Professional Documents
Culture Documents
Relevant literature to the study was discussed in this chapter. The review
Studies and Local studies which contribute and give a short overview about
Related Studies
Since the year 1946, United Nations Educational, Scientific and Cultural
Organization,(UNESCO) (n.d) has been stating that they had been at the
forefront of global literacy efforts in advancing the vision of a literate world for
everyone. They believe that literacy is the driver for sustainable development that
enables greater participation in the labor market, improvement of child and family
Moreover, aside from the common idea that literacy is a set of reading, writing,
Literacy
According to Education for All Global Monitoring Report 2006, at the first
defined in multiple ways. And in English history, the word “literate” means
context, cultural values, and personal experience. The word “literate” has also
been used in a much broader sense just like “information literacy”, “visual
skill and key measure of a population’s education. However, they also believe
that despite of the great improvements in the expansion of basic education and
conquer ahead.
Domains of Literacy
The Literacy Advance of Houston (n.d.) states that UNESCO defines literacy as
continuum of learning that enables every individual to reach their goals, and
develop their knowledge and potential for them to participate fully in their
community and society. Furthermore, UNESCO (n.d.) believes that literacy’s
“multiplier effect” empowers people and allows them to participate fully in the
Oral language
One’s knowledge and use of structure, meaning and uses of the language
Moreover, according to the Center for Early Literacy Learning (n.d.), oral
is also the foundation of reading and writing skills that the children will develop as
they enter and progress in school. They will use this in all aspects of their
education and having a strong foundation in oral language will help them become
and Himmele (in Reeder & Baxa, 2017) state that research shows that repeated
with their children as early as possible can also help prepare their children for
oral language and literacy development can also help them become proficient
According to Mercer and Mercer (2001), between 10 per cent and 15 per
Lerner (2006) also notes that teachers should identify children with
reading problems early and provide them with appropriate early interventions
rather than practicing the policy of wait - and - fail method. A number of learners,
for unexplained reasons, are unable to use reading as a tool for learning, getting
new information, ideas, attitudes, and values from standard for upwards. Even
after they have been taught, it is quite unfortunate that a large number (17.5 per
cent) of them are unable to read efficiently at higher class levels (Lerner, 2006).
Lerner (2006) notes that, more than 17.5 per cent of learners have reading
difficulties.
Good reading skills will improve performance in all school subjects.
reading, the learner is exposed to new vocabulary, new sentence structures and
different registers. Reading also acquaints the learner with good models of
Phonological awareness.
sound of words (onset), and the ending syllable of words (rime). Furthermore, it
must be able to listen to the onset and rime of a word, for example, the onset of
cat is c; the onset of clap is cl. On the other hand, the rime of cat is -at; the rime
of clap is -ap. A reader who thinks it’s difficult to recognize a word may be given
oral drills on sounding out the beginning (onset) or ending (rime) sound of a word
recognized several strategies that had a solid scientific basis of instruction for
about various aspects of the story. Story structure: Students are taught how to
use the structure of the story as a means of helping them recall story content in
order to answer questions about what they have read. Summarization: Students
are taught to integrate ideas and to generate ideas and to generalize from the
text information.
Academic Performance
different factors such as learning abilities, gender and race. Simmons, et al.
(2005) concluded that family income level, attending full time, receiving grant aid
Garton, et al. (2000) carried out a study with college students to evaluate
composite score, high school class rank, high school core GPA, and
learning style were used as predictors. Results showed that core GPA and
Act score were best predictors for predicting academic performance of the
performance.
Hijazi and Naqvi (2006) conducted a study to find out the factors which
time allocation for studies, parents level of income, mother’s age and
There are numerous factors which affect the academic performance and
40 minutes lessons and each lesson is organized around a single story and is
lesson and the topic of the story that will be read, reading the story, discussion of
relevant to a variety of stories and situations and finally practice in applying the
LEXICAL QUALITY
Perfetti & Hart, 2001). In essence, the theory posits that for reading
which can be retrieved rapidly, that is, without much cognitive effort. The three
components, are assumed to be of high quality when all three components are
fully specified and tightly bound together so that the retrieval of one type of
information (e.g., a word’s spelling) also leads to the activation of the other types
of information associated with the same word (e.g., its correct pronunciation and
meaning). This latter assumption has attracted considerable research and has
components are typically not (yet) closely associated with one another in
than tightly bound constituents of the representations of words (Perfetti & Hart,
2002). This lack of association raises the important question of how these lexical
extent that they account for grade-level differences in the reading comprehension
comprehension (Perfetti, 2007; Perfetti & Hart, 2001). Lexical quality is based on
1985). Both problems can affect reading comprehension on the text level.
The link between lexical quality and reading comprehension skill is
2000) and not so much on higher-level reading skills such as reading strategies.
This emphasis is consistent with the hypothesis that most (if not all) of the
comprehension skill on the text level (e.g., Juel, Griffith, & Gough, 1986). The
simple view of reading posits that reading comprehension skills are a product of
word-level skills and listening comprehension, proposing not only that the
knowledge and skills involved in visual word recognition are important for reading
comprehension but also that they are the only skills which are specific to reading
(Gough & Tunmer, 1986; Kendeou, Savage, & van den Broek, 2009).
Foreign Studies
and Njoroge (2000), learners with reading problem in English have problems in
Strategy Help for Children With Reading Difficulties”, opens with a firm conviction
; “ That a child’s success in school and throughout life depends in large part on
the ability to read.” Educators have the profound challenge of making reading a
reality for all children. Many young children experience some kind of difficulty
grades.
failing school and dropping out, and they may have limited career opportunities in
including time, manageable, class size, materials, and learning opportunities that
enable teachers to meet the challenges of ensuring that all children learn to read.
The foundations of good reading are the same for all children. All readers,
readers. Children who experience reading difficulties are no exception. They too
must develop the basic foundations for reading, and they require the same types
program and project. The pupil’s interest in reading can be developed and
is reading. Finding the right materials is particularly important for a student who
Americans want their children to start school ready to learn, a goal that includes
preparedness for reading instruction. Children who are particularly likely to have
difficulty learning to read in the primary grades are those who begin school with
less prior knowledge and skill in certain domains, most notably letter knowledge,
reading and language ability. The process of learning to read is a lengthy one
that begins very early in life. Given the importance identified in the research
literature of starting school motivated to read and with the prerequisite language
and early literacy skills, the committee recommends that all children, especially
those at risk for reading difficulties, should have access to early childhood
environments that promote language and literacy growth and that address a
achievement`
reading that the existing educational procedures are not adequate to resolve.
assessing their expected difficulties and teaching reading in such a way that
Local Studies
despite of being indispensable there are still problems that everyone should
know just like the new data from UNESCO Institute for Statistics that show 617
million children and adolescents around the world who are unable to achieve
“learning crisis” that could threaten the progress towards the sustainable
Report 2015 that include instilling programs to enhance the reading habits of
reading and numeracy skills. These only shows that reading should not be taken
lightly.
Blair & Rupley, 1990). And today, everyone is expected to possess basic skills in
reading, writing, and arithmetic. Being able to read is being literate, which
meanwhile, is a significantly higher level of literacy that includes not only reading
and writing skills, but also numeracy which leads to a higher order of thinking that
follow a written set of instructions for even basic tasks. Thus, functional literacy is
workforce. For decades, the Philippines has reported a simple literacy rate in the
mid-to-high 90s. In 2003, the simple literacy rate was actually lower at 93.4
percent for the entire population at least 10 years of age. Girls show a higher rate
of simple literacy than boys (94.3 percent versus 92.6 percent). Not surprisingly,
Metro Manila reported the highest rate at 99 percent; the Autonomous Region in
Muslim Mindanao (ARMM) had the lowest at 68.9 percent (and falling compared
to the 1994 rate of 73.5 percent). Over the last 10-year period (measuring simple
literacy is part of the national census taken once a decade); there has been a
showed a slight decline in simple literacy from 1994 to 2003. These included two
of the three Visayan regions (VII and VIII) and all of the Mindanao regions.
Overall, simple literacy for the entire country fell by 0.5 percent from 1994 to
2003. Deped: National reading skills assessment to continue this year MANILA,
continue this school year. Luistro said that it was important to assess the reading
“If a pupil fails to master basic reading skills at the outset, it will be a constant
struggle for them to get through other disciplines successfully, thus depriving
For Grade 1 pupils however, Phil IRI will not be used until such time that a
Based on DepEd Memo No. 143, series of 2012, teachers are still required to
accomplish the pupil’s individual reading profile and consolidate reports for the
schools profile. The information culled from the assessment shall serve as one of
of the pupils. The assessment results shall also be considered in the preparation