Action Research Final

Acknowledgement
This course Educ 11 would not become successful without the guidance and
enlightenment of our Almighty God who always support and bless us by His grace
and give us the courage and strength to persevere and able to comply and
complete the required task in this whole semester .Nothing is impossible if we trust
him.
Our deepest gratitude and appreciation to our hardworking and ever

supportive cooperating school Bagong Silang Elementary school ,to the principal and
all of faculty and staff of Bagong Silang Elementary school ,Thank you! for
welcoming us and sharing your expertise in this field. All of your advices and
encouragement is highly appreciated and we will never forget it.
To our practicum supervisor,Ms.Rejien Grande in behalf ,thank you for your

support and tips on how to improve our research. We are so proud and we feel so
bless to have you as our mentor.
To our friends and co pst’s thank you for sharing your knowledge and insights
about this study.
Lastly to our family who always there ever since, ups and downs, trials and
errors you never feel us weak and for those trying times your always there to lift us
up and never live us. Thank you for supporting us emotionally and financially. You
are a true treasure and a blessing to us.
May Our God bless us and continue to shower us by his mercy.
ii
Abstract
This action research was confined only at

determining the levels of the pupils reading proficiency.
The respondents were the 105 grade 5 pupils in the
school year 2018-2019 at Bagong Silang Elementary
School. The provided passages and questionnaires
took the pupils minimum of 5 minutes to answer. The
questionnaires were check and the scores were tallied
using percentage of score and were interpreted
according by levels. It was found out that more than the
majority of the grade 5 pupils were of frustration level
proficiency. It will reflect to their performance in the
class. It was recommended that the teacher should use
methodologies, strategies and activities that will
develop their pupils of reading ability, most particularly
in the level in reading proficiency. Moreover it needs to
enhance the students reading skills to reach the
independent level in reading proficiency.
These action research is aiming at improvement

of reading proficiency of grade five pupils. Through the
collaboration of the parents, teachers and other
stakeholders who molds the pupils to become a good
reader.
Table of Content
Title Page……………………………………………………………………………….i
Approval sheets...……………………………………………………………….…….ii
Acknowledgement…………………………………………………….……………... iii
Abstract……………………………………………………………….…………….…..iv
Table of Contents……………………………………………………………………...v
Chapter 1:Introduction
Background of the study …………………………………………………………….1
Statement of the Problem…………………………………………………………….
Review Related literature…………………...……………………….…………........2
Significance of the study……………………………………...……………….…… .3
Conceptual Paradigm……………………………………....…………………...…….4
Theoritical Framework…………………………………………………………
Conceptual Framework………………………………………………………..
Chapter2:Methodology
Research Design……………………………………………………………………….5
Research Respondents………………………………………………………….…….6
Research Instruments………………………………………………………………….7
Data Gathering Procedure…………………………….………………...…………….8
Chapter 3:Results and Discussion
Respondents Score and Level of reading Proficiency…………………………….9
Respondents of Percentage of Scores……………………………………………..10
Respondents and Reading Level of their percentage of scores…………………11

Chapter4: Summary, Conclusion and Recommendation
Summary…………………………………..…………………………………………….19
Conclusion………………………………………………………………………………20
Recommendation……………………………………………………………………….21
Action Plan……………………………………………………………………...……….22
Bibliography……………………………………………………………………………..
Appendices
Appendix A: Instrument …………………………………………………………………
Appendix B: Letter to the Principal …………………………………………………....
Appendix C: Letter to the Cooperating Teachers ……………………………………
Appendix D: Letter to the Respondents ………………………………………………
List of Tables
Table 3.1 Respondent’s Scores and Percentage in Level of Reading Proficiency
Table 3.2 Respondents and Reading level of their Percentage of Scores
Table 3.3 total scores percentage of the respondents
Table 3.4 self-assessment of Reading proficiency
Percentage score……………………………………………………………………….
List of Figures……………………………………………………………………………
Conceptual Paradigm of the Study……………………………………………………..

Compostela Valley State College
Maragusan Branch
Submitted By:
Rosalie D. Labisto
Maryjean S. Paradero
Rizalyn P. Libadisos
Charstone F. Alba
Pejay A. Camangyan
Dante Fuentes
CHAPTER I
“The level of reading

Proficiency among the
Grade 5 students at
Bagong Silang
Elementary School: Basis
for Reading center ”
INTRODUCTION/ BACKGROUND OF THE STUDY
It is common knowledge that knowing how to read and write is an indicator

that one is educated. It is also an accepted phenomenon that reading is a very
relevant part in the development of an individual’s whole being. Reading is said to be
the training of the mind and the means to attain deeper meaning of reality. Reading
is a habit where students learn, gain knowledge and develop new skills (Olivar,
2014).
The study determined the reading proficiency level of Year 1 to Year 3

students in HNHS Aplaya Extension High School as basis for reading intervention
program for the school year 20142015 using descriptive survey research design.
The Philippine-Informal Reading Inventory (Phil-IRI) materials were used in
assessing the level of reading proficiency of Years 1 to 3 students. The data were
statistically analyzed using frequency, mean, standard deviation, t-test for paired
sample and analysis of variance. All hypothetical questions will be analyzed and
interpreted at 5% level of significance. The results revealed that majority of the
students belonged to frustration level of reading proficiency in silent reading while in
instructional level for the oral reading in which majority of the males are less
proficient in reading compared to females in both silent and oral reading. There is no
significant difference on the levels of reading proficiency levels of students when
analyzed according to their year levels and gender. However, a significant difference
on the levels of reading proficiency of students in silent and oral reading was found.
In order to develop an effective design with reading skills educate public

school pupils especially here in Bagong Silang Elementary School, assessment is
done to find out the status of their reading proficiency. One of the assessment tool
used is called Philippine Informal Reading Inventory (Phil-IRI). It measures the
reading proficiency of pupils through word recognition and reading comprehension of
pupils in English and in Filipino, specifically, by getting the percentage of word
recognition accuracy and percentage of correct answers to comprehension
questions based on the set of criteria for reading levels ( Ma. Linda Colita MAED).
Based on the Phil-IRI scale, the students are categorized into four levels:
Nonreader, frustration, instructional and independent. Pupil under the frustration
reading level tends to withdraw himself to read by refusing it. In the instructional
reading level, the pupil can only read when being guided while in the Independent
reading level, the pupil can read alone with ease without the guidance of the teacher.
STATEMENT OF THE PROBLEM
This study aims to answer the following questions;
1. What are the skills should be attain to develop the reading proficiency?
2. What is the reading proficiency level of Grade Five pupils in Bagong Silang
Elementary School using the assessment tools?
3. What intervention program should be designed to enhance the reading

comprehension ability of Grade Five students at Bagong Silang Elementary
School?
RESEARCH OBJECTIVES
 To understand the importance of being a proficient reader.

 To identify the learners reading skill level.
 To undertake the reading program.
 Letter identification
 Letter sounds
 Word reading
 Word recognition
 CVC pattern
 Comprehension
 To find out the skills required for proficient reading.
PURPOSE OF THE STUDY
Generally, the research aimed to develop a reading center for Grade V pupils
based on their reading profile. Specifically, this research aimed to determine the
level of word recognition of the respondents using Phil-IRI, to identify the common
reading miscues of the Grade V pupils; to determine the level of Proficiency of the
respondents in terms of the level of reading proficiency indicators, to determine the
reading profile of the respondents based on word recognition and reading
comprehension; and to develop, based on the reading profile, a reading program for
Grade V pupils.
REVIEW OF RELATED LITERATURE
Al-Tamimi (2006), he stated that reading is a source of difficulty for second

language learners. The problems that they encounter are due to a number of factors
including lack of appropriate reading strategies, lack of background knowledge
related to the topic of the target language or lack of attitudes toward reading, to
name a few. Nevertheless, given enough time, learners can overcome their
difficulties when they receive the appropriate training. In the first quarter of this
school year, the researcher has observed that the pupils of Grade Five Bagong
Silang Elementary School.They have difficulty in understanding their lessons in
English in short about their reading proficiency. They also have difficulty in
formulating sentences as well as in paragraph writing. Further, the researcher has
observed that a number of them can recognize words in printed materials but have
difficulties in answering when asked about the printed material read. And, at the end
of the of this school year, this problem on reading was evidently mirrored in the poor
results of their exams in subjects where English is the medium of instruction. This is
definitely a cause for alarm because if these pupils cannot read properly, then there
is also a big chance they will have difficulty writing and speaking well. To address
this concern at its very core, the researcher come up with this research so these
pupils can be trained at the earliest time possible to read very well. Through
identifying the pupil’s problem in reading, the researcher will be able to come up with
an intervention to best enhance the pupil’s comprehension level.
Huda (in Fauziati, 2002 : 112) states that the goal of English teaching is the
acquisition of communicative competence with an emphasis on reading skill, and not
on oral skill. This is the reason why being a proficient reader is so important.
Reading skill is to develop fluent and proficient readers who are knowledgeable
about reading process. Therefore, the use of suitable books must be appropriate
with the standard criteria that could involve the student’s competence in reading, the
student fells comfortable and understand the content of the books.
Fauziati (2009:15) defines reading method using Phil-IRI as “an overall plan
for the orderly presentation of language material, no part of which contradicts, and all
of which is based upon the selected approach”. Based on the explanation, selecting
the teaching method is very important where it must be suitable to the characters of
students. Beside viewing the reading ability of each student, the teacher must be a
monitor for the student progress. Progress of the students can be seen after taking
assessment; here the teacher gives feedback to the student’s assessment. The
important thing in evaluation, the teacher has passing grade in teaching reading.
From the assessment, the teacher understand the ability of each student so that the
teacher knows the problems during teaching-learning process of reading, and the
teacher can choose problems solving as soon as possible.
Flojo (2007) emphasized that based on the Philippine Informal Reading

Inventory, determined the strengths and weaknesses of students. Her study was
done to analyze the existing learners’ difficulties in reading and defining the source
of their difficulties in reading comprehension.
Anderson (2000), all readings begin with recognition of words. In the early
years of the child’s growth, they learn to produce new words through letter-sound
recognition and letter blending. As they mature and begin to spell longer and more
complex words, they apply to their spelling the concepts of root words and affixes i.e.
prefixes and suffixes. When a child is first taught to read, the emphasis is usually on
decoding skills. This is the process whereby the written letters and words are
translated into language. He is taught phonics and from learning the sounds of
individual letters, he progresses to putting the sounds together to form words. Early-
stage reading books usually contain a lot of repetition of these first simple words to
encourage practice and the gradual building of a reading vocabulary.
SIGNIFICANCE OF THE STUDY
In this study, it can help to analyse reading behaviour of the student that can
affect the child’s learning. This research leads as a way to make strategies and
understanding about how proficient of reading the child is. This can use by the
school, teachers, administrators and also the future researchers.
The Students
To enhance reading habit and develop reading proficiency that provides the
students willingness and enjoyable experience in learning reading.
The Teacher
This research can make reading strategies and reading easiness and
contribute information that can be helpful in learning in reading.
The Administrator
The study serves as a guide in developing child reading skills in the field. This
can be used as a tool for reading to provide more instructional development to the
child’s needs.
The Future Researchers
This research can use as a reference to develop further research in

enhancing reading skills of a child in learning process in which can affects to the
child readiness in the growth stage of the child.
THEORETICAL FRAMEWORK
This study is anchored on the “schemata” theory. Schema theory is an

explanation of how readers use prior knowledge to comprehend and learn from text
According to(Rumelhart) Schema activation is generally recognized as the process
in which some textual stimuli signal the direction or area for the reader to look for
and evoke the relevant schema from memory into the present reading task (Li and
Cheng) One assumption about schema activation is that some words, or groups of
words, or the title of a text, are highly suggestive and they can signal a certain
schema. Textual stimuli affect a schema in two ways. If a stimulus is highly
suggestive of a certain schema, that schema as a whole can be activated. For
instance, the mention of a fire brigade may activate a "fire accident" schema. But
more often than not, one such stimulus is insufficient for schema activation, it can
just remind one of a certain slot which can fit into several schemata. Reading
proficiency requires schema, word recognition will arouse in this situation because if
the reader has efficient vocabulary then he/she can comprehend absolutely base on
his/her previous knowledge.
CONCEPTUAL FRAMEWORK
READING PROFICIENCY
INDEPENDENT READING CENTER

INSTRUCTIONAL
Figure 1. conceptual paradigm of the study
CHAPTER II
METHODOLOGY/ RESEARCH DESIGN
This study use descriptive survey method of research and Quantitative design
which obtained information concerning the present situation of the proficient readers
in Grade 5 pupils in Bagong Silang Elementary School. Through the use of Phil-IRI
which is the quantitative way of used, we used passages in order for the pupils to
measure their word recognition and comprehension level.
RESPONDENTS
In this study, the researcher use total enumeration method in which it is a type
of purposive sampling technique that involves examining the entire population. The
respondents were the Grade V pupils composed of 105 respondents in Bagong
Silang Elementary School .
RESEARCH INSTRUMENT
This research used the Passages and questionnaire in Philippine Informal

Reading Inventory pre-test material for grade 5 in assessing the reading proficiency
level of the respondents. The mechanics in administering the Phil-IRI are followed in
order to come up with an accurate data. The materials are designed to measure the
reading proficiency level of the respondents,.
DATA GATHERING PROCEDURE
The test is administered to the Grade 5 pupils through reading selective

passages to measure their reading abilities and their proficiency especially in
comprehension the primarily focus in this data is gathering the comprehension and
word reading level of the student’s. And using Phil-IRI, The test was conducted
through providing reading passages containing 20 questions (Literal, Inferential and
Critical) to assess the reading proficiency of the pupils, it is undertaken by a total of
105 students from 3 sections of grade 5 in Bagong Silang Elementary School. And
using the formula from word reading and reading comprehension. By using the
formula we can identify who among the students belongs to Frustration level wherein
the students who are in this level are really need more assistance in terms of
reading. Instructional level, students in this level are guided by the teacher in doing
reading exercises, while in the independent level students are more on reading
independently and can read without the supervision of the teacher.
Levels of Reading
Proficiency
90 – 100% Independent Level
75 – 89% Instructional Level
74 % and below Frustration Level
Formula
Word reading number of miscues- number of words in the passage
Number of words in the passage
Reading Comprehension = number of total correct answer x 100

Total number of questions
Data Analysis
In this investigation, the items of the questionnaire was categorized into three
levels of comprehension which are the Independent level, Instructional level and
Frustration level.
PERCENTAGE OF SCORE READING LEVEL INTERPRETATION
90 – 100% Independent level  Indicates that the
pupils do not mess up
any words during
his/her reading able
to read fluently, pupils
can identify the
important information
In the passage.
75 – 89% Instructional level  Indicates that the

Pupils can
understand the
underlying meaning of
the passage but got
some mess words.
74 % and below Frustration level  Readers does not
analyse the given
passage and can’t
read fluently. Needs
teacher’s supervision.
CHAPTER III
Results and discussion
RESULTS
Table 3.1 Respondent’s Scores and Percentage in Level of Reading

Proficiency
Scores
GRADE Number of
FIVE: RAFFLESIA Numbers of pupil Level of Percentage
FILIPINO Pupils who got correct reading
answer in proficiency
Filipino
0-7 35 10 Frustration 30%
8-13 35 8 Instructional 30.1%
14 up 35 17 Independent 29.6%
Overall percentage: 89.7%
ENGLISH
Scores Number of Numbers of Level of reading Percentage
Pupils pupil who got proficiency
correct answer
in English
0-7 35 16 Frustration 10.35%
8-13 35 12 Instructional 10.55 %
Overall percentage: 31.7%
GRADE FIVE: GLADIOLA

FILIPINO
Scores Number of Numbers of Level of Percentage
Pupils pupil who got reading
correct answer proficiency
in English
0-7 36 18 Frustration 29.6%
8-13 36 10 Instructional 30 %
Overall percentage:89.7%
ENGLISH
correct answer
in English
Overall percentage:31.65%
GRADE FIVE: CHRYSANTHEMUM

FILIPINO

correct answer
in English
Overall result:89.8%
ENGLISH

correct answer
in English
Overall result: 31.75%
Table 3.2 Respondents and Reading level of their Percentage of Scores

Percentage
of Scores Section Section Rafflesia Section Section Section Section
Rafflesia English gladiola gladiola Chrysantem Chrysante Level of
Filipino percentage Filipino English um Filipino mum proficiency
percentage percentage percentage percentage English
percentage
74% below 31.7% 31.65% 31.75% Frustration
75-89% 89.7% 89.7% 89.8% Instructional
90-100% Independent
Table 3.3 total scores percentage of the respondents
Filipino English
Levels Percentage Levels Percentage

Frustration 40% Frustration 37.14%
Instructional 30.48% Instructional 33.33%
Independent 29.52% Independent 29.52%
Table 3.4 Self-assessment of Reading Proficiency
Total Respondents Students who answered Students who answered

“yes” “no”
42 18 24
Discussion
As shown above that was the overall result of our Instrument the number of
scores and the correct answer of the student from Filipino and English passages to
come up in that given score results we undergo the Philippine Informal Reading
Inventory ( Phil-IRI) by Computing the Oral Reading Score per Passage, Recording
the Speed and Rate in Oral Reading and Computing the Student’s Comprehension
of the Passage, the passages we used was written below twenty questions for
Filipino and another twenty questions for English it comprises of three different
passages we have 105 Respondents from three sections in Grade 5 at Bagong
Silang Elementary School ( Rafflesia, Gladiola and Chrysanthemum) to get the
percentage of their scores is by computing the number of words subtracted by the
number of students who got the correct answer and dived by the number of items
multiplied by 100%. from the Filipino passage out of 105 students there are 42 or
40%students who got 0-7 score that belongs to the frustration level, and 32 or
30.47% students got 8-13 score that belongs to the Instructional level and 31or
29.52% students got 14 up scores that belongs to the Independent level and in
English passage from three sections there are 39 or 37.14% students got 0-7 score
that belongs to the frustration level and 35 or 33.33% students got 8-13 score that
belongs to the Instructional level and 31 or 29.53% students got 14 up scores that
belongs to the Independent level a, as from the given result frustration level is
superseding, although in some point there are students who belongs to the
Independent level meaning that they read fluently without any hesitation but it cannot
contradict that there’s a large amount of pupils who belongs from the Frustration and
Instructional level, it means that they can’t read fluently and needs for teachers
supervision, by determining the overall result we used to compute the Respondents
and Reading level of their Percentage of Scores and the result of it is there are much
more students who falls in the frustration level. meaning there are some students
didn’t attain the mastered level of expectation based on their age and in their Grade
level, this results has been proved with the schema theory those students falls from
the frustration level because according to (Rumelhart) Schema activation is
generally recognized as the process in which some textual stimuli signal the direction
or area for the reader to look for and evoke the relevant schema from memory into
the present reading task. But in behalf of this since Phil-IRI has already used by
previous research we decided to made our own questionnaire to test the students
proficiency by using the result of scores in Phil-IRI the self-assessment of reading
proficiency ,we choose the students who will undergo this questionnaire the students
who falls from the Independent level will be the one who will answered and the one
who will answered yes is the proficient readers because all questions from the
questionnaire stated of being a proficient reader since there are two subjects which
is the Filipino and English we based from the scores that has its high level and there
are 42 students who falls from the Independent level and the number of students
who answered no is 24 respondents meaning frustration level has its high amount of
being not a proficient reader and That is why we made an action plan which is the
intervention program which is the reading center, if the child was bloom his/her Gist
from his/her consciousness then, there’s a big possibility that he/she will be a
proficient reader. That is why we decided to have our action plan that aims to build a
Reading center and the Reading Program which provides all information they used
to have specifically the books and all learners material that contributes to their
growth as a reader.
CHAPTER IV
Summary
This research intended to know the reading proficiency level of grade 5
students in Bagong Silang Elementary School in which the data gathered serves as
the basis for a reading center that need for the students. The study used Descriptive
Method and total enumeration method grade 5 students are involved in this research
to determine the reading proficiency level of the respondents. The researcher
intended to get there reading comprehension and word recognition to determine their
proficiency in reading. There are 105 respondents are chosen in 3 sections to take
the standardized Phil- IRI passages and questionnaire and the self- assessment of
reading proficiency who took under independent level. The results showed that 40%
of the respondents belong to frustration level in Filipino and 37.14% in English
Subjects. These results needs support and enhancement for respondents reading
skills
Conclusion
Therefore, we conclude that the level of reading proficiency in Grade 5 students at
Bagong Silang Elementary School is in Frustration through basing the results and
findings from our survey, so we decided to build the Reading center composes of our
Reading program entitled “Bahay pag-asa Pundasyon ng kasanayan ng kabataan sa
Pagbasa”
Recommendation
1. Develop a reading intervention program that will cater students who are in the
frustration and instructional levels. This can be done by employing peer tutor to
enhance the reading skills of those in the independent level and a reading center for
everyone especially for the frustration level.
2. Provide opportunities to reading teachers for professional development by sending

them in trainings, seminars, workshops and symposia especially design to enhance
teacher’s skills in teaching reading and uplifting the reading proficiency of the pupils.
3. Device localize and contextualize reading materials, text and selection in order to
connect the application of real setting with that of the reading proficiency of the
students.
4. Ensure the participation of the parents and community in uplifting the reading
proficiency of the students. Parents may be encouraged to tutor their children
especially in reading.
5. The school should allocate some budget to programs, events and activities
directly related to reading activities and include in the procurement the materials and
books needed for reading remediation activities.
6. Regularly monitor the reading proficiency of the students and develop reward
system for pupils who have achieved the highest percentage of reading proficiency
acquisition at the end of every reading remediation program.
7. Other researches related to reading proficiency may be conducted to address

other recurring problems in reading.
References
Jimmy Rey Cabardo( Jan 2016 ) SSRN , Jimmy Rey Cabardo, Hagonoy NHS;
Southeastern College of Padada, Inc. https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=2712237
Annie E. Casey(February 07, 2014)American Promise Alliance,1110 Vermont

Avenue,N.W. Suite 900 Washington,DC,
https://www.americaspromise.org/resource/early-reading-proficiency-united-states
Zwann, R. and Brown, C.M. (1996) The Influence of Language Proficiency and
Comprehension Skill on Situational-Model Construction. Discourse Processes, 21,
289-327.
Jimmy Rey opong Cabardo(January 2015)ResearchGate, Lapulabao National High

School
https://www.researchgate.net/publication/314602653_Reading_Proficiency_Level_of
_Students_Basis_for_Reading_Intervention_Program
Willard R. Daggett, Ed.D(2003) International Center for Leadership in

Education,United States. http://www.leadered.com/pdf/reading%20white
%20paper.pdf
Montgomery (2013) Montgomery County Public

Schools,Marylandhttps://www.montgomeryschoolsmd.org/uploadedFiles/schools/
rockviewes/homepage/Grade%205%20Proficiency%20Statements-%20all.pdf
Pressley, (2000) A study of Factors Affecting EFL Learner’s Reading

Comprehension skill and the Strategies for improvement retrieved
www.ccsenet.org/journal/Index.php/ijel/article/viewFile/60893/339
Action Plan
Key Concept Objectives Time Persons Expected

Frame Involved Budgetary Output
1. SLAC To conduct Phil- Teachers, Snacks
SESSION IRI and test the Principal (308.00) Delivery of
reading February School Hard copies the process
proficiency that 6,2019 Reading of Phil-IRI on how to
includes (3hrs.) Coordinato Manual. conduct a
comprehension r and the (100.00) PHIL-IRI
about their Oral PST’s
and Silent
reading.
2. Intervention To undertake the Teachers,
reading program. February PST’s Printed
8, 2019 And the Worksheets, Implementat
 Letter (3-4hrs.) pupils. Flashcards, ion of the
identificati Manila passages.
on paper As well as
 Letter (3000.00) the reading
sounds program
 Word ““Bahay
reading pag-asa
 Word Pundasyon
recognition ng
 CVC kasanayan
pattern ng
kabataan
 Key Ideas
sa
Sequencing
Pagbasa”
Events
3. Conduct To identify the February Teachers, Printed Categorizati

Pretest learners reading to Principal Passages, on of the
skill level. March, School Questionnai pupils
2019. Reading re’s and reading
Coordinato Answer skills.
r, PST’s Sheets
and the (720.00)
pupils.
4. Posttest To evaluate the Teachers,

improvement of March, Advisers, Reports on
the students 2019 PST’s ,Re Worksheets post Phil-IRI
reading proficiency. ading (1000.00)
Coordinato
r
5. Proposal To implement the Last Teachers, Constructio Build the
reading center week of Principal n of building Reading
and the reading March School (80,000.00) center.
Program 2019 reading including
coordinator the books
, PST’s etc.
Appendice
s
Appendix A
INSTRUMENT
Ang Regalo kay Lea
May biglang sumigaw sa labas ng bahay nina Lea. Narinig niya ang malakas na
ungol ni Dagul, ang alaga niyang tuta. Dumungaw si Lea sa bintana. Nakita niya
ang kanyang tuta sa daan. Nakahiga at may dugo ito sa mukha. Tumakbo siya sa
labas. “Patay na si Dagul. Nasagasaan siya ng dyip,” malungkot na sabi ng kanyang
kapatid na si Bong. “May bibilhin ako sa tindahan. Sumunod siya sa akin,”
paliwanag ni Bong. Bumalik si Lea sa bahay. Ayaw niyang kumain at maglaro.
Naiisip niya si Dagul. Kinabukasan ay Pasko na! Nagising si Lea sa ingay. Sa tabi
niya ay may basket na may kard. Nakasulat sa kard ang “Para kay Lea, mula kina
Daddy at Mommy.” Inalis ni Lea ang takip ng basket. Nakita niya ang isang
magandang tuta. Ito ay katulad na katulad ni Dagul. Inakap ni Lea ang tuta!
Bilang ng mga salita: 146 (Pagsulong sa Pagbasa 1, Ortiz-Baterna, 1990)

1. Ano ang nangyari kay Dagul? (Literal)
a. natapakan ng bata
b. nabundol ng kotse
c. nasagasaan ng dyip
d. nawala sa tindahan
2. Nasaan si Lea nang maaksidente ang tuta? (Paghinuha)
a. nasa tabi ng sa tindahan
b. nasa loob ng bahay
c. nakasakay sa dyip
d. nasa paaralan
3. Ano ang naramdaman ni Lea nang pumasok siya sa bahay? (Paghinuha)
a. nagalit
b. natakot
c. nalungkot
d. nangamba
4. Kailan nangyari ang aksidente? (Paghinuha)
a. sa araw ng Pasko
b. pagkatapos ng Pasko
c. sa araw ng Bagong Taon
d. isang araw bago mag-Pasko
5. Bakit kaya inisip ni Tatay regaluhan si Lea ng isa pang tuta? (Pagsusuri)
a. dahil ito ang nasa tindahan
b. dahil mura lang bilhin ang tuta
c. para maibigay kay Lea ang hiningi niya
d. para makalimutan ni Lea ang nangyari
Ang Regalo kay Lea

“Kuya! May napulot ako sa daan.” Tuwang-tuwa si Luis. “Anong napulot mo?”
tanong ni Jun. “Nakapulot ako ng pitakang may lamang pera.” “Pera? Magkano ang
pera, Luis?” tanong ni Jun. “Sandaang piso, Kuya. May sandaang piso na ako.
Mapalad ako, hindi ba?” tuwang-tuwang sabi ni Luis. “Hindi, Luis. Hindi iyo ang
perang iyan. Isasauli natin ang pitaka sa may ari,” sabi naman ni Jun. “Kuya,
napulot ko ito sa daan. Akin na ito, hindi ba?” Nagtataka si Luis. “Pero kawawa
naman ang may-ari ng pitaka. Hala, tingnan mo ang loob ng pitaka. Baka may
pangalan sa loob,” utos pa ni Jun. Tiningnan ng dalawa nang mabuti ang loob ng
pitaka. Isang tarheta ang nakita ni Luis. “Isabelo Santos. Labing-isa, daang Sta.
Elena, Sampalok.” Ito ang nabasa ni Jun. “Kilala ko ang may-ari ng pitaka, Kuya.
Nakikita ko siya tuwing umaga. Alam ko rin ang kanyang bahay. Sige, isauli natin
ang pitaka,” yaya ni Luis.
Bilang ng mga salita: 156 (Yaman ng Panitik 1, Resuma et al, 1987)
6. Ano ang napulot ni Luis? (Literal)
a. pera
b. piso
c. pitaka
d. tarheta
7. Magkano ang laman ng pitaka? (Literal)
a. piso
b. dalawampiso
c. sampung piso
d. sandaang piso
8. Ano ang nakita nila sa tarheta? (Inferential)
a. pangalan at tirahan ng may-ari
b. listahan ng bibilhin
c. pera ng may ari
d. tatak ng pitaka
9. Ano ang pinakitang ugali ng magkapatid sa katapusan ng kuwento? (Inferential)
a. matapat
b. masakim
c. matalino
d. palakaibigan
10. Bakit kaya sinulat ang kuwentong “Napulot Ko!”? (Critical)
a. Hatid nito ang isang balita.
b. Nais nitong magbigay ng mungkahi.
c. Nais nitong magbigay ng aliw sa mga bata.
d. Gusto nitong magbigay ng mabuting halimbawa
Ang Matanda
Tanghaling tapat na. Marami sa mga mag-aaral ang nagmamadali nang umuwi.
Walang lilim na masisilungan kahit saan. Sa gitna ng initan ay may isang matandang
babaeng may dalang malaking balutan. Palinga-linga ang matanda. Parang may
hinahanap ito. Maraming batang mabilis na nagdadaan sa tabi niya. “Mga bata, ”
ang sabi ng matanda. Nguni't hindi siya pinapansin ng mga bata. Paminsan-
minsan, may ilang batang napapalingon sa kanya, ngunit patuloy pa rin ang matulin
nilang lakad. Dumating si Nelia. Nagmamadali rin si Nelia na makauwi. Nagugutom
na kasi siya. Napansin niya ang matanda. Nakita niya ang nakakaawang ayos nito.
“Bakit po, Lola?” ang tanong ni Nelia. “Ay Ineng” ang sagot ng matanda. “Naligaw
ako. Saan ba ang papunta sa istasyon ng bus?” “Doon lang iyon sa kabilang kanto,
Lola.” Kahit na pagod si Nelia, inihatid niya ang matanda. Bago sumakay sa bus ang
matanda ay hinaplos si Nelia sa ulo. “Pagpapalain ka ng Diyos, Ineng,” ang sabi nito
sa kanya.
Bilang ng mga salita: 160 (Bagong Filipino Saligang-Aklat II, Ibita et al, 1990)
11. Saan naligaw ang matanda sa kuwento? (Inferential)
a. sa sakayan ng bus
b. sa labas ng paaralan
c. sa bahay nina Noel
d. sa labas ng simbahan
12. Ano ang panahon nang maganap ang kuwento? (Literal)
a. maaraw
b. mahangin
c. maulan
d. maulap
13. Ano-ano ang hindi pinansin ni Nelia habang kinakausap ang matanda?
(Paghinuha) a. gutom at pagod
b. nanay at tatay
c. ang bitbit niyang mga gamit
d. kung saan ang istasyon ng bus
14. Anong ugali ang ipinakita ni Nelia? (Paghinuha)
a. malinis
b. madasalin
c. matulungin
d. mapagmahal
15. Bakit kaya sinulat ang kuwentong “Ang Matanda”? (Pagsusuri)
a. Hatid nito ang isang balita.
b. Nais nitong magbigay ng mungkahi.
c. Nais nitong magbigay ng aliw sa mga bata.
d. Gusto nitong magbigay ng mabuting halimbawa.
Sinaunang Sistema ng Pagsulat at Panitikan
Ang sistema ng pagsulat ng sinaunang Pilipino ay ang baybayin. Binubuo ito ng 17

na titik – 14 na katinig at tatlong patinig. Ang pagsulat ay mula itaas pababa at mula
kaliwa pakanan. Ang sinusulatan ay balat ng puno, buho ng kawayan, malapad na
dahon, o hinabing himaymay ng halaman. Ang panulat ay matulis na kawayang
patpat o kahoy. Ang tinta at tina ay mula sa dagta ng mga halaman. Ang panitikan
ay binubuo ng mga awiting bayan, kuwentong bayan, alamat, pabula, salawikain,
bugtong, at epiko. Halimbawa ng ating mga alamat ay ang “Alamat ni Mariang
Makiling,” “Alamat ni Malakas at Maganda” at “Alamat ni Mariang Sinukuan.” Ang
epiko naman ay isang mahabang tula tungkol sa pakikipagsapalaran ng isang
bayani. Nabibilang sa mga epiko ng ating mga ninuno ang “Biag ni Lam-ang” nga
mga Ilocano, “Ibalon” ng mga Bicolano, at “Batugan” ng mga Maranao.
Bilang ng mga Salita: 148 (Agno, L. et. al. Kultura, kasaysayan at kabuhayan:
Heograpiya, kasaysayan at sibika. (2007). QC: Vibal Pub.)
16. Alin sa sumusunod ang nagsasabi tungkol sa sinaunang sistema ng pagsulat?
a. Binubuo ito ng 17 katinig at 3 patinig.

b. Matulis na kawayang patpat ang panulat
. c. Malapad na dahon at papel ang sinusulatan.
d. Mula itaas pababa at mula kanan pakaliwa ang pagsulat.
17. Alin sa sumusunod ang halimbawa ng sinaunang panitikan? (Literal)
a. kuwentong awit at epiko
b. tula at awiting salawikain
c. awiting bugtong at pabula
d. kuwentong bayan at alamat
18. Ano ang tinutukoy na baybayin sa seleksyon? (Paghinuha)
a. Ang direksyon ng pagsulat ang tinutukoy nito.
b. Ito ang paggamit ng panulat na mula sa kawayan.
c. Sistema ito ng pagsulat ng ating ninuno gamit ang 17 titik.
d. Ito ang sistema ng pagsulat na gamit natin sa kasalukuyan.
19. Ano ang sinasabi ng seleksyon tungkol sa mga ninuno natin? (Pagsusuri)
a. Mahilig sila sumulat ng mga alamat at epiko.
b. Nagtulungan sila kaya nabuo nila ang baybayin.
c. Hindi madali ang paghanap nila sa pansulat at susulatan.
d. Pinakita nila ang pagiging malikhain sa maraming paraan.
20. Ano ang ginamit ng may-akda ng seleksyon upang ipaabot ang mensahe nito?
(Pagsusuri)
a. Naglarawan ito at nagbigay ng mga halimbawa.
b. Binanggit ang kasaysayan ng sinaunang sistema ng pagsulat.
c. Nakasaad ang mga dahilan ng sinaunang sistema ng pagsusulat.
d. Tinalakay nito ang sanhi at bunga ng sinaunang sistema ng pagsusulat.
Early Start
Mara woke up with a start. “Oh no!” The sun was shining brightly on her face. She
looked at her alarm clock. She was not going to make it to school. She hurriedly put
on her uniform, gathered her things and dumped them into her bag. She rushed so
that she could be in school before the bell rang. As she was going out the door, her
mother stopped her and asked, “Why are you rushing? Did you forget? It’s Saturday
today!”
82 words
1. Mara woke up with a start. When a person wakes up with a start, it means that
one got out of bed ____________________. (Inferential)
a. sad
b. happy
c. worried
d. excited
2. Why does Mara have to rush? (Literal)
a. so she would get to school on time
b. so she would be the first student in school
c. so she would be the fastest runner in school
d. so she could eat breakfast before going to school
3. What did Mara forget? (Inferential)
a. that she did not set her alarm clock early enough for the next day
b. that she did not need to rush because there were no classes today
c. that she cannot anymore eat breakfast if she was rushing to school
d. that she cannot anymore go to school because she was very late
4. How do you think did Mara feel after her mother talked to her? (Inferential)
a. anxious
b. nervous
c. relieved
d. unhappy
5. What did the author intend when she wrote the selection? (Critical)
a. to inform
b. to entertain
c. to evaluate
d. to convince
Rice for Lunch
Anika washed the rice grains. Then she put them into a pot. She also put in two cups
of water. Finally, she covered the pot and left it on the electric stove. After twenty
minutes, she went to check on the pot. It was not hot. She saw that the plug was still
on the floor. Anika looked at the clock and shook her head. It was almost lunchtime.
69 words
6. What did Anika want to do? (Inferential)
a. wash rice
b. cook rice
c. serve rice
d. measure rice
7. Why was she unable to do what she wanted to do? (Inferential)
a. The lid was very hot.
b. The clock was not working.
c. The stove was not plugged.
d. The pot had too much water.
8. Why did Anika look at the clock.? She looked at the clock to see if
_____________________. (Inferential)
a. the clock was still working b. she still had time to watch TV
. c. the time on the clock was correct d. the rice will be cooked in time for lunch.
9. What did Anika feel when she saw the clock? (Inferential)
a. glad
b. angry
c. excited
d. worried
10. What should Anika do to finish what she started? (Inferential)
a. She should plug the stove.

b. She should set the alarm clock.
c. She should wash the rice grains again.
d. She should add more water to the pot.
The Gift
The colorfully-wrapped box was lying on the table when Mario got home. Thinking
that it was his parents’ birthday gift to him, he took it and quickly tore it open. It was
the coolest looking pair of shoes he had ever seen. Mario put them on, walked out
into the street and jumped into a puddle. “Mario, why are you wearing your brother’s
shoes?” his Mother cried. When he looked down, he said, “Oh no, that’s a lot of
cleaning I have to do.”
83 words
11. Why did Mario think the box was for him? (Literal)
a. It was Christmas.
b. It was his birthday.
c. It was New Year’s Eve.
d. It was Valentine’s day.
12. In the selection, it said that Mario saw the coolest-looking pair of shoes.
(Inferential) What does this mean?
a. The shoes were very fashionable.
b. The shoes kept his feet from being warm.
c. The shoes felt very cold when he touched them.
d. The shoes made him shiver when he wore them.
13. As Mario looked down, what did he think he needed to do? (Literal)
a. Clean the shoes.
b. Wrap the shoes.
c. Wear the shoes.
d. Hide the shoes.
14. How did Mario’s mother feel when she saw Mario? (Inferential)
a. happy
b. lonely
c. worried
d. excited
15. What do you think was Mario feeling when he saw his mother? (Inferential)
a. afraid
b. lonely
c. excited
d. nervous
One Stormy Night
That night, Jessica helped her mother close the windows. The wind was howling.
Droplets of rain started pelting the roof. “Go find the candles and I will get the
matches,” said her mother. Lightning flashed. A clap of thunder followed. Soon after,
the lights went off. “A blackout!” shouted Jessica. “Don’t be alarmed. It’s a good thing
we have what we need,” said mother.
58 words
16. Why did they close the windows? (Inferential)
a. to keep their home clean
b. to make their feel cooler
c. to protect them from the rain
d. to prevent bats from coming in
17. Which of the following did Jessica and her mom do? (Inferential)
a. prayed hard
b. bought supplies
c. worked together
d. watched the wind
18. Which of the following best describes the characters in our story? (Inferential)
a. lucky
b. giving
c. loving
d. prepared
19. What does the word “blackout” mean? (Inferential)
a. There is a strong storm.
b. There is no electric power.
c. There are dark rain clouds.
d. There are no stars in the sky.
20. What did the mother feel at the end of the story? (Inferential)
a. relaxed
b. helpless
c. worried
d. unhappy
SELF-ASSESSMENT OF READING PROFICIENCY Yes No

As appropriate for the language, I can recognize and
identify all the letters in the printed version of an
alphabetic writing system (in languages like English
and Filipino)
I can read some isolated words and phrases, such as
numbers and commonplace names, that I see on
signs, menus, and storefronts, and in simple everyday
material such as advertisements and timetables.
I can read some isolated words and phrases, such as
numbers and commonplace names, that I see on
signs, menus, and storefronts, and in simple everyday
material such as advertisements and timetables.
I can understand simple instructions, such as in very
straightforward street directions.
I can understand very short simple written descriptions
of some familiar persons, places, and things, like those
found in many tourist pamphlets.
I can understand texts that consist mainly of
straightforward factual language, such as short news
reports of events, biographical information,
descriptions, or simple technical material.
I can understand the main idea and some details of
clearly organized short straightforward texts about
places, people, and events that I am familiar with.
I can understand very straightforward reports about
current and past events.
I can understand simple typed correspondence in
familiar contexts, including descriptions of events,
feelings, wishes and future plans.
can usually understand the main ideas of authentic
prose on topics I am familiar with, either because they
pertain to my work experience or to topics I am
interested in.
I can usually read and understand all of the material in
a major daily newspaper published in a city or country
with which I am familiar.
In reading a newspaper or magazine that contains
editorial or opinion content, I can “read between the
lines” and understand meanings that are not directly
stated.
I can understand the author’s intent and follow the line
of reasoning in texts that include hypothesis,
persuasion, supported opinion or argument for a
position (e.g., editorials, debates, and op-ed pieces)
with little or no use of a dictionary.
I can understand contemporary expository essays and
recent literary prose with little or no use of a dictionary,.
I can understand the main ideas and important details
of almost all material written within my particular
professional field or area of primary interest (e.g.,
reports, analyses, letters, arguments, etc.).
I am able to read fluently and accurately all styles and
forms of the language pertinent to professional needs
or personal interest without reference to a dictionary,.
I can understand long and complex analyses, factual
reports, and literary texts.
I can understand both the meaning and the intent of
most uses of idioms, cultural references, word play,
sarcasm, and irony in even highly abstract and
culturally “loaded” texts.
I can understand language that has been especially
adjusted for different situations, audiences or
purposes, such as a political essay, humorous
anecdote or joke, sermon, or inflammatory broadside,
and I can appreciate distinctions in style.
I can read virtually all forms of the written language,
including abstract, linguistically complex texts such as
specialized articles, essays and literary works,
including prose works from earlier periods recognized
as masterpieces.
I can read reasonably legible handwriting without
difficulty.
Appendix B
LETTER TO THE PRINCIPAL
Republic of the Philippines
College of Teacher of Education
Maragusan, Compostela Valley Province
Isidro Resano
Principal-I
Bagong Silang Elementary School
Maragusan ,Compostela Valley
Good Day! Sir
We are the researcher/PST and we are conducting our Action Research entitled
“The Level of Reading proficiency among the Grade5 students at Bagong Silang
Elementary School; Basis for Reading center”.
This is our final requirement for the degree of Bachelor of Elementary Education at
Compostela Valley State College Maragusan Branch.
With this assess, we are solemnly requesting for your permission to let us conduct
our study in your class.
We are looking forward to your complimentary response with this matter.
Thank you very much!

Respectfully yours,
Rosalie D. Labisto
Charstone F. Alba
Dante T. Dante
Pejay C. Camangyan
Checked By: Approved by:
BEMAR RUIZ, LPT ISIDRO S.

RESANO
Practicum Coordinator Principal-I
Appendix D
LETTER TO THE RESPONDENTS
_________________________________________________________
___
We the researchers are inviting you to participate in a research study “The

level of reading proficiency among the Grade5 students at Bagong Silang
Elementary School”: Basis for Reading center.
The purpose of the study is to measure your expertise in terms on reading

proficiency.
In this study you are about to read some passages, Peering words, compound words
and a story to answer a test and a questionnaire. Your presence is highly needed. All
of your data in the survey will be kept in private. All of this action is for academic
purposes only.
Your appreciation is highly appreciated.
Respectfully yours,
Rosalie D. Labisto
Charstone F. Alba
Dante T. Dante
Pejay C. Camangyan
Checked by:
_BEMAR RUIZ, LPT
Practicum Coordinator
Appendix C
LETTER TO THE COOPERATING
TEACHERS
Delio Villaver
Teacher1-Grade5
Good Day! Sir
Elementary School” Basis for Reading center.
Respectfully yours,
Rosalie D. Labisto
Charstone F. Alba
Dante T. Dante
Pejay C. Camangyan
Checked by: Approved by:
BEMAR RUIZ, LPT DELIO M. VILLAVER

Practicum Coordinator ADVISER 5- G
Glaiza D. Enderio
Teacher1-Grade5
Good Day! Maam
Respectfully yours,
Rosalie D. Labisto
Charstone F. Alba
Dante T. Dante
Pejay C. Camangyan
_BEMAR RUIZ, LPT GLAIZA D. ENDERIO

Practicum Coordinator ADVISER 5-R

Ma. Victoria A. Omallao
Teacher1-Grade5
Good Day! Ma’am
Respectfully yours,
Rosalie D. Labisto
Charstone F. Alba
Dante T. Dante
Pejay C. Camangyan
BEMAR RUIZ, LPT MA. VICTORIA A. OMALLAO

Practicum Coordinator ADVISER 5-C
References
Jimmy Rey Cabardo( Jan 2016 ) SSRN , Jimmy Rey Cabardo, Hagonoy NHS;
Southeastern College of Padada, Inc. https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=2712237
Annie E. Casey(February 07, 2014)American Promise Alliance,1110 Vermont

Avenue,N.W. Suite 900 Washington,DC,
https://www.americaspromise.org/resource/early-reading-proficiency-united-states

Action Research Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Action Research Final

Uploaded by

Copyright:

Available Formats

Acknowledgement

Our deepest gratitude and appreciation to our hardworking and ever

To our practicum supervisor,Ms.Rejien Grande in behalf ,thank you for your

May Our God bless us and continue to shower us by his mercy.

This action research was confined only at

These action research is aiming at improvement

Background of the study …………………………………………………………….1

Statement of the Problem…………………………………………………………….

Review Related literature…………………...……………………….…………........2

Significance of the study……………………………………...……………….…… .3

Data Gathering Procedure…………………………….………………...…………….8

Chapter 3:Results and Discussion

Respondents Score and Level of reading Proficiency…………………………….9

Respondents of Percentage of Scores……………………………………………..10

Respondents and Reading Level of their percentage of scores…………………11

Appendix A: Instrument …………………………………………………………………

Appendix B: Letter to the Principal …………………………………………………....

Appendix C: Letter to the Cooperating Teachers ……………………………………

Appendix D: Letter to the Respondents ………………………………………………

Table 3.1 Respondent’s Scores and Percentage in Level of Reading Proficiency

Table 3.2 Respondents and Reading level of their Percentage of Scores

Table 3.3 total scores percentage of the respondents

Table 3.4 self-assessment of Reading proficiency

Conceptual Paradigm of the Study……………………………………………………..

“The level of reading

It is common knowledge that knowing how to read and write is an indicator

The study determined the reading proficiency level of Year 1 to Year 3

In order to develop an effective design with reading skills educate public

STATEMENT OF THE PROBLEM

This study aims to answer the following questions;

3. What intervention program should be designed to enhance the reading

 To understand the importance of being a proficient reader.

REVIEW OF RELATED LITERATURE

Al-Tamimi (2006), he stated that reading is a source of difficulty for second

Flojo (2007) emphasized that based on the Philippine Informal Reading

SIGNIFICANCE OF THE STUDY

The Future Researchers

This research can use as a reference to develop further research in

This study is anchored on the “schemata” theory. Schema theory is an

INDEPENDENT READING CENTER

METHODOLOGY/ RESEARCH DESIGN

This research used the Passages and questionnaire in Philippine Informal

DATA GATHERING PROCEDURE

The test is administered to the Grade 5 pupils through reading selective

90 – 100% Independent Level

75 – 89% Instructional Level

74 % and below Frustration Level

Word reading number of miscues- number of words in the passage

Number of words in the passage

Reading Comprehension = number of total correct answer x 100

75 – 89% Instructional level  Indicates that the

Table 3.1 Respondent’s Scores and Percentage in Level of Reading

GRADE FIVE: GLADIOLA

GRADE FIVE: CHRYSANTHEMUM

Scores Number of Numbers of Level of reading Percentage

Scores Number of Numbers of Level of reading Percentage

Table 3.2 Respondents and Reading level of their Percentage of Scores

74% below 31.7% 31.65% 31.75% Frustration

75-89% 89.7% 89.7% 89.8% Instructional

Table 3.3 total scores percentage of the respondents

Levels Percentage Levels Percentage

Table 3.4 Self-assessment of Reading Proficiency

Total Respondents Students who answered Students who answered