Finaldissertation-Carlosa Buraga

THE RELATIONSHIP OF ACADEMIC PERFORMANCE TO READING
ABILITY AMONG GRADE 7 STUDENTS IN THE CITY DIVISION

OF MAKATI TOWARDS A COMPREHENSIVE
INTERVENTION PROGRAM
Dissertation
Presented to
The Faculty of Graduate Program
College of Continuing Advanced and Professional Studies
UNIVERSITY OF MAKATI
In Partial Fulfillment
of the Requirements for the Degree
DOCTOR OF EDUCATION
Major in INNOVATIVE EDUCATIONAL MANAGEMENT
CARLOS A. BURAGA
2021
APPROVAL SHEET
i
In partial fulfillment of the requirements for the degree of Doctor of Education
Major in Innovative Educational Management, this dissertation titled THE
RELATIONSHIP OF ACADEMIC PERFORMANCE TO READING ABILITY
AMONG GRADE 7 STUDENTS IN THE CITY DIVISION OF MAKATI
TOWARDS A COMPREHENSIVE INTERVENTION PROGRAM has been
prepared and submitted by CARLOS A. BURAGA and is hereby recommended for
oral examination.
DALISAY G. BRAWNER, Ed.D.
Adviser
Approved by the Committee on Oral Examination with a grade of 1.0.
EDERSON TAPIA, Ph.D., DPA

Chairman
ARACELI M. PIMENTEL, Ph.D. GLORIA C. VALDEZ, Ed.D.

Member Member
MILAGROS LOURDES M. TORRES, Ed.D. DANILO C. SABADO, D.T.

Member Member
Comprehensive Examination Grade:_________

Date: August 04-05, 2020
Accepted and approved in partial fulfillment of the requirements for the degree of
Doctor of Education Major in Innovative Educational Management.
EDERSON TAPIA, Ph.D., DPA

Dean, College of Continuing Advanced & Professional Studies
Date: May 03, 2021
DEDICATION
ii
Success is sweetest when it is shared to the people closest to one’s heart. It becomes
even more meaningful when it is wrought in hard work and perseverance while battling
with various obstacles and challenging circumstances. This academic and professional
material is a labor of my love because of the inspiration I got from the people behind my
success. My triumph in being able to reach this professional level has been made possible
by the people whose contributions in my life are priceless. Thus, I dedicate this paper to
the following:
My parents, Mr. Jaime A. Buraga and Mrs. Lolita A. Buraga, who become a source of
strength and comfort during the times when exhaustion gets the best of me luring me to
give up the cause of making it to the finish line.
My forever friends, Antonina Canceran, Noime Cureg, Roslyn Quebalayan
Ranjed Rodico, Lovelie Rose and Ana Kristina Andicoy for all their support and
prodding which embolden me to keep believing in my God-given abilities. They have
been my consistent buddies in the different seasons of my life, even journeying with me
as we burn the midnight oil together just to beat deadlines and complete requirements.
My sisters Cyril, Chatilyn and Chery Ann who also stayed with me through thick
and thin, never giving up on me when I become too difficult to deal with at times.
I dedicate this achievement to my fellow educators who share the burden of
keeping the flame of hope alive for our beloved country.
And the most important of all, to the Lord Almighty, for His divine love and
sustaining grace that enable the researcher to be in good health and to keep the
iii
determination to finish all these tasks and without whom everything he aspires for would
just be in vain.
Carlos
ACKNOWLEDGMENT
Giving credit to where is due is a mark of a true scholar. This study would not be
possible without the valuable contribution of the following individuals who had helped
the researcher in one way, or another successfully finish this hard earned academic and
professional accomplishment. The researcher wishes to thank the following:
To Dr. Ederson DT. Tapia, Dean, College of Continuing, Advanced and Professional
Studies, for the consideration in the completion of the study;
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To Dr. Dalisay G. Brawner, research adviser, for the genuine support, time, effort,
and all the vital suggestions that completely guided the researcher throughout the study;
To Dr. Ederson DT. Tapia, Chairman of the Committee on Oral Examination, for his
valuable suggestions and insights;
To the other members of the committee, Dr. Araceli M. Pimentel, Dr. Gloria C.
Valdez, Dr. Milagros Lourdes M. Torres and Dr. Danilo C. Sabado for their
important recommendations and constructive evaluation that provided focus and
direction;
To Ms. Carleen S. Sedilla, DepEd Makati Schools Division Superintendent (SDS),
for providing the data needed, the assistance and opportunity she has given to the
researcher to finish this study;
To Mrs. Gizelle V. Laud, Education Program Supervisor I in English, DepEd-
Makati, for her kindness and support;
To Makati High School Teachers and students for their unconditional and much-
appreciated assistance and moral support;
My sincere thanks to my fellow teachers Mary Celeste A. Ramos, Antonina A.
Canceran, Noime C. Lozano, Annaliza A. Ataiza, Mayflor T. Zipagan, Irene A.
Maniego for being helpful and supportive in my study;
My special thanks to Lovelie L. Rose, Ana Kristina V. Andicoy, Ranjed DV.
Rodico, Roslyn N. Quebalayan for their continuous support to pursue my dreams;
To my Makati High School (MHS) family, to my school principal and other principals
in the City Division of Makati for providing data required for this study;
v
I am extremely grateful to my parents, Jaime A. Buraga and Lolita A. Buraga, and
to my sisters, Cyril, Chatilyn and Chery Ann, whose love, care, sacrifices and valuable
prayers have been a source of strength and inspiration; and
Finally, all things were made through God, and without Him nothing was made. My
heartfelt thanks!
ABSTRACT
Title THE RELATIONSHIP OF ACADEMIC

PERFORMANCE TO READING ABILITY
AMONG GRADE 7 STUDENTS IN THE CITY
DIVISION OF MAKATI TOWARDS A
COMPREHENSIVE INTERVENTION
PROGRAM
Researcher CARLOS A. BURAGA
Adviser DALISAY G. BRAWNER, Ed.D.
Degree DOCTOR OF EDUCATION

Major in Innovative Educational Management
Date completed May 03, 2021
Institution UNIVERSITY OF MAKATI

Doctor of Education, Major in
Innovative Educational Management
The study aimed to examine the relationship of academic performance and the
reading ability that fall under frustration level, instructional level and independent level
of the Grade 7 students as assessed by the Phil-IRI Comprehension Test during the
School Year 2020-2021. For its output, it proposed a comprehensive reading intervention
vi
program. Specifically, the study identified the following: 1) profile of the student-
respondents in terms of academic performance as measured by their GWA; 2) reading
comprehension level of the students as measured by the Phil-IRI Comprehension Test; 3)
significant relationship between the reading comprehension level and academic
performance of the student-respondents; and 4) problems and challenges encountered by
the teachers with regard to the reading comprehension level of the students.
The study used the descriptive method to describe the reading comprehension
level and academic performance of the student-respondents. This study utilized a 10-item
researcher-made interview questionnaire to determine the problems and challenges
encountered by the Reading teachers with regard to the reading ability of the student-
respondents.
The respondents of the study were the 34 Reading Teachers and 865 Grade 7
students of the City Division of Makati during the School Year 2020-2021. Mean,
Standard Deviation and Pearson r were used in analyzing the data.
The reading abilities of Grade 7 students when assessed by the Phil-IRI
Comprehension Test as revealed in their profile in terms of academic performance as
measured in their GWA had obtained a “very satisfactory” performance in English
subject for the first and second grading periods for the School Year 2020-2021.
When the reading comprehension level and academic performance were
compared, the hypothesis tested was rejected indicating that there was significant
relationship.
vii
Thus, with the indication of positive correlation, it could be inferred that both
variables moved in tandem which means that, as one variable decreases the other also
decreases, or in another situation, as one variable increases the other also increases. The
results further revealed that students’ high GWA may predict high level of reading
comprehension and likewise with low GWA may predict medium or low level of reading
comprehension.
From the results of the study, the researcher recommends that the teachers should
extend all the assistance and guidance to students in need of particular help. As an output
of this study, a proposed comprehensive reading intervention program as part of the
Faculty Development Program be endorsed by the Principal to the OIC of the Division
Office for adoption by schools to strengthen the teaching as well as the learning processes
of the students, particularly their reading comprehension abilities as a tool to improve
students’ academic performance.
TABLE OF CONTENTS
Title Page…………...................................................i
Approval Sheet……………………………………………………………ii
Dedication…………………………………………………………………..
iii
Acknowledgment………………………………………………………..v
Abstract……………………………………………………………………
…vii
Table of Contents………………………………………………………..x
List of Tables………………………………………………………………
xii
List of
Figures…………………………………………………………….xv
viii
List of Appendices………………………………………………………xvi
CHAPTER PAGE
1 THE PROBLEM AND ITS BACKGROUND
Introduction 1
Background of the Study 7
Statement of the Problem 10
Significance of the Study 12
Scope and Delimitation 14
Definition of Terms 15
2 REVIEW OF RELATED LITERATURE
Review of Related Literature and Studies 20
Synthesis 56
Theoretical Framework 59
Research Framework 62
3 RESEARCH METHODOLOGY
Research Design 64
Research Locale 65
Participants of the Study 65
Research Instruments 67
Data Gathering Procedure 71
ix
Data Analysis 72
4 PRESENTATION, ANALYSIS AND INTERPRETATION 75
OF DATA
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 118
Summary of Findings 119
Conclusions 121
Recommendations 122
Proposed Comprehensive Intervention Program 124
REFERENCES 191
APPENDICES 198
LIST OF TABLES
Table Title Page
1 Phil-IRI Grade Placement 68
2 Profile of the Student-Respondents 75

in terms of General Weighted
Average (GWA)
Phil-IRI Comprehension Test of

3 Students in terms of Independent 78
x
Level

4 Students in terms of Instructional 82
Level

5 Students in terms of Frustration 86
Level
Relationship between the Reading

6 Comprehension Level and Academic 91
Performance
Problems and Challenges

7 Encountered by the Teachers with 94
Regard to the Reading
Comprehension Level of their
Students in terms of Study Habits

Encountered by the Teachers with
8 Comprehension Level of their 97
Students in terms of Motivation in a
Reading Activity

9 Students in terms of Attractions of 99
Reading Tasks

10 Students in terms of Difficulty in 102
xi
Comprehending Reading Tasks

Students in terms of Difficulty in
11 Sentence Construction and Cohesion 105

Using Reading Strategies
12 107

Concentration
13 Problems and Challenges 109

Students in terms of Reasoning and
Background Knowledge on the
Reading Activity
14 111
Students in terms of Knowledge on
Vocabulary

15 Encountered by the Teachers with 114
xii
Students in terms of Adequacy of
Reading Materials
16 116
xiii
LIST OF FIGURES
Figure Title Page
1 Research Paradigm 62
2 Distributions of Student- 66
Respondents by Reading
Comprehension Level per
School
xiv
LIST OF APPENDICES
Appendix Title Page
A Letters of Permission 199
B Comments of Face Validators 210
on the Instrument
C Interview Questionnaire 212
D Excerpt of the Interview During 219
the Conduct of Interview
Questionnaire
E NAT Results 229
F Statistical Printouts 231
G Certification from the Statistician 239
H Certification from the Editor 241
I Certification from the Validators 243
J Curriculum Vitae 247
xv
CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
Industrial Revolution 4.0 has brought dramatic changes in various aspects of
human life. One of the sectors greatly affected by it worldwide is the educational
system. Connectivity, interaction and development of digital systems, artificial
intelligence and virtual are some of the characteristics of the fourth industrial
generation. It is characterized by the fusion of the digital, biological, and physical
worlds, as well as the growing utilization of new technologies such as artificial
intelligence, the Internet of the Things and advanced wireless technologies. To sustain
the competitive position in the education system, there is a need to radically improve
educational services. In particular, there is a need to drive much greater innovation,
and competition into education. Some of these are Wearables Assisted Teaching,
Learning, and Training; Massive open online courses (MOOCs); and Blended
Learning (Schwab, 2016).
The Philippines being a developing country has to cope with a lot of challenges in
response to the demands of this century in order to keep pace with this phenomenal
growth. Thus, creates a great impact on the Philippine Educational System (PES) in
terms of its management and governance most especially on the delivery of
curriculum and instruction to be able to develop the appropriate learning competencies
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among learners who will eventually become the main human resource backbone of the
country.
With the unanticipated Pandemic that has shocked the world, it has opened various
challenges and opportunities to educators, students, and parents as well. Global
education systems have been collaborating to effectively respond and provide
education for all during these difficult times. Thus, Education 4.0 is a response to the
need for the Industrial Revolution 4.0, where humans and technology are converging
to create new opportunities creatively and innovatively. Fish (2017) explains “that the
new vision of learning promotes learners to learn not only skills and knowledge that
are needed but also to identify the source to learn these skills and knowledge.”
The United Nations Educational, Scientific and Cultural Organization (UNESCO,
2003) underscored the idea that literacy is the ability to read and write- is one of the
main concerns of basic education. Reading, writing, speaking, listening, and viewing
are the five basic yet essential skills that a student must have in order for him to learn
all by himself. Mastery of the skills may lead a student to excel in subjects using the
English language as a medium of instruction. Further, Cambria and Guthrie (2010)
supported that reading is one of the most crucial skills of every learner. It is a vehicle
to learn, discover and to be aware in everything that happens in one’s environment.
One of the fundamental skills to be developed for academic learning success is
reading comprehension skills. Reading does not simply know the meaning of
individual words in a particular text. It can be defined as a process of making
reasonable interpretation in apprehending a text which has four characteristics:
2
purpose, selection, anticipation, and comprehension. According to Richards (2016),
comprehension is making sense of what someone reads and connecting ideas in the
text to what he already knows. It is also the identification of the intended meaning of
written of spoken communication. Therefore, it is also the most significant skill the
students must acquire. Categorically speaking, in the daily life of a teacher in a four-
walled classroom, he must cope with the diversity of learners in terms of ability, skills
and fluency in reading that a teacher should address in terms of their needs and do
assistance for them. Thus, reading is the foundation of all academic learning. It is one
of the many tasks that the students must learn and eventually gain academic
excellence in an educational institution.
It may be recalled that as early as in SY 2002-2003, the Department of Education
(DepEd) mandated the implementation of a nationwide program known as, Every
Child a Reader Program (ECARP). It aimed at improving the reading comprehension
skills of pupils who are unable to read with comprehension at Grade 3 to Grade 6.
Thus, the DepEd imposed that elementary pupils need to undergo reading assessment
through the Philippine Informal Reading Inventory (Phil-IRI).
More so is the demand for the acquisition of reading comprehension skills among
pupils/students in the 21st century. The 21st century requires skills or set of abilities
that students need to develop in order to succeed in the Information Age such as
Learning Skills, Literacy Skills and Life Skills. Students are expected to think deeply
about issues, solve problems creatively, work in teams, communicate clearly in many
media, learn ever-changing technologies, and deal with a flood of information. Thus,
3
expects students to be flexible, to take the initiative and lead when necessary, and to
produce something new and useful. Skills must build on core literacy and numeracy
that all students must master (Rich, 2010).
The implementation of the K to 12 Program in 2012 in the country has been
instrumental in providing opportunities for preparing students to develop their
communicative competence through Mother-Tongue Based Instruction and the use of
Spiral Progression through the gradual development of concepts from Kindergarten to
Senior High level. This has been borne out of the observations that students have
major problems learning how to read such as inappropriate use of background
knowledge, lack of vocabulary knowledge, lack of reading fluency, failure in
distinguishing between different text structures and difficulty making inferences.
Data show that the Overall Mean Percentage Score (MPS) in English in the
National Achievement Test (NAT) for SY 2019-2020 yielded 33.52. Filipino
registered the highest overall MPS of 51.68, followed by Mathematics with 36.65.
Science and English recorded the lowest performance registering an overall mean of
28.42 and 33.52, respectively. As against the national standard level, all the subject
areas are below the standard level of acceptable MPS of 75%. As to competencies, the
students’ performance falls under “Low Mastery (LM)” level for English.
The findings have been reinforced with the results of the Programme for
International Assessment (PISA) of the Organization for Economic Co-operation and
Development (OECD) in 2018 among 79 countries, where the Philippines joined for
4
the first time. This was part of the Quality Basic Education reform plan and a step
towards globalizing the quality of basic education.
Results revealed that the Philippines’ average academic performance in Overall
Reading Literacy based on the PISA is Proficiency Level 1a with the mean score of
340 points, one level lower than the minimum proficiency level. This suggests that in
general, Filipino students can understand the literal meaning of short sentences or
short passages, recognize the main theme, and make a single connection between
several adjacent pieces of information (PISA, 2018).
By participating in PISA, the country will be able to establish the baseline in
relation to global standards and benchmark the effectiveness of the reforms. The
DepEd recognizes the PISA results, along with its (DepEd’s) own assessments and
studies, will provide a better perspective in aid of policy formulation, planning and
programming (DepEd, 2019).
With the PISA results also reflecting the learners’ performance in the National
Achievement Test, DepEd recognizes the urgency of addressing issues and gaps in
attaining quality of basic education in the Philippines. Thus, spells out the rationale of
the study.
Background of the Study
It is a common knowledge that the main concern of reading is to comprehend the
message conveyed in the selection. This entails the use of thinking skills,
5
comprehension strategies and recall of past experiences to make sense of what is put
down in writing.
In the eight public high schools in the City Division of Makati, data showed that
the students’ Mean Percentage Score (MPS) in English in the National Achievement
Test (NAT) for SY 2017-2018 yielded 49.96, 57.90 in SY 2018-2019, and 60.66 in
SY 2019-2020. The results are alarming as against the national standard level of
acceptable MPS which is 75% (Source: Makati Division Testing Coordinator, School
Governance and Operations Division).
Among the five areas such as English, Science, Math, Filipino and Araling
Panlipunan, English was found the lowest. It shows that the students’ performance
was quite low in terms of achievement level despite all the efforts of the City
Division’s drive in support of the ECARP for the past 18 years. It may be pointed out
that the English achievement level test is comprised of reading comprehension,
vocabulary building, verbal ability, and verbal relationship.
The study likewise triggered the interest of the researcher, as an English teacher in
Makati High School for 9 years. At present, he is handling Grade 7 students who are
grouped heterogeneously. At the opening of each school year, he conducts
comprehension reading test to students for reading comprehension assessment with
the use of the Phil-IRI Test for Grade 7.
The Phil-IRI Comprehension Test identifies or classifies pupils’/students’
level of reading comprehension such as Independent Level, Instructional Level, and
Frustration Level. It provides the teachers with a comprehensive profile of their
6
students’ reading ability. It uses predetermined set of criteria in identifying the reading
levels of students such as the word recognition and comprehension for oral and
reading speed and percentage of correct answers to comprehension questions. The
Independent Level cut-off ranges from 6.00 to 8.10 scores. The next reading level is
called, Instructional Level from 4.31 scores to 5.99 scores. The lowest level is known
as the Frustration Level with pupils’/students’ scores ranging from 2.40 scores to 4.30
scores. It contains four passages followed by eight multiple questions based on stated
facts, implications and general reasoning. Each selection is normed for grade level
ability. Every lesson has test items easy for the poorest readers as well as ones
difficult enough to challenge the best readers. In general, the results of the all the
levels will serve as bases for the development of the intervention program.
The Reading Interactive Kit provided by the Department of Education is being
utilized in support to the Reading Program of different public schools. It includes
teacher manuals and student packets for each level. The Reading Kit helps students
develop comprehension, vocabulary fluency, word analysis and study skills.
This Kit is a response of the City Division of Makati to the DepEd’s program
known as, Every Learner a Reader (ELAR) implemented nationwide as of SY 2017-
2018. The ELAR aims to develop in Filipino children the literacy skills and attitudes
which will contribute to the lifelong learning. It caters to students who are non-readers
using starting level reading grade. Thus, the City Division of Makati Public High
Schools implement the ELAR through the Remedial Module and Reading Camp in
the content areas.
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Statement of the Problem
This study aimed to examine the relationship of academic performance to the
reading ability of Grade 7 students as assessed by the Phil-IRI. It also identified the
accompanying problems and challenges encountered by the Reading teachers in the
teaching of English in the City Division of Makati during the SY 2020-2021. The
results of the study served as basis for the development of a comprehensive
intervention program to enhance students’ academic performance to support the City
Division’s existing Reading Kit.
Specifically, the study aimed to answer the following questions:
1. What is the profile of the student-respondents in terms of academic
performance as measured in their GWA?
2. What is the reading comprehension level of the students as measured by the
Phil-IRI Comprehension Test in terms of the following:
2.1 independent level;
2.2 instructional level; and
2.3 frustration level?
3. Is there a significant relationship between the reading comprehension level and
academic performance of the student-respondents?
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4. What are the problems and challenges encountered by the teachers with regard
to the reading comprehension level of their students?
5. Based on the findings of the study, what intervention program may be
developed to enhance the students’ reading comprehension?
Hypothesis:
There is no significant relationship between the reading comprehension and
academic performance of the student-respondents.
The hypothesis was tested at .01 level of significance.
Significance of the Study
Developing reading comprehension can be achieved with the aid of assessment on
the level of performance of students’ proficiency in reading and thereby lead to better
academic performance.
The findings of the study would be of benefit to the following sectors:
Parents. The results of the study will pave way towards the realization of the role
of parents in their children’s education. It will serve as an alternative support for the
improvement of their children’s reading fluency and comprehension. Further, the
9
results of the study will also assure their children with opportunity to experience and
be taught the essential skills they need to learn reading in English.
Students. The findings of the study will serve as a motivation to the students to
learn English thus, would enhance their self-confidence with the improvement of their
reading comprehension. Additionally, this study will provide them with learning aids
or instructional interventions that could help them understand the purpose of the
lesson, the learning expectations, and the manner on how the content to be taught is
related to what they have learned previously, and what they may learn in the future.
Teachers. The findings of the study will give the teachers ideas in developing
reading strategies that develop higher order cognitive skills to construct meaning from
the text. Further, the study will equip them with materials in developing further the
schemata of differentiated sets of learners. Lastly, the study will also provide the
teachers ready-made resource in teaching reading.
School Administrators. The study could serve as a guide to administrators/school
heads on what language teachers should emphasize in the school curriculum to
enhance students’ reading skills and improve their academic performance. Moreover,
this will also be an input in the planning of in-service training to English teachers. It
can likewise be a model for teachers in the development of instructional materials.
Department of Education Officials. The findings will help them review existing
policies and reconsider creating a policy that focuses on the remediation of the
students who are not meeting standardized levels of success; providing a reading
center for all grade levels with teachers assigned to handle reading remediation,
10
counted as additional teaching load. This will serve as the cornerstone of the school in
benchmarking the quality of present educational system and thereby support balanced
approaches particularly to reading instruction.
Researchers. The findings will serve as a springboard for them to conduct further
investigations and recommend or develop more reading intervention materials for the
improvement of student’s reading comprehension. The researchers can also use the
findings as a starting point of reference to develop similar studies in the future that
will eventually lead to the generation of new ideas for better implementation of
intervention program. Other variables can be pursued, participants can be expanded,
and other instruments may be utilized in improving the reading comprehension of
students
Scope and Delimitations
The study focused on determining student-teacher variables that affect the reading
ability of Grade 7 students. The student-respondents of the study were delimited to
eight hundred sixty-five (865) from a population of 7,416 students of the nine (9)
public high schools in the Division of Makati with the exclusion of Makati Science
High School that were heterogeneously grouped during the school year 2020-2021.
This study also included the thirty-four (34) English teachers.
Data was gathered from the results of the students’ Phil-IRI for SY 2020-2021.
Further, an interview questionnaire was utilized to determine the problems and
challenges encountered by the Reading teachers with regard to the reading ability of
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the student-respondents. Data results were the basis for the development of a
comprehensive intervention program.
Definition of Terms
The following terms were operationally and conceptually defined to provide better
understanding of the study.
Academic Performance of Grade 7 Students. It is referred to the grades obtained
by the Grade 7 students under study in English during the first and second quarters for
the School Year 2020-2021 as manifested in their General Weighted Average (GWA).
Bottom-up Model. It is defined as a reading model that focuses on direct
instruction of phonics and become familiar with spelling patterns and learn to read
sentences, paragraphs and longer texts (Gough, 2012).
GWA. It is referred to the grade weighted average of the students in their English
first and second grading periods for SY 2020-2021.
Interactive Model. It is defined as a reading model that combines features of both
top-down and bottom-up where students interact with both phonics and text
(Rumelhart, 2015).
Intervention Program. It is referred to as the reading instructional program to be
developed based on the findings of the study to further enhance the reading
comprehension of the Grade 7 students with focus on the scaffolding approach.
Interview Questionnaire. It is referred to as the 10 related item-problems asked
by the researcher to the teacher-respondents to gather surrounding factors that affect
12
the Reading teachers’ delivery of their reading tasks such as student’s study habits,
student’s motivation in a reading activity, student’s attraction on the reading tasks,
student’s difficulty in comprehending reading tasks, student’s difficulty in sentence
construction and cohesion, student’s difficulty in using reading strategies, student’s
difficulty in concentration, student’s reasoning and background knowledge on the
reading activity, student’s knowledge on vocabulary, and the student’s adequacy on
reading materials perceived to affect the reading comprehension of the students.
Phil-IRI Comprehension Test. It is defined as an authentic reading assessment
developed by the DepEd in 2013 that attempts to evaluate the reading proficiency
level of Grade 7 students. It is the first validated instrument that intends to measure
the students’ reading comprehension level where the student’s word recognition and
comprehension ability as well as his reading speed are informally assessed
quantitatively and qualitatively through stories and passages which comprise of the
following levels (Revised Phil-IRI Manual, 2013)
- Frustration Level. It is defined as the lowest level where the pupil shows
withdrawal from reading situations by refusing to read, committing errors in reading
such as repetition, substitution, insertion, mispronunciation, and inability to interpret
punctuation. 50% of the materials are understood and the capacity level is 60%-75%
comprehension.
- Instructional Level. It is defined as the level at which the students can profit from
instruction. It is a typical classroom setting where 75% of the materials are understood
and 95% of the words are correctly recognized.
13
- Independent Level. It is defined as the level at which a student can read
independently and with ease without the help or guidance of the teacher. The reader
can understand 90% of materials, therefore needs no supervision.
Phonemic Awareness. It is defined as the ability to hear and manipulate the
sounds in spoken words and the understanding that spoken words and syllables are
made up of sequences of speech sounds (Rasinksi, 2011).
Problems and Challenges. It is referred to as a general term that includes
difficulties observed by the Reading teachers on the different levels of reading ability
(independent level, instructional level and frustration level) as well as other
observations/experiences related to the delivery of their reading tasks. Difficulties that
have prospects of overcoming them are referred to as challenges.
Reading Ability. It is defined as the students’ reading comprehension level as
manifested in the Revised Phil-IRI Manual (2018).
Reading Comprehension. It is defined as a process of making sense of writing
ideas through meaningful interpretation and interaction with language (Phil-IRI,
2013).
Reading Teachers. It is referred to as the teachers assigned to teach reading under
the subject English in the City Division Schools of Makati during the SY 2020-2021.
Scaffolding Approach. It is defined as an approach that helps organize and
interpret information which involves the use of schema or background knowledge to
put new information into a new meaningful context. (Reiser, 2013)
14
Top-down Model. It is defined as a reading model that asks readers to draw their
own intelligence and experience to understand a text (Schmitt, 2011).
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the relevant literature, studies and concepts which are
essential in providing directions for the present study. This section discusses the
15
relevant findings of some plans, selected on the basis of their similarity in conditions
and situations to the setting of this study. It is divided into seven general themes
where the literature surrounding definition of reading, reading models, different
aspects of reading ability, factors that affect reading ability, language literacy, the
Phil-IRI comprehension test as well as the theories on reading comprehension are
considered. These themes are synthesized, followed by the presentation of the
theoretical framework and research framework.
DEFINITION OF READING
Reading is a complex system of deriving meaning from print that requires
skills and knowledge to understand how phonemes, or speech sounds are connected to
print. The ability to decode unfamiliar words, the ability to read fluently, the sufficient
background information and information and vocabulary are strong evidences to
foster reading comprehension.
Cain (2012) and Nation (2012) seemed to be in agreement that in contrast to
the problem of word-level decoding seen in dyslexia, some children learn to decode
proficiently but have poor understanding of what they read. The distinctive cognitive
profiles of dyslexia and poor reading comprehension make clear that these different
forms of reading difficulty require different forms of intervention. It is begun by
discussing the concept of a well-founded intervention and then, builds on
understanding of the causes of individual differences in reading skills and proceeds to
consider the implementation of effective reading interventions.
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The adolescent population of struggling readers is of special interest.
Adolescents are already at a point in their academic careers where there are few
opportunities for improving their reading (Kamil et al., 2012).
Reading to every citizen is a new civil right. A child should be ready to get a
clear understanding of what he sees or reads in order to provide him a good early
experience. Early language and early pre-learning reading activities contribute to the
development of feeling of a child. Absence of this development will stifle learning
and understanding sounds, letter, and language. Language in reading is the building
block of speech (Casareo, 2011).
Likewise, the child’s ability to grasp ideas and sounds has a linkage in learning
to read letters. Knowing how to read is important in interactive learning. It affects the
heart and soul of learners. A learner should have a strong language and a good pre-
reading education.
According to Fuchs & Fuchs (2013) defining a child as reading impaired if
they fall to respond to the teaching or intervention they receive. An advantage of this
approach is that children who are developing component-reading skills much more
slowly than their peer such as grapheme-phoneme associations or phoneme
segmentation skills can be identified early and provided with appropriate
interventions. In a similar vein, and following a tiered approach, children who do not
respond to these interventions can be identified as in need of more intensive,
continued, or alternative forms of support.
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Margaret, et. al. (2016) emphasized that the most important responsibility of
the teachers is to develop children’s love for reading and to teach the skills that
facilitate learning. Important among these skills is reading, for reading is the key to
the past as well as to the present. In the present age that recognizes media and many
kinds of learning verbal as well as non-verbal, reading remains the essential tool of
liberal education. It is also important to assess the reading capability of the students
because reading is the foundation of all academic learning. If a student 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 them of the chance they become literate
and productive individuals.
READING MODELS
There are three major reading comprehension models that play a significant role in
managing and facilitating the comprehension process, as well as assisting readers to
better understand a written passage and overcome their reading comprehension
difficulties while engaging in the reading process. These models include the bottom-
up model, the top-down model, and the interactive model. The three models differ
from one another based on their concentration of the method that readers apply in
order to obtain meaning from a written passage. For instance, the bottom-up model
requires readers to decode each word in the text in order to gain meaning. In contrast,
the top-down model emphasizes the role that both the reader’s background knowledge
and previous experience about the given topic play in order to obtain meaning form a
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text. However, the interactive model looks at the reading process as an activity that
requires engaging in two interactions. The first interaction occurs between the written
text and the reader’s prior experiences about the topic, while the second interaction
occurs between different kinds of reading strategies that the reader utilizes (Eskey,
2010). More explanations of these reading comprehension models follow.
Bottom-up model. The notion behind the bottom-up model is that readers should
gradually start the reading process by decoding every letter, vocabulary word, and
eventually sentence in order to construct meaning from a written passage. In other
words, this model looks at the entire reading process as letter and vocabulary-based.
Thus, in order to successfully gain meaning from a text, readers are required to
understand and recognize each letter and vocabulary word while reading. Since this
model emphasizes the importance of understanding every single word for
comprehension, quick word understanding is an essential requirement for the bottom-
up approach (Ahmadi et al., 2013). This reading comprehension model supposes that
readers who follow the bottom-up reading process rapidly become expert readers
whose proficiency plays a significant role in improving their ability to decode.
However, this model looks at the readers who are not able to quickly decode words in
the text as struggling readers whose comprehension process is interrupted by their
failure to decode. Proficiency in decoding enables successful readers to understand
letter chunks, prefixes, suffixes, and the original vocabulary easily and rapidly. As a
result, readers’ ability to rapidly decode words can exploit more memory capacity in
their brains for reading comprehension. On the other hand, struggling readers spend
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more time and effort trying to figure out the meaning of each vocabulary word in the
text, which results in losing a lot of the processing capacity in the brain that needed
for understanding the text (Ahmadi & Gilakjani, 2012). Even though having the
ability to rapidly decode is important for improving reading comprehension, the
bottom-up model has been criticized for several reasons. First, the “bottom-up model
suggests that all reading follows a mechanical pattern in which the reader creates a
piece-by-piece mental translation of the information in the text, with little interference
from the reader’s own background knowledge”. Second, this model requires readers to
apply the vocabulary-by-vocabulary decoding process, which is considered slow
process that requires a lot of time and attempts from the reader to understand a text.
Trying to decode each word in the text can weigh the reader's short-term memory;
therefore, the reader is more likely to forget what they have read by the time they
finish their reading process. As a result, instead of gaining a solid understanding from
the written passage, the reader may only be able to understand different isolated
words. Without having comprehensive understanding of a text, the reader will not be
able to engage in reading and activate their critical thinking skills, which might also
negatively impact their motivation level to read on a regular basis. Next, this model
has been criticized because it does not take into consideration the role that the readers’
prior knowledge plays in facilitating reading comprehension process. In other words,
the constructing of the bottom-up model (letters→ words→ sentences) can limit the
readers’ ability to notice the processes that exist during the overall reading process.
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The limitations linked to the bottom-up reading comprehension model contributed to
the produce of the top-down reading model.
Gough’s (2012) stated that the essential element of the bottom-up model in reading
is the text rather than what the reader pays close attention to words and word parts,
synthesizes them, and gets the meaning of what he is reading by putting the words
together.
Top-down model. In contrast to the bottom-up model, the top-down reading
comprehension model engages readers’ prior knowledge, experience, and expectation
about a particular topic in order to obtain meaning from a written passage. In the top-
down model, readers are required to start the process of reading comprehension with
building particular expectations about the text. These expectations should be built
based on a reader’s previous knowledge about a particular topic. After building some
expectations, the reader moves to another task in which he draws on his world
knowledge in order to decode vocabulary within the text to either prove or modify
their pre-established expectations. Therefore, the top-down comprehension model
looks at the text itself as meaningless, with the reader gaining meaning by integrating
the text into their prior knowledge (Pourhossein, 2012). Schmitt (2011) emphasized
the essential role that the reader plays in order to interpret a written text into meaning
by utilizing his previous knowledge regarding the reading topic and experiences of
how to read to either confirm or modify their pre-established expectations. In order to
obtain meaning from an entire written text, the reader has to involve a reading process
called “text sampling”. Basically, the text sampling concept confirms that in order to
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understand a text, the reader does not need to understand every single vocabulary
word and sentence in the text. Instead of reading each word, the reader can construct
meaning of the passage through reading particular vocabulary words and sentences.
The top-down model emphasizes the importance of different comprehension skills,
such as prediction, analysis, making an inference from the text, and summarizing.
Even though the top-down reading comprehension model emerged to address the
limitations within the bottom-up model, it has been criticized due to its heavy
dependence on readers’ prior expectation, information, and background knowledge,
and its disregard of the significance of the text. Also, the top-down model is criticized
for its neglect of the potential problems that readers might encounter while building
their expectations or predictions about a specific passage, especially when the topic is
not familiar to them. Therefore, the limitations and weakness of both the bottom-up
and top-down reading models in clarifying the reading comprehension process have
resulted in the birth of the interactive reading model (Ahmadi et al., 2013).
Goodman (2014) suggested the importance of using the top-down model which
focuses attention on the reader. Readers bring information based on past experiences
with language and their world to the act of reading. A fluent reader brings more
information to the text than the text itself provides. Thus, he does not need to read
every letter and word to get meaning. Instead, the reader uses different sources and
relies sources and relies more on the information in his head to predict meaning as he
reads.
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Interactive model. Since the interactive model emerged to address weakness and
limitations that were found in both the bottom-up and the top-down reading
comprehension 25 models, it tends to integrate features of each. Today, the interactive
model is the most widely conclusive model for explaining the process of reading
comprehension and confirms the importance of the interaction between a reader and
the text (Ahmadi & Gilakjani, 2012). Mainly, the interactive model adapts the notion
that neither the bottom-up nor the top-down model can be used in isolation to explain
the entire reading comprehension process. Therefore, it called for the creation of an
interaction between these two models (Ahmadi & Gilakjani, 2012; Ahmadi, Ismail, &
Abdullah, 2013; Rumelhart, 2015). In addition, Rumelhart (2015) emphasized that
“both sensory and non-sensory come together at one place and the reading process is
the product of simultaneous joint application of all the knowledge sources”. The
interactive reading comprehension model stresses the important roles that both lower-
level processing skill, such as word recognition and higher-level inference and
reasoning skills, such as text explanation play in comprehending a text. Thus, the
interactive model considers reading comprehension process as a product that emerged
as a result of gaining meaning through the interaction between both readers and
written passages, instead of looking at reading comprehension as an easy transmission
of the textual passage and information to the reader’s brain. The interactive reading
comprehension model highlights that expert readers can synthesize information and
construct meaning of the textual passage through reciprocally use bottom-up or top-
down while engaging in the reading activity (Ahmadi et al., 2013).
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Aureus (2015) pointed out that the large amount of reading is often expected of
pupils studying content materials. Textbooks must be supplemented by outside
reading from reference materials of many kinds. Control reading requires more
extensive use of all the comprehension skills, and the number of ideas encountered
add to the difficulty of the process.
Gray (2015) in his study, stated that during the earliest and probably the most
difficult stages of learning to read the children should not immediately be compelled
to cope with the additional problem of drastic alteration of their own dialect.
Rumelhart (2015), however, stated that, reading is the process of understanding
written language. It begins with pattern or the retina and ends with a definite idea
about the authors’ message. A skilled reader must be able to make use of sensory,
syntactic, semantic, and pragmatic information to accomplish his task. This various
source of information interacts in many complex ways during the process of reading.
Reading involves not only the skills of word recognition such as the use of
configuration contextual clues, and word analysis, which includes phonics as one of
the basic means of word attack but also comprehension library, word study and
appreciation skills.
DIFFERENT ASPECTS OF READING ABILITY
Reading Comprehension
Students need reading comprehension skills in order to be successful in both
academic and personal life. In students’ academic lives, reading comprehension is the
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basis for understanding all the academic content. The importance of reading
comprehension increases significantly in all academic subjects as students go ahead
through grades. Students need reading comprehension skills to successfully
accomplish the educational expectations at school and in the classroom. For example,
students are expected to understand what they are reading from multiple sources in
order to research topics in different academic areas. Also, being able to understand
what they are reading allows students to quickly locate pertinent information, exclude
non-relevant information to the present topic, and identify the important information
to focus on. Academic success also requires students to be able to understand, analyze,
and apply information they gathered through reading. Also, students need reading
comprehension skill to be able to understand and perform their academic assignments.
However, without having reading comprehension skills, students cannot accomplish
all of that work (Clarke et. al., 2013). To be successful, individuals need to understand
the basic text that appears in utility bills, housing contracts, career applications, and
newsletters (Hoeh, 2015). Also, individuals need reading comprehension skills in
order to be able to have and maintain a job and successfully engage in different daily
activities (Hoeh, 2015; Mahdavi, & Tensfeldt, 2013). The need for reading
comprehension significantly increases when thinking about the negative consequences
of not being able to read in critical situations. For instance, not being able to read and
comprehend dosage directions on a bottle of medicine or caution on a container of
dangerous chemicals can put individuals in a very dangerous situation that threatens
their safety and lives (Marshall, n.d.). If not being able to successfully read prevents
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students from graduating from school, they cannot easily find a job and live
independently (Hoeh, 2015). Even though they might find a job, the pay rate will be
much less when compared to proficient readers (Brault, 2012; National Center for
Education Statistics, 2011). Another possible negative consequence of not being able
to read is being socially exclusive. In contrast, individuals who can recognize what
they are reading, can safely live their lives, and continue to gain socially and
intellectually (Hoeh, 2015).
Phonemic Awareness
Phonemic awareness is a possible reason why many learners struggle in reading
(Rasinski & Padak, 2011). It is a fact that when we speak, we only rarely pay
conscious attention to the sound we make, rather we are simply concerned with
getting our messages across. Therefore, the concept that words are made up of sounds
is not necessarily an easy matter for students to grasp. Phonemic awareness is not
really critical to our purposes in spoken language but rather central in learning to read.
For learners learning to read is a challenge posed to parents and educators. No
matter how busy parents are, they should have time left for their children. Parents
should develop good relationship at their stage of learning. Education begins before
birth. Thus, the most important word that should be learned and practiced by a learner
is credibility. High quality teachers are needed in the classroom to guide and teach
students to learn. One important aim of reading is to learn to choose, analyze and read
good materials. There are teachers who change a student’s life negatively or
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positively. Subsequently, teachers should teach a child to be a worthy citizen in
thought, in word and in deed. To make teaching reading more effective, it should be
integrated with subjects like art and music education, character education, non-formal
education and all other subject areas in the school curriculum.
In brief, reading is the right key to spiritual, social, intellectual, mental, moral and
academic success. Teachers should be creative in integrating reading into more
interesting ways that can motivate students to read a lot. The DepED (2007) reported
that 70% of our nation’s learners are incapable of reading within their expected level.
This is the situation of reading achievements in the Philippines as evaluated by the
Scholastic Incorporation, considered the world’s largest distributor of children’s
books.
Vocabulary Instruction
Vocabulary instruction is an integral part of language acquisition. Most individuals
have learned about 15,000 words by early adulthood in their native language with
most of these words having been acquired incidentally through inferential meaning of
words based on context (Pressley, 2013). Young children are rarely taught vocabulary
through direct instruction when learning their native language. For second language
teachers, the notion of teaching vocabulary has traditionally been one of utilizing a
dictionary with relatively few deviations from a superficial treatment of the word.
Reading comprehension is a skill that can be strengthened and improved through more
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reading practice. He stated that increasing vocabulary, extensive reading and critical
reading are some of the practices that can be used to strengthen and refine the person’s
ability to comprehend any text. However, reading comprehension fails for several
reasons. One of the reasons is the lack of knowledge base. This deals on how much
knowledge a reader has about the subject he or she is reading. When a reader is more
familiar with the happenings in the text because they likely are similar in many ways
to his or her own life experiences, then he or she can easily generate the necessary
inferences from the text.
The ability to learn new vocabulary is important for greater educational success.
Students who have the skills to identify, learn, and use new words can access texts and
new information with greater inferential skills and increased accurate understanding.
A substantial part of “knowing” a word is the ability to deconstruct the unfamiliar
word with word-analysis skills. Students who can identify root words for meaning
along with prefix or suffix meanings have a greater likelihood of figuring the word out
in and out of context (Nagy & Towsend, 2012).
Harmer (2011) states that teaching vocabulary is clearly more than just presenting
new words. Furthermore, he states that teaching vocabulary is a part of the language
teaching. It means that when a teacher teaches vocabulary to his students, he should
know their characteristics so that he can choose suitable technique or methods which
make the students enjoy and active in learning vocabulary in the classroom. It will
increase their vocabulary mastery and their English ability in general.
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According to Flannigan & Greenwood (2011) teachers should keep four factors in
mind when they consider strategies to teach vocabulary: (1) the students they are
teaching, (2) the nature of the words they decide to teach, (3) their instructional
purposes in teaching each of those words, and (4) the strategies they employ to teach
the words.
Mastering vocabulary is important in learning language especially English because
the potential knowledge that can be known about a word is rich and complex (Schmitt,
2011). Due to complexity of word, we have to find out the best way to enrich
students’ vocabulary. Without vocabulary mastery to express a wider range of
meanings, communication cannot happen in any meaningful way (Vossoughi and
Zargar, 2011).
Delfin (2011) defined content reading as reading associated with the learning of
subject or the performance of a subject task which makes use of higher level of
comprehension, while conceptual readiness as mentioned by Mohan (2010) must be
attained prior to reading. According to him, when done the reader can apply reading
skills for better performance. Furthermore, he emphasized five reasons why kids have
trouble in reading textbooks and other content areas as follows: the style which is a lot
tougher to follow than the structure of stories, the vocabulary, which is more abstract,
the sentence structure that is more elaborated, the non-narrative paragraph structure
that requires a different language schema, and the imagery created by textbook writers
which is often lacking and has to be filled in by the reader.
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Maglayo (2011) agreed that students may be helped perform well in reading
materials by finding answers for comprehension question from the author’s words,
from between the lines and from their own experiences.
Villanueva (2012) stated that for readers to become proficient, they need to be
taught certain skills in systematic ways and to be given sufficient meaningful
experiences with independent reading books to develop their love for reading. He
added that, Scholastic Philippines has been emerging as a leader in educational
technology as it has been working to address the mismatch between readers’ ability
and the level of reading materials students are required to read. The Assessments and
Enrolment Program (AEP) for Reading first determines the students reading level
using the Scholastic Reading Inventory (SRI), a computer-adaptive reading
comprehension test that uses the Lexile Framework. Every second of the day, people
read messages form official communication, mass media and the internet. Through the
internet alone which is today’s most popular form of communication, people can read
and interact immediately to e-mails, news and information websites, and other forms
of informal/commercial/developmental websites, as well as blog-sits which are
interactive journals on all facets of modern living.
Delos Santos (2014) agreed that reading is a social activity that engages humans in
the world. According to him, it is a purposeful social communication, as it involves all
facets of life from what is private to what is official, from what is personal to one that
is public. He further exposed that the workings of business, industries, schools,
governments, foundations and other international agencies like the APEC and the
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United Nations would be stalled without reading as a human activity. Without reading
messages from e-mails, newspaper news and documentaries, government documents,
agency plans, and international agency policies would be missed. Moreover, they said
that reading is considered a professional form of communication, done in all the
professions and human pursuits including scientific and technological research and
studies. They added that as one graduates, he/she would want her prospective
employers to read his/her job application paper, resume and samples of his/her written
work. They truly believed that reading is also a unique activity which one can adopt
everyday that reading as a skill like other skills-dancing, writing, acting, and sports is
something one can continually improve upon. Countless hours have been spent in
these other skills and so, one should not be reluctant to accept the suggestion that
reading ability needs constructive development. Reading as they said, can mean the
difference between the amateur and professional, as well as successful career people
one wishes to become.
On the other hand, they stated that reading as a process of development involves
program for acquiring reading concepts and skills based on the perception that the
periods of stages in developing reading skills coincide with the developmental stages
of individual growth. Progress in reading happens gradually and progressively.
FACTORS THAT AFFECT READING ABILITY
There are many factors that affect the reading ability of the child. Holmes et. al. as
cited in Larin (2013) stated that comprehension of the reading passage may be
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dependent on the sex of the reader. In their study, they have observed that girls read
better than boys at all ages. As well, girls read materials that appeal to the boys, but
the boys do not read books that appeal to the girls.
Algozzine (2013) made a study on effects of reading now on adolescents with
reading difficulties and explored the impact of an intensive remedial intervention on
reading performance of students in grades 6, 7 and 8 with serious reading problems.
They were taught critical reading instructions as recommended by a National Reading
Panel as follows: phonemic awareness, phonics, fluency, vocabulary and
comprehension. Both groups were exposed to Read Now and equivalent control group
were pre- and post-tested using a standardized measure of reading achievement.
Results showed that the treatment experienced yielded greater improvement in
attitudes toward reading.
Another factor that is perceived to be a hindrance in the development of reading
skill is the reading rate. It is viewed by Rasinki (2013) in his study of 600 students
who were referred for Title I service. Many were referred for slow, laborious reading.
Slow reading leads to less reading overall, and less reading leads to less growth. Slow
reading also interferes with comprehension and causes frustration. Rate can be
improved with instructional activities such as repeated readings, poetry, readers’
theatre, paired reading or buddy reading and finding appropriate text for the reader.
Slow reading rate has a major impact on reading comprehension, growth and
enjoyment, but problems with reading rate can be addressed through authentic and
engaging instructional activities.
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According to McGinnis and Smith (2012), the interest of the child in learning to
read is first motivated at home. They have reported that the socio-economic level of
the family influenced a learner’s interest and achievement in reading. The found out
that poor working class parents who have unhappy memories on their school
experiences and many parents from lower socio-economic status who have devoted
most of their time in finding means to support the family have no time to teach and
read books to their children. These findings were supported by another study of Dart
(2012).
Dart investigated the relationship of parental involvement in school activities and
the pupil’s academic performance and co-curricular performance. The study revealed
that parental involvement and children’s academic performance and co-curricular
activities are significantly related.
Slavin (2011) mentioned that the students may have problems in understanding
passages. He said that it is the teachers’ responsibility to minimize the students’
failures by using the appropriate technique in teaching reading so that the students can
understand what they read in target language. By applying appropriate teaching
technique in teaching and learning process, the writer hopes that the student reading
comprehension achievement can be improved.
Gough and Tunmer (2010) who had a simple view of reading said that, reading
comprehension is the product of two necessary sub-components: decoding word
recognition and linguistic comprehension understanding the meaning carried by
spoken language. Reading comprehension is defined as the level of understanding of
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writing. Proficient reading depends on the ability to recognize words quickly and
effortlessly. If word recognition is difficult, students use too much of their processing
capacity to read individual words, which interferes with their ability to comprehend
what is read.
To note, Reading is the foundation for life-long learning. One must be able to
master this skill in order to facilitate the learning process. Yet reading is simply not
enough; one must be able to understand what one reads and be able to apply the newly
acquired knowledge for the benefits to be fully realized.
Russel (2012) in his study, discovered and analyzed the reading ability of Grade 5
pupils in the 11 schools in Rizal District, Zamboanga del Norte, during the school
year 2011-2012. Thirteen classes with an enrollment of 307 pupils together with 117
teachers were involved in the study. The researcher made use of the achievement test,
questionnaire, interview, and observation to gather the needed data. Based on the
findings of the study, it was found out that the pupils had not adequately developed all
the reading skills tested because they did not come up with the standard. The skills
they had mastered most were classification and organization which was only 52%.
This was followed by paragraph meaning, 49%; phrase and sentence meaning, 44%;
drawing conclusion, 41%; following directions, 39%; using the table of contents,
38%; graph and map reading, 37%; noting emotions, 33%; and noting sequence of
events, 21%.
Crispin (2010) conducted a study on the reading comprehension of grade six pupils
of Bagong Silang Elementary School in Metro Manila during the school year 2009-
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2010. Out of the 245 pupils in seven sections, 120 pupils were selected through
random sampling. It was the main problem of the study to identify the reading
comprehension levels of the 100 grade six pupils through the administration of the
Gilmore Reading Materials.
From the study, the following conclusions were offered, the reading
comprehension levels of the grade six pupils were not up to the standard of the levels
for grade six. There were pupils who had difficulty in reading comprehension who
needed help to improve if the needed assistance was given and if teachers can
construct remedial instructional materials to remove whatever difficulty in reading,
they identified among the children. The remedial instruction was effective in
minimizing the reading difficulties to a great extent, special class for the poor readers
under a special teacher who should organize, and poor reader should be classified
according to their reading level.
Nemenzo (2016) in his study, stipulated that there are two main goals of reading
instruction. The first is to develop students who can comprehend written language.
Second, is to develop students who think reading is fun and who will pursue their love
of reading for a lifetime.
Ireneo (2012) conducted a study on Reading Performance and Achievement Level
of Grade 6 pupils in San Pascual, Masbate. The findings concluded that the
achievement of the Grade 6 pupils from four selected schools in San Pascual District
was satisfactory and the reading performance level was satisfactory. Hence, there was
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a significant relationship between the reading performance and the achievement level
in the schools.
Flores (2016) in his study explained how a child acquires knowledge of written and
printed symbols. He says that this process has three stages, the first stage in learning
the reading process is the transfer stage. It is the period during which the child learns a
new set of signals- the visual symbols such as letters, spelling, patterns, and
punctuation marks. These stand for the auditory symbols like the oral language that he
already knows. Before transfer takes place, the child shall have already learned to
speak and understand, through listening a language. This means, he has acquired a
sizeable vocabulary and has learned the grammatical structures of the language well
enough that he is no longer conscious of their use. This stage is called learning to read
period.
Learning to read means developing a considerable range of habitual responses to a
specific set of patterns of graphic shapes. These habits develop only out of practice.
His advice is not to look at the teaching as beginning reading to children in terms of
imparting new knowledge. The one thing the child is learning is a new set of symbols.
Thus, this period should be looked at in terms of giving children opportunities for
practice in responding to this set of visual symbols. Second, the productive stage, this
is the period during which the child’s reading becomes fluent and automatic that he no
longer pays conscious attention to the shapes and patterns of the letters on a page.
Since he no longer exerts much effort in decoding, he can now pay more attention to
the construction of meaning beyond the literal information of the text. For instance, he
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can now focus on interference making, analysis and synthesis, for more productive
reading. Third, the vivid imaginative realization of vicarious experience (VIRVE)
occurs when the reading process becomes so automatic when reading is used equally
with, or even more than live language in acquiring and developing of experience. In
short, reading is now used for different purposes and as a tool for learning a broad
range of information. This stage is the most advanced form of reading. Adult reading
is expected to be this type.
Clavero (2014) stated that literacy development begins when children’s first
experiences with print in the home and continues through preschool and the first few
years of formal schooling. This research laid the groundwork for the emergent literacy
perspective of how children learn to read and write.
Francisco (2010) in her study of acquisition skills in reading English mentioned
that Filipino students should have regular exposure to different passage genre noting
the kind of discourse signals which indicate rhetoric development. She added that
taxonomy of such signals should be made available to the learners and that teachers
should relate rhetorical pattern to the various types of signals that expresses them.
Ponkshe (2013) in her study showed that positive correlation between English
reading comprehension ability and academic achievement. This implies that the
students with better ability of English reading comprehension are expected to perform
well in academics. In addition, Bastug (2014) supported that reading comprehension
significantly predicted academic achievement. If students increase their reading
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comprehension level, automatically they can also increase their academic
performance.
LANGUAGE LITERACY
Ciampa (2012) stated that, developing a strong set of comprehension skills during
elementary school provide students with an opportunity to become successful readers.
Reading is a foundation of a person’s education. “Motivation to read is both the
essential element for actively engaging young children in the reading process and a
strong predictor for later reading skills”. Thus, teachers are challenged to provide
students the reading skills necessary to further their education and become successful
readers. Ciampa suggested that motivated readers are more likely to become more
advanced within their reading skills allowing them to exemplify advanced vocabulary
use, comprehension ability and critical thinking. Students are exposed to a wide
variety of technology that has become a prominent influence in their lives. Students
are excited, interested and motivated to engage in technology devices. According to
Ciampa, incorporating the present into reading instruction helps motivate the students
to essentially further their reading ability ensuring success in their future literacy
endeavor. The use of e-reading books increased student motivation to read especially
among struggling readers. Therefore, according to Ciampa, e-reading books were
found to be positive attributed to not only student reading skills but motivation to read
digital texts as well.
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Exploring different kinds of techniques that may help aid in student comprehension
and motivation should be of high interest to teachers and researchers within the
educational field. Electronic storybooks offer many features that have the capability to
increase reading comprehension as well as motivation to read.
Of recent past, students are entering into the education system as digital natives.
Students are constantly engaging with technology on a daily basis. According to
Judson (2010), students are digital natives; they are growing up surrounded by a world
that runs on technology. Although students may be proficient in computer navigation,
video games, cellphone usage etc., this does not mean that they are technologically-
literate in a deeper sense. Judson suggested that digital literacy should be measured
upon the experiences that students have with technology, specifically, in focusing on
the manipulation of technology to “yield meaningful information”.
THE PHIL-IRI COMPREHENSION TEST
The Phil-IRI Reading Comprehension Test is one of the most useful classroom
tools in assessing students’ reading ability. It can give the teachers information on the
level of their students’ performance in reading by actual observation. Phil-IRI
Standard Test in reading comprehension is administered by three reading selections
followed by eight multiple choice questions. These three selections employ a reading
level determination called a G-score (not a standard evaluation method) with which
you can estimate your student’s reading level. It is based on the selection and how
many of the eight questions were answered correctly. Students are given three minutes
39
to read each selection and answer the eight questions after each selection. There are
three sets of selection ranging from easy average and difficult. The researcher is
interested in studying the result since the student can already recognize the words but
cannot understand the meaning which causes their miscomprehension. Thus, the Phil-
IRI Reading Test provides the teachers with a comprehensive profile of their learners’
ability in reading silently. The teachers may then use the information in planning their
classroom reading instruction as Background Information for Teachers (BIT). The
passages may either be narrative or expository texts. They are carefully written to
ensure that the characters, setting and plot appeal to the children. They are cultural-
neutral gender free and without biases against religion, ethnicity/race and socio-
economic status. They are also laden with values and real-life lessons. The Phil-IRI
gives quantitative information about the learners’ reading capabilities. Quantitative
information shows the reading levels namely: frustration, instructional and
independent. It uses predetermined set of criteria in identifying the reading levels of
the learners such as the word recognition and comprehension for oral and reading
speed and percentage of correct answers to comprehension questions.
Each selection is normed for grade level ability. Students can chart their personal
progress. Every lesson has test items easy enough for the poorest readers as well as
ones difficult enough to challenge the best readers. This allows the teacher to use the
book with a range of ability levels from beginners to post-college.
General reading ability is developed because the selections vary in content, style,
and vocabulary. Questions for each lesson evaluate ability to find the main idea,
40
gather facts, make inferences, and other kinds of meaning such as being able to
determine sequence.
Levels of Reading Ability
There are three levels of Reading ability as manifested in the Revised Phil-IRI
Manual (2018).
Independent level is where the child needs no help in reading the materials. The
reader is free to enjoy the story content or reflect and evaluate as his purpose dictates.
The child independent reading level is usually determined from book in which he or
she can read with no more than one error in word recognition in each 100 words and
has a comprehension score of at least 90 percent. At this level he reads orally, in a
natural tone, free from tension. His silent reading will be faster than his oral reading.
Instructional level is where the child is challenged by new ideas and unfamiliar
words but can meet these challenges effectively with only moderate help. The
instructional level is usually determined from books or other material which the child
can read with no more than one-word recognition error in approximately 20 words.
The comprehension score should be 75 percent or more. At this level, he reads orally,
after silent reading without tension. Silent reading is faster than oral reading. He is
able to use word recognition clues and techniques. He reads with teacher’s help and
guidance. This is the “stretch” level with the right materials and purposeful reading,
he makes maximum progress.
Frustration level is where the child has difficulty coping with the task. His
understanding of the ideas is limited. Oral reading is characterized by word reading or
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poor phrasing. He may make meaningless word substitution, repetition, inserting or
omitting words. This level is marked by the book in which the child obviously
struggles to read. Errors are numerous. He reads without a natural rhythm and in an
unnatural voice. No child should be asked to read at his frustration level, but teachers
need to know that this level does not exist from him.
THEORIES ON READING COMPREHENSION
Rosenblatt’s (1978) Transactional Theory
Rosenblatt’s (1978) transactional theory stresses that meaning cannot be created in
isolation from the reader. According to Rosenblatt (1982), “reading is a transaction, a
two-way process, involving a reader and a text at a particular time under particular
circumstances”. Her description of the reading process is harmonious with the
definition of reading comprehension, which is the process in which readers involved
in it gain meaning through particular interaction with a text. As stated by Taylor
(2011), both descriptions emphasize the importance of both reader and text in order to
gain meaning of a particular passage. Thus, based on the transactional theory, the
process of reading comprehension requires an active transaction between readers, as
the heart of the reading process, and the text at a particular time in a specific context
in order to obtain meaning of the reading materials.
By establishing the transactional theory, Rosenblatt has created a different
classroom instructional method that enhances the experience between the student and
the text. With it, instead of the teacher guiding influence students’ understanding of a
42
text, students have an opportunity to experience reading a text independently, which
encourages them to create their own meaning (Sanders, 2012). With this new theory,
Rosenblatt contributed to a major philosophical shift in which reading comprehension
is looked at as an interactive, constructive, and comprehensive process that readers
engage in while reading rather than viewing the reading process as a product of
learning that is measured by teachers.
Schema Theory
Ortony (1977) and Schank (1977) have written how schemata influence the
understanding process in general. A schema can be conceptualized as a generic data
structure which contains “slots” or placeholders for frequently experienced events. As
stated by Alvermann (2013), schemata can be said to exert their influence on
comprehension in two principal ways: (1) they facilitate the memory representation
process, and (2) they fill in missing content essential for complete understanding.
When the same event is experienced repeatedly- whether that event is a sequence of
actions as in the recipe schema or a more abstract event such as reading a journal
article- the schemata is established for recording the essential content of those events.
When the event is encountered representation of the event in memory occurs easily
because there is a pre-established structure for recording the content of the event. In
contrast, when information is encountered for which there is not pre-established data
structure, representation (and comprehension) is difficult and laborious. In this case, a
43
data structure must be fabricated from what may be ill-suited existing structures.
Events recorded in such a way are likely to be forgotten quickly.
The second way that schemata influence comprehension is by filling in missing
data slots. Even an unsophisticated analysis of the language is experienced while
reading or listening reveals that an extraordinary amount of inferencing must occur
during the language comprehension process. When the communications received are
about familiar topics, schemata automatically compute values for content which may
have been left out, but which is essential for understanding. In contrast, when one
does not have a schema for interpreting text content, one must consciously reason out
what the missing content might be. This process is slow, laborious, and not always
successful.
Synthesis
The presented related studies and literature helped the researcher in expounding the
importance and relevant concepts of reading ability in relation to the academic
performance of Grade 7 students. By carefully examining the conceptual frameworks,
stated problems, the findings, literature and studies presented, the researcher realized
that the studies cited above, both foreign and local setting and the theories of reading
can be brought together to form a meaningful reading that can give some indications
as to where students are struggling and where instruction might be useful. Within this
context of reading, struggling readers have a unique set of strengths and challenges.
44
The foregoing literature and studies helped the researcher in conceptualizing the
present study. The finding and recommendations of the authors and writers cited in
this study served as springboard for the researcher to concretize his own study.
The study of Russel (2012) is similar in the present study because it dealt with the
analysis of reading ability of grade four pupils, while the present study deals with the
analysis of the reading level of grade seven students as revealed by the Phil-IRI
Comprehension Test. The present study and that of Ireneo (2012) are related because
both studies deal on reading comprehension of students with the use of the descriptive
method of research. Likewise, the study of Ponkshe (2013) and Bastug (2014) are
similar to the present study because the studies deal on the correlation between
English reading comprehension ability and academic achievement.
Of the conducted studies, the work of Slavin (2011) and the study of Crispin
(2010) who used appropriate techniques and other instructional materials for the
reading comprehension of the students are the most related to the study. However, the
difference in the present study is that the researcher will make use of the Phil-IRI
Comprehension Test to assess the reading ability of the students as a basis for
proposed reading remediation program. The Phil-IRI offers short reading passages
followed by 8 multiple choice questions. Questions are set up like standardized test
questions to familiarize students with that format. This focuses on comprehension
skill and of great help to evaluate reading ability, teach comprehension techniques and
chart individual student progress. The teacher can quickly see how well the student
comprehends in relationship to his grade level.
45
What distinguishes the present research from all the cited related literatures and
studies in this chapter is its uniqueness of trying to establish the relationship of the
Phil-IRI comprehension scores in relation to the academic performance of the students
to identify their reading ability and to capture as much as possible variables that cause
comprehension problems. It also differs from the population and research locale
because the researcher had chosen to conduct the study in the nine public high schools
in the Division of Makati.
Theoretical Framework
This study is premised on Vygotsky’s Sociocultural Theory (SCT).
Vygotsky‘s theory represents a transition from classical to non-classical psychology.
Vygotsky’s sociocultural theory (SCT) views on language learning provide a
psycholinguistic explanation of the sociocultural circumstances and processes through
which pedagogy can foster learning that leads to language development. The basic
theme of the Vygotskian theory is that learning takes place in social settings,
Vygotsky was more interested in the learning potential that a child might have and
what the child might accomplish with the guidance of adults or older peers (Vygotsky,
1978). As stated by Winsler (2014), the Vygotsky’s Sociocultural Theory (SCT)
encourages learners to move from one level to a higher level. Thus, knowledge is not
individually constructed, but co-constructed between two people under guidance or in
46
collaboration with more capable peers. Essentially, it includes all the knowledge and
skills that a person cannot yet understand on their own but is capable of learning with
guidance. This guidance or collaboration is called “scaffolding”. Instructional
scaffolds are temporarily used to help and guide students to learn and practice skills
such as the language skills. These scaffolds are gradually removed bit by bit to allow
student to feel independence from the teacher’s surveillance and control to feel free to
learn on their own. Reiser (2013) pointed out that in scaffolding, learners receive
support and assistance, they will successfully perform certain tasks and move to more
complex ones. Students become more responsible for their learning, more motivated,
and more successful, when guided, supported, and provided with the necessary
attributes. It is a concept that helps organize and interpret information which involves
the use of schema or background knowledge to put new information into a new
meaningful context. The importance of explicit teaching, modeling, and providing
guided practice in a variety of strategies to help students read and write about
challenging texts; and involving students as partners in a community of learners.
The development of the comprehensive intervention program is supported by
Murray’s (2012) guidelines on teaching the reading strategy as an interactive approach
which postulates that reading is an interaction involving the reader and the text being
read. Meaning is not only in the mind of the person during the reading act nor is only
in the text being read. It is instead the interaction between the text read and the readers
that determine the amount and type of comprehension that takes place.
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As cited in the study of Yussof et. al (2013), constructivist sees reading
comprehension as a constant active process and constructive process of interpreting
meaning that involves the interaction of the reader and the text. Bursuck and Damer
(2013) stated that, in a reading activity, the printed patterns decoded into words, and
the meaning understood. However, the process of interpreting the meaning depends
solely on the ability of the reader to accomplish the task in reading. The meaning
making process depends on the reader’s self-characteristics as well as their active role
in the said process.
The reader approaches the text and use what he already knows (schemata), the
applied strategies and other characteristics of oneself like motives, attitude, beliefs,
motivation and linguistic ability, attitude and world view (Murray, 2012).
The entire process engages the reader on the process of complex thinking and that
is to recognize, decode, arrange, analyze, assess, and generalize (Reutzel & Cooter,
2011). With the help of strategy, the language used is structured. The constructivist
therefore considered readers as autonomous individuals integrating schemata and
linking it to the new information from text to construct meaning where they select
actively, make, and crystalize assumption based on information synthesis and
meaning interpretation.
Research Framework
3. Reading
Comprehension
Level
48
3.1 Independent
Level
1. Profile of the
student-respondents in 4. Development of
terms of academic a Comprehensive
performance Intervention
Program
2. Problems and
Challenges Encountered
by the Reading Teachers
Figure 1. Research Paradigm
Figure 1 showed the research paradigm of the study. Box 1 showed the profile of the
student-respondents in terms academic performance. Box 2 dealt on the problems and
challenges encountered by the Reading teachers under study on the reading ability of
their students. The profile variable in Box 1 was correlated with the reading
comprehension level of students as seen in Box 3. It provided a vivid explanation
why their academic performance as measured by their general weighted average in
first and second grading periods can be affected. The students’ reading comprehension
levels were categorized into frustration level, instructional level and independent
level. Furthermore, the way in which students were initially exposed could determine
how deep the problems have become after all possible efforts have been expanded.
Collectively, these problems and challenges should be dealt appropriately in the
intervention classes so that the type of solution is responsive to the problems and
49
challenges encountered. Thus, the results of the relationship or no relationship of
profile variables including the data on problems and challenges encountered by the
Reading teachers served as inputs for the development of a comprehensive
intervention program.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research design, research locale, participants of the study,
instruments, data gathering procedures, and the statistical treatment of data to be
applied in the study.
Research Design
This study utilized the descriptive method, a design which aims to “describe the
nature of a situation as it exists at the time of the study and to explore the causes of the
said phenomena” (Borg & Gall, 2002). Likewise, correlational design is employed in
50
this study to analyze the associations of variables particularly the general weighted
average and reading comprehension level of student-respondents. Documentary
analysis was used on the Phil-IRI scores of the students under study as well as the
academic performance. An interview on the problems and challenges encountered by
the students’ reading teachers related to reading ability was conducted to intensify the
gathering of data and to substantiate the data gathered from the instruments. It
involved description, recording, analysis and interpretation of the data and facts
regarding the school respondents.
Research Locale
This study was conducted in nine (9) public high schools in the Division of Makati
namely: Makati High School (School A), Bangkal High School (School B), Benigno
Ninoy Aquino High School (School C), Fort Bonifacio High School (School D), Pio
Del Pilar High School (School E), Pitogo National High School (School F), San
Antonio High School (School G), San Isidro High School (School H), and Tibagan
High School (School I). Excluded in the study was the Makati Science High School
because it offers specialized science curriculum and the students were rigidly selected
based on their academic records, interviews, and performances.
Participants of the Study
The participants of the study were the Grade 7 student-respondents and the
Reading teachers during the SY 2020-2021 in the nine public high schools in the
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Division of Makati. Stratified sampling was employed in the selection of the
respondents of the study. From a population of 7,416 students’ reading ability as
measured by the Phil-IRI Comprehension Test, eight hundred sixty-five (865) or 12%
student-samples using the Slovin’s formula were included in the study. Three hundred
thirty (330) or 38% students belonged to independent level, three hundred sixty-nine
(369) or 43% under instructional level and one hundred sixty-six (166) or 19% were
on frustration level. For the teacher-respondents, all the thirty-four (34) or 100% of
the total registered number of Reading teachers of the English Department teaching
English in the City Division of Makati were included.
Figure 2 showed the distributions of student-respondents by reading
comprehension level per school.
Figure 2
Distributions of Student-Respondents by Reading
Comprehension Level per School
900
800
700
600
500
400
300
200
100
0
School A School B School C School D School E School F School G School H Schhool I Total
Independent Level Instructional Level Frustration Level Total
52
Figure 2 showed that instructional level obtained the highest frequency of
student-respondents followed by independent and frustration levels, respectively.
Among the schools’ populations, the highest frequency was evident by School C
followed by School D and School A accordingly. The lowest population was evident
by School I.
The student-respondents were randomly selected from each school wherein
each member of the sample has the equal opportunity of being chosen. The researcher
used stratified sampling which enables the researcher to obtain a sample population
that best represent the entire population being studied.
Research Instruments
To obtain the data gathered from the study, the following instruments were used
namely: the Phil-IRI instrument that was used to assess the reading ability of the
students and a researcher-made open-ended questions on problems and challenges
encountered by the Reading teachers on reading ability of students.
1. The Philippine Informal Reading Inventory (Phil-IRI)

53
(Beginning description has been reflected on Chapter 2, pages 49 to 50.)
In addition, the following tables of grade placement for each score were used to
wit:
Table 1
Phil-IRI Grade Placement
PASSAGE A
Number Right 1 2 3 4 5 6 7 8
G-Score 2.4 2.7 3.4 3.9 4.6 5.3 6.1 7.0
PASSAGE B
Number Right 1 2 3 4 5 6 7 8
G-Score 3.5 3.9 4.4 5.0 5.6 6.1 6.8 7.4
PASSAGE C
Number Right 1 2 3 4 5 6 7 8
G-Score 2.5 3.1 3.7 4.3 5.1 5.9 6.8 7.6
PASSAGE D
Number Right 1 2 3 4 5 6 7 8
G-Score 3.0 3.7 4.3 5.1 5.9 6.9 7.7 8.1
Table 1 showed the grade placement for each score in the Phil-IRI
Comprehension Test which measured the reading ability of the students that
composed of four passages with eight multiple choice questions. These four passages
employed a reading level determination called a G-score (grade score norms) with
which one could estimate the student’s reading level. It was based on the selection and
the number of eight questions were answered correctly.
54
Item Analysis on the results of the Phil-IRI Comprehension Test of the 166
students classified under the frustration level was undertaken. The scores of the
students in the Test were analyzed in terms of those who got the item correct and who
did not. Summation of those who did not get the item correct per item was the basis
for culling the items and areas that needed to be drummed-up or emphasized in the
development of the proposed Comprehensive Intervention Program.
2. Interview Questionnaire. This instrument was a researcher-made which was
composed of ten questions incorporated by the researcher that would elicit problems
of Reading teachers related to the reading ability of students. Responses of Reading
teachers to the ten items were organized according to themes with the corresponding
frequency and percentage equivalences. These data were used to substantiate the
other findings of the study.
The questionnaire was face validated by five (5) experts such as a Principal, Master
Teacher, English Supervisor, Reading Expert, and Reading Teacher. The experts
suggested that the researcher should provide checklist or pre-determined answers to
the questions given to the respondents and ask them to elaborate their answers. The
questionnaire was then revised according to the experts’ comments, corrections, and
suggestions. (Please refer to Appendix C, page 213.)
3. English Form 137
The GWA in English from Form 137 of the students was reviewed to analyze the
academic performance of the Grade 7 student-respondents based on their first and
second grading grades in English for SY 2020-2021.
55
The following categories of range were used to measure students’ academic
performance.
Equivalent Numerical Value Level of Proficiency

90% and above Outstanding
85% - 89% Very Satisfactory
80% - 84% Satisfactory
75% - 79% Fairly Satisfactory
74% and below Did not meet expectations
Source: DepEd order 31, S. 2012
Data Gathering Procedure
The following steps were undertaken after the dissertation proposal was approved.
1. The researcher sought permission from the City Division Superintendent of
DepEd Makati to conduct the study by submitting a letter describing the
purpose of the study.
2. After the approval of the said office, the formal request was forwarded to the
respondents’ school administrators.
3. The researcher requested the Division Testing Coordinator in the Department
of Education-Makati to be provided the Phil-IRI Comprehension Test Result
56
for Grade 7 which was administered by the English teachers in each school
during the opening of the school year.
4. The General Weighted Average (GWA) in English for the first and second
grading periods were requested by the researcher to the student-respondents’
respective advisers.
5. The researcher created a google form containing the 10 questions for the
interview questionnaire about the problems and challenges encountered by
the teacher-respondents with regard to the reading ability of the students.
6. The interview questionnaire was conducted via zoom to the teacher-
respondents with the use of google form for the conduct of interview.
Data Analysis
The following statistical tools were utilized using SPSS version 21, to wit:
1. Mean and Standard Deviation were used to describe the profile of student-
respondents in terms of comprehension skills as measured by Phil-IRI, and academic
performance.
The following scale, range and verbal interpretation were used to wit:
Phil-IRI Comprehension Test of Students in Reading Comprehension
Range of Scores Descriptive Interpretation
6.00-8.10 Independent Level

4.31-5.99 Instructional Level
2.40-4.30 Frustration Level
57
Academic Performance of Students in English
Range of Scores Descriptive Interpretation
90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
74 and below Did not meet expectations
Moreover, the standard deviation was utilized to determine the variations of
individual scores whether it was close or far away from the mean scores. The larger
value of the standard deviation indicated heterogeneous perception of the respondents,
while a smaller value of standard deviation indicated homogeneous perception.
Arbitrarily, the standard deviation with less than or equal to 10 units obtained a small
value while with more than 10 units obtained a large value in the group of scores with
a maximum of 100 points. Furthermore, the standard deviation with less than or equal
to 1 unit is considered small, while more than 1 unit is considered large in the group
of scores with a maximum of 8 points. These criteria determined the homogeneity and
heterogeneity of the positions of scores around the mean scores.
58
2. Pearson Product Moment Correlation was used to determine the significant
relationship between the reading ability and academic performance in English of
Grade 7 students at .01 level of significance.
The decision criteria were stated to accept the hypothesis if the sig value is
greater than.01 level of significance to denote not significant otherwise significant if
the sig value is less than or equal to .01 level of significance.
Finally, the strength of correlations was described as follows:
Coefficient r-value Strength of Correlations

± 1.00 Perfect
Between ± 0.75 to ± 1.00 High
Between ± 0.25 to ± 0.75 Moderate
Between 0 to ± 0.25 Low
A positive correlation indicates a relationship between two variables in
which both variables move in the same direction, while a negative
correlation indicates a relationship between two variables in which an increase in
one variable is associated with a decrease in the other.
It is important to identify correlation because once correlation is known, it can
be used to make predictions. When a score is known in one measure, a more accurate
prediction can be made of another measure that is highly related to it. The stronger the
relationship between variables, the more accurate the prediction.
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
59
This chapter presents the data gathered and the corresponding analysis and
interpretation in the study.
1. What is the profile of the student-respondents in terms of academic
performance as measured in their GWA?
Table 2 presents the profile of the student-respondents in terms of academic
performances as measured in their general weighted average.
Table 2
Profile of the Student-Respondents in terms of
General Weighted Average (GWA)
General Weighted Average
School Code
Mean SD Interpretation
School A 86.8526 5.91243 Very Satisfactory
School B 85.9688 6.16691 Very Satisfactory
School C 87.6495 4.97046 Very Satisfactory
School D 86.3185 4.93488 Very Satisfactory
School E 87.0886 5.89043 Very Satisfactory
School F 86.7260 6.16725 Very Satisfactory
School G 87.5063 6.19941 Very Satisfactory
School H 87.4416 5.91050 Very Satisfactory
School I 87.0000 6.40312 Very Satisfactory
Overall 86.9502 5.83949 Very Satisfactory
Scale: 90% and above=Outstanding; 89%-85%=Very Satisfactory; 84%-80%=Satisfactory;
79%-75%=Fairly Satisfactory; 74% and below=Did not meet expectations
(Source: DepEd order 31, S. 2012)
In terms of General Weighted Average, the profile of student-respondents
revealed an overall mean score of 86.9502 and 5.83949 corresponding standard
deviation. The GWA of students could be described as “very satisfactory” across all
schools with individual mean score under the range of 85% to 89%. The respondents’
60
score seemed to be closely positioned around the mean score as described by the small
value of standard deviation which is less than ten (10) units.
Specifically, higher mean scores were evident by Schools C, G, H, E and I
accordingly with grades of 87 and above.
School C has the highest mean score with 87.6495 and a computed standard
deviation of 4.97046 with a verbal interpretation of “very satisfactory.” Conversely,
the lowest mean score was evident by School B with 85.9688 and a corresponding
standard deviation of 6.16691 with a verbal interpretation of “very satisfactory”.
When teachers were asked about this, they revealed that the teachers delivered well-
organized and intentionally planned lessons to promote learning that is free of
learning gaps and aligned through lessons. This is further evident by their statements
that teachers belonging in School C demonstrated teaching and learning methods that
are aligned with what students need to know.
Generally, all the schools performed “very satisfactory”. It could be explained
by the fact that the methods used by the teachers were encouraging and motivating for
students to perform. When the teacher-respondents were asked during the interview,
they revealed that it is a must for teachers to provide sufficient access to materials
available for the course delivery because these are essential to the student
achievement. They explained further that they ensure students’ engagement in class
discussions and participate in various class events.
On the other hand, for those schools that acquired the lowest mean, there could
be a method that can be continued and needed to be improved that requires innovative
61
teaching strategies which can bring the scores into a higher note. Thus, there is a
demand for a comprehensive intervention program especially to those students
belonging to frustration level.
The researcher suggests that the teachers should devise ways to improve basic
reading skills of students. Awareness of different learners and application of different
strategies and how different styles of classroom activities should be practiced. Teacher
may provide games that could motivate students’ interest as suggested by Nemenzo
(2016).
Margaret et.al. (2016) also emphasized that it is important to assess the reading
ability of the students because reading is the foundation of all academic learning. If
students fail to master basic reading skills at the outset, it will be a constant struggle
for them to get through other disciplines successfully.
2. What is the reading comprehension level of the students as measured by
the Phil-IRI Comprehension Test in terms of the following:
2.1 Independent Level
Table 3 presents the reading comprehension of the students as measured by the
Phil-IRI Comprehension Test in terms of Independent Level.
Table 3
Phil-IRI Comprehension Test of Students
in terms of Independent Level
School Code Mean SD Interpretation
School A 6.9034 .32544 Independent Level
School B 6.8514 .30104 Independent Level
School C 6.8115 .35530 Independent Level
School D 6.8258 .32507 Independent Level
School E 6.9081 .32226 Independent Level
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School F 6.8683 .29243 Independent Level
School G 6.8776 .30304 Independent Level
School H 6.8189 .28659 Independent Level
School I 6.8287 .32404 Independent Level
Composite 6.8549 .31502 Independent Level
Scale: 8.10-6.00=Independent Level; 5.99-4.31=Instructional Level; 4.30-2.40=Frustration Level
In terms of independent level, the results of Phil-IRI per school showed little
differences among the overall scores which were obtained by the student-respondents.
It could be gleaned further that higher mean scores were evident by Schools A and E
while lower mean scores were evident by Schools I, D, H and C respectively. Each
score could be described to be positioned around the mean scores as revealed by the
small value of standard deviation which is less than 1 unit to denote homogeneity in
the results of test.
As shown in Table 3, the Phil-IRI Comprehension Test Results of student-
respondents revealed a composite mean of 6.8549 with .31502 corresponding standard
deviation interpreted as in the independent level. This means that the students in the
independent level need no assistance from a teacher, have done away with the
behavior such as finger pointing while reading as this indicates tension. It means
further that the reading recognition is 98% in accuracy and can answer 90% of what
he reads. In particular, School E obtained the highest mean of 6.9081 and a
corresponding standard deviation of .32226. The lowest mean obtained a mean score
of 6.8115 and .35530 corresponding standard deviation.
Based on the interview conducted, students under independent level allot
enough time to comprehend and accomplish tasks assigned during their independent
learning time in school and at home. This is further evident by their statement that
63
when teachers were asked about this, they revealed that students can read successfully
without assistance and were able to answer 90% or more of the questions correctly. In
addition, it was also observed by the teacher-respondents that students under
independent level are more exposed to reading different materials. They are well-
taught on how to think critically so that they can respond to the reading logically.
They have good reasoning and background knowledge in reading tasks since they
persevere more than the other reading levels.
In terms of students’ motivation in a reading activity, independent level
readers really exhibit interest and are motivated.
As measured by Phil-IRI Comprehension Test, the comprehension skills of
students belonged to the independent level which means that students were able to
read successfully without assistance, oral reading was fluent and were able to answer
90% or more of the questions correctly. The students in this level were identified
through grade placement with an average that ranges from 6.00-8.10 in the
comprehension test.
These observations are supported by Mohan’s (2010) statements in which
according to him, a reader needs to apply reading skills for better performance. Since
students under independent level are aware of the different strategies to be used in
reading, it becomes easier for them to comprehend the text. Thus, to make the students
as effective readers, teachers particularly the reading teachers should make activities
that would require them to use reading strategies in every output. Students should get
used to annotating reading texts and skim materials to get the main idea.
64
2.2 Instructional Level
Phil-IRI Comprehension Test in terms of Instructional Level.
Table 4
in terms of Instructional Level
School A 5.2209 .42930 Instructional Level
School B 5.2275 .47226 Instructional Level
School C 5.2766 .39451 Instructional Level
School D 5.2293 .39701 Instructional Level
School E 5.0859 .38818 Instructional Level
School F 5.1846 .39160 Instructional Level
65
School G 5.1511 .37260 Instructional Level
School H 5.1656 .37604 Instructional Level
School I 5.2111 .42324 Instructional Level
Composite 5.1947 .40497 Instructional Level
In terms of instructional level, the results of Phil-IRI per school showed little
differences among the overall scores which obtained by the student-respondents. It
could be gleaned further that higher mean scores were evident by Schools C, D, B and
A while lowest mean score was evident by School E correspondingly. Each score
could be described to be positioned around the mean scores as revealed by the small
value of standard deviation which is less than 1 unit to denote homogeneity in the
results of test.
deviation interpreted as in the instructional level. As measured by Phil-IRI
Comprehension Test, the comprehension skills of students belonged to the
instructional level which means that students were able to read with assistance from a
teacher in reading the text. It could mean that the student is able to use word
recognition clues and techniques. The students in this level were identified through
grade placement with an average that ranges from 4.31-5.99 in the comprehension
test.
School C obtained the highest mean score of 5.2766 and .39451 corresponding
standard deviation. Conversely, the lowest mean is obtained by School E with a mean
score of 5.0859 and .38818 corresponding standard deviation.
66
Based on the conducted interview, most of the instructional level students
really give time to comprehend and finish tasks assigned to them and it is very evident
that most of them are diligent and responsible in terms of their study habits. It means
that in this particular instructional level, the students can read and comprehend with
assistance from a teacher.
Instructional level students though are challenged by new ideas and unfamiliar
words, they can meet these challenges effectively with only moderate help because
like independent level readers, they also apply reading strategies to aid them in
reading. Students struggle to communicate what they are thinking both in written and
spoken language. This is because of lack of words to describe what they want to say.
Only few students have knowledge on vocabulary and the meaning of words. Poor
reading skills relate to poor vocabulary. If students read every day and exposed with
different words, it would help them a lot. Vocabulary will be improved if they used
these words in their written and spoken activity. As stated by Pressley (2013),
increasing vocabulary, extensive reading and critical reading are some of the practices
that can be used to strengthen and refine the person’s ability to comprehend any text.
Indeed, the role of the reading teachers are essential in improving students’
level of comprehension. According to Flannigan & Greenwood (2011), teachers
should keep four factors in mind when they consider strategies to teach vocabulary:
(1) the students they are teaching, (2) the nature of the words they decide to teach, (3)
their instructional purposes in teaching each of those words, and (4) the strategies they
employ to teach the words.
67
As manifested in the Revised Phil-IRI Manual (2018), the instructional level is
usually determined from books or other material which the child can read with no
more than one-word recognition error in approximately 20 words. The comprehension
score should be 75 percent or more. At this level, he reads orally, after silent reading
without tension. Silent reading is faster than oral reading. A student is able to use
word recognition clues and techniques. He reads with teacher’s help and guidance.
This is the “stretch” level with the right materials and purposeful reading, he makes
maximum progress.
2.3 Frustration Level
68
Phil-IRI Comprehension Test in terms of Frustration Level.
Table 5
in terms of Frustration Level
School A 3.3974 .22575 Frustration Level
School B 3.3234 .20134 Frustration Level
School C 3.4070 .21837 Frustration Level
School D 3.3326 .21085 Frustration Level
School E 3.4609 .19621 Frustration Level
School F 3.3471 .20556 Frustration Level
School G 3.4456 .21942 Frustration Level
School H 3.3766 .25827 Frustration Level
School I 3.3368 .21957 Frustration Level
Composite 3.3808 .21726 Frustration Level
In terms of frustration level, the results of Phil-IRI per school showed little
differences among the overall scores which obtained by the student-respondents. It
could be gleaned further that highest mean score was evident by School E while
lowest mean score was evident by School B correspondingly. Each score could be
described to be positioned around the mean scores as revealed by the small value of
standard deviation which is less than 1 unit to denote homogeneity in the results of
test.
deviation interpreted as in the frustration level. These results showed that the student-
respondents failed on the reading comprehension test which involved passages A, B,
C and D.
69
School F got the highest mean score of 3.4609 and .20556 corresponding
standard deviation. The lowest mean was obtained by School B with 3.3234
and .20134 corresponding standard deviation. These results show that the student-
respondents failed the reading comprehension test which involved passages A, B, C
and D.
As measured by Phil-IRI Comprehension Test, the comprehension skills of
students belonged to the frustration level which means that students were unable to
read and find difficulty in reading the text. It could mean that text for the reader does
not have adequate background level for a topic. The students in this level were
identified through grade placement with an average that ranges from 2.40-4.40 in the
comprehension test. This could explain the reason for difficulty.
Frustration level is where the child has difficulty coping with the task. His
understanding of the ideas is limited. Oral reading is characterized by word reading or
poor phrasing. He may make meaningless word substitution, repetition, inserting or
omitting words. This level is marked by the book in which the child obviously
struggles to read. Errors are numerous. He reads without a natural rhythm and in an
unnatural voice. No child should be asked to read at his frustration level, but teachers
need to know that this level does not exist from him.
As a result of the interview conducted by the researcher to the teacher-
respondents, they claimed that students under frustration level encountered difficulty
in comprehending the text because students are not used to reading activity. Words
unfamiliarity hinders student’s ability to comprehend because of poor vocabulary
70
skills. The kind of text also is one of the factors why students failed to understand the
message of the text. Students would have a difficult time reading texts due to these
reasons: limited vocabulary, unfamiliar words, unfamiliar to the idiomatic
expressions, and/or the learner is not interested about the topic.
In terms of reading strategies, frustration level readers struggle using reading
strategies for a variety of reasons including limited experience with books, speech and
hearing problems and poor phonemic awareness. Therefore, reading teachers should
teach these strategies separately so that they may use them in understanding what they
read even without supervision.
Students under this level have poor reading comprehension, from word
recognition to understanding the texts. Students have difficulty in comprehending
reading tasks which require more time and attention. To address this need, the reading
teacher should introduce building vocabulary skills, instructing them on cognitive
strategies they can use such as—SQ3R, the KWL chart, and the use of Reading
Graphic Organizers which are known to be effective thinking strategies that directly
teach comprehension skills such as sequencing, story structure using the plot
mountain, how to make an inference and draw a conclusion, and the different
types of figurative language, thus help pull deeper meaning out of text and can be
beneficial not just to reading comprehension but also to writing. Students tend to find
reading difficult if they are reading long texts in a short period of time. They need
enough time to comprehend what they are reading.
71
Flores (2016) discussed the content and perceived difficulty of each of the
passage A, B, C, and D. One of the reasons is due to the following: 1) The lack of
knowledge base. This deals on how much knowledge a reader has about the subject he
reads; 2) Cannot identify the symbols in front of him but he must interpret what he
reads; and 3) Does not have the ability to learn new vocabulary words. Supporting this
finding was Ireneo (2012), who stated that poor reading comprehension is attributed to
lack of mastery of basic skills in reading.
Slavin (2011) also mentioned that it is the teachers’ responsibility to minimize
the students’ failures by using the appropriate technique in teaching reading so that the
students can understand what they read in target language. By applying appropriate
teaching technique in teaching and learning process, the student’s reading
comprehension achievement can be improved. Thus, there is really a need for a
reading intervention program that will help students under frustration level to enhance
their reading comprehension.
3. Is there a significant relationship between the academic performance and
reading comprehension level of the student-respondents?
72
Table 6 presents the relationship between the academic performance and
reading comprehension level and of the student-respondents.
Table 6
Relationship between the Reading Comprehension Level
and Academic Performance
School Degree of Decision
r-value Sig Interpretation
Code Correlation Ho
School A .911 High .000 Reject Significant
School B .912 High .000 Reject Significant
School C .893 High .000 Reject Significant
School D .887 High .000 Reject Significant
School E .917 High .000 Reject Significant
School F .936 High .000 Reject Significant
School G .933 High .000 Reject Significant
School H .914 High .000 Reject Significant
School I .943 High .000 Reject Significant
Degree of Correlations: ± 1.00=Perfect; Between ± 0.75 to ± 1.00=High; Between ± 0.25 to ± 0.75=Moderate;
Between 0 to ± 0.25=Low
Using Pearson r, the relationship between the academic performance and
reading comprehension level of student-respondents revealed significant results per
school. The null hypothesis was rejected at .01 level of significance. It could be
gleaned further that the degree of correlation was high as the coefficient r value is
located between ± 0.75 to ± 1.00. With the indication of positive correlation, it could
be inferred that both variables moved in tandem which means that, as one variable
decreases the other also decreases, or in another situation, as the one increases the
other also increases.
The results further revealed that students’ high GWA may predict high level of
reading comprehension and likewise with low GWA may predict medium or low level
of reading comprehension. This implies that the results in the reading comprehension
greatly affect the academic performance of student-respondents. It means further that
73
the students’ reading ability and academic performance had significant relationship. It
showed that if students have better reading ability, they will have better academic
performance.
The findings of this study are in accordance with a number of previous studies
like what Ponkshe (2013) where he showed positive correlation between English
reading comprehension ability and academic achievement. He implied that the
students with better ability of English reading comprehension are expected to perform
well in academics. Supporting this finding was Bastug (2014), who stated that reading
comprehension significantly predicted academic achievement. If students increase
their reading comprehension level, automatically, they can also increase their
It could be deduced that by identifying the reading ability of the students using
Phil-IRI Comprehension Test, it will likewise affect their academic performance.
4. Problems and Challenges Encountered by the Teachers with regard to the
Reading Comprehension Level of their Students
Table 7 presents the problems and challenges encountered by the teachers with
regard to the reading comprehension level of their students in terms of their study
habits.
74
Table 7
Problems and Challenges Encountered by the Teachers with regard to the
Reading Comprehension Level of their Students in terms of Study Habits
Recurring Responses Total Number Percentage

of Equivalence
Respondents
1. Those students under independent level
and instructional level allot enough time to
accomplish tasks assigned during their
independent learning time in school and at
home. Good readers have efficient study
habits and reading skills. However, those
students under frustration level spend most
20 59
of their time playing mobile games than
studying/reading.
2. Students’ study habits vary. It is observed
that learned (independent and instructional
level) students are more inclined to study
compared to students who are benighted 10 29
(frustration level). Students with reading
problems are reluctant to read because they
find it difficult to understand the text.
3. Students under independent and
instructional are focused while those
students under frustration do not have 4 12
focus. Most of the students really give time
to finish tasks assigned to them especially
75
those students under independent level and
it is very evident that most of them are
diligent and responsible in terms of their
study habits.
Total 34 100
As shown in Table 7, the students’ study habits revealed that majority of
teacher-respondents agreed that independent level and instructional level readers have
efficient study habits and reading skills with 20 or 59% out of the total number of
respondents. This is further evident by their statements when teachers were asked
about this. They revealed that students under independent level and instructional level
are more focused than those under frustration level. Indeed, regular reading should be
strengthened especially to those frustration level readers as it is one of the important
factors of study habits which will positively affect their academic performance.
Based on the interview conducted by the researcher to the teacher-respondents,
they cited that the students learn best when they work with their groupmates, hence
more group activities should be provided. Most of the students are visual learners.
They would rely on the aesthetic aspect of the reading texts before they read it. Also,
it is notable that those who belong in the frustration level do not look for the definition
of unfamiliar words that they encounter, and they can be easily distracted by other
matters such as playing online games which greatly affect their performance both in
their reading ability and academics.
Villanueva (2012) stated that for readers to become proficient, they need to be
taught certain skills in systematic ways and to be given sufficient meaningful
experiences with independent reading books to develop their love for reading.
76
regard to the reading comprehension level of their students in terms of their
motivation in a reading activity.
Table 8
Reading Comprehension Level of their Students in terms of their Motivation in a
Reading Activity
of Equivalence
Respondents
77
1. If students are motivated well in reading,
teachers find reading interesting and 2 6
enjoyable. Teachers need the right
motivation for students to prepare and to
get motivated. Students exhibit interest if
they are well motivated.
2. Oftentimes, students want incentives
before they read long texts. Teachers must
justify to the learners the importance of the
reading materials to their daily lives. 30 88
Moreover, pictures of relevant experiences
would encourage students to read further.
Students are motivated to read if the
reading material presented to them
interests them. They are eager to finish
reading a text/story or a book if they can
relate to it.
3. Students under frustration level only read
articles or short stories when they are 2 6
required to do so.
Total 34 100
Table 8 shows the problems and challenges by the teachers with regard to the
reading comprehension level of students in terms of their motivation in a reading
activity. Majority of the teacher-respondents agreed that in order for the students to be
motivated in a reading activity, the material to be presented should interest them with
30 or 88% out of the total number of respondents.
This means that students, particularly those frustration level readers, would be
more motivated to read if the reading activity is relevant to their experiences because
when teachers were asked about this, they revealed that frustration level readers only
read when they are required to do so. In terms of independent level and instructional
level readers, they exhibit interest and are motivated to read.
Thus, teachers need to be creative, innovative, and flexible in any situation. A
possible technique would be for them to start the reading activity with mind
78
stimulating activities like word games, crossword/word puzzles, short audio-video
presentations followed by simple comprehension questions and other visual exercises
would be of great help since reading is a form of visual exercise.
According to McGinnis and Smith (2012), they advocated that the child’s
interest in learning to read must be motivated in a warm environment at home. Their
socio-economic factor has effect on the reading motivation.
regard to the reading comprehension level of their students in terms of their attraction
on reading tasks.
Table 9
Reading Comprehension Level of their Students in terms of their Attraction on
Reading Tasks
of Equivalence
Respondents
1. Reading task for students must be of interest
and relatable. Better if the reading text is
based on real life situation or more of facts 16 47
and evidence so that students are encouraged
to think critically by giving their logical
opinions. Most of the students prefer reading
short stories that reflect situations to their
life experiences.
2. If students were presented first with a good
springboard like games, video counterpart, 9 26.5
interactive materials, etc., they are easily
attracted to read especially those students
who are under frustration level.
3. Students especially those who belong in the
frustration level do not enjoy reading that 9 26.5
much. They do not want to read if the
reading material given is too long.
Total 34 100
79
Table 9 shows the problems and challenges by the teachers with regard to the
reading comprehension level of students in terms of their attractions on reading tasks.
Many of the teachers agreed that students are attracted on reading tasks if it reflects
situations to their life experiences with 16 or 47% out of the total number of
respondents.
In terms of frustration level, the problem encountered by the teachers in the
reading ability of students in terms of their attraction on reading tasks was that those
students who belong in the frustration level do not enjoy reading that much especially
if the material is too long. Hence, students should be presented first with a good
springboard like games or interactive materials to easily attract them to read especially
those under frustration level. As observed by the teacher-respondents, students are
more participative and active in reading when teachers do it this way.
It may be noted that students have different learning styles —visual, auditory,
reading/writing, and kinesthetic. It is actually very challenging on the part of the
teachers. The way to hit these areas are to identify their interests or their felt needs,
their talents, abilities, and learning capacities and to provide them with differentiated
reading tasks catering different learning styles that can possibly be done individually
or as a small group.
According to Ciampa (2010), incorporating the present into reading instruction
helps attract the students to essentially further their reading ability ensuring success in
their future literacy endeavor. The use of e-reading books increased student attraction
to read especially among struggling readers. Therefore, according to Ciampa, e-
80
reading books were found to be positive attributed to not only student reading skills
but attraction and motivation to read digital texts as well.
Table 10 presents the problems and challenges encountered by the teachers
with regard to the reading comprehension level of their students in terms of their
difficulty in comprehending reading tasks.
Table 10
Reading Comprehension Level of their Students in terms of their Difficulty in
Comprehending Reading Tasks
of Equivalence
Respondents
1. Students encounter difficulty in
81
comprehending the text because students are 10 29.4
not used to reading activity. Words
unfamiliarity hinders student’s ability to
comprehend because of poor vocabulary
skills.
2. Some students specifically those under
frustration level do not appreciate reading
activities since they can hardly comprehend 10 29.4
what they read due to lack of vocabulary
knowledge as they do not apply the
strategies in vocabulary development taught.
3. Students have poor reading comprehension,
from word recognition to understanding the 14 41.2
texts. Students, particularly frustration level,
have difficulty in comprehending reading
tasks need more time and attention.
Total 34 100
As shown in Table 10, many of teacher-respondents agreed that the students’
difficulty in comprehending reading tasks had something to do with word recognition
to understanding the texts as evidenced by 14 or 41.2% out of the total number of
respondents. It implies that students under frustration level lack the ability to
comprehend the meaning of the text being read due difficulty in word recognition.
When teachers were asked about this, the teachers confirmed that indeed students
have encountered frustration due to inability to express fluently with not a very large
number of word recognition. In addition, students would have a difficult time reading
texts due to these reasons: limited vocabulary, unfamiliarity of words, and
unfamiliarity to the idiomatic expressions.
As teachers, this need is addressed by building vocabulary skills, instructing
them on cognitive strategies they can use such as—SQ3R, the KWL chart, and the use
of Reading Graphic Organizers which are known to be effective thinking strategies
that directly teach comprehension skills such as sequencing, story structure
82
using the plot mountain, how to make an inference and draw a conclusion,
and the different types of figurative language, thus help pull deeper meaning
out of text and can be beneficial not just to reading comprehension but also to writing.
Mohan (2010) emphasized five reasons why kids have trouble in reading
textbooks and other content areas as follows: the style which is a lot tougher to follow
than the structure of stories, the vocabulary, which is more abstract, the sentence
structure that is more elaborated, the non-narrative paragraph structure that requires a
different language schema, and the imagery created by textbook writers which is often
lacking and has to be filled in by the reader.
83
difficulty in sentence construction and cohesion.
Table 11
Sentence Construction and Cohesion
of Equivalence
Respondents
instructional can construct sentences though with
minimal grammatical errors. Mostly in simple, 20 59
compound, and complex sentence but seldom in
compound-complex sentence. On the other hand,
those students under frustration level cannot even
form a simple sentence. It seems to be very
challenging for them.
2. Students’ knowledge on the structure of
sentences are not polished well. Many students
especially those under frustration level find hard 10 29
to identify the sentence pattern as well as the
functions and parts of speech. The students’
difficulties in constructing sentence are
influenced by lack of vocabularies, grammar
knowledge and lack of written exercises.
3. One of the reading skills that should be improved
among learners is outlining. Once students
master this skill, they can easily identify the 4 12
themes in each paragraph that they are reading or
writing.
Total 34 100
84
As shown in Table 11, majority of teacher-respondents agreed that students
have difficulty in sentence construction and cohesion which affect their reading
comprehension level with 20 or 59% out of the total number of respondents.
In terms of independent level and instructional level, students can construct
sentences with minimal grammatical errors and with assistance from the teachers. On
the other hand, frustration level students find constructing sentences very challenging
as they could hardly create simple sentences. This means that students are not well-
exposed to vocabularies, grammar knowledge and written exercises.
As teachers, using guide questions are encouraged to keep the students on the
right track and avoid misleading their thoughts. Sentence completion and outlining are
also effective strategies to help them start up a sentence or give them some few
examples like phrases to start with, and they start making their own. Some are not able
to do it grammatically perfect but at least they try and try until they succeed.
they suggested that one of the reading skills that should be improved among learners
is outlining. Once students master this skill, they can easily identify the themes in
each paragraph that they are reading or writing.
difficulty in using reading strategies.
Table 12
85
Using Reading Strategies
of Equivalence
Respondents
1. Students especially frustration level readers
struggle using reading strategies for a variety of 2 6
reasons including limited experience with books,
speech and hearing problems and poor phonemic
awareness.
2. As teachers, we have realized that to make the
students as effective readers, we should make 2 6
activities that would require them to use reading
strategies in every output. Students should get
used to annotating reading texts and skim
materials to get the main idea.
3. Independent and Instructional level students
apply reading strategies when they are asked to
read a material. Frustration level students are no 30 88
longer using reading strategies to aid them in
reading. They rather do the easiest way just for
them to finish reading. This contrasts with those
students under independent level and instructional
level.
Total 34 100
As shown in Table 12, majority of teacher-respondents agreed that students,
particularly frustration level, have difficulty in using reading strategies with 30 or
88% out of the total number of respondents. In terms of independent level and
instructional level, when teachers were asked about their exposure to reading
strategies, they revealed that students are able to apply when asked to read a material.
However, those frustration level students do not use reading strategies to aid them in
reading. It further explains that students struggle using reading strategies for a variety
of reasons including limited experience with books, speech and hearing problems and
poor phonemic awareness. This is further evident by their statements that when
teachers were asked about this, they revealed that students under frustration level are
86
not aware of the different reading strategies. They tend to forget what was taught.
Therefore, reading teachers should teach these strategies separately so that they may
use them in understanding what they read even without supervision.
Therefore, in using reading strategies, teachers should make sure that
instructions are very clear and specific. The technique of helping students to learn on
the use of reading strategies is to make them use the material or instruction as often as
possible until they become familiar, before introducing them to another new reading
strategy. As noticed, the more often they use the same reading material, the more they
become comfortable using it. Indeed, constant good practice makes perfect.
difficulty in concentration.
Table 13
Concentration
of Equivalence
Respondents
1. Because of social media, lack of interest and
short retention span, students especially 30 88
those under frustration level face difficulties
in concentrating to read and to learn English.
2. The students are more distracted during the
conduct of the distance learning because 4 12
students have to deal simultaneously with
their household chores while reading
academic texts.
Total 34 100
87
As shown in Table 14, majority of the teacher-respondents with 30 or 88% out
of the total number of respondents agreed that the problems and challenges
encountered with regard to reading comprehension level of students in terms of their
difficulty in concentration deals in particular with too much exposure on social media,
lack of interest and short retention span. Students who are not interested in what they
read are the ones who have no concentration- the frustration level students. When
teachers were asked about this, they revealed that they tend to do other tasks instead.
They have trouble in understanding what they read. There are many distractions that
affect the students’ concentration especially now that they use the internet as platform.
They are having a hard time in setting limitations on when not to open certain
apps/websites that distract them in their reading activity. Another distraction is that
the students have to deal simultaneously with their household chores while reading
academic texts.
Focus is important in reading. Without focus, reading will not be easy and
enjoyable. Making meaningful connections with students is one of the most effective
ways teachers can do to prevent disruptions in the first place. For students with
learning or behavioral problems, cultivating positive relationships provides
“protective effects” that help them stay focused on learning. The goal is to ensure that
students feel a sense of belongingness that is characterized by trust, connection, and
understanding. A place conducive to learning is another thing to consider, thus it can
help students focus on their reading activities.
88
reasoning and background knowledge on the reading activity.
Table 14
Reading Comprehension Level of their Students in terms of their Reasoning and
Background Knowledge on the Reading Activity
of Equivalence
Respondents
instructional level have good reasoning and 20 59
have background knowledge in reading tasks
since they persevere more than the
frustration level students.
2. Students especially frustration level readers
need to expose themselves in reading 10 29
different genres. They need to be taught well
how to think critically so that they can
respond to the reading logically.
3. Schema-based, pre-reading activities should
be used for activating such background 4 12
knowledge. It helps students to be engaged
in the reading activity.
Total 34 100
As shown in Table 14, 20 or 59% out of the total number of respondents
agreed that those in the frustration level, in particular do not have good reasoning and
background knowledge on the reading activity. In terms of reasoning and background
knowledge among independent level and instructional level, it has been observed that
they engage these in their reading activity as they persevere more than the frustration
level students.
89
This is further evident by their statements that when teachers were asked about
this, they revealed that frustration level students are not well-exposed in reading
different genres which affect them to think critically and respond to the reading
logically.
In addition, students do not get promoted because of limited vocabulary due to
the reason that they are not fond of reading. When it is done orally, teachers need to
provide enough time for students to think and reflect before they share their answers.
They should make sure that they process their students’ answers and elaborate more if
necessary. If in written form, they need to respond and give comments and
suggestions constructively without forgetting to commend their good work at the same
time. They would feel that their work is valued when doing it.
they stated that students can easily answer noting details questions, but they have
difficulty in synthesizing and inferring. Therefore, to help students be engaged in the
reading activity, schema-based and pre-reading activities should be used for activating
such background knowledge. This way, the students would be able to comprehend the
text being read.
Schmitt (2011) emphasized the essential role that the reader plays in order to
interpret a written text into meaning by utilizing his previous knowledge regarding the
reading topic and experiences of how to read to either confirm or modify their pre-
established expectations.
90
knowledge on vocabulary.
Table 15
Reading Comprehension Level of their Students in terms of their Knowledge on
Vocabulary
of Equivalence
Respondents
1. Frustration level students do not have good
command of the language because they do
not spend more of their time reading. They
prefer to spend their time scrolling posts in 30 88
their social media accounts and playing
mobile games than reading good
books/articles. Since many students,
particularly frustration level, do not actually
read especially English texts, their
vocabulary is limited.
2. Internet colloquial expressions greatly affect
our student’s vocabulary. Adding to that is 4 12
the less time spent on reading books.
Total 34 100
91
As shown in Table 15, majority of teacher-respondents with 30 or 88% out of
the total number of respondents agreed that the problems and challenges encountered
by the teachers with regard to the reading comprehension of the students in terms of
their knowledge on vocabulary was because the students, particularly those under
frustration level do not read English texts which make their vocabulary limited. This
means further that poor reading skills are connected with poor vocabulary. If students
read every day and exposed with different words, it would help them a lot.
Vocabulary will be improved if they use these words in their written and spoken
activity.
Students struggle to communicate what they are thinking both in written and
spoken language. This is because of lack of words to describe what they want to say.
Students under independent level and instructional level have knowledge on
vocabulary and the meaning of words.
As reading teachers, there are a lot of activities that can be utilized which will
enhance the student’s vocabulary skills. To mention a few, flashcards, word finder,
scrabble games, word maps, pronunciation guides along with a word’s meaning and
usage or expose them to new words every day in a fun and engaging way. In addition,
teaching students to learn the meanings of root words, prefixes, and suffixes can
vastly improve their vocabulary.
According to Flannigan & Greenwood (2011) teachers should keep four
factors in mind when they consider strategies to teach vocabulary: (1) the students
they are teaching, (2) the nature of the words they decide to teach, (3) their
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instructional purposes in teaching each of those words, and (4) the strategies they
employ to teach the words. Vossoughi and Zargar (2011) also stressed that without
vocabulary mastery to express a wider range of meanings, communication cannot
happen in any meaningful way.
with regard to the reading comprehension level of their students in terms of adequacy
of reading materials.
Table 16
Reading Comprehension Level of their Students in terms of Adequacy of
Reading Materials
of Equivalence
Respondents
1. There are available books in the library, but
students do not read books unless they are 30 88
required to read them or research on
something. Maybe because the books that
are available are not their line of interest.
2. Some reading materials are not appropriate
for the reading level of the students. 4 12
Total 34 100
As shown in Table 16, majority of the teacher-respondents with 30 or 88% out
of the total number of respondents agreed that when asked about the problems and
challenges encountered with regard to the reading comprehension level of their
students in terms of adequacy of reading materials, they revealed that books available
in the library or reading area are not in line of the students’ interest. These statements
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were also supported by the idea that some of the reading materials displayed or posted
are not appropriate for the reading level of the students.
While it is true that There is No One Size Fits All learning materials, providing
students with differentiated tasks that suit their needs is still the most appropriate and
effective strategy when teaching reading.
Francisco (2010) in her study of acquisition skills in reading English
mentioned that students should have regular exposure to different passage genre
noting the kind of discourse signals which indicate rhetoric development. Therefore,
schools should provide reading materials that excite, interest, and motivate students to
engage with.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
based on the interpretation of the data gathered and supported by the research
instrument and statistical treatment.
Summary
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This study was conducted to determine the reading comprehension of the students
in relation to academic performance among Grade 7 students in the City Division of
Makati for SY 2020-2021.
Specifically, it had four major purposes such as: 1) the profile of student-
respondents in terms of academic performance as measured in their GWA; 2) the
reading comprehension level of the students as measured by the Phil-IRI
Comprehension Test in terms of independent, instructional and frustration level; 3) the
relationship between the reading comprehension level and academic performance of
the student-respondents; and 4) the problems and challenges encountered by the
teachers with regard to the reading comprehension level of their students. Findings of
the study served as inputs for the development of the proposed intervention program.
The study made use of descriptive research method wherein 865 Grade 7 served as
the respondents. The data were statistically treated with the use of the weighted mean,
standard deviation, and Pearson r.
The study tested the hypothesis at .01 level of significance. There was significant
relationship between the reading comprehension and the academic performance of the
student-respondents.
Summary of Findings
Based on the sequence of the statement of the problem, the summary of the
findings are as follows:
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1. Profile of the student-respondents in terms of academic performance as
measured in their GWA.
The overall level of performance of Grade 7 student-respondents based on the
first and second grading periods’ general weighted average was 86.9502
equivalent to “very satisfactory”.
2. The reading comprehension level of the students as measured by the Phil-
IRI Comprehension Test.
As measured by the Phil-IRI Comprehension Test population-wise, 1,862 or
25% were classified as independent level, followed by instructional level
with 5,264 or 71%, and frustration level with 290 or 4%. However, on the
actual sample student-respondents, 330 or 38% belonged to independent
level, 369 or 43% under instructional level, and 166 or 19% are on the
frustration level. Students under independent level did not need assistance
from a teacher and had done away with the behavior such as finger pointing
while reading as this indicates tension. Students under instructional level
could read with assistance from a teacher. Students under frustration level
were unable to read with comprehension and unable to express themselves.
3. Relationship between the reading comprehension level and academic
performance of the student-respondents.
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The relationship in the reading ability of the students when grouped according
to their profile revealed significant relationship. It showed consistent result of
the students’ reading comprehension level and academic performance in
English.
4. Problems and challenges encountered by the teachers with regard to the
reading comprehension level of their students.
The teachers confirmed the problems associated with students in frustration
level which include lack of ability to express themselves and find difficulty in
giving correct answers to given questions. Signs of difficulty and tension were
evident. No problem was identified among those in the instructional and
independent levels.
Conclusions
Based on the findings, it can be inferred that the students’ academic
performance is affected by their reading comprehension level. The use of Phil-IRI
Comprehension Test that identified the level of reading comprehension has been the
basis for revealing the reading categories of students. It can be further concluded that
the students’ reading comprehension level is a valid basis for predicting academic
performance of students. On the whole, the student-respondents performed on a “very
satisfactory” level. However, there is still a room for them to improve their academic
performance geared towards the “outstanding level.” Problems encountered call for
school’s effort for intervention. Thus, the need for a comprehensive intervention
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program with the use of the scaffolding approach to assist the students most especially
those classified under the frustration level.
Recommendations
The study recommends the following based on the findings of the study:
1. The proposed Comprehensive Intervention Program as part of the Faculty
Development Program be endorsed by the Principal to the OIC of the Division
Office for adoption by schools to strengthen the teaching as well as the
learning processes of the students, particularly their reading comprehension
abilities as a tool to improve students’ academic performance. Teachers should
extend all the assistance and guidance to students in need of particular help.
2. The Phil-IRI be administered continuously by school principals to identify
non-readers who will be admitted in the school system for further assistance.
3. Corresponding budget be allotted by principals to purchase supplementary
materials for the intervention program in the form of newspapers, journals,
short stories for home book reports, dictionaries and assign capable teachers to
help the non-readers.
4. Since the reading habit was evidently not manifested among students, it is
suggested that regular follow-ups be done for those students who are “at risk”
in reading.
5. The Reading Teachers should require home reading reports to students at least
one per grading period to ensure parental involvement in meeting the reading
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needs of the students. Teachers should devise ways to make reading a habit
among students by organizing reward/reinforcement for students with
exemplary effort to improve reading comprehension skills.
6. The reading intervention teachers should be given a lesser load of at least one
or two subjects from the regular load for them to concentrate on their tasks of
improving reading comprehension skills.
PROPOSED COMPREHENSIVE INTERVENTION PROGRAM
PEER-ASSISTED LEARNING STRATEGIES (PALS) FOR READING
I. Rationale
The Department of Education (DepEd) has initiated programs to address the
reading problems of children. DepEd Order No. 45 s. 2002 or the Every Child A
Reader Program (ECARP) is a national program that has its goal that every child will
be a reader by the time they finish grade three. Several intervention and remediation
programs had been conducted by teachers in order to address the call of the DepEd.
However, data showed that most of the students in Grade VII still have difficulties in
their reading skills as manifested in the reading comprehension assessment through
the Philippine Informal Reading Inventory (Phil-IRI) and with the results of the
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Programme for International Assessment (PISA) of the Organization for Economic
Co-operation and Development (OECD) in 2018.
Based on results of the study, the Phil-IRI Comprehension Test revealed that
those under frustration level failed to answer more complex questions from the
following passages:
A- Item Numbers 4,5,6,7,8
B- Item Numbers 4,5,6,7,8
C- Item Numbers 4,5,6,7,8
D- Item Numbers 4,5,6,7,8
All these items 4,5,6,7,8 focused on summarizing, identifying main ideas, and
making predictions. The students could just answer items that are asked on a literal
level. Thus, the need to propose the comprehensive intervention program.
II. Description of the Proposed Comprehensive Intervention Program (PCIP)
The Proposed Comprehensive Intervention Program focuses on the results of
the students’ reading comprehension assessment who obtained lowest score from the
Phil-IRI Comprehension Test. The PCIP provides teachers, students, and school
administrators with a measurable plan and structure for delivering quality education
especially in terms of improving the students’ reading comprehension skills that will
eventually help them improve their academic performance as well. The Program
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provides activities and instructional materials to enhance the reading comprehension
skills that students must demonstrate. It serves as a road map for teachers and students
to follow the path to academic success. Of the twenty-four (24) activity-tasks, three
(3) or 33% were adapted from Fuchs (2008) and twenty-one or (67%) were originally
developed by the researcher borne out of his creativity, critical thinking and exposure.
As a general thrust, the researcher would like that at the end of three months
equivalent of a term of a quarter in implementing this comprehensive intervention
program, the schools must be able to:
1. Advance Grade 7 students from frustration level to instructional and
independent levels of reading proficiency;
2. Enhance the comprehension skills of Grade 7 with speed and accuracy to
any written and spoken language and can translate this into one’s personal
point of view; and
3. Improve the overall reading proficiency level of Grade 7 students.
III. Vision of PCIP
To develop students in improving their capacity for learning, packed
with values endowed with 21st century skills and ready to contribute to
nation building. The Program envisions the ongoing production of both
locally and globally productive and competitive students.
IV. Mission of PCIP
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To provide students with an opportunity to increase reading proficiency
level and confidence through instruction in decoding, comprehension, and
fluency at their instructional level and independent level.
V. Overview of PALS
Students are viewed as the center of all educative processes. Hence, it is crucial
that all instructional goals and objectives are directed to the improvement and
development of students' knowledge, skills, and attitudes. As such, teachers are
expected to deliver quality instruction essential to academic success of learners.
Improved reading proficiency levels are brought about by various factors such as
the teacher, the students, and the learning environment. The teachers are viewed as the
key players towards the delivery of curriculum and instruction. They are the
frontliners in the academe who greatly contribute to students’ learning especially in
improving reading proficiency levels. Therefore, it is essential that teachers should be
equipped with necessary skills, knowledge, and pedagogies in the effective delivery of
quality teaching.
The students are the primary focus of the educational system. Improvement of
students’ reading proficiency levels and skills are the results of the efforts and shared
partnership of the school, teachers, and parents. Hence, school administrators and
teachers are expected to work collaboratively in understanding better the nature of the
students.
The school, as an institution of formal learning, plays an important role both in the
successful teaching and learning. Specifically, the atmosphere or the school climate is
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vital towards the establishment of a conducive, safe, motivating, and engaging
teaching and learning stage.
Considering these three significant factors greatly affect teaching and learning. It
is indeed necessary to design a Comprehensive Intervention Program to empower and
equip teachers with various knowledge and skills that are timeless and would readily
address the needs of students as well as the demands of the curriculum.
The Peer Assisted Learning Strategy (PALS) is a class-wide peer-tutoring
program that addresses the different learning needs of every student. This cooperative
learning technique pairs students together and gives them the roles of a “Coach” and a
“Player”.
The instructional materials developed for those at the frustration level are broken
down as follows:
Activity Skill Number of Length of Activity
Lessons
Partner Reading -Reading Fluency 8 Lessons 15 minutes

with Retell -Summarizing per Activity
Paragraph -Identifying the 8 Lessons 10 minutes
Shrinking main character per Activity
-Identifying main
ideas
-Summarizing
Prediction Relay -Making 8 Lessons 10 minutes
predictions per Activity
-Identifying main
ideas
-Summarizing
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It is worthy to note that 8 additional instructional materials were developed as an
option either for those at the instructional and independent levels.
VI. Implementing Guidelines
The first step towards implementing the PALS strategy in the classroom is to
obtain a baseline of all the students’ strengths and weaknesses. They are then ranked
according to their skills and abilities. This information is used to carefully form
student pairs- a student with a higher achievement/skill rating is paired with a student
who has a low or average score. The pairing is put into place to encourage students to
learn from each other through teaching and practicing.
Following the principle of Reciprocal Teaching, each student takes turns being
a Coach and a Player. Coaches are instructed to observe, assist, and provide
constructive feedback to the Players and are even given guidelines to follow. The
pairs are regularly shuffled to give students the opportunity to learn and interact with
others.
The PALS technique is typically a 35-minute activity, conducted at least 2
times a week. It enables students to participate in various activities and allows the
teacher to observe, supervise and give individual intervention when needed.
When equipped with peer reviewing techniques, students can rate each other
on their effectiveness as a coach. Teachers can determine the effectiveness of the
strategy by observing the students’ behavior and learning behaviors such as student
motivation and participation.
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The program matrix of activities is focused on increasing the reading proficiency
of Grade 7 students and enhancing the proficiency of those students belonged to
frustration level with the use of scaffolding approach.
VII. Objectives
The PCIP aims to:
1. Develop effective teaching strategies, activities, and the best teaching practices
that reading teachers can implement towards the improvement of Grade 7
students’ reading proficiency;
2. Enhance the reading comprehension, fluency and vocabulary skills of learners of
Grade 7 students with speed and accuracy;
3. Encourage students to read text/s daily and list unfamiliar words with its
meanings;
4. Advance Grade 7 students from frustration level to instructional and independent
levels of reading proficiency;
5. Develop and enhance the teaching skills and expertise of reading teachers that are
strongly needed and valued in the field of education;
6. Develop among students the love for reading; and
7. Improve the overall reading proficiency level of Grade 7 students for better
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In addition to improving the reading performance of students, PALS boasts a
number of additional benefits for teachers and students. Specifically, the approach:
1. Allows all students—those with and without learning difficulties—to be
actively involved in peer-mediated sessions;
2. Allows students to receive corrective feedback;
3. Motivates students; and
4. Promotes collaboration and positive social interactions.
VIII. Program Framework
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The figure shows the framework of the program. The comprehensive intervention
program developed for the study is called Peer-Assisted Learning Strategy (PALS) for
Reading. Further, it shows the major components of the program: PALS activities,
different phases of the program which include implementation, monitoring and
evaluation and its implementers.
The PALS for Reading was primarily developed for learners who are having
difficulty in learning to read with comprehension with the use of scaffolding approach
where high performing students assist those low performing students in reading that
gives them the roles of a “Coach” and a “Player”. It is intended to improve the
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learners’ reading comprehension in the following skills: summarizing, identifying
main ideas, and making predictions. The primary goal was to develop a
comprehensive intervention program for Grade 7 readers-at-risk.
IX. Program Implementation
Phase I: Planning
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1. Identification of the reading problems from the results of student-
respondents assessment and problems and challenges encountered by
the reading teachers with regard to the reading comprehension level of
their students.
2. Consultation with institutional leaders.
3. Collaboration with stakeholders.
4. Program orientation.
5. Creation of Program Committees.
Phase II: Development of the Program
1. Determining the students’ needs in meeting the desired goals and
objectives of improving their reading proficiency levels as well as the
teachers’ needs of relevant and equitable teaching instruction.
2. Putting the plan into action by identifying the appropriate activities and
instructional materials that will support the objective of the intervention
program.
Phase III: Program Implementation
1. Determine the appropriate activities/strategies to meet the identified
needs of students with instructional materials using scaffolding
approach.
2. Collaboration of reading teachers on teaching strategies, techniques, and
activities through Learning Action Cell (LAC) sessions.
Phase IV: Monitoring and Evaluation
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1. Evaluating the effectiveness of the program based on the applied
teaching and learning improvements.
2. Post conference.
3. Students Reading Performance Assessment Test.
X. PALS Activities
When implemented among high-school students, PALS requires that learners
engage in three activities designed to build fluency and comprehension.
At the beginning of each of these activities, the lower-performing reader serves as
the tutor (i.e., the Coach) and the higher-performing one takes on the role of tutee (i.e.,
the Reader), modeling good reading skills. After five minutes, the students switch
roles. The pairs proceed through each of the three activities in the same manner. The
teacher selects appropriate text for each student pair based on the reading level of the
weaker reader.
It is essential to the success of PALS that, as the students engage in peer tutoring
activities, the teacher moves about the room to monitor their work. Doing so also
creates an opportunity for the teacher to offer feedback to students about how well
they are reading, implementing the PALS activities and working with their partner.
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The following methodologies are to be used in order to increase the reading
proficiency of Grade 7 students and to enhance the proficiency of those students who
belonged to frustration level using scaffolding approach.
A. Partner Reading with Retell
The first activity in each PALS session is Partner Reading, sometimes
referred to as Partner Reading with Retell. This activity will be beneficial for the
students because Partner Reading has been shown to improve reading accuracy
and fluency and—with its story retelling component—to enhance reading
comprehension. Partner Reading consists of the three main steps outlined in the
box below.
Partner Reading with Retell
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(15 minutes)
Step 1: The higher-performing student (independent level) reads first for five
minutes.
Because this student will serve as a model for the less-proficient student, he or
she should read carefully but quickly and with expression.
Step 2: Starting where the first reader left off, the lower-performing student
(frustration level) reads for five minutes.
By listening before reading, this student has had an opportunity to take note of
any hard words and so is more likely to be comfortable with the text and to read
it fluently.
Step 3: For five minutes, starting with the higher-performing (independent
level) student, the students take turns retelling the main ideas as they occur in
the story.
The teacher should allow two minutes for students in the seventh grade to
complete this step.
Note: Whatever test is selected for Partner Reading should be appropriate for
the less-proficient student.
Corrective Feedback
Partner Reading
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During training, teachers should take care to emphasize that making mistakes
is okay, because it is by making mistakes that students will learn words they did not
know. In addition, teachers should train the Coach to point out and correct word
recognition errors as they occur.
Hard-Word Errors
When the Reader encounters a difficult word, the Coach says, “Stop. Do you
need some help with that word?” Or the Reader says, “I need some help with this
word.” The Coach encourages the Reader to:
 Look at the parts of the word
 Say the word very slowly
If the Reader continues to have difficulty, the Coach provides the word, or the
students ask the teacher for help.
Careless Mistakes
When the reader makes one of the careless errors listed below, the Coach says,
“Stop. You made a careless mistake. Reread the sentence.”
 Leaving out a word
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 Adding a word
 Saying the wrong word or word ending
B. Paragraph Shrinking
The second activity in each PALS session is Paragraph Shrinking which helps to
improve student’s comprehension. This activity will help students to:
 Monitor their own comprehension and focus on the main idea of each
paragraph
 Pay attention to important details
 Elaborate on the content
Paragraph Shrinking consists of the four main steps outlined in the box below.
Paragraph Shrinking
(10 minutes)
Step 1: The higher-performing student (independent level) reads for five minutes,
beginning where the second reader left off in Partner Reading and stopping at the
end of each paragraph.
Step 2: At the end of each paragraph, the higher-performing reader (independent
level) identifies the main character (i.e., the who or what) and summarizes the main
idea in 10 words or fewer.
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Step 3: After switching roles, the lower-performing student (frustration level) picks
up where the higher-performing reader (independent level) left off in the text,
reading for five minutes and stopping at the end of each paragraph.
Step 4: At the end of each paragraph, the lower-performing reader (frustration level)
identifies the main character (i.e., the who or what) and summarizes the main idea in
10 words or fewer.
Note: Unlike in the Partner Reading phase, in Paragraph Shrinking the partners will
read from different parts of the same text.
Corrective Feedback
As the Reader reads, the Coach monitors and offers corrective feedback when his or
her partner commits one of these errors:
 Incorrectly summarizing the paragraph
 Summarizing using more than 10 words
C. Prediction Relay
The third and final activity in each PALS session is Prediction Relay. This
activity will benefit her students because the ability to make predictions is associated
with improvements in reading comprehension, a skill many of seventh-grade students
appear to be struggling with. Prediction Relay consists of the three main steps outlined
in the box below.
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Prediction Relay
(10 minutes)
Beginning with the stronger reader (independent level), each student completes the
four steps listed below and continues the process for five minutes, at which time the
students switch roles. The students begin reading in the text at the point they left off
in Paragraph Shrinking.
Step 1: The Reader makes a prediction about what will happen on the next half
page.
Step 2: The Reader reads the half page.
Step 3: The Reader determines whether the prediction was correct.
XI. Pairing of Students
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The teacher ranks his or her students based on their reading achievement level,
divides the list in half, and pairs the top high-performing student with the top low-
performing student. This process is repeated until all the students have been paired.
students are systematically paired so that each dyad consists of one higher-performing
reader and one lower-performing one.
Step 1: Rank the Students
Students are ranked based on their reading skills in the Phil-IRI
Comprehension Test which composes of four passages ranging from simple to
difficult.
Step 2: Divide the List
Divide the list of students.
Step 3: Pair the Students
Arrange and pair the higher-performing student (independent level) in the first
column to the corresponding lower-performing (frustration level) student in the
second. Continue this process until of the students have been paired.
Higher Performance Level Lower Performance Level (Frustration
(Independent/Instructional) Level)
Name Score Name Score
1 1
2 2
3 3
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4 4
5 5
XII. Preparation of the Instructional Materials
In addition to the items on the suggested instructional materials, a Reading
Teacher needs a timer (e.g., a stopwatch) with which to monitor the length of the three
activities and to let the students know when to switch roles, as well as a calculator to
help them tally the weekly points. As teachers prepare materials for the students, they
first consider the type of books that they will select for the pairs. Reading Teachers
now know that any reading material can be used (e.g., reading textbooks adopted by
the school, novels, library books, content-area books); the text can be either narrative
or expository; and texts should reflect the reading level of the weaker reader (i.e., the
weaker reader should be able to read the text with no more than 10 errors for every
100 words). The reading material may be individualized so that all pairs are not
reading the same text. Eight lessons in each of the activities are included in Partner
Reading with Retell, Paragraph Shrinking and Prediction Relay. There are 8
instructional materials developed for those at the frustration level.
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XIII. Training of Students
The training for PALS consists of 35-minute sessions, which are typically held
two days a week for two weeks. Reading Teachers gradually introduce their students
to each of the strategy’s three activities, allowing them more opportunities to
discretely practice Partner Reading with Retell, Paragraph Shrinking, and Prediction
Relay before all three are combined into one session.
Training Procedures
Reading Teachers will train their students during the regularly scheduled
reading intervention period. In order to teach their students about each PALS activity,
they will:
1. Discuss PALS
Reading Teachers will introduce PALS, highlighting the advantages of using
the strategy. They will explicitly explain what the strategy is for, how it is used, and
when it is useful. In addition, Reading Teachers will:
a. Define terms that are specific to PALS (Coach, Reader, peer pairing)
b. Explain rules that apply during the implementation of PALS. During a
PALS session, the reading teacher must encourage good behavior and
enforce the rules.
c. Describe the procedures for a PALS session.
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2. Model PALS Activity
Reading Teachers will model the set-up procedures and each reading
activity. Additionally, they will demonstrate the role of the Coach, especially how
to provide corrective feedback and highlight appropriate social behaviors for
students working in pairs.
3. Allow Time for Guided Practice
Once the students understand the basic principles of PALS, Reading
Teachers will allow them to practice what they have learned. During this time,
reading teachers will guide their students through the process as they engage in the
three PALS reading activities, practice gathering and putting away materials.
4. Allow Time for Independent Practice
When the students have become familiar with each of the strategies,
Reading Teachers will monitor their practice and provide corrective feedback.
They will make sure that the students perform the activities correctly, offer
appropriate corrective feedback, maintain positive social interactions and observe
the PALS rules.
XIV. Implementation of PALS with Class
Reading Teachers will incorporate PALS two days per week for approximately
35 minutes per session for a minimum of 12 weeks. In order to create a consistent
and predictable schedule for the students, Reading Teachers will see to it that these
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two weekly sessions occur during their regularly scheduled reading intervention
time- the same hour and days each week. The table below offers more detailed
information about what students will learn during each session.
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IX. Action Plan
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Suggested Story: Parable of the Three Trees
123
Unknown Author
Once upon a mountain top, three little trees stood and dreamed of what they
wanted to become when they grew up.
The first little tree looked up the stars and said: “I want to hold treasure; I want to be
covered with gold and filled with precious stones. I’ll be the most beautiful treasure
chest in the world.”
The second tree looked out at the small stream trickling by on its way to the ocean
“I want to be travelling mighty waters and carrying powerful kings. I’ll be the
strongest ship in the world.”
The third tree looked down into the valley below where busy men and women
worked in a busy town. “I don’t want to leave the mountain top at all. I want to grow
so tall that when people stop to look at me, they will raise their eyes to heaven and
think of God. I will be the tallest tree in the world.”
Years passed. The rain came, the sun shone, and the little trees grew tall.
One day three woodcutters climbed the mountain.
The first woodcutter looked at the first tree and said “This tree is beautiful. It is
perfect for me.” with a swoop of his shining axe, the first tree fell. “Now I shall be
made into a beautiful chest. I shall hold beautiful treasure”. The first tree said.
The second woodcutter looked at the second tree and said “This tree is strong! It is
perfect for me.” With a swoop of his shining axe, the second tree fell. “Now, I shall
sail mighty waters! Thought the second tree. I shall be a strong ship for mighty
kings!”
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The third tree felt her heart sink when the last woodcutter looked her way. She
stood straight and tall and pointed bravely to heaven. But the woodcutter never even
looked up. “Any kind of tree will do for me. “He muttered.” With a swoop of his
shining axe, the third tree fell.
The first tree rejoiced when the woodcutter brought her to a carpenter’s shop. But
the carpenter fashioned the tree into a feedbox for animals. The once beautiful tree
was not covered with gold, with treasure. She was coated with saw dust and filled
with hay for hungry farm animals.
The second tree smiled when the woodcutter took her to a shipyard, but no mighty
sailing ship was made that day. Instead, the once strong tree was hammered and sawed
into a simple fishing boat. She was too small and too weak to sail to an ocean, or even
a river; instead, she was taken to a little lake.
The third tree was confused when the woodcutter cut her into strong beams and left
her in a lumberyard. What happened? The once tall tree wondered. “All I ever wanted
was to stay on the mountain top and point to God.”
Many, many days, and nights passed. The three trees nearly forgot their dreams.
But one night, golden starlight poured over the first tree as a young woman placed
her newborn baby in the feedbox. “I wish I could make a cradle for him.” Her
husband whispered. The mother squeezed his hand and smiled as the starlight shone
on the smooth and sturdy wood. “This manger is beautiful” she said. And suddenly
the first tree knew he was holding the greatest treasure in the world.
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One evening a tired traveler and his friends crowded into the old fishing boat. The
traveler fell asleep as the second tree quietly sailed out into the lake. Soon thundering
and thrashing storm arose. The little tree shuddered. She knew she did not have the
strength to carry so many passengers safely through with the wind and the rain. The
tired man awakened. He stood up and stretched out his hand and said “Peace.” The
storm stopped as quickly as it had begun. And suddenly the second tree knew he was
carrying the king of heaven and earth.
One Friday morning, the third tree was startled when her beams were yanked from
the forgotten woodpile. She flinched as she was carried through an angry jeering
crowd. She shuddered when soldiers nailed a man’s hands to her. She felt ugly and
harsh and cruel. But on Sunday morning, when the sun rose and the earth trembled
with joy beneath her, the third knew that God’s love had changed everything. It had
made the third tree strong.
And every time people thought of the third tree, they would think of God. That was
better than being the tallest tree in the world.
126
Suggested Instructional Materials (Partner Reading with Retell)
1. Question Card
127
Partner Reading
 1st Reader reads.

2nd reader is Coach.
 2nd Reader reads.

1st Reader is Coach.
Begin reading where
1st Reader started.
1 point for each

sentence
Retell
 2nd Reader retells.

1st Reader asks:
1. “What happened
first?”
2. “What happened
next?”
3. Continue
asking what happened
next. 1. After both students have read aloud, the
higher-performing student asks the lower-
 “Did you earn all 10 performing reader, “What happened first?”
points?” and “What happened next?”
2. In the event that the reader does not
remember the next piece of information, or if
he or she recalls that information out of
sequence, the Coach tells one thing that was
learned next.
3. Having been reminded, the reader retells the
event that was learned next.
4. If the Coach believes this information to be
incorrect, he or she retells what happened.
(Adapted from Peer Assisted Learning Strategies Reading Methods

for Grade 3-7 by D. Fuchs, 2008. p. 225)
128
During reading, Reading Teachers should take care to emphasize that making
mistakes is okay, because it is by making mistakes that students will learn words they
did not know before. The Reading Teachers should train students to identify and
correct four types of word recognition errors as they occur.
 Saying the word wrong
 Adding a word
 Leaving out a word
 Pausing for more than four seconds
When the reader makes one of these errors, the Coach should follow the
procedures outlined below.
1. The Coach says, “Check it!”
2. The Coach allows the reader time to supply the correct word.
3. If the Reader is unable to do so, the Coach provides the word and requests
repetition, saying, “That word is _____. What word?”
4. The Reader repeats the word and, upon the Coach’s prompting, reads the
sentence again.
129
2. Roll and Retell
Directions: There are several important ways to help students comprehend what they
have read. The first way is to help them make connections. This can be connections to
their own experiences or connections to other books. Making mental images is another
helpful strategy. Finally, asking questions requires a child to reflect critically on what
he/she has just read. This strategy is our focus for this activity.
Once the students have read a fictional story, the teacher grabs a die and let your
them start answering questions about the story depending on the number that is rolled.
130
https://docs.google.com/file/d/0B_mieVEhjKG5cjJKclRGUEFYa0U/edit
3.Speak your ideas out by spinning the story wheel!
Directions: Spin the wheel and answer each question based on the story read.
131
Buraga (unpublished material, 2021)
4. Story Structure Guide Questions (SSGQ)
Clarify things which are not clear to me and provide me an explanation!
132
Directions: Discover the elements of the story by answering the following questions in
the figures.
5. Retell me in your own words!

Directions: Summarize the Parable through a story pyramid. Be guided by the
directions below. The students support each other in developing a summary of the
story.
133
Ex: Parable of Three Trees
1. Write the title of the story centered above the story pyramid.
2. Form the story pyramid.
Line 1- Write one word that tells what the parable is about.
Line 2- Write two sentences describing the setting.
Line 3- Write three words describing the three trees.
Line 4- Give four words describing what became of the first tree.
Line 5- Give five words describing what became of the second tree.
Line 6- Give six words describing what became of the third tree.
Line 7- Give eight words stating the conclusion of the story.
134
6.Five Fingers Graphic Organizer
Directions: Revisit the character you want to talk about and re-examine the character’s
deeds. Tell your story about the character using the Five Finger Graphic Organizer.
After presenting your story, give your personal point of view about the character’s
ways of getting what he/she wants in life. Give your suggestion/s and, or some pieces
of advice to the character in order for him/her to achieve true happiness in life.
7.I Can Retell A Story!
135
Directions: Have students read
a short, level-appropriate
fiction story. Remind students
to refer to the graphic organizer
to pay attention to the title,
characters, setting and so on.
After reading, ask the students
to retell their stories using the
images on the graphic
organizer. Have students record
their retellings on the sheet.
8.Story Funnel
Directions: Fill in the required information for each section below. Use
136
the information that appears with each section to help you proceed.
Suggested Instructional Materials (Paragraph Shrinking)
1.Question Card
137
This cue card enumerates the directions
that the Coach will need to facilitate the
Paragraph Shrinking activity.
1st Reader reads. Coach says:
1. “Name the most

important who or what.”
2. “Tell the most important
thing about the who or what.”
 1 point for each step
2nd Reader reads. Coach says:
1. “Name the most

important who or what.”
2. “Tell the most important
thing about the who or what.”
 1 point for each step
(Adapted from Peer Assisted Learning

Strategies Reading Methods for Grade 3-7 by D.
Fuchs, 2008. p. 229)
Having completed his or her section of the text, the Reader identifies the main
character (i.e., the who or what) in the paragraph and summarizes the main idea. The
138
Coach should be aware of the two types of errors that can occur during this process
and how to respond to them.
Incorrectly summarizing the paragraph
1. The Coach says, “Check it!”
2. If the Reader is still incorrect, the coach gives either a hint or the correct
answer.
Summarizing using more than 10 words
1. The Coach replies, “Shrink it.”
2. If the answer is still not the best, the coach helps the partner to give a
better one.
2.Main Idea and Summary

Directions: Read the passage below. Identify the topic, main idea, and three
supporting details. Then write a summary of the passage.
Once upon a mountain top, three little trees stood and dreamed of what they
wanted to become when they grew up. The first little tree looked up the stars and said:
“I want to hold treasure; I want to be covered with gold and filled with precious
stones. I’ll be the most beautiful treasure chest in the world.” The second tree looked
139
out at the small stream trickling by on its way to the ocean “I want to be travelling
mighty waters and carrying powerful kings. I’ll be the strongest ship in the world.”
The third tree looked down into the valley below where busy men and women worked
in a busy town. “I don’t want to leave the mountain top at all. I want to grow so tall
that when people stop to look at me, they will raise their eyes to heaven and think of
God. I will be the tallest tree in the world.”
3.Main Idea and Details Anchor Chart

Directions: After reading the passage, determine the main idea and three supporting
details using the graphic organizer below.
140
4. Fishbone Diagram (FBD)
Directions: Identify the different
events happened in the story,
“Parable of the Three Trees” in the
Fishbone Map Graphic Organizer.
Outline your ideas and transfer
those using the graphic organizer.
Main Topic: ____________
Factor 1:_______________
Detail:_________________
Detail:_________________
Factor 2:_______________
Detail:_________________
Detail:_________________
Factor 3:_______________
Detail:_________________
Detail:_________________
Factor 4:______________
Detail:_________________
Detail:_________________
141
5.Story Board
Directions: Write the events of the
story on the story board. Record them
in the correct order.
Event1:__________________
________________________
Event2:__________________
________________________
Event3:__________________
________________________
Event4:__________________
________________________
Event5:__________________
________________________
Event6:__________________
________________________.
142
6. Character Map
Directions: Identify the

characters of the story by
writing the letter inside the
box where their descriptions
fall under.
A.He wanted to be covered
with gold and filled with
precious stones.
B.He wanted to grow so tall and
wanted to be the tallest tree in
the world.
C.He wanted to be the strongest
ship in the world.
D. He was fashioned into a
feedbox for animals.
E.He was hammered into a
simple fishing boat.
143
7.Describe Me!
Infer my Character Traits through Semantic Feature Analysis
Direction: The graphic
organizer below has a list of
characters from Parable of
Three Trees and a list of
attributes. One by one,
analyze each of the
characters and decide if the
each can be described by
these words. Write a plus
(+) sign if the character has
the trait, a minus (-) sign if
the character does not have
it.
144
8.Plot Me! (Story Structure Map)
Directions: Fill in the

required information for
each section below. Use
the information that
appears with each
section to help you
proceed.
1.Characters
-Protagonist and Main
Character (s)
-Antagonist
2. Setting
-Time and Place
3. Conflict
-What is the problem
between the protagonist and
the antagonist?
4. Resolution
-How was the conflict
resolved?
5. Turning Point
-The main event between the
protagonist and antagonist or
the moment for which the
reader has been waiting
6. Rising Action
-The major events that lead to
the turning point
7. Falling Action
-The major events that lead to
the solutions
8. Theme
-The lesson or message the
author is trying to us
understand
145
Suggested Instructional Materials (Prediction Relay)
1.Question Card
This cue card enumerates the

questions and directives that the
Coach will need to manage the
Prediction Relay activity.
Coach asks the 1st Reader:
1. “What do you predict will

happen next?”
2. “Read half the page.”
3. “Did the prediction come
true?”
 1 point for predicting

 1 point for reading
 1 point for checking
Coach asks the 2nd Reader:
1. “What do you predict will

happen next?”
2. “Read half the page.”
3. “Did the prediction come
true?”
 1 point for predicting

 1 point for reading (Adapted from Peer Assisted Learning Strategies
 1 point for checking Reading Methods for Grade 3-7 by D. Fuchs, 2008. p.
175)
146
2. Story Anticipation Guide
Directions: Accomplish the Story Anticipation Guide below:

A. Before reading- Read the statements in the table and check the column that
corresponds to your response.
B. Post-reading- Review your answers and check whether you were right or
wrong in the last column.
True False Statements I was right I was

wrong
1.The first tree wanted to be

covered with gold and filled with
precious stones.
2. The second tree wanted to grow

so tall and wanted to be the tallest
tree in the world.
3. The third tree wanted to be the

strongest ship in the world.
4. The first tree was fashioned

into a feedbox for animals.
5. The second tree was hammered

into a simple fishing boat.
3.The K-W-L Chart
147
Directions: Read the statements in the table carefully.
Before reading- Check the first column if you know the statement to be right or the
second column if you are yet to know it.
After reading- Review your answers and check the last column if you learned the
answer while reading, leave the column/box unchecked if not.
What I I Want to What I Learned

Statements Know Know
4.Clues-Prediction-Confirmation (CPC) Graphic Organizer
148
Directions: Predict what will happen next in the story. Record your prediction as well
as your clues from the text. The record what happens using the C-P-C Graphic
Organizer below.
CLUES PREDICTON CONFIRMATIO

(These come from the text) (What do you think will N
happen?) (Was your
prediction correct?)
5.Foretell and Foresee Me If You Can!
149
Directions: Predict what will
happen next in the story. Record
your prediction using the graphic
organizer.
6.Text, My Prediction, Outcome (TeMPO) Chart
150
Directions: Predict what
will happen next in the
story. Record your
prediction using the Text,
My Prediction and
Outcome Chart.
7.Making Inferences
151
Directions: Think about what
you know and use what the
author tells you to make
inferences. Use the graphic
organizer.
My Schema: What I know
Clues I Found in the Story
What I Infer
8. Follow the Clues!
152
Directions: Predict what
will happen next in the
story. Record your
prediction as well as the
clues on the footsteps.
Write your prediction
on the door.
Image Source:
https://www.scholastic.com/content/dam/teachers/lesson-plans/migrated-images-in-
body/lessonplans_graphicorg_images_clues.jpg
Additional Instructional Materials for Instructional and Independent Level
Students
153
The following instructional materials can be utilized for both instructional and
independent level. Since the students under these levels have better comprehension
than those under frustration level, the activities are specifically designed based on
their current needs.
1. Act and Speak your heart out!
Directions: Write a script about a grand reunion of the three trees. What exciting
things would you be saying to each other? Scribble all your ideas and make your
imagination work creatively and uniquely.
2. Illustrate or show me creatively!
154
Reflective Essay
Topic: Illustrate the universal truth about life and lessons that are present
in the story through a 3-5 paragraph reflective essay.
3. Poem Writing
155
Directions: Compose a poem about dreams. Perform an oral reading of
your poem.
4. Song Composition Writing
Directions: Compose a song (rap/jingle) focused on the theme of the story.
156
5. Writing News Article

Directions: Make and present a news report/coverage about the event in the story
when the three trees were being cut down by the wood cutters. Be sure to present your
script in such a way that the headline is catchy, lead is effectively written, provide
quotes, follow the inverted pyramid style of writing and other important things to
consider in journalistic writing/article. Be guided by the rubric.
Mechanics:
Content-------------- 45 points
Presentation--------40 points
Organization------- -15 points
Category Scoring Criteria Total Score

Points
The type of presentation is 5

Organization appropriate for the topic and
(15 points) audience.
Information is presented in a logical 5

sequence.
Presentation appropriately cites 5

requisite number of references.
Introduction is attention-getting, lays 5

out the problem well, and establish a
framework for the rest of the
presentation.
157
Content Technical terms are well-defined in 5
(45 points) language appropriate for the target
audience.
Presentation contains accurate 10

information.
Material included is relevant to the 10

overall message/purpose.
There is an obvious conclusion 5

summarizing the presentation.
Speaker maintains good eye contact 5

with the audience and is
appropriately animated.
Presentation Speaker uses a clear, audible voice. 5

(40 points) Delivery is poised, controlled and 5
smooth.
Good language skills and 5

pronunciation are used.
Visual aids are well prepared, 5

informative, effective, and not
distracting.
Length of presentation is within the 5

assigned time limits.
Information was well communicated. 10
Score Total Points 100
158
6. TV Talk Show
Topic: What is the noblest profession?
1. Pretend to be engineers, nurses, lawyers, teachers, etc. and defend why
you think your profession is the best.
7. Appreciating Craftmanship
Answer the following questions:

1. What figurative language was used to convey the message of the
parable?
2. What symbols were used in the story?
3. Who do you think the trees represent? Why do you say so?
4. Who could be the feedboxes? Why?
5. Who could be the boats? Why?
6. Who could be the crosses? Why?
159
8. Let’s Go Fishing!
Directions: From the fishbowl graphic organizer, catch the words that talk about the
characters in the story. Write them under the appropriate heading on the provided
space. Explain each word that talks about the characters.
160
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166
APPENDICES
167
APPENDIX A
Letters of Permission
168
Letter of approval to conduct survey in the research locale
(For the Division Superintendent)
Letter of approval to conduct survey in the research locale
169
(For the School Head)
170
Letter to the Class Advisers
171
(For the F138)
APPENDIX B
Comments of Face Validators on the Instrument
172
Validator 1: The questions are clear and easy to
understand.
Validator 2: I suggest that the researcher should provide
pre-determined answers to the questions given and then
ask the respondents to just elaborate their answers.
173
Validator 3: Provide checklist and space in the
questionnaire for the respondents to elaborate their
answers.
Validator 4: No comments/suggestions given.
Validator 5: Provide checklist for the respondents.
Through this, it will be easier for the researcher to analyze
the responses of the respondents per theme.
APPENDIX C
174
Interview Questionnaire
RESEARCH INSTRUMENT NO. 1

INTERVIEW QUESTIONNAIRE ON READING ABILITY AND OTHER
PROBLEMS ENCOUNTERED BY THE TEACHER
Dear Respondent:
I would like to find out from you about your students’ reading ability in terms
of their comprehension skill and other related problems encountered by the you
during your reading activities. This is to guide the researcher in designing a
comprehensive intervention program for Grade 7 students.
Please take time to share your views by accomplishing this questionnaire. Be

assured that your responses would be treated with utmost confidentiality. Thank
175
you.
The Researcher
Directions: Kindly reflect your honest general observations on your students’
behavior in a reading activity based on 10 areas. The results will be of great help in
the development of a comprehensive intervention program. Thank you.
1. On Students’ Study Habits
_____________________________________________________________________
_______________________________________
2. On Students’ Motivation in a Reading Activity
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
3. On Attractions of Reading Tasks
_____________________________________________________________________
_____________________________________________________________________
176
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
4. On Student’s Difficulty in Comprehending Reading Tasks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
5. On Student’s Difficulty in Sentence Construction and Cohesion
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
6. On Student’s Difficulty in Using Reading Strategies
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
177
7. On Student’s Difficulty in Concentration
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
8. On Student’s Reasoning and Background Knowledge on the Reading Activity
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________
9. On Student’s Knowledge on Vocabulary
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
178
_____________________________________________________________________
________________________________________________
10. On Student’s Adequacy of Reading Materials
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________
Interview Questionnaire Checklist on the Problems and Challenges Encountered
by the Reading Teacher with regard to the Reading Ability of the Students
Frustration Level
179
1. The student is completely unable to read the material with adequate word
identification or comprehension.
2. Signs of difficulty and tension are evident.
3. Oral reading lacks fluency and expression.
4. A word-for-word, halting style is common.
5. Accuracy of word recognition is less than 90%.
6. Less than 70 of the questions are answered correctly.
Instructional Level
1. The student can read with assistance from a teacher.

2. For both oral and silent reading are free from behaviors that often indicate
serious difficulty such as finger pointing or tension.
3. Oral reading is less fluent.

4. Oral reading should retain some sense of rhythm.
5. Accuracy of word recognition is 90%.
6. 70% of the questions are answered correctly.
Independent Level
1. The student can read successfully without assistance.

2. Oral reading is fluent and free from behaviors such as finger pointing and
overt signs of tension.
3. The student’s accuracy in word recognition while reading orally is 98% or
higher.
4. Silent reading is free from finger pointing.
5. For both oral and silent reading, comprehension is excellent.
6. The reader is able to answer 90% or more of the questions correctly.
180
APPENDIX D
Excerpt of the Transcript During the Conduct of Interview
Questionnaire
Excerpt of the Transcript During the Conduct of Interview Questionnaire
Interview Number 1:
181
R: Good afternoon, teachers! What are the problems and challenges that you
encounter with regard to the reading comprehension level of your students in terms
their study habits?
RT1: Sir, I think we will agree that students nowadays are really different. Our
students’ study habits vary.
RT2: Based on my experience and observation sir, those low performing students are
the ones who have poor study habits. Those frustration level students are reluctant to
read.
RT3: I agree with what you said ma’am. Frustration level students are very reluctant
to read because they find it difficult to read the texts that are being assigned to them.
RT4: Yes sir. That’s true. I believe because these students spend most of their time
playing mobile games than studying or reading. It becomes a distraction.
RT5: Frustration Level students are not focused. They do not have focus.
R: If only all of our students have good study habits, it will be much easier on our part
as reading teachers, right?
RT6: Indeed sir! You know what, students under independent level are very focused.
RT7: Also, those instructional level students. They really give time to finish tasks
assigned to them.
RT8: Instructional and independent level students are good readers.
RT9: They have efficient study habits and reading skills.
RT10: I observe that they are more inclined to study compared to students who are
benighted.
RT11: You are right, ma’am! Those frustration level students.
RT12: I remember during our face-to-face interaction with my students, seldom I see
my students read because they are focused on playing mobile games.
RT13: Mobile legend!
RT14: Right! They are more interested in playing than studying/reading.
RT15: I just wish that all our students have the same study habit like those in the
independent level.
RT16: That’s true, ma’am! They are very diligent.
RT17: and responsible in terms of their study habits.
RT18: That’s why whenever I assign reading tasks to my students, I just give short
passages for them to read.
RT19: I also do the same because they find it really difficult to read the text.
RT20: How much more when it comes to comprehension? When I ask them about
their understanding of the material they’ve read, they can’t even answer a single word.
RT21: Because they are reluctant to read. That’s it.
RT22: Independent level and instructional level students really allot enough time to
accomplish tasks.
RT23: Yes, even in their independent learning in school and at home.
R: So, no problems and challenges are encountered among those instructional and
independent level students.
RT24: Yes, Sir! They are efficient, resourceful!
RT25: Good readers, indeed!
182
RT26: I agree!
RT27: This makes even more challenging on our part as reading teachers especially in
our situation at present.
RT28: Parents should really monitor their children during their independent learning
at home.
RT29: Yes, ma’am. It is really up to the parents. Prevent them from using any gadget
during reading/studying.
RT30: Frustration level student are hard-headed.
RT31: Kung sino pa ‘yung mababa ang reading level, sila pa ang matigas ang ulo.
(Those students who have low reading level are the same set of students who are hard-
headed).
RT32: I agree, ma’am!
RT33: Yes!
RT34: That’s a fact!
R: Thank you!
Interview Number 2:
R: What about the problems and challenges that you encounter with regard to the
reading comprehension level of your students in terms of their motivation in a reading
activity?
RT1: I observe that students are motivated to read if the material presented to them
interests them. Students exhibit interest if they are well motivated.
RT2: Correct! Because they can relate to it.
RT3: That is why I really choose topics that are new, interesting and motivating.
RT4: They can relate easily when topics involved are about love, crushes.
RT5: Right! Teachers need the right motivation for students to prepare and get
motivated.
RT6: But oftentimes, students want incentives before they read long texts.
RT7: Yes, That’s true. For me, I give additional points to those students who are able
to read the texts correctly.
RT8: And they get motivated to read!
RT9: But we must justify to them the importance of the reading materials to their
daily lives.
RT10: I agree, ma’am!
183
RT11: Pictures of relevant experiences would really encourage students to read
further.
RT12: If it is not in line with their interest, they won’t like to read it.
RT13: That’s a challenge!
RT14: Especially those frustration level students.
RT15: They only read articles or short stories when they are required to do.
(Everyone agrees)
RT16: Let us look for materials that will motivate them. They are eager to finish
reading a text/story or a book if they can relate to it.
(Everyone agrees)
R: Thank you so much for your answers!
Interview Number 3:
R: What are the problems and challenges that you encounter with regard to your
students’ reading comprehension level in terms of their attraction to reading tasks?
RT1: You know what sir, I know everyone will agree. Student especially those who
belong in the frustration level do not enjoy reading that much.
RT2: Right! They do not want to read if the reading material given is too long.
RT3: Makikita palang nila ang material (By just looking at the material given), you
could easily tell that they’re not attracted.
RT4: I agree, sir!
(Five reading teachers reacted in the comment section a thumbs up icon signalling
that they agreed)
RT10: That is why whenever I give a reading task to my students, I see to it that it is
something that is interesting and relatable.
RT11: I believe it would be better if the reading text is based on real life situation or
more of facts and evidence so that students are encouraged to think critically by
giving logical opinions.
RT12: Most of the students prefer reading short stories that reflect situations to their
life experiences.
(Thirteen other reading teachers agreed on the response given by the RT12)
RT26: Kaya ako (That’s why), I present first with a good springboard like games.
RT27: Right, Sir! Students like that.
RT28. I also do the same. I present video counterpart or interactive materials etc.
RT29: That’s when they actually get attracted to read especially those students who
are under frustration level.
(The rest of the reading teachers agreed)
184
Interview Number 4:
R: Teachers, what about their difficulty in comprehending reading tasks?

RT1: Oh, students encounter difficulty in comprehending the text because students are
not used to reading activity. Hindi sila nasanay! (They are not used to it)
RT2: Isama mona po (You include) sir words unfamiliarity.
RT3: Which actually hinders student’s ability to comprehend because of poor
vocabulary skills.
RT4: Tumpak sir! (You got it right, sir!)
(Six other reading teachers sent a like button in the comment section which signalled
that they agreed to the statement of the RT3)
RT11: Pansin ko lang, poor ang comprehension ng mga bata ngayon. (I observe that
students have poor reading comprehension.)
RT12: That’s right, ma’am! From word recognition to understanding the text. That’s
why when you ask them questions about the text they’ve read, they could not answer
because of poor comprehension.
RT13: Especially those frustration levels students. They need more time and attention.
RT14:Isang rason din ay dahil hindi nila naaappreciate ang mga reading activities na
binibigay sa kanila. (Students do not appreciate reading activities that are given to
them).
RT15. Since they can hardly comprehend what they read due to lack of vocabulary
knowledge.
RT16: Kasi hindi nila inaapply and mga strategies in vocabulary na naituro sa kanila.
(Because they do not apply the strategies in vocabulary development taught.)
RT17: That is very true, sir!
RT18: This is really a challenge for us teachers. Nahihiirapan na silang intindihin ang
binabasa nila, nahihirapan pa silang i-apply ang mga strategies na naituro sa kanila.
(They really have difficulty comprehending the meaning of what they read, and they
also have hard time applying the reading strategies taught to them.)
(The rest of the reading teachers showed agreement by clicking the like button)
Interview Number 5:
R: Teachers, I would also like to know the problems and challenges that you
encounter with regard to the reading comprehension level of your students in terms of
their difficulty in sentence construction and cohesion.
RT1: I do not have problems actually to those students under independent and
instructional level because they can construct sentence though with minimal
grammatical errors.
RT2: Yes. Mostly in simple, compound and complex sentence but seldom in
compound-complex sentence.
RT3: I totally agree, sir! But those students under frustration level is the problem now.
RT4: They cannot even form a simple sentence.
RT5: They find it hard to identify the sentence pattern.
185
RT6: It seems to be very challenging for them.
RT7: Right ma’am! They have problem in sentence structure. I mean, their sentence
structure is not polished.
RT8: Isama mona sir ‘yung parts of speech. (As well As the function and parts of
speech)
RT9: Dahil kulang sila sa knowledge sa vocabulary, grammar and written exercises.
(The students’ difficulties in constructing sentence are influenced by lack of
vocabularies, grammar knowledge and lack of written exercises)
RT10: Tama po. Hindi sila masyadong exposed sa written exercises. Kulang na
kulang. (Yes, they are not exposed to written exercises)
RT11: I believe reading teachers provide good written exercises, but they do not show
interest. That’s a problem.
RT12: Right!
(Eighteen of the respondents sent a like reaction showing their agreement on the
statements given)
RT31: They should be taught on how to do outlining.
RT32: It is one of the reading skills that should be improved among learners. I agree,
sir!
RT33: If students are able to master this, they can easily identify the themes in each
paragraph that they are reading or writing.
RT34: That’s right, ma’am. I believe so.
R: Thank you so much, dear teachers for all your responses.
Interview Number 6:
R: Teachers, what about their difficulty in using reading strategies?

RT1: ‘Yan ang ultimate na problema. (That’s the ultimate problem)
RT2: Students have problems in reading comprehension because they do not know
how to use reading strategies especially those frustration level readers, they struggle
using reading strategies.
RT3: One of the reasons is limited experience with books. Tinatamad sila magbasa.
(They are lazy reading books) It can also be about their speech and hearing problems
and poor phonemic awareness siguro sir. (And maybe poor phonemic awareness)
RT4: That’s why as teachers, to make our students as effective readers, we should
make activities that would require them to use reading strategies.
RT5: Nahihirapan kasi sila dito sir. (They find this hard) Students should get used to
annotating reading texts and skim materials to get the main idea. Ito yung mga
strategies na lagi kong ini-introduce sa mga students ko. (These are the reading
strategies that I always introduce to my students)
RT6: Actually, I don’t have problems when it comes to independent and instructional
level students. I believe everyone would agree with me. Kasi they apply reading
strategies, eh. (Because they apply reading strategies when they are asked to read a
material)
186
RT7: The problem really is the frustration level readers because they do not use
reading strategies to aid them in reading. They rather do the easiest way just for them
to finish reading.
Interview Number 7:
R: Teachers, what about their concentration? What are your problems and challenges?
RT1: Ang mahirap ngayon dahil sa current situation natin sir. (What makes it more
difficult is our current situation).
RT2: Because students have to deal with their household chores while reading
academic texts.
RT3: Tama po, sir! (That’s right, sir!)
RT4: The students are more distracted during the conduct of the distance learning.
RT5: Isa pa sir, because of social media.
RT6: Because of social media, lack of interest and short retention span, students
especially those under frustration level face difficulties in concentrating to read and to
learn English.
R: Thank you so much, teachers!
Interview Number 8:
R: What are the problems and challenges that you encounter with regard to the reading
comprehension level of your students in terms of their reasoning and background
knowledge on the reading activity?
RT1: Students need to expose themselves in reading different genres.
RT2: Especially those students under frustration level.
RT3: I agree with you, sir!
RT4: They need to be taught well how to think critically.
RT5: Right! So that they can respond to the reading logically.
(Five of the other reading teachers agreed by sending a like reaction)
RT11: Ang problema kasi yung mga frustration level students, hindi nagpepersevere.
(Frustration level students do not persevere)
RT12: Students under independent and instructional level have good reasoning and
have background knowledge in reading.
RT13: It is because they persevere more than the frustration level students.
(Seventeen other reading teachers agreed that students under independent and
instructional level have good reasoning and have background knowledge in reading
tasks since they persevere more than the frustration level students.)
RT31: Schema-based, pre-reading activities should be used for activating such
background knowledge.
187
RT32: It helps students to be engaged in the reading activity.
RT33: ‘Yun kasi ang problema, right? (That’s the problem, right?)
RT34: I totally agree sir!
Interview Number 9:
R: Teachers, I know our students struggle in terms of their knowledge on vocabulary.

Could you please share some of the problems and challenges that you encounter?
RT1: I think one factor is internet colloquial expressions.
RT2: Right, ma’am! It greatly affects our student’s vocabulary.
RT3: To add is the student’s less time spent on reading books.
RT4: Ayun, problema talaga yun! (That’s a problem!)
RT5: Wala naman tayong problema sa instructional and independent level students.
Ang problema talaga ay yung mga nasa frustration level. (We do not have problems to
those students under instructional and independent level students. Our problem is
those under frustration level)
RT6: Frustration level students do not have good command of the language because
they do not spend more of their time reading.
RT7: Since many students, particularly frustration level, do not actually read
especially English texts, their vocabulary is limited.
RT8: If students have limited vocabulary, what do we expect from them?
RT9: They are not used to read books and articles.
RT10: They prefer to spend their time scrolling posts in their social media accounts
and playing mobile games than reading good books/articles.
(The rest of the reading teachers have agreed)
Interview Number 10:
R: This will be my last question reading teachers. What are the problems and
challenges that you encounter with regard to the reading comprehension level of your
students in terms of adequacy of reading materials?
RT1: Some reading materials are not appropriate for the reading level of the students.
RT2: I agree with you, sir!
RT3: The materials available in the library are not appropriate for their level.
RT4: The same problem in our school, sir.
RT5: In our school, there are available books in the library, but students do not read
books especially those frustration level students.
RT6: Right! Unless they are required to read or research on something.
RT7: Maybe because the books that are available are not their line of interest.
R: Thank you so much for your time, teachers!
188
Legends: R-Researcher; RT- Reading Teachers
APPENDIX E
NAT Results
189
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Makati City
DEPARTMENT OF EDUCATION
MAKATI CITY
NATIONAL ACIEVEMENT TEST RESULTS IN ENGLISH
SY 2016-2017- SY 2017-2018
NAT G6 (G7 takers) NAT G11 (G10

takers)
SY 2017 – 2018 49.96 41.98
SY 2018 - 2019 57.90 45.82
Overall MPS in English (DLLAS) for SY 2018-2019
Elementary = 70.72
Secondary = 60.66
190
MARIA THERESA M. RUIZ
Division Testing Coordinator
Department of Education-Makati City
Gov. Noble, Guadalupe Nuevo, Makati City

(02)8882-5861 ; (02) 8882-5862
makati.city@deped.gov.ph www.depedmakati.ph
APPENDIX F
Statistical Printouts
191
Descriptive Statistics
Std.
Minimu Maximu Deviatio
School_Code N m m Mean n
Makati Acad_P1 95 73.00 95.00 85.7158 6.01180
High Acad_P2 95 75.00 96.00 87.5579 5.98352
School
Ave_Aca 95 75.00 96.00 86.8526 5.91243
d
Valid N 95
(listwise)
Bangkal Acad_P1 64 73.00 95.00 84.7656 6.42105
High Acad_P2 64 75.00 96.00 86.7813 6.15274
School
Ave_Aca 64 75.00 96.00 85.9688 6.16691
d
Valid N 64
(listwise)
Benigno Acad_P1 194 72.00 95.00 86.5155 5.23463
Ninoy Acad_P2 194 75.00 96.00 88.3505 4.93174
Aquino
High
School Ave_Aca 194 75.00 96.00 87.6495 4.97046
d
Valid N 194
(listwise)
Fort Acad_P1 135 73.00 95.00 85.0148 5.04308
Bonifaci Acad_P2 135 75.00 96.00 87.1481 5.03942
o High
School
Ave_Aca 135 75.00 96.00 86.3185 4.93488
d
Valid N 135
(listwise)
Pio Del Acad_P1 79 73.00 95.00 85.8354 6.09840
192
Pilar Acad_P2 79 75.00 96.00 87.8734 5.77210
High
School Ave_Aca 79 75.00 96.00 87.0886 5.89043
d
Valid N 79
(listwise)
Pitogo Acad_P1 73 73.00 95.00 85.5616 6.37048
National Acad_P2 73 75.00 96.00 87.4658 6.11937
High
School
Ave_Aca 73 75.00 96.00 86.7260 6.16725
d
Valid N 73
(listwise)
San Acad_P1 79 73.00 96.00 86.2025 6.51306
Antonio Acad_P2 79 76.00 96.00 88.3418 6.09726
National
High
School Ave_Aca 79 76.00 96.00 87.5063 6.19941
d
Valid N 79
(listwise)
San Acad_P1 77 73.00 95.00 86.2987 5.92289
Isidro Acad_P2 77 75.00 96.00 88.1429 6.01252
High
School
Ave_Aca 77 75.00 96.00 87.4416 5.91050
d
Valid N 77
(listwise)
Tibagan Acad_P1 69 73.00 95.00 85.6232 6.74995
High
Acad_P2 69 76.00 96.00 87.8551 6.24800
School
Ave_Aca 69 76.00 96.00 87.0000 6.40312

d
Valid N 69
(listwise)
193
Descriptive Statistics
Std.
Minimu Maximu Deviatio
School_Code N m m Mean n
Makati Independen Ave_Pas 37 6.23 7.73 6.9034 .32544
High t s
School Valid N 37
(listwise)
Instructional Ave_Pas 39 4.60 5.80 5.2209 .42930
s
Valid N 39
(listwise)
Frustration Ave_Pas 19 3.00 3.70 3.3974 .22575
s
Valid N 19
(listwise)
Bangkal Independen Ave_Pas 18 6.25 7.28 6.8514 .30104
High t s
School Valid N 18
(listwise)
s
Valid N 30
(listwise)
s
Valid N 16
(listwise)
Benigno Independen Ave_Pas 74 6.25 7.28 6.8115 .35530
Ninoy t s
Aquino Valid N 74
High (listwise)
194
s
Valid N 95
(listwise)
School Frustration Ave_Pas 25 3.00 3.70 3.4070 .21837
s
Valid N 25
(listwise)
Fort Independen Ave_Pas 30 6.25 7.28 6.8258 .32507
Bonifaci t s
o High Valid N 30
School (listwise)
s
Valid N 82
(listwise)
s
Valid N 23
(listwise)
Pio Del Independen Ave_Pas 31 6.25 7.28 6.9081 .32226
Pilar t s
High Valid N 31
School (listwise)
s
Valid N 32
(listwise)
s
Valid N 16
(listwise)
Pitogo Independen Ave_Pas 30 6.25 7.28 6.8683 .29243
National t s
High Valid N 30
School (listwise)
s
Valid N 26
(listwise)
s
Valid N 17
(listwise)
San Independen Ave_Pas 39 6.25 7.28 6.8776 .30304
Antonio t s
National Valid N 39
High (listwise)
School Instructional Ave_Pas 23 4.60 5.80 5.1511 .37260
s
Valid N 23
(listwise)
s
195
Valid N 17
(listwise)
San Independen Ave_Pas 37 6.25 7.28 6.8189 .28659
Isidro t s
High Valid N 37
School (listwise)

s
Valid N 24
(listwise)
s
Valid N 16
(listwise)
Tibagan Independen Ave_Pas 34 6.25 7.28 6.8287 .32404
High t s
School Valid N 34
(listwise)

s
Valid N 18
(listwise)
s
Valid N 17
(listwise)
Correlations
Ave_Pas Ave_Aca
School_Code s d
Makati Ave_Pas Pearson 1 .911**
High s Correlatio
School n
Sig. (2- .000
tailed)
N 95 95
Ave_Aca Pearson .911** 1
d Correlatio
n
Sig. (2- .000
tailed)
N 95 95
Bangkal Ave_Pas Pearson 1 .912**

High s Correlatio
School n
Sig. (2- .000
tailed)
196
N 64 64
**
Ave_Aca Pearson .912 1
d Correlatio
n
Sig. (2- .000
tailed)
N 64 64
Benigno Ave_Pas Pearson 1 .893**

Ninoy s Correlatio
Aquino n
High Sig. (2- .000
School tailed)
N 194 194
d Correlatio
n
Sig. (2- .000
tailed)
N 194 194
Fort Ave_Pas Pearson 1 .887**
Bonifaci s Correlatio
o High n
School Sig. (2- .000
tailed)
N 135 135
d Correlatio
n
Sig. (2- .000
tailed)
N 135 135
Pio Del Ave_Pas Pearson 1 .917**
Pilar s Correlatio
High n
tailed)
N 79 79
d Correlatio
n
Sig. (2- .000
tailed)
N 79 79
Pitogo Ave_Pas Pearson 1 .936**
National s Correlatio
High n
tailed)
N 73 73
197
d Correlatio
n
Sig. (2- .000
tailed)
N 73 73
San Ave_Pas Pearson 1 .933**
Antonio s Correlatio
National n
High Sig. (2- .000
School tailed)
N 79 79
d Correlatio
n
Sig. (2- .000
tailed)
N 79 79
San Ave_Pas Pearson 1 .914**
Isidro s Correlatio
High n
tailed)
N 77 77
d Correlatio
n
Sig. (2- .000
tailed)
N 77 77
Tibagan Ave_Pas Pearson 1 .943**
High s Correlatio
School n
Sig. (2- .000
tailed)
N 69 69
**
Ave_Aca Pearson .943 1
d Correlatio
n
Sig. (2- .000
tailed)
N 69 69
**. Correlation is significant at the 0.01 level (2-tailed).
198
APPENDIX G
Certification from the Statistician
199
200
201
APPENDIX H
Certification from the Editor
202
203
APPENDIX I
Certification from the Validators
204
205
206
207
APPENDIX J
Curriculum Vitae
208
7403 Bernardino St. Guadalupe Viejo, Makati
City
Email Address: cburaga.a1140002@umak.edu.ph
Contact No.: 0929-953-1430
PERSONAL INFORMATION
Birthday: December 23, 1989

Birthplace: Cabagan, Isabela
Language: Filipino/English
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Graduate Studies : University of Makati

Master of Arts in Education
Major in Educational Management
Tertiary Education : Isabela State University

Bachelor of Secondary Education
Major in English (CUM LAUDE)
Secondary :Delfin Albano High School

Cabagan, Isabela
Elementary :Casibarag Elementary School

Cabagan, Isabela
WORK EXPERIENCES
209
Public : Makati High School
Poblacion, Makati City
Secondary School Teacher II
October 2012- Present
San Antonio National High School

San Antonio Villlage, Makati City
Secondary School Teacher 1
February 2012- September 2012
Private : World English Language School Inc.

Pasig City
English Instructor Associate
November 2010- January 2012
210

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THE RELATIONSHIP OF ACADEMIC PERFORMANCE TO READING

ABILITY AMONG GRADE 7 STUDENTS IN THE CITY DIVISION

The Faculty of Graduate Program

College of Continuing Advanced and Professional Studies

of the Requirements for the Degree

Major in INNOVATIVE EDUCATIONAL MANAGEMENT

DALISAY G. BRAWNER, Ed.D.

Approved by the Committee on Oral Examination with a grade of 1.0.

EDERSON TAPIA, Ph.D., DPA

ARACELI M. PIMENTEL, Ph.D. GLORIA C. VALDEZ, Ed.D.

MILAGROS LOURDES M. TORRES, Ed.D. DANILO C. SABADO, D.T.

Comprehensive Examination Grade:_________

EDERSON TAPIA, Ph.D., DPA

Date: May 03, 2021

give up the cause of making it to the finish line.

My forever friends, Antonina Canceran, Noime Cureg, Roslyn Quebalayan

prodding which embolden me to keep believing in my God-given abilities. They have

I dedicate this achievement to my fellow educators who share the burden of

keeping the flame of hope alive for our beloved country.

professional accomplishment. The researcher wishes to thank the following:

Studies, for the consideration in the completion of the study;

valuable suggestions and insights;

important recommendations and constructive evaluation that provided focus and

To Ms. Carleen S. Sedilla, DepEd Makati Schools Division Superintendent (SDS),

researcher to finish this study;

To Mrs. Gizelle V. Laud, Education Program Supervisor I in English, DepEd-

Makati, for her kindness and support;

appreciated assistance and moral support;

My sincere thanks to my fellow teachers Mary Celeste A. Ramos, Antonina A.

Canceran, Noime C. Lozano, Annaliza A. Ataiza, Mayflor T. Zipagan, Irene A.

Maniego for being helpful and supportive in my study;

My special thanks to Lovelie L. Rose, Ana Kristina V. Andicoy, Ranjed DV.

Rodico, Roslyn N. Quebalayan for their continuous support to pursue my dreams;

prayers have been a source of strength and inspiration; and

Title THE RELATIONSHIP OF ACADEMIC

Researcher CARLOS A. BURAGA

Adviser DALISAY G. BRAWNER, Ed.D.

Degree DOCTOR OF EDUCATION

Date completed May 03, 2021

Institution UNIVERSITY OF MAKATI

respondents in terms of academic performance as measured by their GWA; 2) reading

comprehension level of the students as measured by the Phil-IRI Comprehension Test; 3)

significant relationship between the reading comprehension level and academic

performance of the student-respondents; and 4) problems and challenges encountered by

researcher-made interview questionnaire to determine the problems and challenges

Standard Deviation and Pearson r were used in analyzing the data.

The reading abilities of Grade 7 students when assessed by the Phil-IRI

Comprehension Test as revealed in their profile in terms of academic performance as

measured in their GWA had obtained a “very satisfactory” performance in English

When the reading comprehension level and academic performance were

of this study, a proposed comprehensive reading intervention program as part of the

of the students, particularly their reading comprehension abilities as a tool to improve

students’ academic performance.

1 THE PROBLEM AND ITS BACKGROUND

Background of the Study 7

Statement of the Problem 10

Significance of the Study 12

Scope and Delimitation 14

2 REVIEW OF RELATED LITERATURE