Table 5

Differences of Reading Results in Pretest and Posttest (English)

Level Non – Level of Verbal Frustration Level of Verbal Instructiona Level of Verbal Indepen Level of Verbal
Reading Reader Improve Descrip Reader Improve Descrip l Improve Descrip dent Improve Descrip
ment tion ment Tion Readers ment tion Reader Ment tion
Pre Post Pre Post Pre Post Pre Post
II 665 348 52% decreased 231 2422 104% Increased 1461 3145 215% increased 582 2569 441 increased
2
III 144 738 78% decreased 461 3196 69% Decreased 2948 4101 139% increased 1461 3514 240 increased
6 9
IV 233 1611 69% decreased 710 4482 63% Decreased 5484 6494 118% increased 2656 5381 202 increased
0 9
V 194 1526 78% decreased 613 3887 63% Decreased 4723 5362 113% increased 2782 5154 185 increased
8 0
VI 146 1202 82% decreased 465 2648 57% Decreased 4213 4718 111% increased 2598 4669 180 increased
5 3
VII 352 164 47% decreased 572 2859 50% Decreased 4564 5170 113% increased 2360 5271 223 increased
2
VIII 234 118 50% decreased 439 2276 52% Decreased 5203 5620 108% increased 4250 6404 150 increased
1
IX 148 124 84% decreased 378 2048 54% Decreased 5140 5307 103% increased 4111 6335 154 increased
1
X 95 106 1.1% increased 349 1873 54% Decreased 6032 5519 91% decreased 3787 6244 164 increased
7
XI 53 6 11% decreased 178 836 47% Decreased 2856 2858 100% increased 3199 4536 141 increased
4
XII 2 19 9.5% increased 1183 350 30% Decreased 2351 1900 81% decreased 2680 3907 146 increased
Total 8 5962 68% decreased 45 26 60% Decreased 44 50 111% increased 30 53 177 increased
738 181 887 975 164 466 984

Table 5 reveals the Pre and Post Test Reading Result in English. It shows that the total number of pupils who were

identified as Non-Reader, Frustration Reader and Independent Reader, has decreased.

In the table, Identified Non-Readers, during the Pre Test has recorded eight thousand seven hundred and thirty-eight

(8,738) pupils. As can be seen in the data above, a total of two thousand two hundred and seventy-six (2,776) pupils

whose reading mastery or performance has improved, and from eight thousand seven hundred and thirty-eight (8,738)

pupils during the Pre-Test, only five thousand nine hundred sixty-two (5,962) were identified to be Non-Readers in the

entire Division.

The data above also tell us that the level of Improvement was sixty-eight percent (68%), and grade ten (X) level got the

lowest percentage of improvement. From 95 identified Non-Reader pupils in the Pre-Test, only evelen (11) pupils’ reading

mastery has improved as it climbs up to one hundred and six (106).

For the Identified Frustration Readers, it has been recorded that during Pre-Test, forty-five thousand one hundred and

eighty-one (45,181) pupils were classified. The data tells us that in the Post-Test, a total of eighteen thousand two hundred

and ninety-four (18, 264) pupils improved. From forty-five thousand one hundred and eighty-one (45,181) pupils were

classified as Frustration Reader, the number has singnificantly went down to twenty six thousand eight hundred and

eighty-seven in the Post Test result.

The table shows that, in Grade twelve (XII), out of one thousand one hundred and eighty-three (1,183) pupils, a total of

eight hundred thirty-three (833) pupils whose reading mastery level has improved, and recorded with 350 pupils in the

Post-Test.

For the Identified Instructional Readers, Pre-Result shows that forty-four thousand nine hundred and seventy-five (44,975)

were classified as Instructional Reader. After the conduct of the Post Test, the Post Test Result above reveals that there

were five thoudand one hundred and eighty-nine pupils whose reading mastery level has improved. From the Pre Test

result which was forty-four thousand nine hundred and seventy-five (44,975), only fifty thousand one hundred and sixty-

four were now classified as Instructional Reader after the Post Test had been conducted.

For identified Independent pupils, the Pre-Test result which was thirty thousand four hundred and sixty-six, it significantly

increased and became fifty-three thousand nine hundred and eighty-four (53,984) pupils have improved a lot.
 Table 6
Differences of Reading Results in Pre-test and Post-test (Filipino)
Level Non – Level of Verbal Frustration Level of Verbal Instructional Level of Verbal Indepen Level of Verbal
Reading Reader Improve Descrip Reader Improve Descrip Readers Improv Descrip dent Improve Descrip
ment tion ment Tion e tion Reader Ment tion
Pre Post Pre Post Pre Post ment Pre Post

II 1234 863 70% decreased 3182 2907 91% decreased 1984 4222 212% increased 964 4185 434% increased
III 1823 808 44% decreased 6342 3814 68% decreased 4038 4987 123% increased 2062 4624 224% increased
IV 2106 1439 68% decreased 6519 3875 54% decreased 5755 6516 113% increased 2993 5873 196% increased
V 1598 1317 82% decreased 6174 3287 53% decreased 4765 5383 113% increased 3164 5530 175% increased
VI 1322 1115 84% decreased 4201 2190 52% decreased 4484 4673 104% increased 2864 5163 180% increased
VII 254 105 41% decreased 4488 2617 58% decreased 4343 4622 106% increased 3498 5271 151% increased
VIII 153 69 45% decreased 4288 2182 51% decreased 4942 5293 107% increased 4399 6072 138% increased
IX 81 52 64% decreased 2926 1716 59% decreased 4816 4709 97% decreased 5548 9090 164% increased
X 44 39 89% decreased 3052 1548 51% decreased 4205 4395 104% Increased 6213 6711 108% increased
XI 45 5 11% decreased 1152 700 61% decreased 2742 2517 92% decreased 3369 4222 125% increased
XII 1 0 0% decreased 665 348 52% decreased 1789 1552 86% decreased 2996 3582 119% increased
Total 8 5 66% decrease 42 25 59% decreased 43 48 111% increased 38 60 158%% increased
661 752 929 184 863 869 070 323
d

Table 6 exposes the Pre and Post Test Reading Result in English. It shows that the total number of pupils who were

identified as Non-Reader and Frustration Reader has decreased.

In the table, Identified Non-Readers, during the Pre Test has recorded eight thousand six hundred sixty-one (8,661) pupils.

As can be seen in the data above, a total of two thousand nine hundred nine (2,909) pupils whose reading mastery or

performance has improved, and from eight thousand six hundred sixty-one (8,661) pupils during the Pre-Test, only five

thousand seven hundred and fifty-two (5,752) were identified to be Non-Readers in the entire Division.

The data above also tell us that the level of Improvement was sixty-six per cent (66%), and grade twelve (XII) level got the

lowest percentage of improvement. From one (1) identified Non-Reader pupils in the Pre-Test, to none pupils’ reading

mastery has improved as it oscillated down to zero (0).

For the Identified Frustration Readers, it has been recorded that during Pre-Test, forty-two thousand nine hundred and

twenty-nine (42, 929) pupils were classified. The data tells us that in the Post-Test, a total of seventeen thousand seven

hundred and forty-five (17, 745)) pupils improved. From forty-two thousand nine hundred and twenty-nine (42, 929) pupils

were classified as Frustration Reader, the number has significantly went down to twenty-five thousand one hundred and

eighty-four (25, 184) in the Post Test result.

The table shows that, in Grade twelve (XII), out of six hundred sixty-five (665) pupils, a total of three hundred seventeen

(317) pupils whose reading mastery level has improved, and recorded with 348 pupils in the Post-Test.

For the Identified Instructional Readers, Pre-Result shows that forty-three thousand eight hundred and sixty-three (43,

863) were classified as Instructional Reader. After the conduct of the Post Test, the Post Test Result above reveals that

there were five thousand six (5, 006) pupils whose reading mastery level has improved. From the Pre Test result which

was forty-three thousand eight hundred and sixty-three (43, 863), only forty-eight thousand eight hundred and sixty-nine

(48, 869) were now classified as Instructional Reader after the Post Test had been conducted.

For identified Independent pupils, the Pre-Test result which was thirty-eight thousand seventy (38, 070), it significantly

increased and became sixty thousand three hundred and twenty-three (60, 323) pupils have improved a lot.

The immediate increase of the reading mastery level of the pupils has been an effective result of having a reading teacher

each school here in our province. This serves as a good intervention to support the difficulties of a classroom teacher,

wherein she needs to accomplish subjects to instil as well as teaching reading and writing a day. The number of a reading

teacher will constantly depends on the number of pupils being enrolled, in order to hit the objective that a pupil must

excel in reading.
Reading teachers are advocated because their responsibilities include helping students read fluently, comprehend what

they're reading, and train them in phonetics, spelling, grammar, and vocabulary memorization. They may work in the

classroom with other primary school teachers, or they may have own classroom where students can come and learn.

Thus, they are one of the strength of our sector who can uplift and not to leave one pupil behind at all cost, because

education is free and for all.