Group 4_FOURTH QUARTER

ACTIVITY
LEADER:
Rivera,Cecille O.

MEMBERS:
Villanueva, Jamir
Repol, Christine Loriene

TOPIC:
Tracking students ‘reading abilities and helping them to have fluency
in reading with the guidance of Every Child a Reading Program (a Deped’s
implemented program) using the provided materials given by Informal
Reading Inventory (IRI).

PROBLEM ENCOUNTERED:
Reading is one of abilities considered significant in language acquiring.
However, in view of the condition in classroom , reading ability is
additionally impacted by certain variables. The problem encountered is how
to make students (seniorhigh) to solve their problem in reading
comprehensive since the development of data and technology force the
students to read in less fascinating that cause them to hate it. The students
may not have a clue about their advantage in reading before they begin to
read.
TECHNIQUES ABOUT THE TOPIC:
Programs about reading is important because reading a powerful tool to
make very child interact to the printed materials being read, to be able to
construct meaning based on what is being read.

The Department of Education (DepEd) has strengthened the

implementation of Every Child a Reading Program (ECARP). This program is
envisioned to establish and institutionalized, through a Multi-literacy and
Numeracy Program, a continuous, sustainable and cost-effective
professional development system (School –based monitoring or learning
partnership program. In line with the Department of Education’s thrust
"Every Child a Reader Program" (ECARP)

Through this program the teachers were able to identify the reading
problem and weaknesses of the pupils. At the same time, It provides the
teachers with reading materials which will be appropriate for their pupils’
reading level. This Dep Ed program enables the pupils to be exposed to the
various reading materials which enhance their reading comprehension and
cultivate the love for reading.

The Informal Reading Inventory (IRI) is an individually administered survey

designed to help determine a student's reading instructional needs. A
student's performance on the IRI will help to determine the instructional
level and the amount and kind of support the student is likely to need in
Invitations to Literacy. Specifically, the IRI will help to assess a student's
strengths and needs in these areas: word recognition, word meaning,
reading strategies, and comprehension. The IRI materials consist of a
Student Booklet and a Test Manual. They contain word lists and reading
selections for these levels of Invitations to Literacy: Levels 1.1-1.3, 1.4- 1.5, 2,
3, 4, 5, and 6.

In addition, Phil-IRI focuses on Oral Reading fluency and Reading

Comprehension as comprehending the text when vocalizing. It was
explained by Vilger (2008) as the reading of the readers in an appropriate
speed and accurate manner with his/her natural voice. It is also defined that
reading fluency is expressing the meaning in the text with an appropriate
voice tone with prosody. Hasbrouck and Tindal (2006) added to these
definitions that fluency in reading is the indicator for all other components
of reading including comprehension. In this respect, not reading fluency
maybe defined as making many reading mistakes, reading monotony and
with an unnatural voice, intermittent by and very slowly (Allington, 2006;
Vilger 2008).

Fluency also involves reading a text with proper expression. There are three
major components of fluency. The first one is accuracy, which refers to the
person’s ability to read words correctly, rate, the speed a person reads; and
last prosody, which is commonly referred to as reading with feeling and
involves the stress, intonation, and pauses when reading.