Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
INTRODUCTION
This chapter presents the background of the study, the statement of the problem,
significance of the study, and the scope and delimitation.
Background of the Study
The ability to read is an essential skill for students to master because information
is presented in text throughout the world. Web sites, books, magazines, and
newspapers, while sometimes including pictures for visual reference, utilize print to
share information with the reader.
Reading competency is equally dependent on two critical skills: the ability to
understand the language in which the text is written, and the ability to recognize and
process printed text. Each of these competencies is likewise dependent on lower level
skills and cognitive abilities.
Children who readily understand spoken language and who are able to fluently
and easily recognize printed words do not usually have difficulty with reading
comprehension. However, students must be proficient in both competencies to read
well; difficulty in either domain undermines the overall reading process. At the
conclusion of reading, children should be able to retell the story in their own words
including characters, setting, and the events of the story. Reading researchers define a
skilled reader as one who can understand written text as well as they can understand
the same passage if spoken.
Five the Reading portion of thePHIL-IRI test is around 95 words, but at higher grade
levels 135 words. The students in higher grade levels are responsible for reading and
comprehending all of the directions, passages, and other printed information within the
test.
Public schools are evaluated based on student performance on these
standardized tests and approximately forty percent of students going to public school
are attending schools undergoing program improvement for failing to achieve the
goals of No Child Left Behind (Crane,2010).
Students are not performing well on their tests; it could be because they are
struggling to read and comprehend the test questions that they are being confronted
with.
Students need practice reading in order to develop their phonemic awareness,
phonics, fluency, vocabulary, and comprehension. The mastery of these skills will grant
them access to increasingly complex knowledge in other academic subject areas.
As has been demonstrated in the results of the PHIL-IRI test, the elementary
school of Pinagbuhatan has experienced a dramatic demographic transformation in less
than a year, Increases in economic diversity of the student body, and the number of
students who lack competency in the Reading create special challenges for the district
as it makes efforts to raise the reading level of all students, especially those students
experiencing, or at-risk for, reading failure.
- Beginning(B)
from becoming an effective reader, and will serve as a guide in developing their least
mastered language.
Scope and Delimitations of the Study
The study focused on the The Level of Reading Competency and its influence on
the academic achievement of Grade Five Students of Pinagbuhatan Elementary
School: Basis for Developmental Reading Program.
Its included the item statement on competency of Grade Five students based on
the result of PHIL-IRI in the following reading skills, word recognition, reading speed,
reading comprehension, vocabulary. Its also included the level of academic
achievement based on the grades on the major subjects: Math, Science and English.
Also the strategies that may implement to heightened the academic performance of the
students.
It is important to understand the relationship between reading competency and
academic performance in other subject areas at the elementary grade level and to
determine if there are key factors where the relationship is strong enough to consider
utilizing a reading intervention program as the primary intervention for low student
performance in other academic areas.
Academic performance encompasses student performance on summative
assessments in the three major subjects based on the Form 138.
The PHIL-IRI as a source of data for reading competency level of students, has
the same limitations of a typical IRI. Its findings are to be interpreted cautiously and are
not to be thought of as an absolute measure and encompassing of the total pupils
reading ability. The PHIL-IRI only provides an approximation of the pupils ability in word
recognition and comprehension within his/her grade level. The findings are to be
regarded only as very tentative indicators of pupils reading levels and competencies to
modify, when necessary, a classroom reading program (Lalunio, 2010). They should
never be the sole bases for promoting or retaining the child in the grade level.
The respondents of the studies are Grade Five students who are randomly
selected.
CHAPTER II
CONCEPTUAL FRAMEWORK
This chapter presents the review of related literature and studies , the conceptual
model of the study, the research hypotheses, and the definition of terms used.
Review of Related Literature and Studies
The following related literature and studies were reviewed in order to give the
researcher valuable insights.
The connection between reading and other academic subject areas or skill sets
has been explored by several researchers who have approached the concept from
various perspectives. Researchers whose work is included in this review have
performed correlation studies relating reading with another academic subject area
utilizing data on student performance. Some have examined behavioral factors; others
explored genetic factors through the use of twin studies; some have examined the
socio-economic factors; and still others have examined the relationship from the
perspective of disabilities and special education. Current research highlights the
importance of reading in the success of students and citizens in industrialized nations.
Reading Competency and Academic Performance
The relationship between reading competency and academic performance
seems like a logical connection since textual information is prevalent in our society.
Espin and Deno (2010) found that a relationship exists between basic reading literacy
and student academic success. Their study involved 121 tenth-grade students in a rural
school in a small mid-western community. Their study was based on the connection
between a students reading measure and that student's score from a classroom study
task, grade point average, and achievement test results.
Another recent study focusing on secondary students was conducted by Cromley
(2011).This study focused specifically on reading and proficiency in science with an
international perspective and included several countries, including the United States.
Cromley found that there was a very high correlation between reading comprehension
10
and science proficiency, with the mean for all of the nations being .819. The United
States was among the nations with the highest correlation between reading and
science. Cromley noted that the 2011 tests used in this study to
measure science achievement, the Programme on International Student Assessment
(PISA), was designed to require less reading, which emphasizes the high correlation
between reading and science achievement.
Mathematics is another subject area in which performance can be linked to
reading ability. A study conducted by Vilenius-Tuohimaa, Aunola, and Nurmia (2011)
looked at the relationship between students ability to solve math word problems and
students text comprehension skills. Their study included 225 fourth grade students and
found that the better a students reading comprehension skills, the better his or her
performance on mathematical word problems. In addition to the correlation between
reading comprehension and word problem solving, the study also found that both of
those skills were related to technical reading.
Although their results showed that technical reading ability could predict a higher
skill level at reading comprehension and math problem solving, when they controlled for
technical reading, the covariance between word problem solving and reading
comprehension was still present. The authors explain that a reader with poor decoding
skills struggles with the text itself and isn't able to perform the tasks requiring logical
reasoning strategies. It is a reasonable explanation that a student who struggles to
decode text is going to perform poorly in all subject areas because there are more
hindrances in comprehending text .
11
12
reading is usually associated with books as only the written words provide a complete
picture of the act of reading. It means that through reading, the individual is able to
build or fix things, enjoy stories, discover what others believe and develop ideas or
beliefs of their own. Thus, reading provides the key to all forms of information necessary
for our day-to-day survival and growth which is visible in their academic performance in
school.
In other studies, Heyman (2011) proposed a reciprocal relationship between
reading competencies and achievement. A high sense of reading skill enhances ones
motivation to strive towards goals and to persevere on difficult tasks. In addition, people
with high academic perform better than people with low academic performance after an
initial failure, and are more likely to persevere when confronted with obstacles
(Heyman, 2010). Following success, these students attempt to maintain that success,
and as a result, demonstrate sustained effort, attention, and concentration when
involved in academic tasks (Heyman,2011). Conversely, students with low academic
success are inclined to low reading competencies.
learner students is to provide them with cognate instruction in order to connect root
words in English to root words in their native language when they share historical
roots (Goodwin, Lipsky, & Ahn, 2012)
PHIL-IRI Background
The Informal Reading Inventory (IRI) is one of the most useful classroom
tools in assessing a pupils reading competency. It can give the teachers information
on the level of their pupils performance in reading by actual observation. A typical
IRI is administered individually and consists of graded stories followed by
comprehension questions of different dimensions. Depending on the purpose, an IRI
may contain comprehension questions on a few or more of the following reading
skills: getting the main idea, inferencing, sequencing events, finding cause-effect
relationships, and noting details. Most IRIs would include measures of word miscues
and comprehension as well as provision for pupil retelling of the passage read.
Thus, the IRI provides the teachers with a comprehensive profile of their pupils
ability in reading, whether orally or silently, including their reading habits and
attitudes. The teachers may then use this information in planning their classroom
reading instruction.
The Philippine Informal Reading Inventory (Phil-IRI)-Oral Test is one variation
of IRI. It is adapted in the context of IRI to help teachers determine the reading
abilities and needs of their pupils in order to provide bases for planning their
classroom instruction.
The Phil-IRI-Oral Test is an informal measure that assesses the pupils word
identification, vocabulary and comprehension skills in oral reading. It consists of
graded reading passages from Grade I to Grade VI. Each graded passage is
followed by 5-7 comprehension questions. The questions are categorized into three
dimensions namely literal, interpretive and applied. The critical questions are
subsumed in the applied dimension. The definitions of each dimension can be found
in the glossary of this manual.
The passages may either be narrative and expository texts. They are carefully
written to ensure that the characters, setting and plot appeal to the children. They
are culture-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-Oral Test gives both quantitative and qualitative information
about the pupils oral reading capabilities. Quantitative information shows the
reading levels namely: frustration, instructional and independent. Qualitative
information emphasizes word recognition, patterns of word errors, comprehension
strengths and difficulties as well as oral reading behaviors and attitudes. It also
reveals the reading growth of the pupils over time. The information in the Phil-IRIOral Test should help the teachers; school managers and divisions plan appropriate
interventions and strategies in teaching reading.
Level of Questions
passage
a) Literal
b) Interpretive
read
answers
c) Critical
these are questions which elicit analysis,
synthesis,
judgement in the context of the authors
point of view as well as the readers point of view
d) Applied
- these are questions that draw from the child his
own way of visualizing things based on his own scheme
these are
questions that elicit the readers
opinion/decision as applied in daily life situations
Reading levels
a) Frustration
retrieval of
Questionnaire
ClassroomAssessment of
Identified the academic
performance of Grade
V pupils in the 3 major
subjects ( Math,
English, Science )
AcademicPerformance
of
Grade V pupils
in of the Study
Conceptual
Model
three major subjects.
Significant relationship
Statistical treatment of
between the result of
To lead the researcher ondata
the and
conduct
of this study, Figure 1 has been drawn
information
Phil-Iri in identifying the
gathered.
reading competency
Result
of PhilIri and and Output model.
using Input,
Process
and academic
questionnaires
performance of the
Input
Process
GradeOutput
V
Proposed intervention
to shore up the reading
disabilities of students
the strategies and intervention that they will implement for the developmental
reading program.
Research Hypothesis
The study will answer the following hypothesis:
1. There is no significant relationship between the levels of reading competency
of Grade five to their academic performance.
Definition of Terms Used in the Study
The following key terms are operationally defined for purposes of clarity and
better understanding of the readers.
Academic Performance
comprehension skills
Intervention Strategy
Philippine Informal
- this refers to
passages for Reading Inventory the elementary grades in order to get the ( Phil-IRI )
reading level of the public elementary school pupils
Prompt- this refers to brief questions, description, discussion as a motivation
and background of the passage to help the child read and understand it. It activates
prior knowledge of the child.
Pupil Factor this refers to the proper motivation to read the printed page,
the pre-reading preparation and the ability to cope and understand the lessons
presented in Reading.
Reading this refers to the purposeful activity which involved the
comprehension and interpretation of ideas symbolized by written or printed
language. It is the ability of the pupils to see, think, interpret and pronounce printed
matters or written symbols in one setting. It is a developmental task which a child
must perform in order to satisfy his own needs, so that he may satisfy the demands
made upon him by the society and so that he is better prepared to handle
subsequently development task.
Reading Deficiency this refers to a mild severe retardation in learning to
read which is desperate with the individuals general intelligence and with their
cultural, linguistic and educational experience.
Reading Difficulties this refers to the handicap that interferes with reading,
lack of ability to read with average or normal achievement for ones age and grade
level. These are children who seem normal but they are not making the growth in
reading in his maturity limits due to the handicap that interferes with his
comprehension.
Reading Skills this refers to the skills that are readers possess in order to
attain a level of functional literacy, the level at which he can independently handle
reading materials. They also refer to the reading skills, literal comprehension and
interpretative skills.
Refusal to Pronounce this refers to neither pronouncing the word nor
attempting to do so.
Remedial Reading this refers to the instruction given to the learners who
operate reading levels below their capabilities, the purpose of which is to overcome
difficulties discovered in any aspect of the reading process.
Repetition this refers to repeating one or more words that have been read.
Groups of adjacent words that are repeated count as one repetition.
Retarded Reader - this refers to one whose reading achievement is less
than that of what is expected of his peer group.
Reluctant Reader this refers to the pupil who can read but will not the root
cause of which is the mental attitude of the individual.
Retained Non-readers this refers to the Grade Five pupils who were
retained in Grade Five as a result of reading disability.
Reversal- this refers to the reversing of the order of words or letters.
Substitution this refers to substituting a real word that is incorrect.
CHAPTER 3
RESEARCH DESIGN
This chapter presents the methods of research, population of the study,
sampling procedure, research instrument, validation, data gathering procedure, and
statistical treatment of data.
Methods of Research
The descriptive type of research was used by the researcher to find out and
determine the Level of Reading Competency and its influence on the academic
achievement of Grade Five Students of Pinagbuhatan Elementary School.
The researcher believed that this type of research will best describe the
results of the investigation since according to Bes and Khan (2013), the descriptive
type of research describes and interprets what is. It is concerned with conditions or
relationships that exist, practices that prevail, beliefs, point of views, or attitudes that
are help, processes that are going on, effects that are felt, and the trends that are
developing.
Population of the Study
The population of the study involved selected Grade Five students school
year 2014-2015 which is the inclusive period of the study.
Sampling Procedure
Stratified random sampling is a technique which attempts to restrict the
possible samples to those which are ``less extreme'' by ensuring that all parts of the
population are represented in the sample in order to increase the efficiency ( that is
to decrease the error in the estimation).
If a simple random sample selection scheme is used in each stratum then the
corresponding sample is called a stratified random sample.
Sources of Data
The sources of data in this study were 8 teachers and 135 students. Total
numbers of teachers will be taken while in determining the number of students the
Slovins formula will be used and selection through stratified random sampling. The
distribution of teachers and students is presented in the table
Table 1
Distribution of Respondent
Respondent
Population
Percentage
Samples
(100%)
Teachers
5%
Students
154
95%
252
Total
162
100%
260
Note: For teachers we used universal sampling while for students we used
Slovins formula.
It could be seen in the table that there were 154 students taken from the total
population of 252, while 8 teachers were used for the study. Finally, 162 will be the
total respondent for the study.
Research Instrument
The Phil-IRI data results will be used to determine the level of reading
competency of the students, while Form 138 will be the basis for the academic
performance of students.
Informal interviews with Grade Five pupils and Grade Five teachers who were
subjected to Phil-IRI were conducted by the researcher to supplement the data
gathered from the test.
Validation of the Instrument
The instrument was no longer validated since the Phil IRI is a standardized
instrument, while Form 138 is a permanent record of a student that show their
academic performance, It was however submitted to her adviser and panel of
examiners for approval.
Data Gathering Procedure
The researcher waited for the memorandum when to administer the Phil-IRI
test from the Division Superintendent of DepEd Pasig, also she asked permission
from the Division Superintendent to conduct informal interviews and gather the
needed data for the study.
Upon approval, she personally administered the questionnaires to her target
respondents, the Grade Five teachers, for her to be able to explain the mechanics of
answering and the actual purpose of the study.
On the part of the Grade Five pupils their respective advisers conduct the
Phil-IRI test comprising of oral reading, silent reading, speed and comprehension.
Informal interview was conducted to the Grade Five teachers to gather
information on how to increase the reading competency of the students.
Statistical Treatment of Data
The data gathered through the Phil-IRI tests were treated statistically using
the following statistical tools:
According to Copino (2011), Problem one can be answered by computing the
mean scores. The scores in each area was converted to percent scores by dividing
the mean by the total number of items. The results were placed in a scale of five with
twenty intervals from excellent to poor.
Levels of competence
Score Interval
Excellent -----------------------------------------------------------81%-100%
90-above
- Advance (A)
85-89
- Proficient (P)
80-84
75-79
- Developing (D)
74-below
- Beginning(B)
For problem number three, the Pearson r correlation coefficient will be used in
order to determine the relationship of reading competency to their academic
performance of Grade Five students.
The formula of the Pearson r correlation coefficient:
Where:
xy
x2
y2
BIBLIOGRAPHY
A. Books
Bryce, N. (2011). Meeting the reading challenges of science textbooks in the primary
grades. The Reading Teacher, 64(7), 481.
Copino, Rhodelia. ( 2011). Reading Assessment in Philippines Curiculum .p 67-68
Crane, E. W (2010). Characteristics of California school districts in program
improvement (Issues & Answers Report, REL 2008No. 055). Washington, DC: U.S.
Department of Education, Institute of Education Sciences, National Center for
Dean
College
of
Languages,
Linguistics
and
Literature
Quirk, M., & Beem, S., (2012). Examining the relations between reading fluency and
reading comprehension for English language learners. Psychology in the Schools,
49(6), 545-549.
Peterson, D., & Taylor, B. (2012). Using higher order questioning to accelerate
students growth in reading. The Reading Teacher, 65(5), 304.
Shippen, M., Houchins, D., Crites, E., Derzis, N., & Patterson, D. (2010). An
examination of the basic reading skills of incarcerated males. Adult Learning, 21(34), 9.
Swearigen, Rebecca and Allen, Diane. Classroom
Assessment of reading Process 2nd ed. USA:
P. Aunola, K., & Nurmi, J. (2011). The association between mathematical word
problems and reading comprehension. Educational Psychology, 28(4), 409-426.
Wanzek, J., & Cavanaugh, C. (2010). Characteristics of general education reading
interventions implemented in elementary schools for students with reading
disabilities. Remedial and Special Education, 33, 199-200.
B. Unpublished Materials
Samira, Lyndio Andres (2013) School, Teachers, and Parent Related Factors and
Pupils Academic Achievement in Balangay Elementary School San Juan east
District, San Juan Batangas. Unpublished Masters Thesis. Rizal Technological
University,Mandaluyong.
Sanchez, Liza (2010) Factors Associated with the Reading Competencies of Grade
Five Pupils in District II, DCS; Manila: Basis for Policy Formulation. Unpublished
Masters Thesis. Technological University of the Philippines, Manila.
C. Internet Sources
http://www.phil-iri.com.ph
http://www.slideshare.net/mobile/NoopurSahu1/researchandmethodologymethodsbycrkothari
http://.en.m.wikipedia.org/wiki/Correlation_and_dependence
http://www.dictionary.com
www.uk.pearson.com/enjoy-reading/why-is-reading-so-important.html
www.learn-to-read-george.com/why-is-reading-important.html
http://curry.virginia.edu/go/clic/nrrc/corri_rlo.html Retrieved on November, 28 2013.
Item Statement
Sufficient educational support and concern from
parent
Obtains proper nourishment needed for their
studies
Obtains the needed physical needs form parent
Rewards their children whenever they obtain high
grades
Keeps children away from family problems and
frequent quarrels which directly and indirectly
affect their studies
B. Home Factor
Item Statement
C. Pupil Factor
Item Statement
1. Interested in studying particularly in reading
2. Obtains the proper motivation to read the printed
page
3. Can cope and understand the lessons presented
in Reading
4. Have pre-reading preparation before engaging in
beginning reading activities
Item Statement
Have time to supervise each pupil with reading
disabilities
Have enough materials for pupils with reading
disabilities
Very focus on the regular work loads
Employs/utilizes different methods/strategies of
teaching
Have patience to handle pupils with reading
difficulties and disabilities
Have enough trainings in handling pupils with
varied reading disabilities
Thank you,