GRADUATE SCHOOL
Activity No.2
in
Thesis Seminar (Educ 312)
(Chapter One)
Title:
Reading Comprehension of Grade 6 learners from Rogelio DG. Valdezotto
Elementary School using The Philippine Informal Reading Inventory
(Phil-IRI) 2018 during the Distance Learning.
Prepared by:
IVY B. PAGATPATAN
MAEd-Edu. Mgt.
Prepared for:
Dr. TERESITA DIAZ
Professor
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CHAPTER ONE
THE PROBLEM AND THE SETTING
INTRODUCTION
“Reading maketh a full man” (Francis Bacon). One of the basic
language skills needed to be developed by an individual was the
ability to read. As cited by Bacon, someone who knows how to read can
be called a “full man”. Pertaining to a “full man” means that the mind
was filled with the information that further on can be translated for
new ideas. This ideas can turn out be used in a conversation or
communication that was based on own opinions, knowledge, beliefs and
emotions.
According to an article in One World Literacy Foundation (2013)
Reading Improves Discipline and Memory, Reading Builds Self Esteem and
improves Vocabulary. As we read, our discipline improves as we are
making time to read especially when we are in school and the situation
allows us to read. Often we read we become more independent as it
develops comprehension skills every reading time that we spend. Some
word game also aid the reading skills as it helps build memory through
remembering details. Educated man has a strong foundation in reading
as reading builds one’s self esteem. Through reading, offers new ideas
that can be used in enhancing the learning for one to be confident in
sharing knowledge, opinions, and ideas. Exposing to many words also
improves the vocabulary. When one read an article, the idea
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enlightened and the importance of an idea are being exposed for one to
use it.
Reading is an extremely complex process that no one can explain
satisfactorily (Journal on English as a Foreign Language, Volume 5,
Number 1, March 2015). Learners acquire skills in reading through
several processes from basic to a more complex one in order to be good
in reading. Some might learn earlier at home, others are during their
schooling. But certainly, there were some who do not develop the
skills in reading as easy as compare to the others. That is why the
Department of Education continue its developmental programs for those
who are non-readers. “Children’s reading achievement is influenced by
genetics as well as by family and school environments” (Teacher
Quality Moderates the Genetic Effects on Early Reading, 2010) our
home, the environment and the school are the factors to be considered
in learning how to read. The society where the learners belong plays
an important role in the development of one’s reading abilities. One
of those parts of the society was the Department of Education as an
institution that supports the need of Education.
In the system of Education, the learner was taught how to read by
means of different strategies and techniques given in each grade
level. At the first year in school, various activities for reading
readiness are provided such as pictures and phonics. This enhances
the awareness of the learner in reading through reading pictures and
hearing or pronouncing the letter sounds. During the primary stage,
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the learner was to be prepared for reading comprehension. Here, basic
words are being taught through oral reading and listening
comprehension. By reaching the intermediate stage, one is expected to
mastered the reading abilities and enhanced it by creating an own
ideas using phrases and sentences.
Although, there was a concrete system that was used in teaching
reading, still the Department of Education proposed different
programs/projects that will serves as a tool for a more productive
and efficient learning among the learner most especially for those who
are classified as non-reader or slow reader. One of those programs
being implemented was the Philippine Informal Reading Inventory (Phil-
IRI). It was first implemented in school year 2011-2012 by then Bureau
of Elementary Education (now Bureau of Learning Delivery) of the
Department of Education. By the year 2018, the Department of Education
released a Manual of the Revised Edition of the Philippine Informal
Reading Inventory (Phil-IRI).
The Philippine Informal Reading Inventory (Phil-IRI) is an
initiative of the Bureau of Learning Delivery, Department of Education
that directly addresses its thrust to make every Filipino child a
reader. It is anchored on the flagship program of the Department:
“Every Child A Reader Program,” which aims to make every Filipino
child a reader and a writer at his/her grade level. (The Philippine
Informal Reading Inventory Manual 2018) The program will serve as
guide of the teachers in determining the reading performances of the
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learner in the elementary. The manual was composed of graded passages
indicating each grade level, from grades 1 to 6. Only the learners
from Grades 3 to 6 are going to undergo the Phil-IRI Group Screening
Test (GST) in Filipino and learners from Grades 4 to 6 in English.
Those passages are used in determining the performance level of the
pupils in Oral Reading, Silent Reading and Listening Comprehension.
The learners will be categorized according to the Reading level as to
an Independent Reader, Instructional Reader or Frustration Reader. In
administering the Phil-IRI, a Group Screening Test with twenty items
shall be given to the learners from Grades 3 to 6 for about 30
minutes. Anyone with a score of 13 and below will be the one to
correspond with the stage 2, the Individual Assessment through the
individually administered Phil-IRI graded passages. Here, Oral Reading
needed to be administered to identify the Reading Level of the pupils,
which grade level are they dependent, instructional and frustration,
for the teacher to come up with the proper intervention. Individual
Assessment also computes the Reading Rate and Comprehension of the
learners. The Phil-IRI administration scheduled Pre-Test for the first
or second month of the School Year and Post-Test for the month of
January or February. The post-test will identify whether the
implementation is successful or not. Specifically, the Filipino
teachers are the one to administer the Phil-IRI Group Screening Tests
in Filipino and English teachers for Phil-IRI Group Screening Tests in
English. But since, in small schools, each teacher corresponds to one
class or grade level, the adviser holds the responsibility in their
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respective classes. ELLN-trained teachers can administer the Phil-IRI
Graded Passages to individual students who need further assessment.
(The Philippine Informal Reading Inventory Manual 2018) ELLN-trained
teachers undergo a seminar regarding the Early Language, Literacy, and
Numeracy Program.
Teacher factor plays a vital role in the Implementation of
the Philippine Informal Reading Inventory (Phil-IRI) for no matter how
effective the program is, if it is not being implemented well, the
percentage of its productivity and efficiency might decline. With the
current situation of the Philippine Education system of imposing the
distance learning, what would be the possible ways of the teachers in
the implementation and what would be the effect or the results to the
reading comprehension of the learners after the year evaluated.
THEORETICAL FRAMEWORK
This study is based on the DepEd Order No. 14, S. 2018 (Policy
Guidelines on the Administration of the Revised Philippine Informal
Reading Inventory) issued last March 26, 2018.
The Department of Education (DepEd) supports Every Child
a Reader Program, which aims to make every Filipino child
a reader and a writer at his/her grade level. Thus, the
DepEd through the Bureau of Learning Delivery-Teaching
and Learning Division (BLD-TLD) shall continue to
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administer the Revised Philippine Informal Reading
Inventory (Phil-IRI) assessment to learners in public
elementary schools nationwide effective School Year 2018-
2019.
The Phil-IRI used as a classroom-based assessment tool
aims to measure and describe the learners’ reading
performance in both English and Filipino languages in
oral reading, silent reading and listening comprehension.
These three types of assessment aim to determine the
learner’s independent, instructional and frustration
levels.
The Phil-IRI data shall also serve as one of the bases in
planning, designing/redesigning the reading instruction
of the teachers and the school’s reading programs or
activities to improve the overall school’s reading
performance.
The DepEd Order denotes the implementation of the Revised Phil-
IRI and the use of it in teaching reading among learners from public
Elementary Schools. As stated, it will help the teachers in
identifying the level of performances in reading not only orally but
in terms of silent reading and listening comprehension for the
teachers to see where is the current frustration level of the learners
in reading. Having the idea of where is the reading stage of the
learners will give an insight to teachers on how they would do an
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intervention for the learners to reach their independent level in
reading.
CONCEPTUAL FRAMEWORK
The study will provides information about the reading
comprehension of the respondents using the Philippine Informal Reading
Inventory considering the distance learning mode.
Reading is an extremely complex process that no one can explain
satisfactorily (Journal on English as a Foreign Language, March 2015,
Volume 5, Number 1. Every reader undergoes a process to achieve the
independent level of reading comprehension. It involves complex
processes that will enhance reading abilities from no background at
all to a productive or efficient reader. As part of the development of
the Education, teacher as well undergoes into different intervention
for the learning to be productive”. In relation to the DepEd Order,
this statement tells how the teacher should address the reading
process. Teachers who will have an insight about the Phil-IRI can
implement the program well as to improve the reading performances of
the learners.
According to Juliet S. Trujillo in her article dated 2014,
“Students with mild disabilities can and do learn to read if the
professionals involved consider the individual needs of students and
match these needs to appropriate instructional techniques”. Teacher
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as a center of a learning process can do a lot in uplifting those
learners who cannot read only if the teachers know where the starting
point of the learners is and provide a suitable strategy on reading.
From these frameworks, the researcher, as an English Coordinator wants
to find answers to some questions regarding the effectiveness of the
program as implemented by the teachers to the reading comprehension of
the learners given with the use of the distance learning mode.
PARADIGM
Philippine Informal Reading
Inventory (PHIL-IRI 2018)
Pupil’s Benefits
Teacher’s Implementation
during distance learning
(Benefactor)
(Implementer)
Knowledge about the Reading
Program performance
Skills in the Reading Level
Intervention
Tools used in Distance
Learning
Department of Education Productivity and Quality
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The Phil-IRI as an initiative of the Bureau of Elementary
Education-Department of Education is directly addresses its goal to
make every child a reader in line with the flagship program “Every
Child A Reader”. There are two factors that the study cited to
consider in dealing with the program, first was the reading
comprehension of the learners, the implementation and the goal of the
program in the learning system of the public elementary schools. In
this study, the reading levels of the learners were evaluated through
the use of Phil-IRI and given intervention. It does not focus only the
evaluation of the results of the learners’ questionnaire but also the
computation of the learners’ comprehension level, oral reading level,
and speed in reading. After the period of the study, the learners were
to measure using their post-test if there is a significant difference
on their performance level. Second factor of the study was the
distance learning mode which is appropriate to the current situation
of the Philippines education system due to the pandemic brought by the
Corona Virus Disease. How would it affect the result of the reading
comprehension assessment skills of the learners? This two will be of
useful for the productivity and the quality of the education when it
comes to reading skills.
STATEMENT OF THE PROBLEM
The study aims to determine the reading comprehension level of
Grade 6 learners from Rogelio DG. Valdezotto Elementary School using
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the Philippine Informal Reading (Phil-IRI) given the current mode of
learning which is the distance learning scheme.
Specifically, the study seeks answer to the following questions:
1. How may the profile of the learners as the respondents be described
in terms of:
1.1. age;
1.2. sex;
1.3. living arrangement,
1.4. family monthly income
2. What are the level of reading performance of the learners as the
respondents in terms of the following reading abilities:
2.1. Oral reading,
2.2. Silent reading,
2.3. Listening comprehension
3. Is there any significant relationship between the reading
comprehension skills of the learners and the teachers’
implementation during the distance learning scheme using the
Philippine Informal Reading Inventory.
HYPOTHESIS OF THE PROBLEM
Null Hypothesis
There is no significant relationship between the reading
comprehension skills of the learners and the teachers’ implementation
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during the distance learning scheme using the Philippine Informal
Reading Inventory.
SIGNIFICANCE OF THE STUDY
The study will give a significance effect to the quality of
Education pertaining to reading. As it will assess the reading
comprehension of the learners using the Philippine Informal Reading
Inventory, it will be a great help to the following:
Teachers- It will benefit the teachers as the one to administer the
Philippine Informal Reading Inventory (Phil-IRI) program in terms of
making their works easier provided an accurate result considering the
distance learning mode of teaching.
Learners- It will also benefit the pupils as the main benefactor of
the Philippine Informal Reading Inventory (Phil-IRI) program for their
performance level might be indicated well to provide them sufficient
intervention as based on their difficulties in reading.
Parents- It will benefit the parents in support with the distance
learning mode as their responsibility is of much needed to monitor the
progress of their child’s reading comprehension skills.
Administration- It will also benefit the administration as the
implementer of the Philippine Informal Reading Inventory (Phil-IRI)
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program for their findings will lead to a productive and efficient
implementation.
SCOPE AND DELIMITATIONS
The scope of the study will focus on the reading comprehension of
the respondents through their oral reading, silent reading and
listening comprehension skills. It will be limit to the twenty two
learners of grade six from Rogelio D.G. Valdezotto Elementary School
located at Sitio Pudiot, Brgy. Baloc, Sto. Domingo, Nueva Ecija. The
study uses the learners as the main benefactor of the program and the
teacher as the implementer. The study does not testify the whole
effects of the program as it cited one particular area, yet the
researcher’s study can help in determining the qualities of the
program together with the needs for improvement.
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DEFINITION OF TERMS
Terms defined operationally for a clearer understanding of the
study.
Philippine Informal Reading Inventory- is an informal reading
inventory composed of graded passages designed to determine the
individual student's performance in oral reading, silent reading and
listening comprehension.
Reading Comprehension- is the ability to process text, understand its
meaning, and to integrate with what the reader already knows.
Group Screening Test (GST)- is a silently-administered test in both
Filipino and English. Each tool is composed of a 20-item comprehension
test based on a set of leveled passages for each grade level covering
Grades 3 to 6 in Filipino and Grades 4 to 6 in English.
Frustration level- means that we are looking for the grade level
passage that the child can no longer read and understand on his own.
Instructional level- means that we are looking for the grade level
passage that the child can read with the support of a teacher. This is
the level where students make the most progress in reading.
Independent level - means that we are looking for the grade level
passage that the child can read on his/her own without any assistance
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Oral Reading- is administered in order to identify the student’s
miscues in oral reading; record the number of words that a student
reads per minute; and find out how well a student understands the
passage read.
Silent Reading- is administered when the student is identified as a
non-reader. The purpose is to find out how well a student understands
the selection which will be read by the test administrator. Then the
test administrator reads the multiple choice questions and the student
answers them orally.
Listening Comprehension- may be administered after the Oral Reading
Test is conducted to further check the student’s comprehension skill.
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