The Level of Reading Comprehension of Senior High School Student

In Camp Vicente Lim Integrated School

A Research Paper
Presented to the Faculty of
Camp Vicente Lim Integrated School

CAMP VICENTE LIM INTEGRATED SCHOOL

Calamba City, Laguna

In Partial Fulfillment
of The Requirements for The Course
Inquiries, Investigation, and Immersion

Madrona, Ahlyzon
Mendina, Gracielyn
Padilla, Harvey Elidan P.

May 2023
Abstract

This study measured the level of reading comprehension of senior high school

students of Camp Vicente Lim Integrated School. The goal was to feature the age, sex,

and strand of the students. In addition, the extent of the level of reading comprehension

and the factors that affect the reading comprehension of the students was also revealed.

Furthermore, the design used allows the researcher to conduct a survey and to

reflect deeper on the study composed of 85 confidential senior high school students in

Camp Vicente Lim Integrated School. Based on the findings, 6% are senior high school

students while 2.35% poor in figuring out clearly the meanings of some new words in the

reading text, and 7.06% badly memorize words, phrases and ideas on given content. The

level of reading comprehension of the student is rarely that is interpreted as average

comprehension and the factor affects the reading comprehension is rarely that is

interpreted as averagely affects.

The result of this study served as the basis for proposing an action plan that will

be conducted for the senior high school department. The plan has its specific objectives

to capacitate the students reading comprehension and how the possible factor that affect

the reading comprehension of the student will be minimize. It will also help them to be

proficient in comprehending important information and that reading is part of basic

human needs.

Keywords: comprehension, reading, text

 CHAPTER I

This part consists of the synopsis of the problem. The overview discussion

may be presented by citing some phrases and sentences from published

materials relevant to the study. This gives the reader a general idea and

impression as well as motivation of the study.

Introduction

Speaking, listening, viewing, writing, and reading are the five basic macro

skills in communication, these concepts are essential to allow individual to

comprehend and produce language effective for proper communication.

Additionally, the study will focus on one macro skill, which is the reading

comprehension.

(Brandon, 2021) states that comprehension is the capacity to understand

written words. Opposed to the ability to recognize words. The purpose of reading

is not always recognizing but it is the ability to understand words. Reading

comprehension occurs when words on a page are not just mere words but

thoughts and ideas.

Moreover, (Burns & Treptow, 2019) argues that there are three levels of

reading comprehension; independent, instructional, and frustration level.

Independent level can read text on their own, while instructional level has
adequate background knowledge for a topic, and can access text quickly and

with no or few errors. And frustration level does not have adequate background

level for a topic and/or cannot meet criteria for instructional levels of accuracy

and rate. (Bilbao et al., 2016) discusses that in a study was conducted in Davao

City to determine the reading profiency level of year 1 to year 3 students as the

basis for the intervention program. And, the study reveals that majority of the

students are in the frustration level of reading profiency in silent reading, while

instuctional level in oral reading, and majority of the males are less proficient in

reading compared to females in both silent and oral readings.

Statement of the Problem

The research shows the level of reading comprehension of senior high school

students of Camp Vicente Lim Integrated School and seeks to answer the

following questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Strand

2. What is the level of reading comprehension of the respondents?

3. What are the factors that affect the reading level of the students?

4. Based on the findings, what modification should be done in the localized

reading program?
Research Objectives

This research aims to determine the level of reading comprehension of senior

high school students in Camp Vicente Lim Integrated School

Specifically it aims to:

1. Identify the nature of reading.

2. Determine what is reading comprehension.

3. To find out the level of reading comprehension of the senior high

school students.

4. To classify the factors affecting the reading comprehension of

senior high school students.

5. Create a plan for modification of local reading program.

Scope, Delimitation, Limitation of the Study

The study will be confined to the level of reading comprehension of senior

high school students. The primary respondents of the study will cover the Grade

11 and 12 students in school year 2022 – 2023. The scope of the study will be

limited to 145 students, which is the ten (10%) percent of the total population of

senior high school students in Camp Vicente Lim Integrated School.

 Moreover, the study will not cover the listening, viewing, writing, and speaking

skills of the respondents. Furthermore, the study is delimited to the junior high

school students, and will not exceed into different schools. Additionally,

interviews and a like will not be used under the study.

Lastly, the study is limited only to the reading comprehension of the senior

high school students in Camp Vicente Lim Integrated School. Moreover, the

sample is limited within the year level of 11 and 12 in CVLIS. A timeline of one

month is set to cover the processes involved in this action research.

Pedagogical Implications

In this part, the researcher will showed pedagogical implication of the

research as the reflection done by the researcher on the research findings during

the research as follows:

1. The Constructivist Approach

The constructivist approach is based on the concept of constructivism. This is

the belief that learners create their own understanding of the world around them,

and this understanding is based on experience through their everyday lives as

they grow. Using specific experiences, people transform information they’ve

accumulated into knowledge and understanding.

This approach is handy for allowing learners to take a more active role in the

learning process, as it encourages them to use their previous knowledge as a

foundation for understanding new concepts, as opposed to passively receiving

information.

2. The Reflective Approach

The reflective approach focuses primarily on analysing what the teacher and

learners are doing in the classroom. It encourages thinking about teaching

practices and figuring out ways to improve them in an attempt to make learning

processes more effective for a class of learners. This can be done through

processes such as self-evaluation and self-reflection, used as ways to essentially

learn more about your own practice, improve a certain practice (like small groups

and cooperative learning) or to focus on a problem learners are having.

3. The Integrative Approach

The integrative approach differs from the other teaching approaches in the

sense that it tries to provide learners with an environment where they can make

connections between the current topic they’re learning about and other topics

they’ll come across at different stages of the curriculum. This means that it tends

to focus on specific connections between different bits of information, rather than

facts in isolation.

While this approach is more commonly used in higher education, it can still be

quite useful at other stages of education too, as it can help learners gain a

broader understanding of the world around them by linking together bits of

related information. Studies have shown that this kind of approach can help

learners stay engaged on the topics they’re learning about. (Ajar, 2018).

Chapter II

Review of Related Literature and Studies

This chapter presents the related literature and studies after the thorough and

in-depth search done by the researchers. This will also present the synthesis of

the art, theoretical and conceptual framework to fully, understand the research to

be done and lastly the definition of terms for better comprehension of the study.

Nature Of Reading

(Bunau et al., 2016) states that reading is a complex process in

getting meaning from the text through comprehension. From this comprehension

will help the readers to gasp the meaning of the text. The basic level in reading is

identifying of words. From the basic identification of the individual letters and how

these form a exact word, to what each word means not just on an individual level,

but also as part of a text (Aliponga, 2013).

Reading Comprehension.

Reading comprehension is the capacity to understand written words.

Opposed to the ability to recognize words. The purpose of reading is not always
recognizing but it is the ability to understand words. Reading comprehension

occurs when words on a page are not just mere words but thoughts and

ideas. (Brandon, 2019). Moreover, reading comprehension is the mother of

all study skills. However, despite of a long-standing awareness of reading

comprehension as an important component of learning, it remains a critical

concern in Philippine education. (Herlardez, 2021).

Level Of Reading Comprehension

There are three levels of reading comprehension; independent,

instructional, and frustration level. Independent level can read text on their

own, while instructional level has adequate background knowledge for a topic,

and can access text quickly and with no or few errors. And frustration level does

not have adequate background level for a topic and/or cannot meet criteria for

instructional levels of accuracy and rate. (Burns & Treptow, 2019; DaCosta &

Gutierrez, 2020). Moreover, there are other terms on the level of reading

comprehension namely; Literal, Inference, and Evaluate level of

comprehension. (Lastiri, 2021).

Factors Affects Reading Comprehension

According to (Tánczikné, 2017) Reading abilities have different these

components are the following: phonemic awareness, phonics, fluency and

vocabulary. Phonemic awareness is the knowledge that words are made up of a

combination of individual sounds. It also includes the ability to hold on to those

sounds, blend them successfully into words and take them apart again. Phonics

is the relationship between a specific letter and its sound, only as it relates to the

written word. Phonics has a special significance in opaque orthographies like

English where children have to learn the spelling of different words. Moreover, in

the Philippine settings factors such as the lack of prior knowledge is one of the

factor the affects the reading comprehension of students. (Negosa, 2021).

Additonally, home-related factors have a very significant effect that affects the

reading comprehension of the learners. (Torres, 2019).

Synthesis

Reading is a process of getting the meaning of the text through

comprehension. Also, the goal of reading is to fully comprehend what is the

message of the text, and what is its meaning. Moreover, reading is a basic step

in identifying words, letters, and phrases that we use in our daily lives. (Bunau et

al., 2016; Aliponga, 2013).

Additionally, reading comprehension is the foundation of all skills for it is the

ability to understand words. Moreover, reading comprehension occurs when

words covney are processed into thoughts, that is an important aspect in reading.

However, in the Philippines reading comprehension remains a concern in the

education sector. (Brandon, 2019; Herlardez, 2021).

 Futhermore, there are three levels of reading comprehension as per the

researchers, these are Frustration, Independent, and Instructional. Frustration

level does not have adequate background level for a topic, while independent

level can read text on their own, and instructional has an adequate

background level for a topic. Additionally, Literal, Inference, and Evaluate

are the other terms used for the level of reading comprehension. (Burns &

Treptow, 2019; DaCosta & Gutierrez, 2020; Lastiri, 2021).

Lastly, there are numerous factors that affects the reading comprehension of

the students. The first factor is the student does not have prior knowledge about

the topic given, also home-related factors contribute to the reading

comprehension of the students. Therefore, reading interventions are highly

encourage so that student will hone and gain reading comprehension. (Negosa,

2021; Torres, 2019).

Theoretical Framework

Theoretical framework is used in shaping the justification of the research

problem that uses abstract concepts, factors or laws, variables and their relations

and explain and predict how observed phenomena exist and operate. In here, the

researcher ought to identify existing two (2) or three (3) theories which link to the

study because theories are useful devices for interpreting, criticizing and unifying

established specific laws or facts that guide in discovering new generalizations.

 The study is anchored from the theoretical support from Jean Pigaet’s theory

of constructivist learning, Lev Vygotsky’s theory of sociocultural, and Urie

Bronfenbrenner’s ecological systems.

According to (Kurt, 2023). Jean Piaget’s theory of Constructivist Learning is a

theory that idea is a major contributor of their learning growth. Moreover,

knowledge is establish under the experience of the learner, as every situation

occurs every person reflects on their experience and adds new idea with their

prior knowledge in which they develop schemas to organize the knowledge they

acquired.

Futhermore, (Cherry, 2022) stated that Lev Vygotsky’s theory of sociocultural

is about the society’s contribution in the growth of an individual. Additionally, the

learning of human is a social process, that our cognitive functions are created by

the interactions around the people who are much more knowledgable and skillful.

In addition, in the sociocultural perspective, our psychological growth is directed

by people in our lives who are a mentor-type role such as teachers and parents,

Other times, participating in social gathering events and interacting with social

groups will develop value and beliefs.

Moreover, (Psychology Notes HQ, 2022) presented that Urie Bronfenbrenner

formulated the Ecological Systems Theory to interpret how social environment

has its effect to a child’s growth. Additionally, this theory highlights examining
children in numerous environment known as ecological systems to aim

understanding their growth.

Conceptual Framework

Conceptual framework provides clear explanations regarding the relationships

among variables. In here, the paradigm of variables such as independent

variables, intervening variables and dependent variables in the study must be

presented. The research paradigm is shown and discussed in this section.

The study utilizes the IPO model represents a system in three stages: input,

process and output. Inputs are modeled as consumables and efforts that are

introduced to a system at the beginning stage of the lifecycle. Outputs are

modeled as the result produced by the system. Process is modeled as the

conversion of the inputs to the outputs (Drake et al. 2021).

1. Level 1. Know the

2. Reading responde
Compreh nts The Level of
ension 2. Conduct Reading
3. Senior survey Comprehension
High 3. Gather of Senior High
School data School
Students 4. Interpret Students in
4. Camp data Camp Vicente
Vicente 5. Conclusi Lim Integrated
Lim on and School
integrate Recomme
d School dation
 1. Promote Esthetic reading
2. Promote reading intervention
program
3. Continue programs for
reading
The figure on the input

process shows the level of

reading comprehension, the respondents of the study, which is the senior high

school student, the locale of the study, which is Camp Vicente Lim Integrated

School. Reading comprehension occurs when words on a page are not just

mere words but thoughts and ideas. (Brandon, 2019).

Furthermore, on the process there are five (5) processes that will be use

under this study. First, to know the respondents of the study, then conduct a

survey, followed by gathering of data, then interpreting the data, and lastly to

conclude and recommend interventions about the study.

Moreover, the figure on the output process shows the level in which there

are three levels of reading comprehension: independent, instructional, and

frustration level. Independent level can read text on their own, while

instructional level has adequate background knowledge for a topic, and can

access text quickly and with no or few errors. And frustration level does not have

adequate background level for a topic and/or cannot meet criteria for instructional

levels of accuracy and rate. (Burns & Treptow, 2019; DaCosta & Gutierrez,

2020).

Chapter III

Research Method and Procedure

This chapter presents the research design, subjects of the study, the

instrument and procedures used in gathering the data as well as the statistical

tools to treat data.

Research Design

According to (McCombes, 2021) a research design is a way in answering the

research question using empirical data. Also, having a concise research design

helps to ensure that the methods will match the research objectves and to attain

the right kind of analysis for your data.

This study was made by the means of quantitative methods of researcher.

The researcher attempted to get the answers to the aforementioned problem and

to justify and satisfy the objectives of the study. Likewise, it also attempted to

know the different impact to their life style.

Qualitative research is generally more explorative, a type of research that is

dependent on the collection of verbal, behavioral or observational data

that can be interpreted in a subjective manner.

The design used in the study is correlational that it is an approach in

which it investigates relationship between variables with the control or

manipulation of the researchers. Furthermore, the approach reflects the

strengths and//or direction of the relationship between two or more variables. It

can be either be positve or negative (Bhandri, 2023).

Subjects of the Study

This section comprises the discussion on how and where the subjects will be

taken from. The subjects of the study are the students in senior high school

(Grade 11 and 12) of Camp Vicente Lim Integrated School with a total population

of 1437 and only six (6) percent will be taken from the total population which is

85 students from Technical Vocational and Academic track.

Data Gathering Instrument

 The part contains the discussion of the data gathering instrument used in the

study such as questionnaire, test, interview, focus group discussion, etc. The

study will utilize a questionnaire as a data-gathering instrument.

Questionnaire is a list of questions or items used to gather data from

respondents about their attitude, experience, or opinions (Bhandari, 2023). The

researchers created a questionnaire in line with the topic of the study.

(Bhat, 2023) states that there are five commonly used types of questions in a

questionnaire, which are; open-ended questions, dichotomous questions,

multiple-choice questions, scaling questions, and pictorial questions. And the

researchers used a scaling questions under likert scale to measure the level on

how the respondents response to the given questions.

Data Gathering Procedure

In this part, the researchers discuss the process of gathering the data. The

following may be considered in the procedure. First, the researchers formulate a

questionnaire that was derived from the questionnaire of. Then, the researchers

asked the approval of the adviser of the questionnaire. After, the researchers

administered a pilot testing for collection of data, and then the research proceeds

with the formal survey. Lastly, the researchers collected the data.

Eighty-five (85) copies of online questionnaires distributed will be

successfully completed and returned. Thus their corresponding answers to the

question are kept in accordance with the agreement of the respondents and the

researchers.

The data gathered was organized and tabulated according to the result of

the statistical treatment done. In this stage, the service of a statistical

consultant was needed.

Statistical Treatment of Data

In this section, the statistical tools used in answering the specific research

questions must be described as used in the present study.

statistical treatment of data is taking raw data and turning it into something

that can be interpreted and used to make decisions. This process is important for

businesses because it allows them to take customer feedback and turn it into

actionable insights. (Vishak, 2023).

To analyze and interpret the data, the researcher employed the following

statistical procedure:

1. Frequency, percentage and ranking.

 Percentage was used as the tool for statistical test to determine the

number and profile of the respondents, the formula used was:

% = S/N x 100

Where:

% = Perce

S = sample

n = total number of respondents

2. Frequency, weighted mean and ranking.

Weighted Mean was used to determine the number of students level of

reading comprehension, the formula used was:

¿
fx
∑
❑ N

Where:

F = Frequency

¿
∑ fx ¿ = Summation of frequency times score
❑ ¿

N = total number of respondents

CHAPTER IV
Presentation, Analysis and Interpretation of Data

This chapter presents the results, the analysis and interpretation of data

gathered from the answers to the questionnaires distributed to the field. The said

data were presented in tabular form in accordance with the specific questions

posited on the statement of the problem. The preceding tables present the level

of reading comprehension of senior highschool students in Camp Vicente Lim

Intergrated School.

Table 1.1. Age

Age Frequency Percentage

15-17 48 56.5%

18-20 37 43.5%

21-Above 0 0

Total 85 100%

Table1.1 shows the frequency and percentage distribution of the

respondents according to their age. Most of the respondents 15-17 years of age

having 48 or 56.5%, and lastly 18-20 years old having 37 or 43.5%.

Table 1.2. Sex

Sex Frequency Percentage

Male 48 56.5%

Female 37 43.5%

Total 85 100%
 Table 1.2 shows the frequency and percentage distribution of the

respondents according to their sex. Most of the respondents are male having 48

or 56.5%, and lastly female having 37 or 43.5%

Table 1.3: Strand

Strand Frequency Percentage

HUMSS 21 24.7%

STEM 18 21.2%

H.E 11 12.9%

ICT 10 11.8%

SMAW 10 11.8%

ABM 9 10.6%

EIM 6 7.7%
Total 85 100%

Table 1.3 shows the frequency and percentage distribution of the

respondents according to their strand. Most of the respondents are HUMSS or

Humanities and Social Science having 21 or 24.7%, following STEM or Science,

Technology, Engineering, and Mathematics having 18 or 21.2%, then H.E or

Home Economics with 11 or 12.9%, following ICT having 10 or 11.8%, then

SMAW or Shielded Metal Arc Welding with 10 or 11.8%, following ABM or

Accountancy and Business Management with 9 or 10.6%, and lastly EIM or

Electrical Installation and Maintenance with 6 or 7.7%.

Table 2: The level of reading comprehension of the respondents

Statement Adjectival

Mean Rating Interpretation

1. Can fully comprehend the Average

purpose of the text 2.29 Rarely Comprehension

2. Could distinguish main ideas

from supporting ideas in the Average

reading text 2.32 Rarely Comprehension

 3. Properly identifies the main Average

and detailed ideas in the text 2.41 Rarely Comprehension

4. Effortlessly recognize the total Average

meaning of the text. 2.34 Rarely Comprehension

5. Clearly figures out the

meanings of some new words Average

in the reading text. 2.18 Rarely Comprehension

Average

General Assessment 2.31 Rarely Comprehension

Legend:

Range Adjectival Rating Verbal interpretation

3.51 - 4.0 Always Excellent Comprehension

2.51 -3.50 Often Above Average

Comprehension
1.51 - 2.50 Rarely Average Comprehension

1.0 - 1.50 Never Poor Comprehension

Table 3 presents the level of reading comprehension of senior high school

students. It contains 5 items, the mean, adjectival rating, and the interpretation of

the mean in each item. Statement number 3 that is properly identifies the main

and detailed ideas in the text obtained the highest weighted mean of 2.41, which

falls on the description level average comprehension.

Statement number 5 that is clearly figures out the meanings of some new

words in the reading text got the lowest weighted mean of 2.18, which falls on the

description level average comprehension. This shows that the student rarely

figures clearly out the meanings of some new words in the reading text.

The average weighted mean is 2.31, which falls on the description level of

average comprehension. This means that students have average

comprehension.

Table 3: The factors that affect the reading level of the students
 Statement Mea Adjectival

n Rating Interpretation

1. Ability to understand the words,

phrases, and information on Averagely

text. 2.42 Rarely Affected

2. Smoothly memorize words,

phrases and ideas on given Averagely

content 2.28 Rarely Affected

3. Tends to focus and immerse in Averagely

reading certain work. 2.33 Rarely Affected

4. Having prior knowledge on the Averagely

given genre of information. 2.29 Rarely Affected

5. Can analyze English language Averagely

properly through scanning. 2.29 Rarely Affected

Averagely

General Assessment 2.32 Rarely Affected

Legend:
 Range Adjectival Rating Verbal Interpretation

3.51 – 4.0 Always Strongly Affects

2.51 – 3.50 Often Above Average Affects

1.51 - 2.50 Rarely Averagely Affects

1.0- 1.50 Never Poorly Affects

Table 3 presents the factors that affect the reading comprehension of senior

high school students. It contains 5 items, the mean, adjectival rating, and the

interpretation of the mean in each item. Statement number 1 that is Ability to

understand the words, phrases, and information on text obtained the highest

weighted mean of 2.42, which falls on the description level averagely affects.

Statement number 2 which is smoothly memorize words, phrases and ideas

on given content got the lowest weighted mean of 2.28, which falls on the

description level average comprehension.

The average weighted mean is 2.32, which falls on the description level of

average comprehension. This means that students have average

comprehension.

CHAPTER V
 This chapter presents the summary of findings, conclusion and

recommendation of the study about the level of reading comprehension of senior

high school students in Camp Vicente Lim Integrated School.

Summary of Findings

The researchers have gathered 85 Senior high school students whose ages

are within 17 – and above years old with a total of 48 males and 37 females by

the use of convenience sampling technique.

The research instrument used in the study is questionnaire; the type of

questions was in likert scale to measure the level of the reading comprehension

of the students. The researchers used the descriptive method in explaining,

analyzing, and classifying the data. The instrument helped the researchers

to describe and interpret the problem, and analyzing relationship of variables,

and the development of generalization.

Conclusions

The researchers had come up with their conclusions based from

the gathered data and information. Based on the findings, 48 or 56.5% are ages

15 to 17 years old while 46 or 56.5% are male, then 21 or 24.7% are in the

HUMSS strand. It implies that there is a need to pursue further studies. It is also

suggested that the school language teacher should be inform about what the

age, strand, and sex of the students that needs guidance in reading.
 Furthermore, the level of reading comprehension of senior high school

students are on rarely that is interpreted as average comprehension also the

factors affects the reading comprehension is on rarely that is interpreted as

averagely affected.

Recommendations

The recommendations address the findings of the study. These include the

following: review and utilization of the output; other significant findings which are

not addressed in the output; and further research on the present study.

1. Vigorously promotes aesthetic reading in order to stimulate the urge of the

student to have reading habit just like in Don Bosco Technical College,

Mandaluyong City.

2. Should have a organization or reading club similar to Marist School,

Marikina City.

3. should continue the project FAIR and keep it strengthend to help future

student in reading.

4. Provide reading intervention classes every week so that sutdents will be

monitored regarding their reading proficiency

5. Provide color-coding reading materials so that students and educators

would measure what progress the indivudual student gained.

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%20into%20actionable%20insights
Appendices

Title: The Level Of Reading Comprehension Of Senior Highschool in Camp Vicente

Lim Integrated School

Researcher: Harvey Padilla, Ahlyzon Madrona, Gracielyn Mendina, Shelee Batalon,

Khurt Abalon
Name:(optional)_______________________________________

I. Profile of the Respondents

1.1 Age
 15-17
 18-20
 20 – above

1.2 Sex
 Male   
 Female

1.3 Strand
 HUMSS
 ABM
 STEM
 ICT
 SMAW
 EIM
1.3.1 Home Economics
 Beauty Care
 Hairdressing
 Bread and Pastry Production 
 Cookery

II. How well do you understand and comprehend certain text in English:
2.1 level of reading comprehension of the respondents
Excellent Above Average Poor
Situations Average
4 3 2 1
1. Can fully comprehend the purpose of
the text

2. Could distinguish main ideas from

supporting ideas in the reading text
 3.Properly identifies the main and detailed
ideas in the text

4. Effortlessly can recognize the total meaning

of the text.

5.Clearly figures out the meanings of some

new words in the reading text.

III. What are factors affects your reading comprehension by: 

3.1 What are the factors that affect the reading level of the students?
Excellent Above Average Poor
Situations Average
4 3 2 1
1. Ability to understand the words, phrases,
and information on text.
2. Smoothly memorize words, phrases and
ideas on given content
3.Tends to focus and immerse in reading
certain work.
4. Having prior knowledge on the given genre
of information.
5. Can analyze English language properly
through scanning.

IV. What are the programs you know that are offered for you? 
4.1 Action Plan
Phases Of Goals/ Activities/ Persons Resources Time Success
Institutional Fram
ization Objective Strategies Involved Needed e Indicator

Phase 1: Principal, Entrance Marc Level of

1. To 1. Selecti Head Teacher Exam h support
Pre- provi on and in (Exam 2023 to the
Impliment de classifi English/Com Questionnair progra
ation entra cation munitation e) m
nce of Arts, and
SELECTI exam studen Teacher for
ON inati t who remedial
on will reading
(Conceptu whic underg Letter to 1ST

alization h o on Remedial Parents and week 

of the inclu the Reading Contact of Level
Remedial des month Teacher, number April Of
Reading Read long Students, and 2023 Accepta
and ing remedi Parents bility
Selection Com al
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Class)
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Phase II:
Remedial April Reports
Implement 1. T 1. Assess Reading 1. Pre- 15, on
ation o ment Teacher, and Test 2023 Reading
Proper a of Student Ques Diagnos
s studen tionn isdent
s ts’ aire
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s by es of
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h Pre-  Oral
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(Actual r 2. Adapti ing um
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ation Of a Readin the ation Of
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t ge Sight April  Rubric
h A s and 25,
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st  SR d
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ts at home with scree
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Phase III
1. To 1 Evaluation Reading Furnish Post April Report
Post- evaluate of students’ Teacher and Test: Oral 30, on
Implement the reading level Students Reading 2023 Mean
ation improve Test and
mentof Proficie
FINAL students’ ncy
EVALUA reading Level
TION proficien
cy
(Diagnosis
)
Curriculum Vitae
Personal Information

Name: Harvey P. Padilla

Age: 23

Birthday: December 3, 1999

Sex: Male

Religion: Born-Again Christian

Contact #: 09201211505

Email: harveypadilla455@gmail.com

Education

Primary: Marist School Marikina

Secondary: Don Bosco Technical College

Senior High School: Camp Vicente Lim Integrated School

Personal Information

Name: Gracielyn V. Mendina

Age: 17

Birthday: September 8, 2005

Sex: Female

Religion: Roman Catholic

Contact #: 09505890057

Email: gracielynmendina@gmail.com

Education

Primary: Post Elementary School

Secondary: Camp Vicente Lim Integrated School

Senior High School: Camp Vicente Lim Integrated School

Personal Information

Name: Ahlyzon P. Madrona

Age: 19

Birthday: April 13, 2004

Sex: Female

Religion: Born-Again Christian

Contact #: 09690200732

Email: ahlyzonmadrona@gmail.com

Education

Primary: Sirang Lupa Elementary School

Secondary: Camp Vicente Lim Integrated School

Senior High School: Camp Vicente Lim Integrated School