PHILIPPINE INFORMAL READING INVENTORY

(PHIL-IRI) PERFORMANCE OF GRADE 8

STUDENTS: BASIS FOR A READING
INTERVENTION PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 276-289
Document ID: 2023PEMJ1157
DOI: 10.5281/zenodo.8320946
Manuscript Accepted: 2023-3-9
Psych Educ, 2023, 13: 276-289, Document ID:2023 PEMJ1157, doi:10.5281/zenodo.8320946, ISSN 2822-4353
Research Article

Philippine Informal Reading Inventory (Phil-IRI) Performance of Grade 8

Students: Basis for a Reading Intervention Program
Christian Hector G. Misanes*, Elizabeth R. Pascual
For affiliations and correspondence, see the last page.
Abstract
Before the pandemic, education leaders had been concerned about Filipino students' low reading
comprehension, as reflected in the 2018 Programme for International Student Assessment (PISA), wherein
the Philippines scored the lowest among the 79 participating countries. Now that we have had two years of
no face-to-face classes, their reading comprehension has been more seriously impacted. This study sought
to measure Solano High School Gr. 8 students' reading comprehension levels during the pandemic and
investigate factors related to their performance. A quantitative research approach was used in determining
the reading comprehension level of student-respondents through the Group Screening Test of Phil-IRI, a
reading inventory composed of graded passages. Moreover, the study used a descriptive survey and a
correlational methodology to determine the significant relationship between the respondents' reading
performance and their profile variables. The study revealed that 98.7% of the respondents fall under
"Frustration," the lowest level, in which readers find reading materials so difficult that they cannot
successfully respond to them. Findings also showed that a student whose parents have higher educational
attainment, sufficient family income, access to multimedia resources, and superior academic performance
might perform better in reading comprehension. Moreover, gender, ethnic affiliation, parental involvement
in their reading activities, and length of one's exposure to multimedia materials were found to have no
significant relationship with the respondents' reading comprehension level. Following the results, a reading
program was designed that shall raise awareness among all stakeholders on the student's reading
performance and the factors that influence it to meet readers' needs and abilities; equip teachers with the
knowledge and skills in producing both digital and print reading materials that integrate content across
learning areas and promote an inclusive reading environment that stimulates students to learn through
reading.

Keywords: reading comprehension, reading inventory, reading intervention

Introduction An article published on the website of Tech and

Reading is, without a doubt, as important as breathing.
We must read as long as we are able to breathe. That is
why reading is one of the skills that must be taught to a
child and fostered as they grow older. Reading serves
as a key for us to understand the world. We read when
we want to learn, when we want to unlearn, and when
we want to relearn something. After all, what is the
essence of education if no one can read?Reading
proficiency is essential for a wide variety of human
activities – from following instructions in a manual; to
finding out the who, what, when, where, and why of an
event; to communicating with others for a specific
purpose or transaction. Evolving technologies have
changed how people read and exchange information at
home, school, or the workplace. Digitalization has
resulted in the emergence and availability of new
forms of text, ranging from the concise (text messages;
annotated search-engine results) to the lengthy
(tabbed, multipage websites; newly accessible archival
material scanned from microfiches). In response,
education systems are increasingly incorporating
digital (reading) literacy into their programs of
instruction (OECD, 2019).
Learning entitled "Reading is the Most Critical 21st
Century Skill" discusses that transitioning from
learning to reading is essential for students moving
into intermediate grades, middle, and high school.
Adolescent readers must be able to navigate
increasingly complex texts and develop a deeper
knowledge of the topics they are studying. Reading
proficiency is foundational to a student's ability to
master the complex subject matter required in higher
grades.In addition, the article also points out that
before students can master the 4 Cs—critical thinking,
collaboration, creativity, and communication—they
must be reading at their grade level. Middle and high
school students who are not proficient readers fall
increasingly behind their classmates and risk dropping
out before graduation. It is difficult for these students
to become successful readers without direct
intervention and extensive practice.
Reading was the main subject assessed in PISA
(Programme for International Student Assessment)
2018. The PISA 2018 reading assessment, delivered
on a computer in most of the 79 countries and
economies participating, included new text and
assessment formats made possible through digital

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Research Article
delivery. PISA 2018 defined reading literacy
as understanding, evaluating, reflecting on, and
engaging with texts to achieve one's goals, develop
one's knowledge and potential, and participate in
society.
A news report published on the Study International
website, PISA 2018 showed that youth reading skills
must improve worldwide. Overall, while certain
countries have improved their rankings since the last
assessment in 2015, the scores didn't show a
significant rise over the years, despite heavy
investment in education systems in certain
countries.Moreover, there is overall declining interest
in reading, and that reading skills are not improving on
time – although they have improved in a few countries
such as Scotland. Reading skills have not improved
significantly over the past few years, even in high- and
middle-class-income countries. Therefore, schools
must do more to increase reading proficiency and
foster a natural interest in reading.San Juan (2019) of
the Philippine Daily Inquirer reported that the
Ph ilip p in es scored the lowest in readin g
comprehension among the 79 participating countries
and economies in the PISA 2018. The Philippines had
an average reading score of 340, more than 200 points
below China (555) and more than 100 points less than
the OECD average (487). In the Philippines, boys' and
girls' performances in reading both ranked lowest
among PISA-participating countries.
In Overall Reading Literacy, students from National
Capital Region (NCR), Region 7 (Central Visayas),
and Region 11 (Southern Mindanao) obtained the
highest scores in Luzon, Visayas, and Mindanao Island
groups, respectively. The rest of the regions, where
Region 2 was included achieved mean scores within
Proficiency Level 1a. Readers at Level 1a can
understand the literal meaning of sentences or short
passages. The scores on Reading Literacy are scaled
from Proficiency Level 1-6, level 6 being the highest,
which means that readers can comprehend lengthy and
abstract texts in which the information of interest is
deeply embedded and only indirectly related to the
task. They can compare, contrast, and integrate
information representing multiple and potentially
conflicting perspectives, using multiple criteria, and
generating inferences across distant pieces of
information to determine how the information may be
used (PISA 2018 National Report of the Philippines,
2019). The Department of Education has been exerting
efforts to make every child a reader and writer at their
grade level through the ECARP (Every Child A
Reader Program). This national program supports the
attainment of EFA (Education for All) that targets
universal school participation and elimination of
dropouts and repetition.
Misanes & Pascual
As retrieved from DepEd Order #50, s. 2012 –
Guidelines on the Utilization of Funds for Every Child
A Reader Program (ECARP), ECARP shall support
the development/ enhancement, administration and
treatment, and reporting of data obtained from reading
assessment that the DepEd shall endorse. Specifically,
ECARP shall support the conduct of the specific
a c t i v i t i e s u n d e r e a c h m a j o r s t e p : (1 )
Development/Enhancement of Reading Assessment
Designs and Tools- ECARP shall venture into the
localization of standardized Early Grades Reading
Assessment (EGRA) to be able to obtain valid and
reliable data on children's reading achievement.
Localization shall entail the redevelopment of EGRA
in mother tongues. ECARP will fund the continuous
enhancement/improvement of its home-grown reading
assessment: Philippine Informal Reading Inventory
(Ph i l- IRI) which may include review and
redevelopment as well as the development of relevant
texts for informal reading inven tory; (2)
Administration of Reading Assessment; (3) Reading
Assessments Data Treatment and Reporting- ECARP
shall support the treatment of assessment data as well
as the enhancement of existing data-base reporting of
the Phil-IRI.
The Philippine Informal Reading Inventory (Phil-IRI)
is an initiative of the Bureau of Learning Delivery of
the Department of Education that directly addresses its
thrust to make every Filipino child a reader. It is
anchored on the Department's flagship program,
ECARP. The Phil-IRI is a reading inventory composed
of graded passages designed to determine the
individual student's performance in reading
comprehension, which aims to find the student's
independent, instructional, and frustration level. The
data from this measure could be used to design or
adjust class, small group, or individualized instruction
to fit the student's needs and abilities. Before teachers
can design and provide appropriate reading instruction
for their students, they should be armed with
information about their students' reading levels and
abilities. This diagnostic approach to describing how
children read embraces inclusionary principles
emphasizing the need for learner-oriented, responsive,
and culturally sensitive education. The Phil-IRI is one
of the diagnostic tools teachers can use to determine
students' abilities and needs in reading. The passages
were written and selected based on concept load, level
of vocabulary used, sentence complexity, nature of
themes, and cohesion (DepEd-BLR, 2018).
Taleon (2020) revealed that last year's conduct of the
Phil-IRI showed that 43 out of 45 or 96% of Grade 7
learners of Solano High School from Brgy.
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Maddiangat, Quezon, Nueva Vizcaya and Brgy.
Curifang and Roxas, Solano, Nueva Vizcaya did not
pass the Group Screening Test (GST). Overall, the test
rev ea led that lear n er s have low read in g
performance. The researchers were compelled to
undertake the study due to the alarming figures about
learners' reading performance worldwide, all the way
down to the Philippines, Cagayan Valley Region, and
Solano High School. The researchers would like to
study further the reading performance of grade 8
learners and other factors that affect their performance,
which would be useful in designing a reading
intervention program.
Research Objectives
The study sough t to m easu re the reading
comprehension level of Solano High School Gr. 8
students in the School Year 2021-2022 and identify
factors that affect their performance, which would be
useful in designing a reading intervention
program. Specifically, the study aimed to answer the
following questions:
1. What is the profile of grade 8 students of Solano
High School, Solano, Nueva Vizcaya, in terms of:
1.1 Gender;
1.2 Family monthly income;
1.3 Parents' educational attainment;
1.4 Academic performance;
1.5 Ethnic affiliation;
1.6 Multimedia resources at home;
1.7 Parents' involvement; and
1.8 Exposure to multimedia resources?
2. What is the reading comprehension level of the
respondents based on the Phil-IRI Results?
3. Is there a significant relationship between the
respondents' reading comprehension level and their
profile variables?
Methodology
A quantitative research approach was used in this
study. Quantitative methods emphasize objective
measurements and the statistical, mathematical, or
numerical analysis of data collected through polls,
questionnaires, and surveys or by manipulating
preexisting statistical data using computational
techniques. Quantitative research focuses on gathering
numerical data and generalizing it across groups of
people or explaining a particular phenomenon
Misanes & Pascual
(Cengage, 2010). This research approach is suitable in
this case for the study's main objective of gathering
relev ant data in d eterm in in g the read ing
comprehension level of student-respondents through
the Phil-IRI Group Screening Test (GST) and
measuring its relationship and connection to other
variables considered in the study. The results of the
Phil-IRI were analyzed quantitatively. Quantitative
analysis involves getting the number of correctly
answered comprehension questions about the passage.
The comprehension questions' results reflect the
student's reading level per passage: whether s/he is in
the independent, instructional, or frustration level.
Moreover, the researcher conducted a descriptive
survey and utilized a correlational methodology.
According to Calmorin (2007), the descriptive method
seeks real facts in relation to a current situation.
Furthermore, this also involves describing, comparing,
contrasting, and interpreting existing conditions. It also
aims to describe a situation or a phenomenon
accurately and systematically without controlling or
manipulating any variables but only observing and
measuring them. Descriptive design is subjected to
answer the "what's" of every research study.
Descriptive design is aimed at casting light on current
issues or problems, attempting to determine, describe,
or identify what is (Shields, 2013). Since the study
used the descriptive research method, the researcher
adopted a "survey" to collect the respondents'
demographic information. Furthermore, the researcher
described the data using various graphical and
statistical tools such as frequency, percentage, and
mean to provide a comprehensive analysis of the data
gathered. Descriptive statistics were also used to
investigate the relationships between variables.
In this study, the correlational research design was
used to determine the significant relationship between
the student respondents' reading performance and their
profile variables: gender; family monthly income;
parents' educational attainment; academic
performance; ethnic affiliation; multimedia resources
at home; parents' involvement; and exposure to
multimedia resources. The identification of their
relationship was essential in developing a reading
intervention program.
This study was conducted at Solano High School,
Solano, Nueva Vizcaya, Philippines, 3709. The
realization of the School Year 2020-2021 amid a
worldwide crisis was a defining moment for the
school. Its success reflects the resilience and
dedication of teachers, parents' commitment, and
students' desire to learn. With the challenges posed by
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COVID-19, the stakeholders of this institution remain
true to its commitment to breaking barriers to bring
quality education to its learners this School Year
2021-2022.
Solano High School remains one of the premier high
schools in the division of Nueva Vizcaya that offers
Junior and Senior High School programs through the
able leadership of Mr. Victor G. Taleon, School
Principal IV. The school caters to 4,300 junior and
senior high school students, an increase of 5% from
last year's number. The institution's workforce
comprises 110 Junior High School and 37 Senior High
School Teaching and Non-Teaching personnel who are
committed and can cater to the needs of the learners.
As part of the school's readiness, Solano High School
considered the availability of its resources, number of
reusable SLMs, learners' performance and preference,
and location, in the development of its Curriculum
Implementation Plan. The school's education
continuity plan ensures the 100% participation of
parents in adopting the blended learning modality
during this pandemic. The support of the different
stakeholders and the BLGU/LGU of the municipality
of Solano provides the necessary resources to deliver
quality education to the learners.
As Solano High School commits to DepEd's mandates,
the educators' battle cry in the new normal, "Sulong
Edukalidad," shall endure, inspired by KITE as its four
key reform areas: (1) K to 12 Curriculum review and
update; (2) Improvement of the learning environment
(3) Teachers' upskilling and reskilling; and
(4) Engagement of stakeholders for support and
collaboration.The locale of the study was chosen
specifically because of the school's strong regard for
educational standards and the fact that it provided all
the required conditions for the study's conduct.The
study's respondents are the Gr. 8 students at Solano
High School. They were evenly distributed to all
sections. A quota sampling technique was used to
select respondents from each section. Ten respondents
were selected from each section using the fishbowl
technique, totaling 150 respondents.
Philippine Informal Reading Inventory (Phil-IRI)
Group Screening Test (GST). The Phil-IRI GST was
employed in this study to assess the respondents'
reading comprehension. It is a 25-item standardized
exam for Grade 8 students that the Department of
Education has approved for use in secondary schools
implementing Phil-IRI.
Phil-IRI is a reading inventory composed of graded
Misanes & Pascual
passages designed to determine the individual student's
performance in reading comprehension. This
diagnostic approach to describing how students read
embraces inclusionary principles that emphasize the
need for learner-oriented, responsive, and culturally
sensitive education. The Phil-IRI is one of the
diagnostic tools teachers can use to determine students'
abilities and needs in reading.
In addition, the Phil-IRI Group Screening Test (GST)
can tell teachers whether students are reading at,
above, or below their grade levels. Using these graded
passages, the test administrator must find the student's
independent, instructional, and frustration levels.
Awareness of a child's reading levels can help the
teacher identify materials suitable for developing the
learner's reading skills.
Personal Information Sheet. Personal Information
Sheet was constructed by the researcher specifically
for the use of this study to gather the demographic
information of his respondents, such as gender, family
monthly income, parents' educational attainment,
academic performance, ethnic affiliation, multimedia
resources at home, parents' involvement, and exposure
to multimedia resources. In creating the Personal
Information Sheet, the researcher consulted experts in
the field in selecting options for each profile. For the
updated list of ethnic affiliations in Nueva Vizcaya, he
consulted Dr. Alicia D. Sapao, Director of
Pansindaramuan – Center for Indigenous Peoples
Studies of Nueva Vizcaya State University (Bambang
Campus). The Personal Information Sheet also sought
the approval of Dr. Elizabeth R. Pascual and Mrs.
Debora B. Sampaga, Dean of the Graduate School of
Education.
Ethical Considerations
The test was reviewed and written with the Filipino
learner in mind. The themes and selections were drawn
from an understanding of the nature of the developing
child. The tests were written so that terms and
examples are not offensive to students of different
gender, race, religion, culture, or nationalities. Also,
the passages were written and selected based on
concept load, level of vocabulary used, sentence
complexity, nature of themes, and cohesion. The
respondents were always treated with respect. It was
conducted in a non-threatening environment with
adequate conditions that would encourage optimal
learner performance. The administration adhered to the
DepEd Child Protection Policy, specifically Section 3,
L3, which states the need to protect children from
psychological harm (DepEd Phil-IRI, 2018).
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Moreover, following the approval of Dr. Novie

Santiago-Naguit, Department Head in English, and
Mr. Victor G. Taleon, School Principal IV, the Table 2. Distribution of Respondents when grouped
researcher sought the endorsement of Dr. Rachel R. according to Monthly Family Income
Llana, Nueva Vizcay a Schoo ls Div ision
Superintendent, to perform data collection at Solano
High School. With the knowledge that it had been
approved, the researcher followed the ethical standards
for conducting research activity as outlined in DepEd
Order No. 16, s. 2017 (also known as the "Research
Management Guidelines"). The researcher followed
the division's guidance to conduct an online survey
with limited face-to-face data collection to maintain
strict social distancing measures and other health and
safety requ ir em ents for C OVI D - 19 crisis
Table 2 illustrates the distribution of respondents when
management.The data were analyzed using descriptive
grouped according to monthly family income. With a
and inferential statistical methods to address every
percentage of 65.3%, the majority of respondents are
specific problem. The following statistical tools were
living in poverty. According to the Official Poverty
used: frequency and percentage, mean, and
Statistics of the Philippine Statistics Authority (PSA),
correlational procedures. All statistics were tested at
the poverty rate among Filipinos increased to 23.7 %
95% confidence level (p=0.05).
in the first semester of 2021, equivalent to 26.1 million
Filipinos. This figure corresponds to an additional 3.9
Results and Discussion million Filipinos living in poverty because of the
coronavirus pandemic. To cover their most basic food
and non-food needs, a family of five currently requires
After carefully handling the data collected from the at least ◻12,082. In the first semester of 2021, one
respondents and employing the earlier statistical tools, out of every ten Filipinos was considered food-
the researchers derived the following findings from the poor (Rivas, 2021).
study.
Table 3. Distribution of Respondents when grouped
Profile of the Respondents according to Parents' Educational Attainment

Table 1. Distribution of Respondents when grouped

according to Gender

Table 1 reveals that females account for 63.3% of

learner-respondents, whereas males account for 36.7%.
Enrollment data from Solano High School support the
study's location, which reveals that female students
outnumber male students. The difference is also Table 3 reflects the distribution of respondents when
supported by The World Economic Forum's (WEF) grouped according to parents' educational attainment.
Global Gender Gap Report found that 71.3 percent of The Table shows that more than half of the
women are enrolled in secondary education, compared respondents (55.3%) have parents with only a high
to only 60.2 percent of men. Furthermore, according to school diploma as their highest educational attainment.
an annual assessment that evaluates gender equality in
153 countries, Filipino women enroll in high school
and college at much higher rates than men (Reysio-
Cruz, 2019).

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Meanwhile, 14% of the respondents' parents
completed a Technical-Vocational Education program,
while 18.7% completed a bachelor's degree. Only a
few have parents who have completed an MA or Ph.D.
(7.3%).
As cited by Oxford Business Group, educational
attainment in the Philippines was falling at the
beginning of the 21st century, marked by declining
enrolment and literacy rates and persistent
underfunding (The Report: Philippines, 2019).
According to World Bank (2021), education
attainment is closely related to the skills and
competencies of a country's population. It could be
seen as a proxy of the quantitative and qualitative
aspects of the stock of human capital. The educational
system's capacity is reflected by a relatively high
concentration of the adult population in a given degree
of education.
Table 4. Distribution of Respondents when grouped
according to Academic Performance
Table 4 indicates the distribution of respondents when
grouped according to academic performance. As to
academic performance, the vast majority (75.3%) of
the learner-respondents earned Satisfactory (S) or Very
Satisfactory (VS). Only 21.3% are Outstanding.
Furthermore, no one falls into the Did Not Meet
Expectations category. This result is pursuant to
DepEd Order No. 8, s. 2015, Policy Guidelines on
Classroom Assessment for the K to 12 Basic
Education Program, The K to 12 Basic Education
Program uses a standard and competency-based
grading system. All grades were based on the weighted
raw score of the learners' summative assessments.
There is one Quarterly Assessment in a grading period,
but there should be instances for students to produce
Written Work and demonstrate what they know and
can do through Performance Tasks. There is no
required number of Written Work and Performance
Tasks, but these must be spread out over the quarter
and used to assess learners' skills after each unit has
been taught.
Table 5 below shows the distribution of respondents
Misanes & Pascual
when grouped according to ethnic affiliation. The
Table reflects that the respondents are predominantly
Ilocano (70%) and Tagalog (less than 50%). The result
is in accordance with historical facts that in 1839,
Nueva Vizcaya was created as a province. Endowed
with rich natural resources, particularly in agriculture,
the province attracts numerous tribes from other
regions of the country. The first wave of migrants, the
Ilocanos, arrived from the 1850s to 1930s. The
migrants from Cordilleras, on the other hand, started to
arrive in the province in 1950. Other migrants who
form a big portion of the population are the Ilocanos,
Tagalogs, Pangasinenses, Kapampangans, Ifugaos, and
others (Nueva Vizcaya Beckons, 2000).
Table 5. Distribution of Respondents when grouped
according to Ethnic Affiliation
Table 6 below shows the distribution of respondents
when grouped according to Multimedia resources at
home. According to the Table, the smartphone is the
device common to respondents, with a percentage of
78. Only about 20% of them have basic phones and
laptops. While 15% have books at home. Only less
than 10% of them have other multimedia resources.
The numbers are close to the results of the school-
based survey conducted by Solano High School using
a total-enumeration approach wherein 2,890 students,
or 67% of the student population, have a smartphone.
This prompted the school to transition from Modular
Distance Learning to Blended Learning, a mix of
online distance learning, modular distance learning,
and TV/Radio-based Instruction as electronic gadgets
improve learners' learning opportunities and
experiences (BE-LCP Solano High School, 2022).
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Table 6. Distribution of Respondents when grouped minimize and mitigate the significant disruption to
according to Multimedia Resources at Home learning caused by school closures. Parents around the
world want a good education for their children. But
only in the richest countries and communities do
parents and their children have access to a high-quality
digital infrastructure. The remainder of parents and
students, who represent the majority of the world's
population, have faced enormous challenges in
keeping connected to education systems. Lockdowns
and social distancing restrictions have forced many
parents to work from home. With schools and
childcare centers closed, many parents struggle to
The findings are remarkably similar to the results of manage their work and the increased responsibility of
the Social Weather Stations (SWS) survey, which looking after their children's learning at home (Varkey
found that six out of ten Filipino students used devices Foundation, 2020).
for distance learning amid the pandemic. Among the
students who bought or rented devices, 79 percent got In addition, Lase et al. (2022) concluded that although
a smartphone, 13 percent got a desktop or laptop, 5
parents do not have negative perceptions, distance
percent got a television, and 3 percent got a tablet
(Inquirer Research, 2021).
learning has increased the burden on parents or
families economically, psychologically, and socially.
Table 7 illustrates the distribution of respondents when The lack of parental involvement and support in
grouped according to parents' involvement in their children's learning process at home is generally due to
reading activity. The majority, above 50%, was only the lack of time and the inability of parents to become
assisted by their parents in their reading activities for teachers for their children at home.
sometimes. Unfortunately, above 13% of them never
received any assistance from their parents.
Table 8 reflects the distribution of respondents when
Table 7. Distribution of Respondents when grouped grouped according to exposure to multimedia
according to Parents' Involvement in their Reading resources per day. The proportion of learner-
Activity respondents clustered according to exposure to
multimedia materials is relatively equal. Yet, a higher
number of them (26.7%) were exposed to these
materials for 5-6 hours, but not far from those exposed
for 3-4 hours (24.7%) and 1-2 hours (21.3%).
Generally, most of them were only exposed to these
multimedia materials for 6 hours or less.

According to DataReportal, the average person spends

a total of 6 hours and 57 minutes looking at a screen
each day (for internet-connected activities). And the
In response to the acute learning crisis generated by majority of this (3 hours and 43 minutes) is spent on
the Coronavirus outbreak around the world, millions of mobiles. Filipinos are the biggest mobile screen
parents have also stepped up and taken charge of their consumers, spending 5 hours and 47 minutes daily
child's education. In enormously difficult
looking at them. They're closely followed by Thai
circumstances, most parents are doing all they can to
users who spend 5 hours and 28 minutes looking at
mobile phone screens (Moody, 2022).

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Table 8. Distribution of Respondents when
grouped according to Exposure to Multimedia
Resources per day
Reading Comprehension Level of the Respondents
based on the Phil-IRI
Table 9 reveals that 98.7% of the student respondents
fall under the "Frustration" level. In the Phil-IRI,
Frustration is the lowest level qualitatively described
as the level at which readers find reading materials so
difficult that they cannot successfully respond to them
(Flippo, 2014). Readers at this level can recognize
some words but lack comprehension (Bermejo, 2020).
As Bernardez (2007) mentioned, reading is not merely
reciting something written but also a decoding process;
it is basically understanding.
Table 9. Reading Comprehension Level of the
Respondents
Cabardo (2015), Tomas et al. (2020), and Taleon
(2020) did local investigations on students' reading
comprehension and came to the same conclusion. The
majority of the learners in Hagonoy National High
School, Schools Division of Aurora, and Solano High
School, respectively, belonged to the "Frustration"
level.
The result is not surprising as the Department of
Education (DepEd), Commission on Higher Education
(CHED). The Technical Education Skills Development
Authority (TESDA) admitted in a report published by
Perez (2021) on ABS-CBN News Portal that the
COVID-19 pandemic and reading proficiency are
among the pressing education issues in the country
today.
The findings are similar to those of the Programme for
Misanes & Pascual
International Student Assessment (2018), which
revealed that reading is among the areas where fifteen-
year-old students in the Philippines scored lower than
most countries and economies that participated in the
assessment. No country scored lower than the
Philippines.
Think of frustration levels as those requiring extensive
or even moderate assistance from an educator
(University of Utah Reading Clinic, 2021). Given that
the majority of respondents fall into the "Frustration"
category, a reading intervention program is required.
Reading remediation is designed to give struggling
readers the skills, competencies, or behaviors they
need to improve their performance (Phil-IRI Manual,
2018).
Relationship between the Respondents' Reading
Comprehension Level And their Profile Variables
Table 10. Result of the Test of Relationship between
Respondents' Reading Comprehension Level and their
Gender
Table 10 shows the test result of the relationship
between respondents' reading comprehension level and
their gender. Despite the following claims: sexes are
hired-wired differently for literacy; literacy is
described as a feminine characteristic (Loveless,
2015); and consistent results from both local and
international studies like PISA asserts that girls are
often said to be better at reading than boys (University
of Stavanger, 2017), The Table reveals that there is no
significant correlation between gender and the
respondents' reading comprehension level. This means
that one's gender has no bearing on their reading
comprehension. However, the current study is limited
only to determining the significant relationship
between gender and reading comprehension, not the
significant difference in male and female respondents'
reading performance.
Furthermore, the findings reinforce the null hypothesis
of the current study, which states that profile variables,
specifically gender, do not relate significantly to the
reading comprehension level of the respondents.
As cited by Vlachos et al. (2015), a longitudinal study
by Siegel and Smythe (2005) also reported no
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significant gender differences in reading disabilities.
As Wheldall and Limbrick (2010) maintain, these
findings are consistent with Hyde's (2005) proposed
HGS (Hypothesis of Gender Similarities), which
suggests that boys and girls are more alike than
different on most psychological variables, including
reading, based on a review of 46 meta-analyses
covering a variety of cognitive abilities and
psychological traits. Also, based on the claim made by
Feingold (1988) and Caplan and Caplan (2016),
gender differences in cognitive ability are decreasing
(Reilly et al., 2019). When the reading skills of 16–24-
year-olds are tested, the gender differences have
suddenly become imperceptibly small or have
disappeared altogether. This has been shown in
studies, including the major PIAAC study, which tests
adults' skills in literacy, numeracy, and ICT (The
University of Stavanger, 2017).
The result is also consistent with the study conducted
by Vlachos et al. (2015), wherein gender was not
found to play an important role since they did not
obtain statistically significant differences in reading
performance between the two genders. The results
generally align with previous research (Nancollis et
al., 2005; Trapp, 1995), which found no female
superiority in reading. This finding reflects a
continuation of the trend reported by Borg and Falzon
(1995) that during the primary years, there are no
consistent gender differences in scholastic attainment.
Table 11. Result of the Test of Relationship between
Respondents' Reading Comprehension Level and their
Family Monthly Income
Table 11 illustrates the test result of the relationship
between respondents' reading comprehension level and
their family monthly income. According to the Table
above, there is a significant correlation between
respondents' comprehension level and their family's
monthly income. This suggests that a student's
socioeconomic status influences his or her reading
abilities. The findings support the premise of Babuder
(2014) that poverty is one of the significant factors
related to the level of literacy. The findings are also
consistent with the PISA study, which found that a
family's socioeconomic status statistically impacted
low-income students' academic achievement.
Misanes & Pascual
In relation to this, the family investment model, as
cited by Conger and Donnellan (2007), argues that
parents with a higher socioeconomic position are
willing to invest more in the education of their
children, such as learning materials, tutorial/ training,
the standard of living (adequate food, housing,
clothing, medical care, etc.), and location that helps
their children develop competencies- all these factors,
according to Davis-Kean (2005) and Sohr-Preston et
al. (2013) are likely to have a positive effect on the
child's reading ability.
Table 12. Result of the Test of Relationship between
Respondents' Reading Comprehension Level and their
Parents' Educational Attainment
Table 12 demonstrates the test result of the
relationship between respondents' reading
comprehension level and their parents' educational
attainment. The Table indicates that parents'
educational attainment has a significant relationship
with the respondents' reading comprehension level.
This signifies that their parents' educational attainment
may influence one's reading comprehension ability.
The evidence supports the claim of the EU – European
Union (2012) that a family is considered the most
determining factor affecting a child's reading literacy.
In their study, Myrberg (2009) found that children's
reading results are lower when their parents have a low
level of education.
In connection with this, family socio-economic status
is mainly determined by the level of parents'
education. Students from low socio-economic status
families cannot achieve standard reading requirements
(Scottish Government, 2010). EU further claims that it
can be related to the lack of parents' knowledge and
skills to develop their children's cognitive skills. Also,
insufficient financial resources affect family expense
priorities, wherein acquiring new books will not be of
prime importance (Araujo & Acosta, 2011).
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Table 13. Result of the Test of Relationship Table 14. Result of the Test of Relationship between
between Respondents' Reading Comprehension Respondents' Reading Comprehension Level and their
Ethnic Affiliation
Level and their Academic Performance

Table 13 illustrates the test result of the relationship

between respondents' reading comprehension level and
their academic performance. The Table reveals that
academic performance correlates significantly with
respondents' reading comprehension level. This result
indicates that a person's reading aptitude affects
academic success. The result in Table 14 is
unsurprising, as Cimmiyotti (2013) contends that
reading is an integral part of every educational process
as all subjects involve reading; it makes learning an
enjoyable activity which fosters the drive to acquire
more knowledge (Cullinan, 2000).

In their study, Ercikan el at (2015) proved that reading

proficiency positively correlates with Mathematics and
Science abilities. Aside from this claim, Vilenius-
Tuohimaa et al. (2008) asserted that students who are
proficient in reading also perform very well on general
tests, cutting across all academic fields. Finally, the
research presented supports the idea that instilling a
love of reading is the key that unlocks the door to
lifelong learning (University of Rochester, 2019).
Table 15 signifies that not all Multimedia Resources
affect reading comprehension. According to the
findings, only smartphones, laptops, and books
significantly correlate with respondents' reading
comprehension. This result means reading on a
smartphone, laptop, or book may help improve reading
comprehension.

Table 14 reflects the test result of the relationship
between respondents' reading comprehension level and
their ethnic affiliation. The Table shows that none of
the respondents' ethnic affiliations significantly
correlate with their reading comprehension. It also
confirms the study's null hypothesis. It implies that
ethnicity has no bearing on one's reading
compreh en sio n ability.
In addition, this study agrees with Pickens (2016), who
revealed no impact of sociocultural factors on reading
and no significant association between racial
association and reading comprehension growth.
The results intertwine with the claims of Brunette et al.
(2019) in their study entitled "Reading achievement in
the Philippines: The role of language complexity" that
all Filipino children can learn to read (or fail to learn)
despite the complexity of L1 (first language). Linear
regression results show other factors more strongly
associated with reading achievement, including socio-
economic status.
The impact of smartphones, laptops, and books was
emphasized by Pathan et al. (2021) in their study that
revealed that the employment of multimedia
(computer-integrated resources including images,
audio, videos, graphics, and animation on one
platform) in the reading comprehension class proved
useful which scaffolded the process of texts'
understanding effectively.
Moreover, Mobile Assisted Language Learning,
presented by Romero et al. (2010), highlighted that it
is the next step in the evolution of educational
technology, reflecting the digital convergence of
mobile technology and e-learning. Narafshan et al.
(2016) found that learn ers favor read ing
comprehension via mobile phones due to the
convenience facilitated by its portability and
accessibility.
In addition to the use of books, the comprehension
process driven by interesting multimedia features gets
the students to rely on different learning modes to
build mental images and decipher the written text well
(Samat & Aziz, 2020).

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Table 15. Result of the Test of Relationship between
Respondents' Reading Comprehension Level and the
Availability of Multimedia Resources at Home
Table 16 shows that Parents' involvement has no
significant relationship with the respondents' reading
comprehension level. This finding implies that
parental involvement in the reading comprehension of
high school students has no effect.
Table 16. Result of the Test of Relationship between
Respondents' Reading Comprehension Level and their
Parents' Involvement in their Reading Activity
While the result validates the null hypothesis of this
study, it also contradicts related studies presented in
this study by Magaan (2021), Ocampo (2015), and
Cline (2001), which claimed that parental involvement
can have a positive impact on a student's education and
is linked to learner s' r ead ing ab ility and
comprehension.
On the other hand, Mayhall-Andrews (2018), in a
similar study, found no significant association between
parental involvement and high school children's
reading scores using the Pearson product-moment
correlation analysis. Gulas (2010) observed the same
finding, indicating no link between parental
participation and reading comprehension test scores.
The result is also in favor of what Villeger (2020)
mentioned in a book entitled Parenting: parents
usually lack the necessary content knowledge and
Misanes & Pascual
pedagogical skills. Second, impulsiveness is higher in
the family than in school, which can easily result in
conflicts. Research showed that conflicts arise more
frequently in families with struggling students (who
need help most), sometimes due to bad grades or
excessive academic expectations. "Teaching-learning"
situations are considered atypical at home and may
disrupt sensitive parent-child relations if they occur
too regularly with conflicts. Finally, conflicts with
parents can even have a negative impact on the child's
achievement.
Table 17. Result of the Test of Relationship between
Respondents' Reading Comprehension Level and their
Exposure to Multimedia Resources per day
Table 17 indicates the test result of the relationship
between respondents' reading comprehension level and
their exposure to multimedia resources per day. While
this study discovered that cellphones, laptops, and
books have a substantial link with reading
comprehension, Table shows that respondents'
exposure to these Multimedia Resources has no
significant relationship with their reading
comprehension. This indicates that the length of
exposure to these multimedia materials has no bearing
on one's reading comprehension.
This finding is supported by Suosa et al. (2017) in
their study on the effect of multimedia use on teaching
and learning, that the use of multimedia resources did
not have the expected effect on student learning when
assessing knowledge and application outcomes.
However, their inclusion was beneficial and not
detrimental to student learning.
Conclusion
The following are some conclusions that can be drawn
from the salient findings of the study: (1) Female
student-respondents outnumber males in this study. In
addition, most of the respondents are living in poverty,
earning less than Php 10,956 per month and having
only a high school diploma as their highest educational
attainment accounts for more than half of the
respondents. Ilocanos make up the vast majority, with
Tagalogs accounting for only half of the respondents.
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Most student-respondents received a Satisfactory (S)
or Very Satisfactory (VS) grade. Their device of
choice is the smartphone. Only about a quarter of them
have basic phones or laptop computers. Meanwhile,
15% have books in their homes. The majority of the
respondents said their parents sometimes help them
with their reading. 13.3% never received help from
their parents. Most student respondents are exposed to
these multimedia resources for only 6 hours or less
daily. (2) Almost all student-respondents are under
Frustration level. This implies that most students find
reading materials so difficult that they cannot
successfully respond to them. (3) The study reveals
that family monthly income, parents' educational
attainment, academic performance, and the availability
of smartphones, laptops, and books at home
significantly correlate with the respondents' reading
comprehension. This means that a student whose
parents have higher educational attainment, sufficient
family income, access to multimedia resources, and
superior academic performance may perform better in
reading comprehension.
Based on the findings and conclusions of the study, the
following actions are recommended: (1) The alarming
numbers indicating students' frustration level in
reading comprehension shall serve as a wake-up call to
not only teachers but also school administrators and
other stakeholders to take action. Following the
results, teachers must implement a comprehensive
reading intervention program that will serve as a
Continuous Improvement Program (CIP), a
methodology for continuously assessing, analyzing,
and acting on the performance improvement of key
processes while focusing on both customer needs and
desired performance. School administrators shall
invest in the training of teachers in developing digital
and print reading resources, as well as in the
production and procurement of reading materials and
ICT facilities accessible to all readers. Stakeholders
like Local Government Units (LGUs) shall also
establish/ sustain reading centers where teachers can
meet struggling readers, especially those in remote
areas. (2) Grouping students by gender and ethnicity is
discouraged since it might lead to discrimination and
unhealthy competition between males and females
across cultures and between those who live in highland
and lowland areas. For example, females being better
readers than boys should not be emphasized.
Prejudices like these are not tolerated. Hence, a
gender- and culturally-sensitive reading environment
must always be fostered. (3) Reading must be
intensified in the delivery of the curriculum. Reading
should be integrated across all learning areas as it
improves students' academic performance. Hence, all
Misanes & Pascual
teachers, not only English/Filipino teachers, must be
concerned about their students' reading abilities and
needs. Furthermore, science concepts and social
studies themes should not be the only focus of Phil-IRI
passages in English and Filipino. Integration and
revalidation are suggested as reading passages must
come from different learning areas. (4) Various
methods have been introduced because of the
pandemic to ensure learning continuity. These
techniques could be used in reading interventions as
well. Reading teachers could design e-learning
resources such as audio-video reading lessons that can
be accessed via smartphones/laptops, online/offline,
anytime, anywhere, with or without parental
assistance, but under the guidance and supervision of
the reading teacher. (5) Economic status, parents'
educational attainment, and availability of reading
materials at home are intertwined. Hence, the reading
program should focus primarily on students who are
living in poverty. Reading teachers should reach out to
them in various ways and ensure that they have access
to reading resources, particularly for those who do not
have access to the internet at home. Collaboration with
government and non-government organizations
(NGOs) is also encouraged to serve struggling readers'
needs better. (6) The findings of this study can be used
to undertake further research. After its implementation,
the efficacy and impact on student reading levels of
the reading remediation program proposed in this
study are open to assessment for efficacy and effects
on students' reading levels. A comparative study can
also be done if results on the significant relationship
between the variables presented in this study and
reading comprehension are consistent with their study.
Future studies that want to investigate students'
reading levels may include oral and listening
comprehension.
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