a component of the
Education Quality and Access for Learning and Livelihood Skills
(EQuALLS2) project, began as a response to a set of interrelated
concerns.
Primary school students in the Mindanao region of the Philippines
were scoring poorly not only in reading, but also in math and science, the
latter at least in part because they struggled to comprehend the text of the
assessments. Their teachers, meanwhile, also scored low on reading in
English (their second language)—43% scored below the basic reader

9
level in oral reading fluency and a quarter of them scored below the fifth-
grade level in reading comprehension.
Working with Filipino education officials and school leaders,
EQuALLS2 recognized that an improvement program would need to be
school-based and to involve all teachers and all grades, and WSRP was
born. The notion was that giving teachers tools, time, and intensive
instruction in both reading and the teaching of reading would lead to better
outcomes for teachers and students.
After just six months of WSRP activity, the 12 participating schools
have proven that notion correct. Evangeline Langub, a teacher at Datu
Pendililana Central Elementary School, said, “Before, I used to read the
selection from the Self-Managed Learning Instruction material [supplied by
WSRP] twice or thrice before I could understand the passage. With daily
practice reading, I can now read faster and can understand the text in just
one reading.”
The change has paid off in higher student scores. In a matched-pair
study of children in grades 1 through 3, WSRP participating students far
surpassed students from schools not in WSRP, faring better on all 10
measures. Second graders in WSRP scored more than 100% higher in

10
letter-sound recognition, reading fluency, listening comprehension, and
reading comprehension.
Impressed, some Department of Education officials are looking for
ways to extend the impact of the program. Muslimin Khamid, a District
Supervisor in Maguindanao province, said, “The WSRP pilot school in my
district showed a decrease in the percentage of its non-readers. I ask my
teachers to re-echo to non-EQuALLS2 schools their learnings from the
Whole School Reading Program.”
Adoracion Cristobal, a District Supervisor in Isabela City, articulated
what WSRP teachers will pass on if they “re-echo” their learnings: “The
Whole School Reading Program has given us the knowledge and skills to
teach the correct ways to read and write.” Based on the results, the
knowledge and skills are well worth sharing.
2.2 Foreign Study
According to Nicole M. Andrehsen's Effects of Reading Mastery on
Oral Reading Fluency, Retell, and Motivation of Second Grade Readers
(Concordia University Portland, 2010), they used Dynamic Indicators of
Basic Early Literacy Skills (DIBELS) as an assessment tool to measure

11
oral reading fluency. All of the students in the study made gains in their
oral reading fluency measured by DIBELS. The implementation of
Reading Mastery began in January but the researcher included the results
of the September curriculum-based measurement (CBM) measured by
DIBELS so one could see the growth from the beginning to end of school
year. From the time Reading Mastery was implemented the following
overall gains were made by each student. The results show that each
student made gains but none of the students reached the end of the year
second grade benchmark of 90 words per minute. The results do show
that the students did become more fluent as readers which mean the
students are spending less time focusing on the decoding of words in a
story and are more able to focus on the meaning of the text.
Jessica A. Talada said on her study The Relationship between Oral
Reading Fluency and Comprehension (School of Education Liberty
University, 2007) that the oral reading fluency and comprehension scores
for the students at this school were assessed to determine whether or not
a statistical relationship existed between the two factors. A strong
statistical relationship was determined to exist between student scores in
a number of subgroups. The oral reading fluency and comprehension
scores for the students in grades two indicated a strong positive
correlation. The oral reading fluency and comprehension scores for the
students in grade three indicated a very strong positive correlation.

12
Students in third grade that were proficient in oral reading fluency
exhibited a very strong positive correlation when their oral reading fluency
and comprehension scores were compared. Correspondingly, students in
third grade that were not proficient in oral reading fluency exhibited a very
strong positive correlation when their oral reading fluency and
comprehension scores were compared. While some groups illustrated
very strong positive correlations between their oral reading fluency and
comprehension scores, some subgroups tested were not found to be as
statistically significant. The analysis of the students in second grade
deemed proficient in oral reading fluency exhibited a statistically negligible
relationship when their oral reading fluency and comprehension scores
were compared. Similarly, students in second 92 grades not deemed
proficient in oral reading fluency exhibited a statistically negligible
relationship when their oral reading fluency and comprehension scores
were compared. She also stated that the existence of a positive
correlation among students in grades two and three at this school is
synonymous with the research expectations (Hintze et. al., 1998).
Students that read rapidly can comprehend more thoroughly. This is
largely because their mental space is freed in a manner that enables them
to devote more cognitive energy toward comprehending the text (Nathan
& Stanovich, 1991; Rasinski, 2000). Therefore, there is a reciprocal

13
relationship between oral reading fluency and comprehension in that
improvement in one area promotes the other area. While this relationship
was found for the students in grades two and three, the results among
some of the tested subgroups were not synonymous with the expectations
of the research. The relationship between the students in second grade
that were deemed proficient in oral reading fluency and those students not
deemed proficient in oral reading fluency was found to be statistically
negligible. This illustrates that these subgroups exhibit oral reading fluency
rates and comprehension that do not relate in a statistically significant
manner.
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Chapter III
Research Methodology
In this chapter describes how the study was conducted and the
researchers used in gathering the appropriate data for the completion of
the study. This includes the research design, population and sample, the
research instrument, data gathering procedure, and the treatment of data.
3.1 Research Design
The researchers used the quantitative type of researchers wherein
the researchers used to quantify the problem in terms of generating
numerical data or data that can be transformed into useable statistics. It is
used to quantify attitudes, opinions, behaviors, and other defined
variables, and generalize results from a larger sample population.

15
Quantitative Research uses measurable data to formulate facts and
uncover patterns in research. This type of research is a collection methods
include various forms of surveys – online surveys, paper surveys, mobile
surveys and kiosk surveys, face-to-face interviews, telephone interviews,
longitudinal studies, website interceptors, online polls, and systematic
observations. (Susan E. Wyse, 2011, Snap Surveys)
The researchers used this type of research in determining the
effectiveness of oral reading test in measuring in reading comprehension
as a subject in secondary level. The possible outcomes were obtained
through questionnaires as well as interviews and observations conducted
by the researchers of this study. This study used the grade 10 Diamond
students in R. E. C. School Inc. as its respondents, the main source of the
data. The instrument used based on “Breaking Home Ties” by Readworks
for the first day of assessment, "Anti-corporate Cartoons, CA 1900" by
Gilder Lehrman Institute of American History for the second day of
assessment, and "A Huntsman and Dogs" for the third day of assessment.
The researchers gave the respondents 5-item questionnaires for the
comprehension following the guidelines from the Department of
Education's regional memorandum number 427, 2013 for the rating
procedures. Some of its modifications were undertaken to adapt on the
research problem and for the scope of the study.

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3.2 Population and Sample
This study was conducted at R. E. C. School Inc., Antipolo City,
and school year 2016-2017. The researchers applied quota sampling for
this study that it is a non-probability sampling technique wherein the
assembled sample has the same proportion of individuals as the entire
population with respect to known characteristics, traits or focus
phenomenon. The researchers gathered students from the grade 10
Diamond section as their respondents, the main source of the data;
consisting of ten (10) boys and five (5) girls for a total of fifteen (15)
students. The researchers of this study conducted the assessment for
three (3) days to evaluate the effectiveness of oral reading test in reading
comprehension. The samples of the questionnaires were given below.

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(1st Day of assessment)
COMPREHENSION ON GRADE 10 DIAMOND STUDENTS
Name:_____________________________________
Date: _______
"Breaking Home Ties"

This text and image are provided courtesy of the Philadelphia Museum of
Art.
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With a look of love and concern on her face, a mother rests her
hands on her son’s shoulders, bidding him farewell as he leaves home to
seek his fortune. The young man stares ahead, uncertain of what the
future holds. Family members of all ages have gathered together in this
tender moment, from the boy’s forlorn younger sister in the background to
his grandmother at the table. Even the family dog, his eyes begging the
young man to stay, senses the sorrow that fills the air. The boy’s father
carries a suitcase toward the driver who stands in the doorway, indicating
that the departure is imminent. The figures’ plain clothing and the
mismatched, well-worn chairs communicate the family’s modest means.
Thomas Hovenden, an Irish-born artist who immigrated to the United
States in 1863, painted Breaking Home Ties in 1890. It was a time of great
change in the nation, with growing industry and expanding cities. As
young men left rural areas to seek jobs in urban centers, many Americans
saw their way of life shifting. The public related to the story in Breaking
Home Ties and appreciated its depiction of the hopes and fears of
everyday Americans. To achieve a sense of honesty and realism in his
pictures, Hovenden used family and friends as models and included
familiar objects from his home in Plymouth Meeting, Pennsylvania.
Additionally, Hovenden may have personally identified with the subject

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matter in this image, as he was orphaned at age six and left his homeland
as a young man.
Reading Comprehension:
1. Breaking Home Ties was painted in “a time of great change in the
nation.” One of the changes at the time was the growth of industry.
What were three other changes?
________________________________________________________
________________________________________________________
________________________________________________________
2. According to the text, “the public related to the story in Breaking
Home Ties.” Summarize the story in Breaking Home Ties.
________________________________________________________
________________________________________________________
________________________________________________________
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3. Why might the public have related to the story in Breaking Home
Ties? Support your answer with evidence from the text and the
painting.
________________________________________________________
________________________________________________________
________________________________________________________
4. The first paragraph supports the painting by describing what is
happening in it. How does the second paragraph support the
painting?
________________________________________________________
________________________________________________________
________________________________________________________
5. The first paragraph supports the painting by describing what is
happening in it. How does the second paragraph support the
painting?
________________________________________________________
________________________________________________________
________________________________________________________
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(2nd Day of assessment)
Name:_____________________
Date: ________
“Anti-Corporate Cartoons, Ca. 1900”

This text is provided courtesy of the Gilder Lehrman Institute of American
History.
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These cartoons illustrate the growing hostility toward the practices
of the big businesses that fueled the industrial development of the United
States. In “The Protectors of Our Industries” (1883), railroad magnates Jay
Gould and Cornelius Vanderbilt, department store tycoon Marshall Field,
and financier Russell Sage are buoyed from the rising tide of “hard times”
on the backs of workers, whose low wages are on display. “Next!” (1904)
represents Standard Oil as an octopus, wrapping its tentacles around the
United States Capitol, a “State House,” and the White House. Cartoons
like these helped inspire reformers to limit corporations’ control over
American politics and society. In the West, anticorporate sentiment
contributed to the Democratic Party’s nomination of Nebraska’s William
Jennings Bryan for the presidency in 1896.
1. What practices do these cartoons illustrate hostility toward?

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________________________________________________________
________________________________________________________
________________________________________________________
2. Explain how ''The Protections of Our Industries'' illustrates hostility
big businesses.
________________________________________________________
________________________________________________________
________________________________________________________
3. What is the main idea of this text?
________________________________________________________
________________________________________________________
________________________________________________________
4. Why the Octopus wrapped its tentacles around US capitol, State
House, and White House?
________________________________________________________
________________________________________________________
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________________________________________________________
5. Who supported William Jennings Bryan for the presidency in 1896?
________________________________________________________
________________________________________________________
________________________________________________________
(3rd Day of assessment)
Name: ________________________________________________
Date: ________
25
“A Huntsman and Dogs”

A rugged young hunter pauses after a successful deer hunt as his
dogs bark and jump around him excitedly. He stands motionless, his
serious gaze turned downward and his bent leg resting on the root of a
large, sawed‐off tree stump. A deerskin and rifle are slung over his
shoulders, and antlers dangle from one hand. His hunting skills are key to
his survival because he will sell the skin and antlers. This somber scene is
set in the Adirondack Mountains of New York State. The sky is gray and
overcast, with just a hint of sun and blue sky shining through the clouds.
The distant mountains look cold and dark, and the oranges, yellows, and
golds of autumn in the nearby trees and underbrush are fading to wintry
browns. The only living creatures in this lonely landscape are the
huntsman and his dogs. Winslow Homer became an artist after working as
a magazine illustrator. He was a great admirer of nature and took hunting
vacations in the Adirondacks with his brother for forty years. Because he
wanted to capture the mood and feeling of being in nature, Homer
patiently observed the natural world and recorded it as realistically as

26
possible. When he made this painting, the unspoiled wilderness that he
loved was quickly disappearing due to the spread of modern cities,
railroads, and factories. In fact, it was painted just one year before the
establishment of the Adirondack National Park, which helps protect
millions of acres of mountainous land whose natural beauty can still be
enjoyed today.
1. What is the rugged young hunter doing in this painting?
_____________________________________________________
_____________________________________________________
_____________________________________________________
2. The first paragraph describes what is happening in the painting.
What was the second paragraph described?

27
_____________________________________________________
_____________________________________________________
_____________________________________________________
3. Based on the text, what might have inspired Winslow Homer to
make this painting?
_____________________________________________________
_____________________________________________________
_____________________________________________________
4. The author describes the landscape lonely. What evidence
supports this description?
_____________________________________________________
_____________________________________________________
_____________________________________________________
5. What is the main idea of the text?

28
_____________________________________________________
_____________________________________________________
_____________________________________________________
3.3 Research Instrument
The instruments used in this study are oral reading passages and
questionnaires. An integrative assessment in reading comprehension
comprises of five (5) question items. After reading and analyzing the
passage for the oral reading test, the respondents for this study answered
the given questions for the reading comprehension based on the three
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selected passages. This is the “Breaking Home Ties” by Readworks for

the first day of assessment, “Anti-corporate Cartoons, CA 1900” by Gilder
Lherman Institute of American History for the second day of assessment,
and “A Huntsman and Dogs” for the third day of assessment. The
researchers will record the quality and the speed of reading
comprehension skills, to evaluate the improvements of the respondents
after the three (3) day assessment.
Names of Respondents Poor Satisfactory Good Very Excellent
Good
1.
2.
3.
4.
5.
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6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Names Of Time Started Time Ended
Respondents
1.
2.
3.
4.
5.
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6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
3.4 Data Gathering Procedures
The following procedures are the steps that the researchers used
during the three (3) days of oral reading and reading comprehension
assessment:
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Step one: The researchers will gather the fifteen (15) respondents
of the study for the first day of reading comprehension.
Step two: The respondents will be given the copy of the selected
passage for the first day of assessment which is the “Breaking Home Ties”
by Readworks. (The copies for the respondents are one is to one/1:1)
Step three: The researchers will record the time that the
respondents started the reading comprehension.
Step four: The researchers will record the time that the respondents
finished the reading comprehension.
Step five: The researchers will gather the fifteen (15) respondents
of the study for the second day of assessment.
Step six: The respondents will be given the copy of the selected
passage for the second day of assessment which is the Anti-Corporate
Cartoons, Ca. 1900 y Gilder Lehrman.
Step seven: The researchers will record the time that the
Step eight: The researchers will record the time that the
respondents finished reading comprehension.
Step nine: The researchers will gather the fifteen (15) respondents
of the study for the third day of assessment.

33
Step ten: The respondents will be given the copy of the selected
passage for the third day of assessment which is the “A Huntsman and
Dog”.
Step eleven: The researchers will record the time that the
Step twelve: The researchers will record the time that the
respondents finished the reading comprehension.
Step thirteen: The researchers of this study will analyze and
evaluate the results of the survey collected from the respondents to see
the improvements of the respondents and to prove this study.
3.5 Treatment of Data
The data collected from the respondents will be treated and
analyzed by the researchers after the three (3) day assessment. The
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researchers will check the respondents’ answers, if the respondents
scored one to three (1-3) will be rated as poor, if he/she scored four to six
(4-6) will rated as satisfactory, if they scored seven to nine (7-9) will be
considered as good, if they scored ten to twelve (10-12) will have the
rating for very good, and they scored thirteen to fifteen (13-15) will be
rated as excellent. The results of each respondent from the study will be
compared to the other results. Whoever the respondent’s ratings
increased will be considered as the respondent was improved after the
three (3) days of assessments. The researchers will gather all the final
result of the respondents from the oral reading assessments and will
evaluate the results if it will prove this study correct.
Chapter IV
Data Analysis and Findings
4.1 Data Analysis
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This chapter presents the findings of this study in illustrative bar
graphs and analysis based from the treatment of data.
Figure 1
On the second figure shows the time lapse for the researchers are
able to measure if the speed of the respondents to answer their reading
comprehension also affects from oral reading test. The researchers
labeled the orange bars as the first day, purple bars for second day, and
grey bars for the third day of assessment.
The first respondent named Ralph Jason Bantayan took fifteen (15)
minutes to answer the reading comprehension questionnaire for the first
day. On the second day, Bantayan took seven (7) minutes to answer the
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questions eight (8) minutes faster than the first day. On the third day,
Bantayan took eight (8) minutes to answer the questions one (1) minute
behind than his second day.
The second respondent named Klein Kenneth Bartolome took six
(6) minutes to answer the reading comprehension questionnaire for the
first day. On the second day, Bartolome took only two (2) minutes to
answer the questions four (4) minutes faster than the first day. On the third
day, Bartolome took three minutes to answer the questions one (1) minute
behind than the second day.
The third respondent named Micah Marie Ballesteros took eleven
(11) for her to be able to finish the questionnaire for the first day. On the
second day, Ballesteros took only seven (7) minutes before she finished
answering the questionnaire four (4) minutes faster than the first day. On
the third day, Ballesteros took eight (8) minutes to finish answering the
questionnaire one (1) minute behind than the second day.
The fourth respondent named Nico Christian Dela Luna took ten
(10) minutes to finish answering the questions for the first day. On the
second day, Dela Luna took four (4) minutes for him to be able to finish
the questionnaire six (6) minutes faster than the first day. On the third day,
Dela Luna took five (5) minutes to finish the questionnaire one (1) minute
behind than the second day.

37
The fifth respondent named Kate Dumenden took ten (10) minutes
for her to be able to finish the questionnaire for the first day. On the
second day, Dumenden took six (6) minutes before she could finish the
questionnaire four (4) minutes faster than the first day. On the third day,
Dumenden took five (5) minutes to finish answer the questions one (1)
minute faster than the second day.
The sixth respondent named Jomar Endriga took ten (10) minutes
to finish answering the questionnaires for the first day. On the second day,
Endriga took eleven (11) minutes before he could finish the questionnaire
one minute (1) behind than the first day. On the third day, Endriga took
only three (3) minutes to answer the questions eight (8) minutes faster
than the second day.
The seventh respondent named Crizella Marie Guinto took thirteen
(13) minute to finish the questionnaire for the first day. On the second day,
Guinto was failed to take the second assessment for not being present on
the day the researchers conducted the second assessment. But on third
day, Guinto took ten (10) minutes to finish the questionnaire three (3)
minutes faster than the first day. The researchers saw that there are still
some improvements even Guinto was failed to take the second
assessment.
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The eighth respondent named Sharifodin Mauntol took nine (9)
minutes to answer the questionnaire for the first day. On the second day,
Mauntol took only five (5) minutes for him to be to answer the
questionnaire four (4) minutes faster than the first day. Mauntol was failed
to take the third assessment for not being present on the day that the
researchers conducted the third assessment.
The ninth respondent named Daniel Mira took six (6) minutes to be
able to answer the questionnaire for the first day. On the second day, Mira
took five (5) minutes to answer the questionnaire one minute (1) minute
faster than the first day. On the third day, Mira took four (4) minutes to
finish the questionnaire one (1) minute faster than the second day.
The tenth respondent named Mark Paul Ramos took twelve (12)
minutes for him to be able to answer the questionnaire for the first day.
On the second day, Ramos took eight (8) minutes to finish the questions
four (4) minutes faster than the first day. On the third day, Ramos took
only four (4) minutes to answer the questionnaire four (4) minutes faster
than the second day.
The eleventh respondent named Freitz Cedric Reblora took twelve
(12) minutes to finish the questions for the first day. On the second day,
Reblora took nine (9) minutes before he could finish the questionnaire
39
three (3) minutes faster than the first day. The third day, Reblora took only
six (6) minutes to finish the questionnaire three (3) minutes faster than the
second day.
The twelfth respondent named Ricaredo Salazar Jr. took 13
minutes to be able to finish the questionnaire for the first day. On the
second day, Salazar took only four (4) minutes to finish answering the
questionnaire nine (9) minutes faster than the first day. But on the third
day, Salazar took nine (9) minutes before he could finish answering the
questionnaire five (5) minutes behind than the second day.
The thirteenth respondent named Franz Sebelleno took sixteen
(16) minutes answering the questionnaire for the first day. On the second
day, Sebelleno took eight (8) minutes to finish answering the
questionnaire eight (8) minutes faster than the first day. On the third day,
Sebelleno took nine (9) minutes before he could finish answering the
questions one (1) minute behind than the second day.
The fourteenth respondent named Via Sevilla took eleven (11)
minutes answering the questionnaire. On the second day, Sevilla took
seven (7) minutes before she could be able to finish the questions four (4)
minutes faster than the first day. On the third day, Sevilla took six (6)
40
minutes finishing the questionnaire one (1) minute faster than the second
day.
Lastly, the fifteenth respondent named Kyla Marie Tampis took nine
(9) minutes answering the questionnaire. On the second day, Tampis took
six (6) minutes before she could be able to finish answering the questions
three (3) minutes faster than the first day. On the third day, Tampis took
only five (5) minutes finishing the questionnaire one (1) minute faster than
the second day.
Based on the results that have been gathered by the researchers of
this study from the second graph, the researchers analyzed that the six (6)
respondents sped up great minutes than their speed on the first day.
Somehow on the third day of the assessment five (5) of the respondents
were one (1) behind than their speed on the second day.
The researcher also analyzed that the nine (9) respondents sped
up great minutes than speed on the first day, and on the third day they still
sped up a couple of minutes than their speed on their second day. 41
Figure 2
In figure one (1), shows the number of respondents’ improvements
throughout the three (3) days of assessments, the researchers labeled the
blue bars are the first day, red bars for the second day, and green bars for
the third day of assessment. On the first day of assessment (blue bar),
four (4) of the respondents had a rating of satisfactory, six (6) of them
rated for the good, three (3) for the very good, and only two (2) were rated
as excellent. The researchers considered the results from the first day of
assessments as the base to see if the ratings will increase in the next two
(2) days of assessments.
On the second day of assessment (red bar), two (2) of the
respondents had a rating of satisfactory, only one (1) for the good, four (4)
of them rated as very good, and seven (7) were rated as excellent. The
42
researchers analyzed that the two (2) respondents rated satisfactory, one
(1) from good didn’t show any improvements on the second day, but the
rest of the respondents were improved into very good and excellent rating.
On the third day of assessment (green bar), twelve (12) of the
respondents had a rating of very good, and only two (2) of them were
rated as excellent. The researchers analyzed that five (5) of the
respondents were rated down into very good, but somehow the three (3)
respondents from satisfactory and good were rated up to very good.
The researchers analyzed that the seven (7) respondents from
satisfactory and good rating had a great improvements on the second day
of assessment. But on the third day of the assessment, the researchers
analyzed that five (5) respondents from excellent rating on the second day
became very good on the final day of assessment. However, the
remaining three (3) respondents from satisfactory and good on the second
day showed a great improvement on the third day achieving the very good
rating.
43
Chapter V
Summary, Conclusion, and Recommendations
In this chapter presents the summary, conclusion, and
recommendations related to the effectiveness of oral reading tests in
reading comprehension on grade 10 Diamond students.
5.1 Summary
This study aims to know the effectiveness of oral reading tests in
reading comprehension on grade 10 Diamond students at R. E. C. School
Inc., Antipolo City, and academic year 2016-2017.
This study used the quantitative type of research in determining the
effectiveness of oral reading tests in reading comprehension. The possible
outcomes were obtained through questionnaires, passages, and
observations made by the researchers. This study used the Grade 10
Diamond students as its respondents, the main source of data. The
instruments were passages entitled the “Breaking Home Ties” by
Readworks, “Anti-corporate Cartoons, CA 1900” by Gilder Lherman, and
“A Huntsman and Dogs” from readworks Some of its modifications were
undertaken to adapt on the research problem and scope of the study.

44
5.2 Conclusion
The researchers concluded that nine (9) out of fifteen (15)
respondents sped up a couple of minutes throughout the three (3) days of
assessments.
Based on the results gathered by the researcher from the
respondents of this study, the researchers had concluded that the
respondents have great improvements on their ratings throughout the
three (3) days of assessments leaving the ratings poor, satisfactory, and
good a complete zero (0) on the final day of assessment.
The researchers had concluded that the Oral Reading is effective
for the Grade 10 Diamond students in improving their reading
comprehension, that the oral reading test is a must after the researchers
of this study proved the effectiveness of it in reading comprehension on
Grade 10 Diamond students, and the Grade 10 Diamond students adapt
this improvement in reading comprehension doing oral reading tests until
their challenges to face in the near future.

45
5.3 Recommendation
After the researchers proved the effectiveness of oral reading test
in reading comprehension on Grade 10 Diamond students, the
researchers would like to recommend to the following:
 To the teachers and instructors especially for those who are
specializing English. This will be a good benefit for them in a ways of
identifying the factors underlying their proper assessment.
 To the students, to help them improve in reading
comprehension and to be more competent in studying English.
 To the parents, to motivate and furnish their child to have an
interest in reading.
 For the next researchers of R. E. C. School Inc., to help
them gain satisfaction for knowing the answers about the given problem,
to develop research skills, and to be more productive in any fields they
had chosen to be in the near future.

46
References
Minariza Marual-Gillaco (2014). Level of Word and Recognition and
Reading Comprehension.
http://apjeas.apjmr.com/wp-content/uploads/2014/11/APJEAS-
2014-1-088.pdf
EDC Philippines (2011). Teachers and Students Reading Better.
http://idd.edc.org/about/news/philippines-teachers-and-students-
reading-better-together
Nicole M. Andrehsen (Concordia University Portland, 2010). Effects of
Reading Mastery on Oral Reading Fluency, Retell, and Motivation
of Second Grade Readers.
http://www.cu-portland.edu/coe/thesis/documents/nicole
%20andrehsen%20action%20research.pdf
47
Jessica A. Talada (School of Education Liberty University, 2007). The
Relationship between Oral Reading Fluency and Comprehension.
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.839.3278&rep=rep1&type=pdf
Susan E. Wyse (2011). Snap Surveys.
http://www.snapsurveys.com/blog/what-is-the-difference-between-
qualitative-research-and-quantitative-research/
Curriculum Vitae
Name: Baniega, John Patrick Christian O.
Age: 17
Gender: Male
Address: Blk. 2 Lt. 12, Brgy. San Isidro, Antipolo City

48
Contact number: 09120259074
Birth date: September 20, 2000
Mother's name: Baniega, Teresita O.
Father's name: Baniega, Margarito Jr. M.
Name: De Jesus, Jeanne Paulo P.
Age: 16
Gender: Male
Address: Blk. 2 Lt. 2 H. R. C. St., Steelhomes, Brgy. San Luis, AC
Birth date: November 1, 2000
Mother's name: De Jesus, Espher P.
Father's name: De Jesus, Paulo Lauro R.

49
Name: Palermo, Mhilca Joy S.A.
Age: 17
Gender: Female
Address:
Contact number: 0907 152 8276
Birth date: June 18, 1999
Mother's name: Palermo, Nora S.A.
Father's name: Palermo, Melchor

50
Name: Petinez, Apollo
Age: 16
Gender: Male
Address:
Contact number:
Birth date: November 9, 2000
Mother's name: Petinez, Susan M.
Father's name: Petinez, Nilo

51
Name: Sendon, Marc Joshua
Age: 16
Gender: Male
Address: Blk. 5 Lt. 15, Phase II BNII, Brgy. San Isidro, AC
Birth date: February 8, 2001
Mother's name: Sendon, Rose Mari R.
Father's name: Sendon, Roel E.
52

Effectiveness of Oral Reading Test in Reading Comprehension of Grade 10 Diamond Students

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Effectiveness of Oral Reading Test in Reading Comprehension of Grade 10 Diamond Students

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R. E. C. School Inc.

EFFECTIVENESS OF ORAL READING TEST IN READING

COMPREHENSION OF GRADE 10 DIAMOND STUDENTS

In partial fulfillment of the requirements in English 10

Baniega, John Patrick Christian O.

De Jesus, Jeanne Paulo P.

Palermo, Mhilca Joy S. A.

Sendon, Marc Joshua R.

The Problem and its Setting

An oral reading test is conducted to the students to test them on

on speaking the English language. This test is also conducted to improve

the reading skills, the fluency, and their reading comprehension.

This kind of activity is precious to the government, because their

goal is to improve the vocabulary and reading techniques, and especially

on reading comprehension of a student that is having any difficulties when

Reading comprehension is the act of understanding what you are

teach, learn or practice. Reading comprehension is an intentional, active,

particular piece of writing.

Reading comprehension is one of the pillars in the means of

awareness and understanding of phonemes, phonics, and ability to

comprehend or construct meaning from the text. This last component of

the act of reading is reading comprehension.

Some of the Grade 10 Diamond students don’t want to join in this

effectiveness on them. So the researchers of this study are here to prove

the effectiveness of oral reading test on grade 10 Diamond students

especially in reading comprehension.

1.2 Statement of the Problem

This study was conducted to further investigate the effectiveness of

oral reading test in reading comprehension.

 What are the names of the respondents for this study?

 What are the ratings of the respondents based on the relativeness

of their answers on the passage?

 Does the Oral Reading effective for the Grade 10 Diamond

students in improving their reading comprehension?

study proved the effectiveness of it in reading comprehension on

Grade 10 Diamond students?

 Will the Grade 10 Diamond students adapt this improvement in

reading comprehension doing oral reading tests until their

challenges to face in the near future?

1.3 Background of the Study

In R. E. C. School Incorporated, every end of the quarter the

couple of questions to test if they understood what they read.

Oral reading tests provide a window for the listener to understand

accurately, quickly, and in phrased units, often do better on assessments

more likely to read for pleasure. Fluency plays an important role in

rates and accuracy related to comprehension.

One way to assess fluency is to document in written form the

student’s oral reading. By listening to, documenting in written form, and

observing a child read, teachers gather information about the reading

behaviors and cueing systems (meaning, structure, and visual) used by

Reading assessment. This assessment helps teachers understand what

individual children know and use when reading aloud. Teachers’

whom and when to assess.

Reading comprehension is conducted after the student read a

passage or text in an oral reading, he/she will be asked a few couple of

understanding, and whose students are having difficulties and needed a

proper attention to improve his/her skills on reading comprehension

1.4 Significance of the Study

This study will be significant to the following:

To the teachers and instructors especially for those who are

specializing English. This will be a good benefit for them in a ways of

identifying the factors underlying their proper assessment.

To the students, to help them improve in reading comprehension