Reading Comprehension of Grade 3 Pupils

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Chapter I
INTRODUCTION
Reading is an essential tool for learning. Its prominent role in everyday
life is obvious. It is also difficult to discover any productive activity that does
not require reading. As a medium of communication and a tool of learning,
reading serves as an indispensable function in society, economics, politics and
in such fields as even in meeting our personal needs.
However, reports and studies conducted related to reading and reading
comprehension show a dismal failure in our reading teachers and reading
specialists who have exerted efforts on improving the quality of reading
instruction in Philippine education. Results of the National Achievement Test
(NAT) last 2004 and onward revealed that reading comprehension was among
the skills covered in the test which obtained the lowest mean percentage.
As one of the aspects of communication arts in the elementary and
secondary curriculum, reading is a determiner of success and such it should be
well developed. To be able to read just enough to get by is not sufficient.
Skillful reading must be involved. However, this complex activity does not come
easily. To read at all, De Guzman (1996) pointed out that a reader must have
recognition capability, wide vocabulary and good comprehension, which are
essential components of a balanced reading program.

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Along this line, the Department of Education in its 12-point program has
identified one major goal that is to make every Filipino child a successful reader
at his/her appropriate level by the end of Grade III. In line with this thrust, the
Bureau of Elementary Education (BEE) and regional and division offices
launched in 2001 the “Every Child A Reader Program” (ECARP). This program
aims to enable elementary grades pupils to communicate and access a variety
of information in written and oral forms through effective reading instruction.
ECARP has since then been institutionalized in schools, divisions and regions
and at the national level. (http:/www.deped.gov.ph).
The institutionalization of ECARP has taken various forms of
implementation at the different organizational levels. These interventions have
extensively been monitored and assessed through the Philippine Informal
Reading Inventory (Phil-IRI) and achievement tests. These evaluations,
however, have also yielded varied and often conflicting results. (Vilma L.
Labrador, 2007) Labrador’s statement is anchored on the fact that Phil-IRI, just
like other typical IRI’s has limitations. Its findings are to be interpreted
cautiously and are not to be thought of an absolute measure and
encompassing of the total pupil’s reading ability in word recognition and
comprehension within his/her grade level. The findings are regarded only as
“very tentative indicators of the pupil’s reading levels and competences to
modify, when necessary, a classroom reading program.” (Miller, 1995)

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The researcher, being a school teacher in one of the schools of Sagay
District I has observed that reading comprehension has been the core problem
of the said district. Other teachers of English as well, have also discovered the
same problem. Pupils found difficulty in understanding the reading materials
appropriate for their year level. This problem does not only hold true among
the second year students of Sagay District I, but it is also prevalent among all
the students of different districts of sagay. The same clamor can be heard
among English teachers whenever they meet in seminars and assemblies and
whenever they will be asked regarding students comprehension problem.
Hence, there is a need to conduct this study on the reading
comprehension of Sagay District I, Second Year students with the end view of
designing appropriate interventions intended for second year students to
address the reading comprehension difficulties experienced by them.
Statement of the Problem
The main purpose of the study is to assess the reading comprehension
level of Second Year Students of Sagay District I.
Specifically, it aims to answer the following questions.
1. What is the level of the reading comprehension of Second Year
students of Sagay District I when taken as a whole?
2. What is the level of the reading comprehension of the Second Year
students in each of the reading comprehension sub- skills?

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2.1 Noting Details
2.2 Recognizing the Main Idea
2.3 Making Inferences
2.4 Sequencing/Arranging Events
2.5 Perceiving Cause-Effect Relationship
2.6 Predicting Outcomes
3. What appropriate Reading Comprehension Skills Development
Intervention may be designed for the Second Year students of Sagay District I?
Theoretical/Conceptual Framework
In the 2004 High School Readiness Test, only .64% scored 75% or
better. That’s eight thousand students out of 1.2 million examinees. In the
latest TIMMS, Trends in International Mathematics and Science Study, out of
38 countries we placed third to the last. That’s 36 th place in the field of 38
participating countries. Reading tests show that our elementary graduates are
reading at the grade 4 – 5 level. Math and Science learning are equally poor
(Juan Miguel M. Luz, 2004). The poor scores in English, Math and Science
have been attributed to students’ lack of ability in something as basic as
reading comprehension. (Florencio “Butch” Abad, 2005).
Pushing to improve the quality of education in the Philippine schools, the
Department of Education in its 12-point agenda has launched the ECARP,
“Every Child A Reader Program” the goal of which is to revitalize all the school
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reading programs including the creation of reading friendly-environments and
networks toward making every child a reader and every reader an effective
learner in both elementary and secondary levels. This program aims further to
enable secondary students to communicate and access a variety of information
in written and oral forms through effective reading instruction ECARP has since
then been institutionalized in schools, divisions, regions, and at the central
level.
The institutionalization of ECARP has taken various forms of
implementation at the different organization levels. These interventions have
extensively been monitored and assessed through the Philippine Informal
Reading Inventory (Phil-IRI) and achievement tests. These evaluations,
however, have also yielded varied and often conflicting results. (Vilma L.
Labrador, 2007). Labrador’s statement is anchored on the fact that Phil-IRI,
just like other typical IRI’s, has limitations. Its findings are to be interpreted
cautiously and are not to be thought of as absolute measure and encompassing
of the total pupil’s reading ability in word recognition and comprehension within
his/her year level. The findings are regarded only as “very tentative indicators
of the student’s reading levels and competencies to modify, when necessary, a
classroom reading program.” (Miller, 1995)
The researcher, being aware and challenged by the academic
performance of Second Year students in the district, entertained the idea of

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investigating the reading comprehension performance level of these students,
in the areas of noting details, getting the main idea, sequencing/arranging
events, making inferences, perceiving cause-effect relationship and predicting
outcomes using a validated teacher-made test. The use of validated teacher-
made test is premised on the fact that assessment measures that have been
developed to assess the child’s abilities have become more diverse. Gone are
the days when only formal measures were regarded as most reliable.
Assessment must now be comprised of a combination of all these measures in
order to arrive at a complete intonation of a child’s reading abilities and
difficulties as possible. (Ocampo, 2005).
The Second Year students’ level reading performance when all the skills
tested are taken as a whole and their reading performance level in each of the
reading comprehension sub skills tested are the main concern of this study.
The mean scores of the respondents in the validated test serve as indicator of
their reading performance level and the numerical value is qualitatively
described as below average, slightly below average, average, slightly above
average and above average. Results of this investigation will be the basis for
appropriate interventions.
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DIVISION OF SAGAY CITY
READING COMPREHENSION OF GRADE III PUPILS OF SAGAY

DISTRICT I: BASIS FOR APPROPRIATE INTERVENTION
READING COMPREHENSION
Level
NOTING DETAILS
GETTING THE MAIN IDEA APPROPRIATE
MAKING INFERENCES
SEQUENCING/ARRANGING EVENTS
PERCEIVING CAUSE-EFFECT
RELATIONSHIP INTERVENTIONS
PREDICTING OUTCOMES
Figure 1
A Schematic Diagram Showing the Reading Comprehension of Grade

III Pupils of Sagay District I
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Significance of the Study
Research on reading comprehension performance is necessary to
understand the students better – their interests, needs, abilities, their learning
rates, and their potentials. Understanding how they have learned, how they have
reacted to learning materials, what their interests and needs are and how they
have interacted with the learning environment have helped educators design a
new goal for developing reading comprehension skills to the fullest.
Over the past several years, educators have examined lessons in which
teachers and students explore concepts through reading using comprehension-
testing materials.
Thus, the findings in this study may benefit the pupils, teachers,
schools, administrators, curriculum planners, parents and other researchers.
Pupils. Assessment of pupils reading comprehension serves as the
blueprint from which intervention is structured. Further, pupils are made aware
of their strong and weak points in reading which in turn, spur them to strive hard
towards the improvement of their reading comprehension skills.
Teachers. The findings of this study may provide reading teachers with
insights on pupils’ reading performance. The information they have gathered
especially on the basic comprehension skills may provide them baseline
information for them to look for possible solution on how to improve the
weaknesses of their pupils.

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Schools. The school is considered as the most typical venue for teaching
and learning. It is in the school where pupils are educated properly, thus the
result of this study may motivate the school in general to design a reading
typical for the elementary pupils for them to improve the necessary skills in
reading comprehension.
Secondary School Administrators. This study may be useful to
secondary school administrators for this will give them insights to initiate reading
programs and projects which will address the poor reading performance of the
children. This will also help them realize and feel the need to train teachers
through seminars, conferences, workshops, in-service training and the like that
will help develop teachers’ competence in teaching the reading.
Curriculum Planners. The result of this study may provide curriculum
planners with the necessary information regarding the teaching of reading which
will help improve pupils reading comprehension skills. Through this, they may
enrich the existing curriculum or design a new one which will better equip
elementary pupils with the necessary skills.
Parents. The study may be useful to the parents for this will give them
reliable information about their children’s performance in reading
comprehension; hence, they can encourage and assist their children to improve
and correct their deficiencies. Furthermore, the findings may motivate parents
they involve themselves in the academic life of their children.

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Finally, this study may serve as stimulus for further studies to other
researchers who desire to improve the reading comprehension of elementary and
secondary students.
Assumptions of the Study
The following assumptions are hereby presented:
1. Grade III pupils of Sagay District I, honestly answered this survey.
2. The data incurred in this survey are measurable.
Scope and Limitations of the Study
This study focused on the level of comprehension of Grade III pupils in
Sagay District I during the Academic Year 2008-2009. The reading
comprehension of the pupils is only limited to the sub-skills such as: noting
details, getting the main idea, making inferences, sequencing/arranging events,
perceiving cause-effect relationship and The respondents of the study were the
266 Grade III pupils, of Sagay District I, chosen through stratified
randomization from the 795 total enrolment of all Grade III classes during the
school year 2008-2009.
The analysis of the subject matter under consideration was primarily based
on the responses of the respondents to the various items of the questionnaire
used by the researcher.

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Finally, this study was limited to the procedure followed by the researcher
in data collection, and the statistical tools and techniques employed in analyzing
the data gathered for the study.
Definition of Terms
For clarity and understanding, the following terms are defined
conceptually and operationally.
Assessment. According to Calderon (1999) assessment is a measure of
the accomplishment of pupils as a result of the teaching-learning process. It
evaluates a student’s grasp of some body of knowledge in a certain skill. As used
operationally in this study, it is a way of measuring the student’s level of reading
performance using a teacher-made reading comprehension test.
As used in this study, this refers to the process of determining the level of
comprehension of Grade III pupils whereby the result of which will be used for
decision making and for the development of an enhancement program.
Arranging events. It is the order in which things occur. One way of
arranging sentences is to put them according to what happens first, what
happens next, up to what happens last (Montaño, 1993).
Operationally, the same definition is used in this study.
Cause and effect. An important skill, which is the ability of the reader
to tell what causes an event to happen. Another name for cause is reason. The
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event itself is the effect or the result. The term is used as defined by (Montaño,
1993).
Comprehension Skills. The term refers to the ability of the pupil to
understand what he reads. It is the ability to construct meaning from text
through a variety of strategies which are relevant to a particular reading situation
or materials (Ocampo, 2005).
As used in this study, refers to the skills of noting details, getting the main
idea, making inferences, sequencing/arranging events, perceiving cause and
effect relationship, and predicting outcomes.
District I, Division of Sagay City. It refers to the western part of the
Division of Sagay City covering twenty (20) schools. It is the locale of the study.
Grade III pupils. This term refers the pupils who belong to the third
grade of elementary education. In this study, the term refers to the Grade three
pupils of Sagay District I during the school year 2008-2009.
Making Inferences. Allow the readers to move beyond the surface
meaning of texts and to fill-in the gaps in meaning that often reside in texts. In
this study, this term refers to the ability of the learner to use story clues along
with what he already knows to figure out what the author doesn’t tell him.
Noting details. This refers to an actual type of reading comprehension
skill in which the reader remembers the items within the passage. The
supporting details give specific information about the paragraph. The term is
used operationally as defined by

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Predicting Outcomes. The ability of the reader to make guesses, to
interpret the author’s intended meaning and to receive a new experience by
forming conclusions of his own. (Salazar, 1984). In this study, the same
definition is used.
Reading Skills. They are skills that involve the learning procedures or
strategies for decoding and understanding the meaning of printed symbols
(Good, 1981). In this study, these reading skills or competencies include the
noting details, getting the main idea, making inferences, perceiving cause and
effect relationship, sequencing/ arranging events, and predicting outcomes.
Recognizing the main idea. It is the most important comprehension skill
to be developed. It is the ability of the reader to form a single impression about
the general point of view or the main sense of a selection. The term is used
operationally in this study.

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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents literature and studies relevant to the present study.
These literature and studies established relationship among the variable
concerned to give direction in building the framework and the hypothesis of the
present study.
Related Literature/Studies
Reading Comprehension
The ultimate goal in reading is, of course, to make meaning from text.
That is, to comprehend the information that is conveyed in the text. What it
means is that, at the least, the reader should gain some understanding of the
message that is being conveyed by the author. However, comprehension should
go beyond simply understanding the explicit message that is being conveyed by
the author. To truly comprehend text is to make connections between the
information in the text and the information in the reader’s head, to draw
inferences about the author’s meaning, to evaluate the quality of the message,
and possibly even to connect aspects of the text with other works of literature.
Reading comprehension has always been the goal of reading instruction,
but it is not a concept well understood or easily assessed.
The Simple View of Reading that has been described under “S is for
Simple View,” states that reading comprehension is the product of Language

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Comprehension Skills and Decoding Skills, and that view are accurate as far as it
goes. All that means is that Language Comprehension also depends upon a
person’s ability to draw inferences, make evaluations, and make connections.
And research has shown that as children develop these skills in reading
comprehension, the skills generalize to language comprehension, and vice versa.
It is important to understand that Reading Comprehension (and Language
Comprehension) has multiple facets or constructs. It is possible for a reader to u
understand all of the words in a passage of text, but still to fail to comprehend
the text as a whole. Similarly, it is possible for a reader to understand the explicit
information contained in a passage of text, but to fail to grasp the implicit
message contained “between the lines.” Similarly, it is possible for a reader to
appreciate the implicit message contained in the text, but to fail to elaborate on
that message, failing to connect it to other text or background knowledge.
There have been other formats for Reading Comprehension assessment
that have been tried, the most common being the “cloze” format assessment
wherein selected words are deleted from passages of text, and the reader has to
fill in the missing words. Cloze assessments almost always load heavily on
explicit comprehension, and often load heavily on vocabulary knowledge.
There are several troubling consequences for our current approaches to
Reading Comprehension assessment. First, most Reading Comprehension
assessments focus only on one genre of text – typically narrative, sometimes
expository, almost never poetry or argumentative essay. Comprehension in one

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genre does not guarantee comprehension in other genres. Different text serves
different purposes, and to comprehend the text, the purpose needs to be
considered.
Second, Reading Comprehension assessments almost always contain short
passages of text. It is one thing to comprehend a 500 word passage of text, and
it is something entirely different to comprehend substantial, authentic text.
Third, Reading Comprehension assessments are usually superficial.
Comprehension instruction depends upon teachers using deep questioning
techniques, but Bloom’s taxonomy has not found its way into comprehension
assessment.
Finally, Reading Comprehension assessments typically describe the child’s
“reading level,” and that is a very misleading description. Reading
Comprehension is multi-faceted and complicated, and suggesting that different
children are simply reading at different “levels” ignores this complexity. Different
children read at different children can be reading at the same “level” for very
different reasons. Reading Comprehension assessments should be more
diagnostic than they currently are, and children should be challenged to attack
different genres of text and critically examine the text in a variety of ways,
gathering explicit information, drawing inference, and making evaluations.

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On Reading Comprehension Skills
Getting the main idea. A good reader must develop a wide repertoire of
comprehension abilities so that he could meet the many reading situations of
life; one of these is the ability to get the main idea of what he reads.
Reading to get the main idea enables the reader to form a single
impression about the general point of view or the main sense of a selection. It is
the most important comprehension skill to be developed. In fact, this skill is the
one to which all others must be subservient to some degree. It is of little avail to
have a high degree of capacity in locating materials on a given subject, unless
the reader could get the main idea after it had been located. The reader must be
able to comprehend the materials well enough to know that it deals with the
topic with which he is concerned.
Unguarded oral reading is not a valid gauge of the pupils’ comprehension
of the meaning of the paragraph, nor was a child’s vocal expression, a reliable
index of his ability to interpret thoughts. It is his ability to get the main idea that
measures whether he has fully grasped the meaning of the paragraph or
selection that he is reading.
Remembering details. For this type of reading, it is necessary to maintain
a high degree of interest throughout, notice topic headings, reject the non-
essentials, set a time limit, rule out constructions and re-read to improve
retention. Reading to recall specific items of information is an actual type of

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reading comprehension in which the reader is directly involved with remembering
the items within the passage.
Asking inferences. Some people read all materials as though each detail
was to be retained forever. They have not developed the comprehension abilities
to make inferences of what has been read. Reading to make inferences includes
those comprehension abilities the reader uses in restructuring the information
presented so that he could understand its implication.
As each pupil progresses up through the reading program, he meets
reading situations which demanded an increasingly fine balance among his
reading abilities. He reads a story to discover the main idea, to judge the facts
presented whether they are based on fact or opinion so that he might draw
inferences which, when organized with inferences from other sources, enabled
him to make a decision or a judgment.
Drawing conclusion. One who would become a good reader must develop
the ability to draw conclusions. He must be able to interpret the author’s
intended meaning and to receive a new experience by forming conclusion of his
own.
The reader must bring to the printed page his understanding, experiences,
and re-arrange them. In so doing, he could derive new ideas, experience new
events, feel emotional tones, and visualize scores not otherwise possible. The
ability to restructure his own experiences and form new conclusions and
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attitudes constitute this comprehension skill. It is this ability that enables the
reader to derive new understanding by means of the printed page.
On Reading Comprehension
Understanding what one reads is essential to reading. Comprehension
involves building a bridge between what is read and what is known. As one
reads, prediction and interpretation of ideas are based on prior knowledge and
experiences. Comprehension reverts when a reader interacts with a piece of fruit
in a certain context.
What is actually involved in the comprehension act has created
controversy among theorists. The psychologists believe the readers learn to read
by reading predicting practicing, trial and error, guessing, and reviewing when
things do not make sense. Comprehension skills taught in isolation using hits and
workbooks are according to these beliefs, anti trial. On the other hand, the still –
oriented theorists believe that skills need to be clearly outlined in detail, and
taxonomies used as frameworks in which piece of the puzzle are organized.
Recently, research – based theories of reading comprehension have
emphasized the interactive nature of the comprehension process. This view
suggests that comprehension depends on three factors: text, and context.
Reader and text combine with in a social context to produce meaning.
Comprehension results when reader processes print using the experience and
expectation that he brings to the text.

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In addition, reading comprehension skills according to Villamin (1995)
separate the “passive” unskilled reader from the “active” readers. Skilled readers
don’t just read, they interact with the text. To help a beginning reader
understand this concept, you might make them privy to the dialogue readers
have with themselves while reading.
Skilled readers, for instance:
0 Predict what will happen next in a story using clues presented in text
1 Create questions about the main idea, message, or plot of the text
2 Monitor understanding of the sequence, context, or characters
3 Clarify parts of the text which have confused them
4 Connect the events in the text to prior knowledge or experience
On the Types of Comprehension
Savage (1998) enumerated eight majors factors which seem to emerge as
the most factor included in different sources: (1) determining the meaning of
words in context (2) getting the main idea (3) Identifying details that support the
main idea (4) following the Sequence (5) drawing conclusion (6) identify cause –
effect relationships (7) Making inferences and (8) critical reading interpretation.
The eight factors seem to be the most commonly addressed by instructional
program.
Identify main ideas, details, sequence, conclusions, and cause – effect
relationships draw the faces of reading instruction in the literature – based
program.
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Main ideas are the central thought or major topics around which a
paragraph and Longer segment of text is organized. The paragraph is developed
from the main idea. While the main topic is a word or a phrase that summarize
the central print, the main idea is a sentence about the major thought. The main
idea is sometimes contained is a topic sentence. When the author uses them,
topic sentence usually appears as the first or the last sentence of a paragraph.
When the main idea is not stated in the paragraph it must be referred, often
from details. Getting the Main idea from compiled information is closely related
to drawing conclusions. Rubin (1985) points out that to find the Main ideas of a
paragraph, the topic of the paragraph must first be determined.
Recognition of the main idea of a paragraph helps the reader remember
the content. It also provides order progression; and unity to the paragraph by
tying together the sentences in the paragraph.
Details are the less important pieces of information related to the main
idea. They help clarify concepts. Complete a picture that constitutes the Setting
for a story, and provides readers to support a conclusion. Details also show how
to apply an idea fill in gaps to make a plot or character more understandable, or
provide information to enhance the reader understanding.
Sequence, the orders in which events or ideas occur in text, author
element frequently included in lists of comprehension components. This element
is included in instructional programs and assessed in reading tests. Sequence is
sometimes referred to as the changing of events or ideas”. Sequencing requires

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students to understand the action of a Story as it leads from the begging to the
conclusion.
Pre reading questions is to focus their attention on sequential elements
that are important to the full comprehension of significant event in the story and
the relation of these events to one another.
Drawing Conclusions is another frequent focus is reading
comprehension. Drawing conclusions includes the ability to deduce or infer ideas
from evidence presented in a piece of print. It is closely associated with the
ability to determine main and involve using information to arrive at a conclusion.
The cause – effect method is the association between an outcome and
the conditions that caused the outcome to happen. It refers both to a logical
relationship between idea to explain events, problems or issues and the
consequences of such relationship. On going discussion and questioning engage
student in looking for cause – effect relationships as they read. Kane (1998)
suggests that signal words and phrases such as “because” “consequently,” and
as a result,” post reading discussion, and dialogue in literature groups, questions
are the most effective means for helping children understand cause – effect
relationships.
Children also need to become aware of multiple cause effect relationship
and casual chains. Several effects may result from a single cause in multiple
causes – effect relationships. In casual chains one event cause another and so
on in a chain reaction. Integrating instruction in comprehension is important. The

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comprehension factors, identifying main ideas and details, determining
sequence, drawing conclusion and identifying cause – effect relationship are
closely integrated elements that children can engage in as they strive for general
understanding./ Taken together, they enhance the students ability to make
meaning and add dimension to their understanding and appreciation of literature
as in whole language.
Comprehension strategies introduced with literature can give students a
greater understanding of what they read. Baumann, Hooten, and White (1999)
identified six strategies. Self questioning to promote and mentor comprehension,
retelling to clarify meaning, writing to construct understanding, summarizing and
identifying main ideas to understand a story line, predicting and verifying
reformation is a text, using a story map to organize narrative comprehension.
Three Interactive Elements of Reading
1. The Reader
Recent research indicates that learning and reading are active processes.
Readers construct meaning as they read. Effective readers are strategic. They
make predictions, organize information, and interact with the text. They
evaluate the ideas they are reading about in the light of what they already know.
They monitor their comprehension, and know when and how they modify their
reading behaviors when they have problems understanding what they read.
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Researchers believe that the meaning of what they read is not contained
in the words on the page. Instead, the reader constructs meaning by making
what she thinks is logical, sensible connection between the new information she
reads and what she already knows about the topic. Researchers believe that
what we know is stored in knowledge frameworks called “ schemata”. Learners
draw on these schemata to make inferences and predictions, organize and reflect
on new information, and elaborate on it. (Vacca and Vacca, 1993)
Closely related to the schema theory is the role prior knowledge plays in
learning. According to Vacca and Vacca, 1993, the single most important
variable in learning with text is a reader’s prior knowledge. Research (Antony
and Rapahel, 1989) and common sense tell us that the more a reader brings to
the text in terms of knowledge and skills, the more he will learn and remember
from what he reads.
How well a reader comprehends a text is also dependent on
metacognition: his ability to think about and to control his thinking process
before, during and after reading. Students who have learned metacognition
skills can plan and monitor their comprehension, adapting and modifying their
reading accordingly. Ineffective readers often are unaware that there is
anything they should be doing while reading except moving their eyes across the
page. They have never been taught that they should think about what they are
reading, create mental pictures and ask questions (e.g.,”Do I Understand this?
What do I need to do to fix things if I don’t understand? Do I get the author’s

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point? How does it fit with what I already know? What do I think the author will
discuss next?”) Low-achieving students, in particular, need to be taught how to
monitor their understanding and to select and use appropriate “fix-up strategies
when needed. (Pogrow,1993; Caverly, Manderville and Nicholson, 1995).
These premises have implications not only for the learner but also for the
teacher who wants to plan instruction that helps students improve their reading
comprehension and learning.
2. The Climate
The climate plays an important role in reading comprehension. While
teachers have little control over the physical environment in which students do
their homework, they are able to create an environment in their classrooms that
enhances learning. Research suggests that students learn best in a pleasant,
friendly climate where they
0 feel accepted by their teachers and their peers;
1 feel a sense of safety and order because academic expectations,
instructions, and the purpose for assignments are clear;
2 feel confident in their ability to complete task successfully;
3 and see the value in the learning activities.
3. The Text Features
In order to anticipate problems that students may have with unique text
features, teachers need to take a figurative step back from their subject area
during their planning, and look through text material they plan to assign. Next,
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they need to determine how to help students learn the reading skills they will
need to comprehend the content area.
0 Text Structure
Effective readers construct meaning from text by making connections
between what they already know and the new information they
encounter. Making meaningful connections involves a number of
skills: locating and identifying what information is most important;
recognizing the relationships that exist among the ideas presented in
the text, and between those ideas and what the reader already
knows; and organizing all these ideas into a mental pattern or
sequence that make sense to the reader.
Skilled authors spend considerable time before they write
determining what kind of organizational pattern will best convey their
ideas. They may decide that developing their ideas clearly requires
that they organize them into comparison, contrast pattern. Or they
might decide to employ one of the following patterns: a descriptive
pattern, an episode pattern, a concept pattern, or a
generalization/principle pattern. (Marzano, et. Al, 1997) Familiarity
with these pattern in text greatly enhances comprehension and
learning. Knowing which pattern is being used helps the reader.
 locate information in the text;
 differentiate what is important and unimportant;

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 mentally sequence the main ideas in a logical order;
 synthesize ideas that appear in different locations in the text or
from a number of test;
 link information to what is already known; and
 restructure and revise prior knowledge to take into account this
new information (Jones, Palincsar, Ogle, and Carr, 1987).
3.1.1 Narrative
Determining the theme of a story requires inferential
thinking. The reader reflects on the story’s relevant details in the
light of his own experience and draws some conclusion about the
author’s message, the moral of the story, and what the story says
to him. A student’s ability to identify these will vary depending on
his level of background knowledge, the experiences he has had in
life and his ability to engage in inferential thinking.
3.1.2 Informational Text
The ideas contained in informational text can be organized
in a number of different ways. Following are seven common
organizational patterns adapted from the work of Marzano et. al.,
(1997) and Jones Palincsar, Ogle and Carr (1987):
 Chronological sequence: organizes events in a time
sequence.
28
 Comparison and contrast: organizes information about
two or more topics according to their similarities and
differences.
 Concept/definition: organizes information about a word
or phrase that represents a generalized idea of a class of
persons, places, things, and events.
 Description: organizes facts that describe the
characteristics of specific persons, places, things and
events.
 Episode: organizes a large body of information about
specific events. This information includes the time and
place, specific people, specific duration, specific sequence
of incidents that occur and the events’ particular cause
and effect.
 Generalization/Principle: organizes information into
general statements with supporting examples.
 Process/Cause-effect: organizes information into a series
of steps leading to a specific product; or organizes
information in a causal sequence that leads to a specific
outcome.
When readers are familiar with the text’s organization
pattern, they are able to read the information with specific

29
questions in mind. That is, each organization pattern suggests a
series of questions that will be answered within the text.
Answering these questions will help the reader comprehend the
author’s message.
On Reading Comprehension Testing
Comprehension testing is very useful in improving reading comprehension,
not only because it gives the teacher a measure of progress, but it supplements
the reader’s perception of his or her own ability. Learning readers commonly fail
to accurately assess their own comprehension. A comprehension test can
accelerate their ability to self assess their own comprehension levels as they
progress. However, a poorly constructed reading comprehension test can deceive
the learner and disturb progress. Indeed, it has been found that poorly
constructed tests often train the reader to mis-assess their own reading
performance.
Reading comprehension is best tested using carefully constructed
questions which quiz natural, or non-concocted passages of text. The questions
themselves can be requests to summarize, open ended questions, Cloze formats,
and carefully constructed multiple choice questions.
The multiple choice format must use questions that quiz the overall
meanings of the text, the details and the most important meaning of the words.
The background of the reader must be taken into account. For example, if an
answer is general knowledge, then it will not measure the comprehension of the
30
passage, but the memory of that knowledge. Likewise, the questions should not
give clues to the answers of other questions. In this way it makes the multiple
choice format hard to devise. Some Speed reading courses and books design
their comprehension tests using the antithesis of these factors in order to
mislead the reader into believing that their reading comprehension has improved
with increased speed. However, a valid pre and post test can be used to
effectively measure improvement.
How Can Comprehension Be Improved
Reading comprehension can be improved by training the ability to self
assess comprehension, actively test comprehension using questionnaires, and by
improving metacognition. Teaching conceptual and linguistic knowledge is also
advantageous.
For children in K-12 public schools in the United States, building reading
comprehension skills to pass the high-stake tests mandated by the No Child Left
Behind Laws is a top priority. Many parents when informed that their children
need to build comprehension skills do not know where to start. Effective reading
comprehension is the culmination of mastering vocabulary, phonics, fluency, and
reading comprehension skills. The reading skills pyramid illustrates how these
skills are expected to be built in most public schools.
Strategies for Addressing Comprehension Difficulties.
Comprehension difficulties exist. These are evident in clinical case work
on children with comprehension difficulties, range of performance in norm-

31
reference tests and form results of state and national tests. These difficulties
can be caused by difficulties with word recognition, difficulties related to prior
knowledge, lack or poor use of strategies, lack of reading engagement, etc.
In some cases, only one of the previously – listed causes may be at work.
In other and probably most cases, more than one of these causes is at work. To
prevent these reading comprehension difficulties the school must provide
effective comprehension instruction throughout schooling and to address the
same, all concerned must assess and intervene in the areas that can cause
reading comprehension difficulties and continue to provide effective
comprehension instruction. There is not necessarily a one-to-one mapping
between causes of reading comprehension difficulties and most effective
approaches in addressing them.
There are eight important instructional strategies for preventing and
addressing reading comprehension difficulties, namely: appropriate attention to
underlying or accompanying skills, wide reading, language exposure, language
intervention, instruction in comprehension strategies, knowledge building,
engaging fostering miscellaneous.
(Nell K Duke, 2004) http:www.reading org/publications/bbr/videos/YO
RRCO4/media/RRC-04)
STRATEGIES EFFECTIVE IN HELPING STUDENTS READ
In a survey conducted by Olson and Gee (1991), 85% of primary grade
teachers (first through third grades) acknowledged the value of six teaching
32
practices in particular previewing concepts and vocabulary, using concrete
manipulative to develop concepts, requiring retellings, developing summaries,
visualizing information, and brainstorming. Teachers in the survey identified five
strategies as being effective in helping their students read.
1. Group summarizing
2. Informational Paragraph Frames
3. K – W – L
4. Semantic Mapping
5. Sensory Imagery
Strategies to help all learners acquire an understanding of how to read for
information are as follows:
1. Anticipation Guides
2. Directed Reading/Thinking Activity (DR/TA)
3. Graphic Organizer
4. Group Summarizing
5. Informational Paragraph Frames
6. K – W – L (What I Know, What I Want to Learn, What I Learned)
7. Pairs Read
8. Prereading Plan (PreP)
9. Problematic Situations
10. Preposition/Support Outline
11. Reciprocal teaching

33
12. SQ3R (Survey, Questions, Read, Recite, Review)
13. Search Strategy
14. Semantic Mapping
15. Sensory Imagery
16. Structured Note-taking
17. Think Aloud
Proof-of-Principle
A proof-of-principle emerged in the form of a method for improving
reading comprehension based on mental modeling. This was notable since there
was an unspoken belief that comprehension and intellectual capacity, which had
been found to be highly correlated, were nearly one and therefore that each was
relatively immutable. Using a customized form of mental modeling, the
Reciprocal Questioning (ReQuest) Procedure was shown to significantly improve
reading comprehension with remedial level readers (Manzo, 1968; 1969).
ReQuest is a relatively simple procedure that has the teacher and students take
turns asking questions about the first few sentences of a reading selection. The
teacher models this comprehension, problem-solving strategy in the form of
questions for independently setting a purpose for reading, and in think aloud
reflections in answer to student questions. Students quickly began to imitate
both the teacher’s questions and question “answering” strategies; they imitated
and emulated the mental operations of models. Mental modeling appeared

34
efficient, non-sequential, and holistic, but it also seemed to require certain
supportive conditions.
http://en.wikipedia.org/wiki/Reading_comprehension#Reading_Comprehe
nsion_Testing
On Active comprehension strategies
Good readers are extremely active as they read, as is apparent whenever
excellent adult readers are asked to think aloud as they go through text (Pressley
& Afflerbach, 1995). Good readers are aware of why they are reading a text,
gain an overview of the text before reading, make predictions about the
upcoming text, read selectively based on their overview, associate ideas in text
to what they already know, note whether their predictions and expectations
about text content are being met, revise their prior knowledge when compelling
new ideas conflicting with prior knowledge are encountered, figure out the
meanings of unfamiliar vocabulary based on context clues, underline and reread
and make notes and paraphrase to remember important points, interpret the
text, evaluate its quality, review important points as they conclude reading, and
think about how ideas encountered in the text might be used in the future.
Young and less skilled readers, in contrast, exhibit a lack of such activity (e.g.,
Cordon & Day, 1996).
How To Effectively Teach Reading Comprehension
Establish a purpose for Reading

35
Grades are not a strong motivator for learning how to read as some might
like. What is the real purpose of reading, besides the fact that it is on today’s
lesson plan? Discuss with students the reason for reading this particular text. Is
it for enjoyment? To learn about a specific subject? When students have a
specific purpose, they are more likely to become more invested in the material,
which increases comprehension.
Think Aloud as You Read
When reading orally to students, stop and share what is going through
your head after reading a particular word or passage. This is not meant to be a
series of mini-lectures, but rather a way to provide a model of the thoughts that
are going through your head while you are reading. For example, when you run
across an unfamiliar word (or one you suspect is unfamiliar to you students) you
could say, “That word sounds like it might be a type of tree. Oh, yes, it
mentions that the boy climbed a tree. I’ll bet this is the type of tree that the boy
climbed.” This helps students to develop their own self-questioning techniques.
Also stop periodically to explicitly review with students what has happened
up to that point in the reading. When reviewing, ask students what they have
been thinking so far about the text.
Teach the Structure of Various Texts
Fictional accounts and expository text are quite different. Point out these
differences and teach students what to look for when they are reading an essay,
for example. With an essay, main points should be identifiable, which is not
36
always the case with fiction. If students are familiar with the type of text that
they are reading, they will know what to look for and will have an easier time
with their comprehension.
Conduct Extension Activities
Ask the students to use a graphic organizer in order to compare the
similarities and differences of characters. You can also ask students to compare
themselves to a particular character, using the same device.
Students can decide on alternate endings to the story, providing a rational
as to why their ending would have been preferable. This helps students analyze
the story, in addition to building an emotional connection to reading.
Give a small group of students a question relating to the reading that you
would like them to address. The question can be written on chart paper. Ask
students to brainstorm responses to the question. After a short time, ask
students to switch chart paper with another group, so that they can examine
aspects of a question that the previous group did not address. Do this until all
groups have had the opportunity to discuss a variety of questions and to
expound on the answers of the prior groups. What the students are doing in this
activity is creating a deeper meaning ion relation to themselves and the text, as
well as having the opportunity to see how different perspectives influence
interpretation.
There are many, many other strategies that you can use to enhance you
students’ reading comprehension. Try investing in a book, such as the Reading

37
Teacher’s Book of Lists, which offers word frequency lists, evaluation techniques
and a plethora of other resources. Teaching reading requires access to a wide
variety of strategies, so that the instructor can meet the needs of each of his
students. Continue to educate yourself on reading comprehension techniques,
and you’ll soon see the results embodied in your students’
http://www.essortment.com/all/effectivelyteac trans.html
Reading Strategies
Before the 1980s, little comprehension instruction occurred in the United
States (National Reading Panel, 2000). Palinscar and Brown (1984) developed a
technique called reciprocal teaching that taught students to predict, summarize,
clarify, and ask questions for sections of a text. The technique had positive
outcomes. Since then, the use of strategies like summarizing after each
paragraph have come to be seen as effective strategies for building students’
comprehension. The idea is that students will develop stronger reading
comprehension skills on their own if the teacher gives them explicit mental tools
for unpacking text (Pressley, 2006)
There are a wide range of reading strategies suggested by reading
programs and educators. The National Reading Panel identified positive effects
only for a subset, particularly summarizing, asking questions, answering
questions, comprehension monitoring, graphic organizers, and cooperative
learning. The Panel also emphasized that a combination of strategies, as used in
Reciprocal Teaching, can be effective.

38
Today, most reading comprehension programs teach students explicit
reading strategies using teacher direct instruction with additional student
practice
Professional development for teachers
The national Reading panel noted that comprehension strategy instruction
is difficult for many teachers, particularly because they were not taught this way
and because it is a very cognitively demanding task. They suggested that
professional development can increase teachers’ willingness to use reading
strategies but admitted that much remains to be done in this area.
Related Studies
Foreign
Taglieber, Johnson and Yarbrought (1988) investigated the effects of
three pre-reading activities (pictorial context, vocabulary preteaching and
prequestioning) and a control condition on the reading comprehension of 40
undergraduate Brazilian EFL students. In Latin square design, all subjects read
four different reading passages, each passage under one of the four conditions
immediately after reading a passage, subjects answered an 8-item open-ended
test and a 10-item multiple choice test. Multivariant analysis of variance test on
the two measures revealed significant effects for prereading a passage. Further
investigation revealed that all three prevailing activities produced significantly
higher multiple choice scores than the control condition. Vocabulary preteaching
39
resulted in increased comprehension compared with the control condition but
was significantly less effective than the other two strategies. Results of the study
are interpreted through a schemata-theoretic view of the reading process.
The study is closely relative to the present study in that the main point of
both studies is to evaluate the pupils’ reading comprehension pupils vocabulary
skills.
Local
On Causes of Reading Comprehension Difficulties.
One of the findings of Monteros’ study as cited by Cobing, 2002 is that
reading comprehension difficulties of children is caused by the teacher’s failure to
detect child’s mistake and correct them. Villamin, 2001 also expressed that the
teacher needs more than simple skills in diagnosing the causes of children’s
reading difficulties is primarily an education task, it is best done by an
experimental teacher who knows the essential elements in reading instructions.
Ineffective teaching of reading is a factor behind the child’s reading
difficulty. According to Navarro (cited by Sedonio, 2003) the country is facing
problem on quality of instruction. It was observed that there are those who
seemingly can read but can’t comprehend. In schools, pupil’s lack of interest to
read poor reading materials, lack of parental follow-up at home and the absence
of the necessary skills in reading contribute to this problem.

40
Test on Critical Thinking
Gutierrez (1984) developed and validated a test on critical thinking for
Grade six pupils on the six specific components of critical thinking skills namely:
predictions, conclusions, inferences, interpretation, assumptions, and relevance
of evidence.
This test is similar to the test used in the present study because both tests
aimed to assess the reading achievement of elementary grade pupils.
Costello (2001) reports an overall below-average leading and oral
comprehension of sub-skills among college freshmen. Students were rated
average in two sub-skills namely structural analysis in oral comprehension and
inferring main ideas in reading comprehension. Students were rated below
average in inferring topics of a given paragraph, drawing conclusions, critical
reading and creative of reading.
Gonzales (1999) in her study on reading achievement had the following
findings;
 The subjects obtained highest scores in noting details and
characterization.
 The reading comprehension difficulties of the Grade IV pupils of the
PNU as revealed by the study were in recognizing the main idea and
sequencing details.
 The testing materials were effective evaluative tools in assessing the
comprehension skills of Grade IV pupils of PNU Laboratory School.

41
The Assessment of Reading Difficulties
Ocampo, 2006 asked, “Why do our students perform poorly in reading?
Does this mean that most Filipino children have reading difficulties? Does it
mean that those who have not learned or who have lost literacy skills have
reading difficulties? Or is reading simply difficult?
Some authors define reading difficulties as the more politically correct
term to describe reading disabilities. Other offers a broader conceptualization
that includes comprehension difficulties, retention difficulties which affect reading
or attention limitation which impacts reading development. Such definitions are
numerous, sometimes conflicting. Nonetheless, reading difficulty can be defined
as behavior related to literacy tasks that hinders reading comprehension. It is
observable behavior and can be categorized into three classifications: decoding
difficulties, comprehension difficulties and retention difficulties (Spear-Swirling
and Sternberg, 1996).
Ocampo pointed out that there are various possible sources of difficulties
and how to assess them. Teachers should have a broader conceptualization of
reading difficulties, in so doing, remediation may be better directed. “It is my
view that as teachers we should be prepared to recognize possible causes of
difficulties in order to determine how best to remediate.”

42
Factors that Influence Reading
There is agreement within the community of reading researchers and
educators that there are three main factors that influence reading (Lipson &
Wsxon, 1991). These are the reader, the text and context. Each factor is
comprised of other variables which together or uniquely contribute to the
strength of the factor’s influence in reading performance. Each of the three
factors can influence reading in a positive or negative manner. Assuming that all
systems are working, the creation of meaning from printed text will be
successful.
In the unfortunate event that one or more of these factors is out of synch,
then difficulty in reading will arise.
It is very possible for poor reading performance to emanate from any of
these factors. This suggests that reading assessment must over all three factors.
The Reader
In most instances, assessment only involves the reader. Whether informal
or formal instruments are used, it is always the reader’s abilities that are being
measures in order to determine if he or she has reading difficulties. After all, it is
the reader who experiences the difficulties.
Formal Measures. These usually include standardized test which generally
aim to arrive at an index or value which determines the child’s skills in the
various components of literacy such as word recognition, spelling, vocabulary,

43
comprehension, written expression. To identify comprehension difficulties, it will
be necessary to give meaning making tests at the word and passage levels
(more commonly called vocabulary and reading comprehension tests.) For the
assessment of reading comprehension, it is imperative that a listening
comprehension test is also administered because of a lack of facility in the
language in which the test is written. For retention difficulties, memory or
attention tests are administered, usually by psychologists and doctors trained to
explore such abilities.
Informal measures. These include those that have not been standardized
or normed for a particular population. These do not necessarily provide the child
with an index of his or her performance in relation to a large group. These, on
the other hand, are generally measures that are made by the teacher for the
purposes of the class she/he is teaching. Thus, informal measures can also be
tests.
An informal measure also encompasses more than just reading skills.
There are measures that investigate the child’s motivation to read for ask the
child to articulate his or her strategies for reading.
Authentic assessment is a category of informal assessment. Authentic
reading assessment necessitates the analysis of children’s actual work, rather
than simply marking a test for correct answers. This focuses more on the
process of making meaning from printed text.

44
Another strategy that can be classified under the informal authentic
measures, diagnostic teaching or explicit strategies, can activate the child’s prior
knowledge and thus help the teacher to determine whether the child has some
idea about the content of the text that is about to be read.
The assessment measures that have been developed to asses the child’s
abilities have become more diverse. Gone are the days when only formal
measures were regarded as most reliable. Assessment must now be comprised
of a combination of all these measures in order to arrive at as complete an
estimation of a child’s reading abilities and difficulties as possible.
The next two factors are extrinsic to the reader. These are actually which
are under over control as reading teachers.
The Text. Sometimes, children experience difficulties in reading when
there is a mismatch between the reader and the text.
The Context. The context is comprised of three vital subcomponents,
namely purpose/task, instruction and setting. Assessing the potential of a text
material to contribute to the development of a purpose for reading in the long
term can rather be difficult when dealing with young children. Therefore, it is
sufficient just to make sure that the children will be interested to read the story
so that they can find out what happens. The setting is also a variable that must
be taken in considerate in. Finally instruction should be assessed. Reoperez
(2006) and Hermosura (2005), in separate but related studies should through
45
their own respective quantitative and qualitative research, that the approach for
teaching tertiary level students makes a great impact on students performance.
Again, instruction is the pivot point for achievement and dissolution of reading
disability.
Justification of the Present Study
The literature studies presented and reviewed are related to the present
investigation considering the fact that though they vary in scope and
methodology from the present work, they nevertheless deal with aspects or
areas on reading comprehension difficulties which give the researcher invaluable
insights with respect to the subject matter under consideration, and the data to
enrich the discussion of the results.

46
CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the methodology of the study, the subject-
respondents of the study, the data-gathering instrument used, the data
gathering procedure, and the statistical techniques utilized for data analysis.
Research Design
This study used the descriptive method of research. This method is the
most appropriate because the study involved description of the level of reading
comprehension of Grade III pupils as basis for the development of an
enhancement program to help improve the pupils reading comprehension skills
of District I, Sagay City.
According to Borg and Gall (1983), the descriptive method of investigation
is primarily concerned with finding “what is”. Sevilla (1992) also contends that
the main objective of a descriptive investigation is to describe the nature of the
present situation and to interpret functional relationship between variables
involved.
The Subject - Respondents of the Study
The subject respondents of the study were the 266 Grade III pupils of
Sagay District I. The respondents are representative of the 795 Grade III pupils
enrolled in the 20 schools of Sagay District I, Division of Sagay City during the
47
school year 2008-2009. The number of the subject-respondents of the study
was determined by the researcher using Pagoso’s formula which is
n= N
1 + Ne2
Where: n = a sample size
N = population size
1 = constant
e = desired margin of error (percent allowance for non-
precision of the use of the sample instead of the population.
The sample size which was 266 was the actual number of respondents.
Because there were 20 schools where these respondents came from, the
researcher used the stratified random sampling to come up with a proportional
distribution of these samples among the 20 schools. Stratified random sampling
is a refinement of the simple random sampling since in addition to randomness;
stratification introduces a secondary element of control as a means of increasing
precision and representativeness (George J. Mouly, 1964).
In using the stratified random sampling to obtain the proportional
distribution of 266 samples among the 20 schools, the following procedures were
followed:
1. A listing of the 20 elementary schools with their enrolment was made.

48
2. A common percentage to obtain the number of samples from each
school was determined by dividing 266 by 795, the total population.
The result was 119 rounded off to .33 or 33 percent.
3. The number of boys in each school was multiplied by the obtained
percentage (33%). The same procedure was done for the girls and
also for the total enrolment in each school.
4. When added, the boy respondents were 143 and the girl respondents
were 123 or a total of 266 respondents.
Table 1 shows the student enrolment of the 20 schools and their
corresponding number of subject respondents.
In choosing the subject respondents of the study, the following steps
were done:
1. The school registers or Form I of all grade III were borrowed from the
section advisers.
2. The sample subject-respondents in each school were selected through the
Table of Random Numbers. They were randomly selected until the desired
sample from each school was obtained.
3. These were arranged in order from the first to last section.
4. The boy respondents were first selected from each school by marking with
a pencil at the numbers randomly selected through the Table of Random
Numbers. This was done until all boy respondents in each school were
chosen.
49
5. The girl respondents from each school were also chosen using the same
procedure in selecting the boy-respondents.
6. The chosen respondents from each section were then called out and were
requested to go to the rooms assigned by the school principal for the actual
testing.
The researcher did the same procedure during separate testing days
scheduled for each school.
Table 1
20 Elementary Schools of Sagay District I, Division of Sagay City
with their Enrolment and the Number of Respondents from each schools
Enrolment No. of Respondents

Schools Male Female Total Male Female Total
1. Alfredo E. Marañon Sr. Elem. School 45 52 97 15 17 32
2. AEMES – School of the Future 24 14 38 8 5 13
3. Andres Bonifacio Elementary School 23 18 41 8 6 14
4. Bulanon Elementary School 36 19 55 12 7 19
5. B. Rodriguez Elementary School 21 15 36 7 5 12
6. B. Mahilum Primary School 13 4 17 4 2 6
7. Molocaboc Integrated School 27 25 52 9 8 17
8. Molocaboc Elementary School 7 9 16 2 3 5
9. Onofre dela Paz Elementary School 18 6 24 6 2 8
10. Jose B. Puey Sr. Elementary School 52 44 96 17 15 32
11. Suyac Primary School 8 7 15 3 2 5
12. Pedro R. Katalbas Primary School 12 14 26 4 5 9
13. P.R. Katalbas Elementary School 16 22 38 6 7 13
14. Old Sagay Elementary School 37 34 71 13 11 24
15. Tuong Elementary School 7 3 10 2 1 3
16. Vito Elementary School 15 22 37 5 7 12
50
17. Raymundo Tupaz Elem. School 10 15 25 3 5 8

18. Plaridel Elementary School 13 18 31 4 6 10
19. Talusan Elementary School 23 12 35 7 4 11
20. Gen. Luna Elementary School 20 15 35 8 5 13
427 368 795 143 123 266
The Research Instruments
The researcher used a teacher-made test to assess the reading
comprehension performance for its data-gathering tool. The importance of test
was emphasized by Stanley and Hopkins by saying that tests play an important
role in today’s school and other aspects of life. Thus teachers must know how to
use and interpret tests correctly. (Stanley and Hopkins, 1970).
Tests provide objective measurement upon which schools, divisions
academic achievements are based. Instructionally, tests provide feedback,
motivation and learning. Administratively, they facilitate quality, control program,
evaluation and research, classification and placement, selection, accreditation
mastery and stratification.
The instrument that was used in this study had two parts. The first part
was formulated to gather the necessary information about the respondents. The
second part was an objective multiple choice test designed to measure the
reading comprehension performance of the subject-respondents. The test
proper was composed of 40 items, each of which was followed by 3 options.

51
The 40 items was broken down as follows: 7 items for Noting details, 7 items for
getting the main idea, 8 items for making inferences, 6 items for perceiving
cause and effect relationship, 6 items sequencing/arranging events, and 6 items
for predicting outcomes.
Validation of the Test Instrument
To assure validity of the instrument, the following procedure was done:
a. Planning the test. For the test to be successful, careful
planning must precede its construction. One must consider the
objectives to be measured, the purposes the test is to serve,
the conditions under which testing is to take place, and other
similar or allied aspects (Calmorin, 1984).
b. Constructing the test items. The researcher prepared 60 item-
tests. Each of the reading comprehension skills mentioned in
this study was allotted 10 items. This is done because some of
the items after the first trial run might be discarded.
c. First Trial Administration- The test was administered by the
researcher to 40 pupils in District I.
d. Analyzing the Test Items- After the first testing, the test papers
were corrected and were analyzed by the researcher using the
Upper-Lower method. After the item analysis, the researcher

52
retained items with a discrimination index of .30 and above and
a difficulty index of .20 to .80.
Face validation of the reading comprehension test was done also. This
test was shown to experts and to selected teachers in English for their
suggestions and comments.
Reliability of the Test Instrument
The reliability of the test was determined, by conducting it to 40 pupils
of Jose B. Puey, Sr. Elementary School. The test was scored and its reliability
was established using the Kuder Richardson Formula 21.
K M(K – M)
KR21 = 1-
K–1 K (SD2)
40 19.94 (40 – 19.94)

= 1-
40 – 1 40 (5.38)2
40 19.94 (20.06)
= 1-
39 40 (28.9444)
399.9964
= 1.0256 1-
1157.776
53
= 1.0256 (1 – 0.3455)
= 1.0256 (0.6545)
= 0.67
The obtained KR21 value of 0.67 indicates that the developed research
instrument on reading comprehension is reliable to a high degree.
Data Gathering Procedure
The researcher sought the permission of the Schools Division
Superintendent to conduct the study. Upon approval, the researcher asked the
assistance of the School head, who delegated the task to the Grade III English
teachers to conduct the Reading Comprehension Test to the identified sample
Grade III pupils of Sagay District I.
Administration of the Test Instrument
When the validity and reliability of the test instrument were established
the researcher reproduced sufficient copies for the final administration of the test
to the 266 respondents.
Before administering the test instrument to the subject-respondents in the
20 schools of the Division of Sagay City, the researcher asked permission from
the Sagay City Schools Division Superintendent to allow her to administer the
test. The researcher showed the approved permit by the Schools Division
54
Superintendent of Sagay City to the principals concerned and asked permission
to allow her to gather the necessary data.
The letter requests for the different principals of the 18 schools are
found in Appendix B.
On the day of testing each respondent was given a copy and was told to
write their names, age, sex and school on the first four blanks. The English
teacher conducted the Part II of the data-gathering tool after explaining Part I.
She explained to the subject-respondents that the results of the test would not in
no way affect their class performance. They were requested to follow
instructions carefully and to answer the questions with honesty.
After testing, the researcher checked the answers of the respondents.
Then the scores for each comprehension skill and the total scores of each
respondent was tabulated.
Statistical Analysis of Data
To analyze the data, the following statistical tools were used:
Problem 1, and 2 which determined the level of reading comprehension
of the Grade III pupils when taken as a whole and in terms of noting details;
recognizing the main idea; making inferences; sequencing/arranging events;
receiving cause-effect relationship; and predicting outcomes, requires the use of
the mean. The formula is given.

55
x
X=
N
Where:
X = mean
X = score
N = number of respondent
To interpret the level of the reading comprehension performance, of
Grade III pupils when taken as a whole, the researcher used the following
scales with its corresponding interpretation:
Scale Interpretation
32.01 – 40.00 Above Average
24.01 – 32.00 Slightly Above Average
16.01 – 24.00 Average
8.01 – 16.00 Slightly Below Average
0.00 - 8.00 Below Average
The results of the computed data on the individual reading comprehension
skills were interpreted using the following quantitative and qualitative
descriptions of the mean score.

56
For reading comprehension skill with 8 items
3.21 – 4.80 Average
0.00 – 1.60 Below Average
For reading comprehension skill with 7 items
2.81 – 4.20 Average
For reading comprehension skills of 6 items
0 2.41 – 3.60 Average

57
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis, and interpretation of
the data in connection with the specific problems and hypotheses of this
investigation.
Presentation, analysis and interpretation of the data are presented in the
following manner:
1. The level of the reading comprehension of Grade III pupils of Sagay
District I when taken as a whole.
2. The level of the reading comprehension of the Grade III pupils in each
of the reading comprehension sub- skills
2.1 Noting Details
2.2 Recognizing the Main Idea
2.3 Making Inferences
2.4 Sequencing/Arranging Events
2.5 Perceiving Cause-Effect Relationship
2.6 Predicting Outcomes
3. Appropriate Reading Comprehension Skills Development Intervention
may be designed for the Grade III pupils of Sagay District I. This is presented in
Chapter 6
58
Level of Performance in the Reading Comprehension of the Grade III

Pupils of Sagay District I when Taken as a Whole and in Terms of the
Six Sub-Skills.
One of the major objectives of this study was to assess the performance
of Grade III pupils Sagay District I in Reading Comprehension. This is presented
in Table 2.
Table 2
Level of Performance of the Grade III Pupils of Sagay District I
when Taken as a Whole and in Terms of the Six
Reading Comprehension Skills
Reading Comprehension Skills Mean Interpretation
1. Noting Details 4.91 Slightly above average
2. Recognizing the main idea 3.30 Average
3. Making Inferences 3.70 Average
4. Sequencing/Arranging Events 2.93 Average
5. Perceiving Cause-Effect Relationship 2.17 Slightly below average
6. Predicting Outcomes 2.93 Average
Overall Mean 19.94 Average

59
Table 2 revealed that when all the sub-skills were considered, the level of
performance of Grade III pupils in the reading comprehension test was average
as indicated by the overall mean score of 19.94. This result can be interpreted to
mean that Grade III pupils of Sagay District I were not able to master fully or
have no full mastery of the skills needed in reading comprehension. This further
means that Grade III pupils were poor in vocabulary. In the study conducted by
Ibaňes (2007) on the impact of the whole language approach on the reading
comprehension and vocabulary skills, it was revealed that reading
comprehension is related to the vocabulary skills of the students which mean
that if students were good in vocabulary then their reading comprehension is
also good.
Likewise, the findings of the present study supports the findings of the
study conducted by Estrada (2006) on the relationship of performance in
mathematics and reading comprehension of the Grade Six students which
revealed that the reading comprehension of the Grade Six students when taken
as a whole was average.
In noting details, the finding indicated that the level of performance of
the Grade III pupils of Sagay District I was slightly above average as shown by
the obtained mean score of 4.91. This means that grade III pupils have
developed the skills in remembering the items within the passage. In the same
manner, they have skills in identifying specific information about the paragraph.
60
Estrada (2006) and Cuello (2004) support this finding. Estrada and Cuello study
revealed that students were able to remember items in the passage and that
students’ were able to identify information in the paragraph.
However, in recognizing the main idea, making inferences,
sequencing/ arranging events and predicting outcomes, the level of
performance of the Grade III pupils in the reading comprehension test was
average as revealed by their obtained mean scores of 3.30, 3.70, 2.93, and 2.93
respectively. This finding can be taken to mean that Grade III pupils of Sagay
District I have mastered some of the skills but not all in terms of their ability to
use story clues along with what they already knows to figure out what the author
doesn’t tell them.
The results also show that Grade III pupils of Sagay District I have
difficulties in ordering events that is they have not mastered the skill on how to
sequence the events (what happens first, what happens next, up to what
happens last.
On the other hand, a slightly below average performance in reading
comprehension was obtained by the Grade III pupils of Sagay District I in
perceiving cause-effect relationship as indicated by their obtained mean
score of 2.17. This means that Grade III pupils have experienced difficulties to
tell what causes an event to happen or the reason why an event happen.
Moreover, Grade III pupils of Sagay District I experience almost the same
degree of difficulty in predicting outcomes. This means that they lack the ability
61
to make guesses, to interpret the author’s intended meaning and to receive a
new experience by forming conclusions of his own.
This study and the study conducted by Estrada and Cuello revealed the
same results; students in both elementary and secondary encountered the same
difficulties in these particular sub-skills. This problem of the pupils/students may
be due to the fact that they do not possess logical and critical thinking skills.
62
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, IMPLICATIONS AND

RECOMMENDATIONS
This chapter of the research report presents the summary of the findings,
the derived conclusions and the pertinent recommendations in the light of the
findings and conclusions drawn there from.
The main purpose of this study was to assess the performance of Grade
III pupils Sagay District I in reading comprehension as whole and in terms of the
sub-skills during the Academic Year 2008-2009.
Specifically, this study sought to determine the level of performance in the
reading comprehension in terms of the sub-skills such as: noting details;
recognizing the main idea; making inferences; sequencing/arranging events;
perceiving effect-cause relationship; and predicting outcomes.
Descriptive method of research was used by the researcher to address the
different problems posed in this study. Statistical analysis of the data which
requires the use of the mean was used.
Summary of Findings
The following are the findings of the study:
1. The level of performance of Grade III pupils of Sagay District I in
reading comprehension when taken as a whole was average.

63
noting details was slightly above average.
recognizing the main idea, making inferences, sequencing/arranging events, and
predicting outcomes was average.
perceiving cause-effect relationship was slightly below average.
Conclusions
Based from the findings, the following are the conclusions of the study:
reading comprehension when taken as a whole was average. This means that
Grade III pupils were not able to master some of the necessary skills in reading
comprehension.
2. The level of performance on noting details in a selection was slightly
above-average. This means that the grade III pupils, Sagay District I could do
better performance in this basic reading comprehension skills.
3. The grade III pupils’ level of performance in recognizing the main idea,
making inferences, sequencing/arranging events, and predicting outcomes was
average.
64
4. The level of performance in perceiving cause-effect relationships is
slightly below average. This means that grade III pupils can’t perform well in
reading comprehension sub-skills.
Implications
The following are the implications which are based on their findings of this
investigation which were discussed in the above conclusions.
1. The mean of the grade III pupils in noting details is slightly above-
average; those on the recognizing the main idea, making inferences,
sequencing/arranging events, and predicting outcomes are average,
while in perceiving cause and effect relationship is slightly below
average. Only noting details reached 75 percent mastery level of
learning. When the six basic reading comprehension skills were
grouped together, the mean of the grade III pupils was average, yet it
is short of 4.56 from the 75 percent level of mastery learning.
These findings imply that there is a need for Sagay District I to come
up with appropriate interventions so as to improve the reading
comprehension level of Grade III pupils.

65
Recommendations
In view of the findings and implications of this work, the following
recommendations are suggested:
1. The resulting diagnostic information about the pupils’ reading ability is
data researched-base. Any perceive trend should not be taken negatively by the
stakeholders. Rather the data should be perceived as starting points to guide
pupils in achieving their optimum reading level. This results seeks to remind the
stakeholders that the information gathered may be useful in providing school
information about reading programs, quality of instruction, and school resources,
to name a few.
2. The results will also be crucial in identifying institutional and
instructional intervention. Moreover, this report enables the school to draw a
baseline and formulate an analysis of the condition of pupils at the start of any
intervention and to make subsequent measurement to determine the extent of
the progress.
3. For the improvement of basic reading comprehension skills of the grade
III pupils, specifically in getting the main idea, making inferences,
sequencing/arranging events, perceiving cause-effect relationships and
predicting outcomes, it is recommended that the suggested/proposed learning
activities on how to develop the above-mentioned reading comprehension sub-
skills be undertaken.
66
4. Grade III teachers in reading should regularly assess their competence
in teaching the subject and strive to improve in this by attending work
conferences and similar in-service training activities.
a. School heads assign teacher with good preparation in English to
teach this subject.
b. School heads should likewise regularly monitor the teaching-
learning process in English in their school and proper feed
backing with the teachers should be done especially in the
classroom management and teaching strategies used by the
teachers in this subject.
c. School heads should also develop further the teaching
competence of the English teachers by holding in service
training activities which may be done in the afternoon after the
class hours or in any available time without disrupting regular
classes.
5. A similar study may be conducted in other districts/division. Said study
may include other reading comprehension skills not covered in this study.
67
CHAPTER VI
READING COMPREHENSION SKILLS DEVELOPMENT ACTIVITIES
ACTIVITIES TO HELP CHILDREN IDENTIFY SIGNIFICANT DETAILS
(Adapted from the Reading Corner)

Harry W,Forgan, Ph.D., 1977
1. Follow the directions
Provide children recipes, direction for art project, games and science
experiments and other types of materials in which details are essential. Children
will be motivated to note the details as they do these activities.
2. The 4W’s and How.
Ask the children to read a selection and then outline it by noting the who,
what when, where, and how.
(Title of the Story)
0 Who was in the story?
1 Where did the story take place?
2 When did the story take place?
3 What happened?
4 How did that happen?

68
3. Facts in Math
Details are especially important in mathematical problems. Provide old
math books or have the children read the present math books to notice the most
important details. If old books are available, you might have the children
underline or circle the key details in the problem. Otherwise, have the children
mark on plastic overlays.
Extend the activity by having the children write their own math problems.
Ask them to include some insignificant facts in addition to the important facts.
For example, they may make up a problem such as:
Mrs. Roth went to the store buy some groceries. She bought two cans of
milk at P20 pesos each. She also got three loaves of bread for P18 pesos each.
It took her 15 minutes to check out because the store was so busy. She gave
the clerk P100 bill. How much change did she get back?
The children can exchange problems, cross out the facts that are not
significant, and circle the facts that are very important.
4. Mobiles of Stories
One technique to help children identify significant details of a story is to
provide materials to have them make mobiles. The children can use a large
shape or design for the main idea of the story. Then used smaller shapes of
designs to include important facts or details in the selection. By looking at the
mobile the children will be able to see how details support the main idea.
69
5. Believe it or Not
Prepare index cards with facts from almanac, Ripley’s Believe it or Not,
Joseph Kane’s Famous First Facts, or Guinness Book of World Records.
Elementary school children generally enjoy facts and are motivated to notice the
significant details. Filed 3” x 5” index cards in half so the 3-inch sides meet. On
the front write, “Do you know _______?” Write the question on the inside of the
card and the answer on the back. Children learn to read by reading with a
purpose.
The answer to the following questions can be found in the Guinness Book
of World Records:
1. How tall is the tallest man?
2. How short is the shortest man?
3. How much the heaviest did medically weighed man weigh?
4. What is the longest record for hiccoughs?
5. What word is used more often when people talk?
6. What word appears most often in writing?
7. What is the tallest animal on record?
8. What animal lives the longest?
9. What kind of dog is the most popular in the United States?
10. What letter is most frequently used?

70
6. Recognizing and recollecting significant details in a passage.
A. Have the children change a long into a brief newspaper report. Have
them write it like a reporter does, telling who, what, when, and where.
The same can be done for a historical event described in a social studies
book.
B. Ask the children to change a story into a telegram of 25 words or less.
Tell them to include only the most important details.
C. After they have decided on the main ideas, ask the pupils to identify the
details which support their decision.
D. Ask them to read a selection from a basal reader, social studies book, or
science text to find highly factual information. This is best done orally in
small groups, with the first child to find it, reading an answer.
E. Develop their appreciation for literary pieces or by having them read aloud
those sentences, phrases, or words which help paint a picture for the
reader.
7. Recalling Facts and Details:
Everything you read contains facts and details. A TV program or movie also
facts and details.

71
The facts and details of the TV program or movie tell more about the main idea.
 Write the main idea of a TV program or movie you watched in the past few
days…
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________
 Write three important things that tell more about the main idea of the TV
program or movie.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________
You just wrote about facts and details
Tell your partner about a story or an article you have read. Take turns telling the
main idea of the story or article. State the main idea in one sentence. Then tell
your partner at least three facts and details that support the main idea.
Adapted from: The Reading Corner

72
ACTIVITIES TO HELP CHILDREN GET THE MAIN IDEA
1. How Do You Find Facts and Details?
You can find the facts and details in a reading passage by thinking about
the main idea. Once you know the main idea, you can find the details that
support the main idea. Read the passage below.
Enrique watched his basketball team get ready. They’d all worked to get
to the finals. During last night’s game. Enrique had gotten hurt. Enrique would
have sit on the bench and watch his team play for the championship.
First, find the main idea of the passage. It’s in the last sentence.
Next, let’s find the details that tell more about the main idea.
Look at the web below. The hexagon tells the main idea.
Enrique would
have to sit on
the bench and
watch his team
play for the
championship.
Enrique watched They’d all worked During last night’s

his basketball team hard to get to the game, Enrique had
get ready. finals. gotten hurt.
Look at the rectangles connected to the hexagon. The rectangles show the facts
and details that tell more about the main idea.
You just found facts and details

73
2. Where do you find the main idea?
You can find the main idea of the most reading passages in the first or
last sentence of the passage. Read the passage below.
Plant-eating, or herbivorous, dinosaurs belong to a common species
called Sauropods. Sauropods were four-legged creatures that grew very
large. Their teeth were shaped like pegs. Their long necks helped them
find tender leaves to eat on the tallest trees.
Let’s find the main idea. Look at the web below. The sentences in the small
rectangles tell about the main idea, but they do not tell the most important idea
in the passages.
Sauropods were four- Their long necks helped

legged creatures that Their teeth were them find tender leaves
grew very large. shaped like pigs to eat on the tallest trees.
Plant-eating, or herbivorous, dinosaurs belong to a

common species called Sauropods.
The sentence in the large rectangle is the most important idea. This
sentence tells what the passage is mostly about. The main idea is found in the
first sentence of the passage.
Read this paragraph that Louisa wrote about Africa. As you read, think
about the most important idea that Louisa stated about her topic, Africa.
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Recently, I asked several people what images came to mind when they
heard the word Africa. I heard such answers as “wild animals,” “lions,” “food
shortages,” “jungles,” and “wars.” These answers show how little that many of
us know about Africa today. There is more to Africa than what people see in
more or on television.
The topic of Louisa paragraph is Africa. The most important idea about
Africa is in the last sentence, There is more to Africa that what people see
in movies or on television. The most important idea is called the main idea.
The main idea identifies the topic and states the most important idea
about it.
 The main idea is sometimes found in the first sentence of a
paragraph.
 The main idea is sometimes found in the last sentence of a
paragraph.
 The main idea is sometimes not found in any one sentence.
You can identify the main idea by thinking about all the
different ideas you have read about. Ask yourself, “What is
the paragraph mostly about?”
Read this paragraph about a country in Africa. As you read, think about
what the paragraph is mostly about. Then answer the questions.

75
Kenya
Hot and cold, dry and rainy, flat and mountainous. Can all these words
describe the same place? They can if the place is Kenya. Kenya is located in the
central section eastern Africa. Although the equator splits the country in two, not
all of Kenya is hot. This is because the altitude varies in parts of the country.
Snow can be found on the peaks of Kenya’s mountains, while desert sand covers
the northern part of the country. Western Kenya is very rainy. This region
sometimes received over 70 inches of rain a year!
What is the paragraph mostly about?
1. the many different altitudes in Africa.
2. the variety of climate and landforms in Kenya.
3. where Kenya is located
4. how the equator divides Kenya
Where or how did you find the main idea?
1. in the first sentence
2. in the last sentence
3. in the middle of the paragraph
4. by thinking about which idea is most important in the paragraph

76
REMEMBER:
 The main idea identifies the topic and states the most important
idea about it.
 Read the first sentence of the paragraph. The main idea is
sometimes found here.
 Read the last sentence of the paragraph. The main idea is
sometimes found here.
 The main idea is sometimes not found in any one sentence. You can
identify the main idea by thinking about all the different ideas you
have read about. Ask yourself, “What idea is most important in the
paragraph.
Read this article about modern Africa. As you read, ask yourself. “What
is the article mostly about?”
Many places in Africa are more modern than people realize. As with
many advances, there are both conveniences and consequences to deal with.
Cairo, the largest city in Egypt, has traffic jams that rival those of any city in
the United States. In West Africa, Togo is home to the worlds largest
phosphate mine. Nigeria alone has more than 50 cities with large
populations. At the Ivory Coast’s National University, students study arts and
sciences. The Kenya coast is popular with tourists, who enjoy the sandy
beaches and fine restaurants.
77
What is the main idea of the article?
1. Cairo is the largest City in Egypt.
2. Many places in Africa are more modern than people realize.
3. The coast of Kenya has many fine beaches.
4. Nigeria has more than 50 cities with large populations.
Where or how did you find the main idea?
0 in the first sentence of the paragraph
1 in the last sentence of the paragraph
2 in the middle of the paragraph
3 by thinking about which idea is most important in the paragraph
Look at the answer choices for each question. Read why each answer choice is
correct or not correct.
What is the main idea of the article?
1. Cairo is the largest city in Egypt.
This answer is not correct because, while the article does not state that
Cairo is the largest city in Egypt, the size and population of Cairo is not
the article is mostly about.
2. Many places in Africa are more modern than people realize.
This answer is correct because it states the topic and tells the
most important idea about it. All the other ideas in the article
support this idea.

78
3. The coast of Kenya has many fine beaches.
This answer is not correct because it is not the most important idea of
the article. It does not tell what the article is mostly about.
4. Nigeria has more than 50 cities with large populations.
This answer is not correct because it is not the most important idea of
the article. It does not tell what the article is mostly about .
Where and how did you find the main idea?
1. in the first sentence of the paragraph
This answer is correct because the first sentence states the topic and
the most important idea about it: “Many places in Africa are more
modern than people realize.” The other sentences in the paragraph
support this idea.
2. in the last sentence of the paragraph
This answer is not correct because the last sentence of the paragraph,
“The Kenyan coast is popular with tourists, who enjoy the sandy
beaches and fine restaurants,” does not state the main idea of the
paragraph.
3. in the middle of the paragraph
This answer is not correct because the middle of the paragraph
discusses a mine in Togo, large cities in Nigeria, and students at the
National University. None of these is the main idea of the paragraph.

79
4. by thinking about which idea is most important in the
paragraph
This answer is not correct because the main idea is found in the first
sentence of the paragraph.
3. Main Idea Chart
A main idea chart will help you organize the information in a reading selection so
that you can clearly see the main idea and the details that support. You can
create a main idea chart for a single paragraph. For a longer selection, you can
make one chart for the whole selection. Or you could chart each paragraph to
help you decide on the main idea of the entire selection.
The main idea of an article is the author’s main point about the topic. The
main idea is often stated in the first or last paragraph of the article. The main
idea of a story can be more challenging to find. Instead of being stated, it may
be a lesson or theme that the author suggests by the characters and what
happens to them. You often have to figure this out by studying the details of the
problem and the solution. Ask yourself, what is the most important point of the
reading selection?
80
The items here are supporting details. You can use some This is the main idea. You can pick up the
of the sentences from the paragraph or put the sentence if its stated but you may want to
information in your own words. shorten it or put it in your own words if the
main idea is not stated, you will have to state
it for yourself.
SUPPORTING DETAILS
Many types of buildings now cover
MAIN IDEA
natural land.
You can see ways
Roads cut through almost
humans have changed
everywhere.
the landscape.
People have built bridges or tunnels to
cross rivers.
A main idea chart shows the details in a paragraph all support the main idea.
What do buildings, roads, and bridges have in common?
They are all ways that humans have changed the landscape.
As you read, ask yourself
- What is the most important, or main, idea?
- What main idea do these details support?
(Reference: Extensions in Reading)
4. What is the Story Mostly About

TEST THINK!
Caution!!!
 The main idea tells what the story is mostly about
Do not pick and answer
 Sometimes main idea questions are short and easy, just because it shows
words from the story.
but sometimes they are long and hard!
81
A. Read the story. Then answer the main idea questions.
Fill in the circle.

Long ago, people built covered wagons with wood floors that curved up in
the front and the back. As the horses pulled the wagon along a bumpy road, things
inside slid to the middle of the floor. Pots and pans and other family belongings
would not fall out and be left behind. When the wagon reached a river, the family
did not worry. The curved shape of the floor helped the wagon float safely across
Short and Easy Question Long and Hard Question

1. What is the story mostly about? 2. What is the story mostly about?
 bumpy roads  people who built covered wagons

Are these words from the story? Y N
 the way covered wagons were built
 pots and pans
Are these words from the story? Y N  the horses that pulled covered wagons
 covered wagons
Are these words from the story? Y N
Try it again! Read the story. Fill in the circle.
Raisins are made from sweet, seedless grapes that have been dried in the
S
sun. California has good weather for making raisins. Most raisins come from this
A
M state.
P When the grapes are ripe, they are picked and placed in large trays. They are
L
E left to dry in the sun for about three weeks. Now the grapes are raisins! The raisins
are washed and packed in boxes. Each dry raisin weighs less than half as much as
T the juicy grape from which it was made.
E
S 1. What is the story mostly about? 2. Why do grapes weigh more
T than raisins?
 where raisins are grown  The grapes have more water.
 the weather in California  The grapes are sweet.
 when to pick grapes  The gapes are seedless.
 how raisins are made  The grapes are dry.
82
Reference: Taking the (T) error Out of the STANFORD.
READING COMPREHENSION: THE MAIN IDEA TEST THINK!
Think : What is the story mostly about?

A detail tells one little thing about
the story.
Find the answer that matches what you think. A detail cannot be the main idea.
First, read the story.
Ray needed a new pair of shoes. His father took him shopping. At the first store,
Ray tried on a pair of blue shoes.
“They are nice shoes. They fit you well. I think we should buy them now,” Ray’s
father told his son.
“No. These may not be the shoes for me,” said Ray.
Ray and his father went to five more stores. Ray tried on red shoes, black shoes,
tall shoes, and short shoes. He tried on shoes made of rubber. He tried on shoes
made of leather. He tried on all kinds of shoes!.
Ray’s dad grew tired of shopping.
“Well, it’s time for you to make up your mind,” he told Ray.
“Which shoes do you want to buy?”
Ray smiled up at his dad.
“I want to buy the blue shoes,” he said. Color Ray’s New Shoes
Think: Write the main idea that tells what the story is mostly about.
-----------------------------------------------------------------------------------
-----------------------------------------------------------------------------------
83
What is the story mostly about?
Now, find the answer that matches what a father growing tired
you wrote a boy trying on rubbe r
shoes a boy shopping for shoes
Reference: Taking the (T)error Out of the STANFORD.
Now answer these other questions about the story. Fill in the circle.
1. Which shoes did Ray like the best?
the tall shoes

S
A
M the rubber shoes
P
L the blue shoes
E
2. In how many stores did Ray and his father shop for shoes?
T two six five

E
S 3. Why didn’t Ray buy the blue shoes when he tried them on?
T
They did not fit.
His father did not like them.
He wanted to look at other shoes.

84
ACTIVITIES THAT HELP CHILDREN MAKE INFERENCES
1. READING COMPREHENSION: STORIES – INFERENCE QUESTIONS
 The answers to THINKING questions TEST THINK!

are not shown in the story.
Watch for clue words
 You must read the WHOLE that help you answer
story to answer thinking THINKING questions.
questions.
A. READ and THINK about this short story. Fill in the circle beside the correct
answer.
“Don’t forget to write,” Tyler’s stepmother

called out as Tyler climbed up into the bus.
She handed Tyler’s backpack and sleeping
bag to the bus driver. She stood on the
sidewalk and waved good-by until the bus
was out of sight.
0 Where will the bus take Tyler?
to school
to camp
to his stepmother’s house
Write the clue words that helped you answer the question.
Reference: Taking the (Terror Out of the STANFORD.)

85
Now read a longer story. Fill in the circle beside the answer to each
thinking question.
Jimmy made himself a ham 1. At lunch, where is Jimmy’s ham

sandwich?
sandwich and carried it to school
Carla has it.
in a plain brown bag. He put the
It is on the shelf in the back
of the classroom
bag on the shelf above the sink in
He left it at home by mistake
the back of the classroom.
2. Why did Carla put the paper bag
Carla made herself a tuna on the shelf?
sandwich and carried it to school so no one would see it
in a plain brown bag. She put the to store it until lunchtime
so Jimmy would not take it

bag on the shelf above the sink in
3. Next time, what will Carla
the back of the classroom. probably do?
Later that day, the children

make a tuna sandwich
carried their lunch bags to the
write her name on the bag
lunchroom. Jimmy opened his bag
ask Jimmy to maker her a
and unwrapped his sandwich. sandwich
4. What can you tell from the

“Tuna!” he shouted. Just
story?
then he heard Carla squeal, Jimmy and Carla are best
friends.
“Ham!”
Jimmy and Carla are in the
same class
Jimmy does not like tuna

sandwich.
86
2. What Can You Figure Out On Your Own
There are many times when you read that you draw conclusions or make
inferences. Sometimes the author does not give you all the details. You need to
figure something out by yourself. An author might describe women taking
harvested flax and turning it into thread. The author does not need to tell you
that the story takes place in colonial times. You can figure this out on you own.
Read the passage below. See what you can figure out on your own.
The auditorium was filled with this year’s graduates. Seleni felt her
excitement build. She had never felt so proud. When the dean of the
college called her mother’s name, Seleni jumped to her feet and
applauded.
Think about what the author tells you.
Let’s draw a conclusion.
First, let’s narrow down the clues.
Look at the chart below.
Think about what you know and what you can figure out on your own.
87
Fill in the missing information.
What Information is What can you figure
What do you know? not directly stated? out on your own?

Students are graduating. The author does not tell Seleni is proud of her
who is graduating. mother.
Seleni is excited.
The author does not tell Seleni’s mother is
Seleni heard her why Seleni is proud. _____________________
mother’s name _____________________
You just worked with drawing conclusions and making inferences.
Reference: Taking the (Terror Out of the STANFORD.)

88
3. Charting Story Clues that help you make inference
When you read, you can use story clues, along with what you already
know, to figure out things that the author doesn’t tell you.
 As you read, look for clues in the story and the pictures.
 Ask yourself, “What do I already know this topic?”
 Use the clues and what you already know to figure out what the
author does not tells you.
Read this passage. Use story clues and what you already know to make
inferences that will answer these questions:
 Where is Evan?
 What is Evan doing?
Summer Fun
Story Clues
These words and It was a hot day. Evan was sitting on the sand
phrases are clues
about where Evan near the water. Some people were swimming.
is.
Evan picked up some wet sand. He put it on the
Story Clues
These words and wall of his castle. Then he packed it down. The castle
phrases are clues
to what Evan is was looking good! He picked up a shell. “This could be a
doing.
door,” he thought.
89
You can list the story clues that helped you make inferences in the chart like this.
Story Clues What I Know What I Can Figure Out
Sand, water, + Beaches have sand, = Evan is at the beach.

swimming, shell water, people swimming,
and shells.
Story Clues What I Know What I Can Figure Out
Wet sand, castle + People can build things = Evan is building a sand
out of wet sand. castle.
Reference: Scholastic.
90
ACTIVITIES TO HELP CHILDREN PERCEIVE CAUSE-EFFECT

RELATIONSHIP
1. How do you find Cause and Effect?
Not all reading passages tell about cause and effect. You can find
examples of cause and effect by thinking about what happens in a passage
below.
Bryan had jus finished painting a chair for his grandmother. He
stepped back to admire his work and saw a few spots that he
missed. Bryan stepped forward to touch up the spots. But Brian
wasn’t watching where he was going. He stepped right into the can
of paint.
Think about what the passage tells you.
Let’s find two examples of cause and effect.
Look at the boxes below.
What happened? Why did it happen?
Bryan stepped forward to He saw a few spots that

touch up the spots he missed.
91
The first box tells what happened. This is the effect.
The second box tells why it happened. This is the cause.
Let’s do another example. Fill in the missing information.
Cause Effect
Bryan wasn’t watching ____________________

where he was going. ____________________
____________________
________________
You just found cause and effect!
Remember: A cause is the reason that something happens. An effect is
the
result, or what happens because of the cause.
 To find a cause, look for why something happened. To find an effect,
look for a result, or what happened.
 Look for clue words such as so, so that, since, because, therefore,
reason, as a result, if… then, and in order to.

92
Directions:
Cut out the cards. Cut each card on the dotted line. Mix the cards and see if
you can put the sentences together. Make some of your own phrase puzzles.
The boy lost his dog and began to cry.
The clouds were so dark because it was raining.
The clouds were so dark because it was raining.
The school bus was late so his mother drove him.
The man has to go to jail because he is guilty
The teacher was angry because the children were

not behaving
Adapted from: The Reading Corner

93
ACTIVITIES TO HELP CHILDREN ARRANGE/SEQUENCE EVENTS
1. Think about the order in which things happen
You can find the order in a set of directions by thinking about the order in
which things are done. Writers of directions or recipes present a set of steps
that must be followed in order to make something.
Read the recipe below.
Ants on a Log
Wash two celery sticks, and cut into pieces about 5 inches long. Spread
peanut butter in the u-shaped part of the celery from one end to the other. Press
raisins gently into the peanut butter. Enjoy your ants on a log!
Think about the order in which information is presented in the recipe.
Let’s find the steps for completing the recipe. Step 4

Press raisins gently
into the peanut butter.
Look at the boxes below.
Fill in the missing information.

Step 3
____________________
____________________
______________
Step 2
Cut the celery sticks into
pieces about 5 inches
long.
Step 1
Wash two celery sticks

94
The boxes show the steps that must be followed in order to complete the recipe.
You just found sequence
2. Begin an action story with a general statement, such as “Once there
was a boy, who got lost,” and then see if the children can add events to
make it really exciting. When the children have dictated the story, have
them copy it on paper using a separate line for each sentence. Direct the
children to cut the sentences apart, mix them, and then see if they can put
them back together again in the sequence in which they took place. Have
them read the story using a different sequence to illustrate the changes in
meaning. Again help them see that certain events, and that it is important
to recognize their sequence. Doing so will help children comprehend as they
read because they will be thinking and perhaps predicting what is likely to
happen next.
3. Read to the Children a Story that has many different events. Have each
child make a train car and write or draw a particular event on it. When the
children have completed their cars, ask them to put the cars in order. Help
them see how each events leads to another. You might display the train in
the classroom so other children can see it or read it.

95
ACTIVITIES FOR HELPING CHILDREN NOTE THE SEQUENCE OF EVENTS
1. Old Black Magic. Duplicate Appendix Item 51. Also get a few books
on magic and make them available. Magic tricks usually have a series of
steps that must be followed exactly to obtain the desired outcome.
Children enjoy magic and performing tricks will provide meaningful
practice in noting the sequence of events.

Can you stab a straw through a
potato?
1. Get a raw potato and a paper
straw.
2. Examine the raw potato to make
sure it does not have any holes.
3. Put your thumb over the top end of
the straw.
4. Move your straw up and down
rapidly. When you do so, you force
air into the straw.
5. Quickly stab the straw through the
potato.
6. Eat the piece of potato in the straw.
7. Discuss what made the paper straw
so strong.
2. Comics. Comic books or cartoon strips from the newspaper are exciting
materials for helping children organize events according to sequence. Ask

96
the children to bring in some of their favorite comic books or the cartoons
from the
3. Sunday newspaper. Direct the children to cut the picture squares
apart, number them on the back according to sequence, and then have
others try to put them together without looking at the numbers.
4. Story Puzzles. Obtain a children’s magazine or old reader and select
stories the children will like and can read at their independent levels. Cut
the stories apart between paragraphs to get no more than ten separate
pieces. Write a letter-number code on the back of each piece to indicate
the story (letter) it came from and its place (number) in the story
sequence. Put each story in a separate envelope and direct the children
to put them together in the correct order.
5. Time Lines. Direct the children to bring their social studies book to this
learning their social studies book to this learning center. Have them read
selected pages of the social studies book on which a sequence of events
is presented. After the students read the selection, have them make a
time line of the events. You can structure this activity by including either
the events or the times on a ditto master and having the children
complete it to include both times and events.

97
6. Who Did It? Mystery stories usually rely on a sequence of events to
create suspense. Tape records some mystery stories for the children to
hear. Discuss the stories with them.
7. First Aid. When one administers first aid, the sequence of actions may
save a life. Provide a first aid book and ask the children to copy each
step in a common first aid procedure on a separate index card. Put all
the cards for one procedure in an envelope and label the envelope.
Direct the children to read certain pages in the first aid book and then to
take an envelope and arrange the steps it contains in correct sequence.
For example, after reading the section about fainting, the children should
be able to arrange the following steps in order:
- Lower his head to his knees.
- If he becomes unconscious lay him down with head turned to
the side.
- Loosen clothing and open window.
- keep him quiet for at least 15 minutes after he recovers.
- If a person feels faint, seat him and fan his face.
Other Activities:
 Have the children work in pairs – Each number of the pair should
read silently the same set of directions. Then one person should
98
attempt to follow the directions while the other person judges
whether he/she followed the directions correctly.
 Provide children with directions for making things – paper
airplanes, paper costumes for dolls, cookies, etc., have them work
in pairs so they can check each other’s comprehension of the
direction.
 Have them read a story they tell it or act it out to some children.
 Have them read a story, then decide in what order to place
pictures depicting events in the story.
 Provide a child to read information passage on sequential
occurrences such as the water cycle of the life cycle of a butterfly,
then explain the cycle to some other children or depict the cycle in
a sequential drawing.
 Provide a child to read a set of direction for a game; then have
them explain the game in sequence to some other children.

99
ACTIVITIES TO HELP CHILDREN MAKE PREDICTIONS
1. What I Know/What Others Tell Me/What I Predict
A prediction is a statement about what you think might happen. You

Thinking
make predictions all the time about your own life. “My friend will love
about this new shirt!” My teacher will give me a good grade on this project.”
the Consider this situation. The morning is cloudy and cool. You have a
strategy baseball game scheduled for the afternoon. The recent weather has been
cloudy, cool, and rainy. The forecaster predicts a further drop in
temperature and heavy rain.
What I Know
The morning is cloudy and cool.
The weather lately has been cloudy, cool and rainy.
Games are cancelled for bad weather.
What others tell me
The forecaster predicts cooler temperatures and heavy rain.
What I predict
The weather will grow worse and the game will be cancelled.
Your prediction may be right or wrong. You will find out later if your
prediction is what really happens. Yet predicting gives you a clue of what
to watch for during the day.
Even though you may not think about it, you are constantly making
predictions when you read, too. You use what you know and what the
author has told you so far to make a reasonable guess about what will
happen next. Then you read on to check your prediction. When you have
more information, you make another prediction.
100
Studying Read the paragraph and the notes beside it.

a model
Monday Morning
Anxiously, I rushed into the classroom and slumped into my seat,
What do I know dropping my books with a bang. My classmates were talking
about a situation
excitedly about the weekend: the dance, the latest computer game,
like this?
and an exciting new movie. Without a word, I frantically wrote my
What was the
name on a blank piece of paper and flipped to page 157 of my math
author suggest?
book.
What do I predict
will happen?
A prediction diagram will help you organize your thinking about a

Understanding a reading selection. You can use a prediction diagram to help you predict,
prediction
for example, the events of a story, the conclusion is an essay, or the
diagram
outcome of a science experiment.
Here is a prediction diagram for the paragraph. The information on the
left of the diagram helps you determine the prediction on the right.
These details help you

understand the information
you already have
This is where you make

What I Know your prediction(s)
Some students like to talk before class.
Some students forget to do homework.
Some students may try to finish What I predict
homework before class. Student will try to
complete homework
What the author tells me before class begins.
Student doesn’t talk.
Student writes name on a blank paper.
Student turns to page in math book.
101
The paragraph entitled “Monday Morning” is the beginning of an
in a prediction autobiography. Read the second and third paragraphs. Then study the
diagram
prediction diagram.
“What are you doing?” Juanita asked knowingly.
“None of your business,” I answered angrily. I looked down at the
math page. Six difficult problems filled the page. Wondering why I
always tortures myself this way, I began scribbling numbers on my
paper. Instantly, Mrs. Curtis ordered six students, including me to the
chalkboard. She stared at me harshly. That did it I decided right then
I would turn my life around.
What I Know What I predict

Some students reply angrily when Student will not be able to
worried or guilty. do problem on chalkboard.
Some students repeated ly ignore
homework. Student will not have time
to complete homework.
What the author tells me Student will get into
Student finds six difficult problems on trouble
page.
Teacher purposely calls student to Student will try to do
chalkboard. homework faithfully in the
Student decides to change. future.
102
BIBLIOGRAPHY
A. Books
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York: Guilford.
Condez, Regina R., Comordia C. Logue and Saturnina R. Ferrer, Testing Reading
Power I. (Manila: Saint Mary’s Publishing 1989, pp. 1-87)
Clay, G.R. (1990). Implementing a whole language Literature based

reading program in first – grade classroom as an alternative to
traditional basal – centered programs – a three year study.
Dissertation Abstracts International , 52 (2), order no. DA
9118162
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Ferguson, P. (1998). A Whole Language: A global approach to

learning. Instructor , 97, 25 – 27.
George A. Ferguson. Statistical Analysis in Psychology and Education, 5th ed.

(New York: Mc Graw Hill Book Co, Inc., 1981), p.11
Gough, P.B., Hoover, W.A., & Peterson, C.L. (1996). “Some Observations on a
Simple View of Reading”. In C. Cornoldi & J. Oakhill (Eds.), Reading
Comprehension Difficulties (pp. 1-3). Mahwah, NJ: Erlbaum.
Harris and Sipay (1990) How to Increase Reading Ability. Longman
Keene, E.O., & Zimmermann, S. (1997). Mosaic of Thought: Teaching

Comprehension in a Reader’s Workshop. Portsmouth NH: Heineman
Manzo, A. V., Manzo, U.C. in Mental Modeling in Literacy in America: an

Encyclopedia of History, Theory and Practice (Ed. B. Guzzetti) Santa
Barbara: California, ABC CLIO Publisher. (2002), I, p. 344.
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Palincsar, A.S., & Brown, A.L. (1984). “Reciprocal Teaching of Comprehension-

Fostering and Monitoring Activities”. Cognition and Instruction, 1, 117-175.
Perfetti (1995) Reading Ability, New York:Oxford University Press
Pressley, M., & Ed-Dinary, P.B. (1997). “What We Know about Translating
Comprehension Strategies Instruction Research into Practice” Journal of
Learning Disabilities, 30, 486-488.
Pressley, M. (2001, September), “Comprehension instruction: What Makes Sense

Now, What Might Make Sense Soon”. Reading Online, 5(2).
Romero, Angelita D., & Romero, Rene C., (1996). Developmental Reading: A Skill
Text for College Students, pp.15-20.
Rubin, D. (1993), A Practice Approach to Teaching Reading . Allyn

and bacon, Needham Heights, MA. (1985) edition. Reading and
Learning Power , 2 n d ed. Macmillan Publishing.
Villamin, A et al. Innovative Strategies in Communication Arts ,

Quezon: Phoenix Publishing House Inc.
Ybañez. L.M. (1993) Basic Statistics. Phoenix Publishing House.
B. Publication of the Government, Learned Studies and other

Organizations
DepEd Memorandum, No. 10, series 2006, January 9, 2006
DepED Memorandum No. 221, S. 2007, June 4, 2007.

1987, Philippine Constitution
Felix de los Santos, “Angara Assails RP Education System, The Philippine Star
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C Periodicals
Banmann, J.; Hooten, H; and White P (1991). Teaching

comprehension through Literature: A teacher – research project
to develop 5 t h graders’ reading strategies and motivation. The
Reading Teacher , 53 (1), 38 – 50.
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Buikama, J. & Graves, M. (1993). Teaching Students to use context

cues to infer word meanings. Journal of Reading 36 (6), 450 –
457.
Costelo, Cherry (2001). “Reading Comprehension Performance of Freshman

College Students at the Visayas State College of Agriculture, Baybay
Leyte: Basis for a Proposal Sample of Lessons to Upgrade Identified
Deficiencies,” FCIC, Baybay Leyte The Philippine Journal of Education,
Volume LXXXV No.20 March 2007, p.440
De Guzman, V. (1996). How to improve reading skills. The Modern

Teacher , XLV (6), 232 – 233.
Goodman, K. (1992). I didn’t found whole Language. The Reading

Teacher , 46 (3), 188 -198.
Kane, S. (1998). Teaching Skills within Meaningful Contexts. The

Reading Teacher, 52 (2). 182-184.
Milan, D. (1995). Developing Reading Skills $th Ed. New York. Mc.
Graw. Hill.
Tambago, A. (1999). Improving students comprehension. The

Modern Teacher . XLVIII, 4. 145.
The RAP Journal, Volume XXIX, October 2006, p.9
D. Unpublished Materials
Abas, M.D. (1996). The Basal reader and language experience

approach in the development of comprehension skills.
Unpublished master’s Thesis, West Visayas State University,
Iloilo City.
Cobing 2002: (Castor 2007), “Word Recognition Errors Among Grade I Pupils at
Risk: Basis for Intensive Reading Assistance Program”. Masteral Theses
Estrada, Roegil (2006) Performance in Mathematics and Reading

Comprehension Skills of the Grade Six Pupils of Cadiz East I
Elementary School . Unpublished Master’s Thesis, Philippine
Normal University, Cadiz City.
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Geroso, Ma. Janet “The Effects of Training on Question Generation on the

Reading Achievement of First Year High School Students, University of
Negros Occidental Recoletos, Bacolod City, 1995.
Gonzales, Irene “An Assessment of Reading Comprehension Skills of Grade IV

Pupils Using a Teacher-Made Reading Comprehension Test”.(Masteral
Thesis Philippine Normal University, Elementary Department, 1999.)
Ibaňez, Ma. Soccoro (2007) The Effect of the Whole Language

Instruction on the Reading Comprehension and Vocabulary Skills
of First Year High School Students of Cadiz Viejo National High
School . Unpublished Dissertation, Philippine Normal University,
Cadiz City.
Manolo, Leopoldo (1994). “Reading Comprehension Skills of the 1st Year

Students in Selected High Schools in the Division of Bacolod City”.
Manzo, A.V. “Improving Reading Comprehension Through Reciprocal

Questioning”(Doctoral Dissertation, Syracuse University, Syracuse, NY,
1968).
Tadeo, M.C. (1990). A preliminary study of the whole language

approach. Educator’s Journal Q.C. Phoenix. In Doligasa, A
(1994). Unpublished master’s thesis, West Visayas State
University, Iloilo City.
Villamin, A (1984) Innovative Strategies in Teaching Reading .

Quezon: Phoenix Publishing House. In Delariman, M.J.L. (1997).
Unpublished master’s thesis, West Visayas State University,
Iloilo City.
Villamin 2001 (Castor 2007), Word Recognition Errors Among Grade I Pupils at
Risk: Basis for Intensive Reading Assistance Program. (Accomplished
Thesis)
E. Internet
http://www.readingonline.org/articles/art_index.asp?
HREF=/articles/handbook/pressley/index.html - October 10, 2007.
http://en.wikipedia.org/wiki/Reading_comprehension - October 8, 2007

106
http://www.marin.cc.ca.us/~don/Study/7read.html - October 11, 2007
http:/www.deped.gov.ph – 2004
Nell K Duke, 2004) http:www.reading org/publications/bbr/videos/YO
RRCO4/media/RRC-04
http://www.essortment.com/all/effectivelyteac trans.html
http://en.wikipedia.org/wiki/Reading_comprehension#Reading_Comprehension_
107
Appendix A
Republic of the Philippines

Philippine Normal University
Negros Occidental branch
Cadiz City
ELNORA A. PAHUNAO, CESO VI

Schools Division Superintendent
Division of Sagay City
Negros Occidental
Madam:
Cognizant with my Masteral Degree, the undersigned wishes to work on
the special project / thesis entitled “Reading Comprehension of Grade III
pupils of Sagay District I: Basis for Appropriate Interventions. In lieu
with this, may I have the honor to ask permission from your good office to
conduct my study to the sample Grade III pupils of Sagay District I.
Your approval will be most gratefully acknowledged and highly
appreciated.
Very truly yours,
ROMEO B. SANTILAN
Researcher
Noted:
DR. AINA C. RADAN

Adviser
108
Appendix B
Republic of the Philippines
Philippine Normal University
Negros Occidental branch
Cadiz City
_________________
___________________
Negros Occidental
Madam:
Cognizant with my partial fulfillment of the requirements for the Degree
Masteral of Arts in Education with specialization in Reading, the undersigned
wishes to work on the special project / thesis entitled “Reading
Comprehension of Grade III pupils of Sagay District I: Basis for
Appropriate Interventions. In lieu with this, may I have the honor to ask
permission from your good office to conduct my study to the sample Grade III
pupils of your school, district of sagay I.
Your approval will be most gratefully acknowledged and highly
appreciated.
Very truly yours,
ROMEO B. SANTILAN
Researcher
Noted:
DR. AINA C. RADAN

Adviser
109
Appendix C
Reading Comprehension Skills Assessment Instrument
Overview:
This Assessment Instrument on Comprehension Skills is designed to
determine the basic comprehension skills of Grade III pupils.
This instrument covers six reading comprehension skills namely:
0 Noting details
1 Getting the main idea
2 Sequencing/Arranging events
3 Making Inferences
4 Perceiving Cause and Effect Relationship
Predicting Outcomes
To the Pupil:
Here are some things to remember before we start:
0 Read each selection carefully and understand what you are supposed to
do.
1 Work on the exercise honestly.
2 Answer the questions carefully.
3 Do your work silently.
Please do not leave any item unanswered

110
Part I
Test Proper
DIRECTIONS:
This is a test to find out how good you are in Reading. Read the selection inside
the box. Then answer some questions or complete some sentences. There are three
options to select from. Write the letter of the correct answer on your ANSWER
SHEET.
SAMPLE QUESTIONS:
Earthworms live in the soil. They eat leaves and other things they find in
the soil. They do not have noses, but they breathe air. The air passes through
their skin.
1. Where do earthworms live?

Answer :
0 A. In the leaves
1 B. In the soil 1. B
2 C. In the air
2. C
2. Earthworms do not have _______. But they breathe air.
A. mouths
B. skins
C. noses
_______________________________________________________________________
Begin here.
Manila Zoo is a place where you can see many kinds of animals. There are
birds, monkeys, snakes, elephants, lions and tigers. Many children like to visit
the zoo.
1. Who like to visit the zoo?
A. Many children
B. Many parents
111
C. Many men
It is a Saturday. The family is busy. Father is planting rice. Mother

is cooking. Carlos is watering the plants and Cherry is feeding the
chickens. Chielo is just watching them because she is too young to work.
2. Why is Cielo watching them?
A. She is too young to work.

B. She is too sickly.
C. She is too lazy.
“Wake up, Dan. Wake up Nikki. It’s time to take a bath. It’s time to
eat. It’s time to go to church,” said Mother.
3. What wakes Dan and Nikki up?
A. The alarm clock

B. Mother’s voice
C. Father’s call
4. When does the story happen?
A. Early in the morning

B. Late in the evening
C In the afternoon
5. Why must Dan and Nikki wake up?
A. They will go to school.

B. They will go to church.
C. They will take a bath.
6. Who said, “It’s time to go to church?”
A. Mother
B. Nikki
C. Dan
7. Who are the two boys in the story?
A. Dan and Nikki

B. Dan and Nikke
112
C. Dann and Nikki
It was Sunday. The three friends went to the beach to swim. Tanya,
Tessie, and Tara enjoyed swimming. They swam till late in the afternoon.
8. What is the story about?
A. Friendship
B. Swimming
C. Fishing
We need plants and trees in order to live. God has given us the plants and
trees to make us happy. Plants and trees supply us with food and medicine.
They make our homes and towns beautiful. They give us materials for our
clothing , shelter and furniture.
(Adapted from: Measurement and Evaluation in
the Elementary Grades)
9. Which of these sentences tells about the paragraph?
A. Plants give us materials for clothing and furniture

B. Plants and trees are important in our lives.
C. God has given us plants and trees.
11. What is the best title for the selection?
0 The Importance of Plants and Trees

1 God in our Lives
2 Plants and Trees
The earth is a big mass. It is made up of land and water. Water

occupies three-fourths of the earth’s surface. Only one-fourth of the
surface is land.
11. The paragraph is mainly about_________.
A. Earth
B. Land
C. Water
113
Our flag has three colors. They are red, white and blue. It has three
stars and one sun. The sun has eight rays.
12. Which sentence tells what the paragraph is most likely about?
A. Sentence 1
B. Sentence 2
C. Sentence 3
Most worms are harmful to plants. Other worms are garden

friends. The earthworm is a garden friend. It lives under the
ground. It helps make the soil fertile and loose. When the soil is
loose, plants easily get air and water from the soil. This makes the
plants grow fast and healthy.
13. What is the paragraph about?
A. the harmful worms

B. the harmless worms
C. the earthworms
Juanita is making a recycled project. She prepares a bottle,

plastic straws and used folders. She cuts the plastic straws and used
folders into different shapes and sizes. She arranges them into a
design. She glues them to a stick. Now Juanita has made a
beautiful recycled flower.
14. What is the paragraph about?
A. making different shapes

B. making a project
C. making a design
“I should have brought an umbrella,” Razel said.

114
15. What do you think was happening?
A. The wind was blowing hard.

B. It was beginning to rain.
C. The sun was setting.
It is a very hot day. Father arrives home from the farm. He gets an
empty glass from the tray and goes straight to the jar.
16 . Based on the story, Father wants to________.
A. wash his hands

B. drink water
C. take a bath
Mara signed the card and slipped it into an envelope. She wrote
her friend’s address on the front and paste a stamp on it. “ I’ll be
right back,” she called out to her mother and ran to the door.
17. Mara is probably going to a_________.
A. post office
B. friend
C. school
Rea is in bed. She is very hot. She cannot play. Mother gives her a glass
of orange juice to drink and tells her to rest.
18. Why is Rea in bed?
A. She is sleepy.
B. She is tired.
C. She is sick.
115
Jaya runs to the bathroom. She takes a bath quickly, puts on her uniform
and looks at the calendar. Suddenly she takes off her uniform and goes back to
her bedroom to sleep.
19. Why does Jaya go back to her bedroom to sleep?
A. She doesn’t want to go to school.

B. She is still sleepy.
C. It’s a holiday.
“I can’t go with you. Mother told me not to go to the river.”
20. The speaker is_________.
0 obedient
1 honest
2 brave
The water was very deep. Many houses were blown down. Bridges and
telephone posts were destroyed. Food and clothes were given to the people.
21. What do you think happened before?
0 There was a typhoon.

1 There was a huge fire.
2 There was a big flood.
“Why are you not playing with your classmates, Liza?” The principal asked.
“I would like to, Mrs. Gomez, but I cannot,” Liza said as she looked at her
bandaged left foot.
22. What do you think happened to Liza’s foot?
A. It was broken.
B. It was cut off.
116
C. It was painful.
Rico is in the third grade. He goes to school every day. He listens well
to his teacher. He studies very hard. He tries to answer all the questions
asked of him. He finishes his school projects on time.
( Adapted from: DRP 3 Revised
Edition)
23. What grade will Rico likely receive?
A. poor grades
B. high grades
C. failing grades
24. What is likely to happen to Rico? He will________.
A. will not finish his studies

B. graduate with honors
C. stop going to school
25. What else will likely happen to Rico?
He will become a ________.
A. useful citizen
B. useless citizen
C. sickly citizen
“It’s almost twelve o’clock, Lito. You better go to bed now,” Mrs. Sayo said.
“One more homework, Mother, and I will be through,” Lito replied.
When Lito went to bed he was really very sleepy. He slept very soundly till late
in the morning.
“Oh, my, it’s almost time!” Lito said when he opened his eyes. He hurriedly got
ready for school. If I’ll eat my breakfast, I’ll be late,” he thought.
So Lito ran to school without eating his breakfast. He even forgot to say goodbye
to his mother.
(Adapted from DRP Grade 3 Revised Edition)
117
26. What do you think would happen to Lito?
A. He would not be able to think well.

B. He would be able to think well.
C. He would be able to play well.
27. What else would likely happen to him?
A. Lito would be active the whole day.

B. Lito would feel sleepy and lazy.
C. Lito would get high grades.
Ringo, the dog of Mang Ando, is a barking dog. It barks at any dog that
passes by. It barks at any person that comes close to the house of Mang Ando.
It barks at jeeps and trucks that pass by. It is called Barking Ringo.
One day a visitor knocked at Mang Ando’s gate. He knocked and knocked
but ringo did not bark at him. Ringo just looked at him. It did not get out of
the dog house. Its eyes were red. It did not wag its tail.
(Adapted from DRP G3 Revised Edition )
28. What is likely to happen to Ringo?
A. It might die if not taken to an animal doctor.

B. It might forget to bark again.
C. It will run
Yesterday, Rose got sick. She stayed in bed and rested. She did not
go to school.
29. Rose did not go to school because_________.
A. she stayed in bed

B. she got sick.
C. she rested.
118
The sun is just an ordinary star. It is not the brightest nor the dullest, not
the biggest nor the smallest, not the newest nor the oldest. But it is the
closest.
That is why, as we gaze into the sky, the sun seems so big, and the other
stars seem so tiny.
30. Why does the sun look different from the other stars?
A. It is bigger.
B. It is brighter
C. It is closer
Evelyn and Jerry stopped the tricycle and she and jerry jumped out. They
ran back to the curve where they had spotted the turtle crossing the road.
31. Why did Evelyn and Jerry stop the tricycle?
A. so they would not hit the turtle.

B. so they could spot the turtle.
C. because it was out of gas.
Reynaldo asked permission from his father to go to the park. His father
told him to be back before 5:00 o’clock to cook dinner. Reynaldo enjoyed
the company of his friends and went home late.
32. What happened when Reynaldo was not able to come home on time?
A. Reynaldo was sorry for coming home late.

B. Father was happy to see Reynaldo again
C. The family had a late dinner.
119
There is no air on the moon. The scientists who landed there saw that the
moon doesn’t have twilight.
Here on earth darkness comes slowly. This is so because the air holds
the sun’s light even after sunset.
On the moon, one moment there is bright sunshine, and the next
moment there is complete darkness.
33. Why is there no twilight on the moon?
A. because the moon is completely dark.

B. because the moon has no sunshine.
C. because the moon has no air.
34. Why does the earth have twilight?
A. because the moon is closer than the sun

B. because the day turns into night
C. because the earth has no air.
Reah decided on the color for her dress, then picked out the material.
35. Which part of the sentence happened first?
A. Reah picked out the material for her dress first.

B. Reah decided on the color for her dress first.
C. Both happened at the same time.
During the basketball game last night the lights went out for several
minutes.
36. Which part of the sentence happened first?
A. There was a basketball game.

B. The lights went out.
After the jell begins to thicken, you may add the fruit.
120
37. Which part of the sentence happened last?
A You add the fruit.

B. The jell begins to thicken.
I ate supper. Then Mother read me a story.
38. Which part of the sentence happened last?
A. Mother read me a story.

B. I ate supper first.
The sentences below tell a story. Ask yourself what is happening in the
story. To discover what is happening, look for such words as first, next, then, and
at last. They will help you put the sentences into an order that makes sense.
1. At last the warm water was running over his tired shoulders.
2. He decided to take a shower.
3. Next he undressed and put his dirty clothes in the hamper.
4. Ted came in from football practice tired and dusty.
5. First he gathered clean clothes and took them to the bathroom.
39. What happened first?
A. 1 B. 2 C. 4
121
1. The telephone on the desk rang three times.

2. Granddad spoke to everyone in the family.
3. Janice got the telephone first as usual.
4. It was Granddad calling to say hello.
5. Both Jerry and Janice raced to answer the phone.
40. What is the correct order of events in the story?
A. 15342 B. 12345 C. 13425
THE END…..
122
Appendix D
SKILLS ASSESSMENT INSTRUMENT

Comprehension Skills
Answer Sheet
Name: Grade & Section:

School: Date: Score:
A. Noting Details
1. A B C 5. A B C
2. A B C 6. A B C
3. A B C 7. A B C
4. A B C
B. Getting the Main Idea

1. A B C 5. A B C
2. A B C 6. A B C
3. A B C 7. A B C
4. A B C
C. Making Inferences
1. A B C 5. A B C
2. A B C 6. A B C
3. A B C 7. A B C
4. A B C 8. A B C
D. Perceiving Cause-Effect Relationship

1. A B C 4. A B C
2. A B C 5. A B C
3. A B C 6. A B C
123
D. Sequencing/Arranging Events
1. A B C 4. A B C
2. A B C 5. A B C
3. A B C 6. A B C
E. Predicting Outcomes
1. A B C 4. A B C
2. A B C 5. A B C
3. A B C 6. A B C
124
Appendix E
Reading Comprehension Assessment Instrument
ANSWER KEY
Name: Grade & Section:

School: Date: Score:
0 20
1 21
2 22
3 23
4 24
5 25
6 26
7 27
8 28
9 29
10 30
11 31
12 32
13 33
14 34
15 35
16 36
17
18
19
37
38
125
Appendix F
Kindly rate the following items according to the scale below.
JUROR
1 2 3 4 5 Total
Ave.
1. The test is short enough so as not be rejected by
the respondents because it will not demand much 5 5 5 4 3 4.4
of their precious time.
2. The test has such face appeal that the respondents 3 4 5 3 3 3.6
will be inclined to accomplish it fully.
3. The test can obtain some depth in the response 4 5 4 3 2 3.6
and minimize getting haphazard answers.
4. The items and their alternative responses are not 4 5 4 2 3 3.6
too suggestive or too stimulating.
5. The test can elicit responses which are definite but 5 5 4 4 2 4
not mechanically forced.
6. The items are stated in such a manner that the 5 5 4 2 3 3.8
responses can elicit the information desired.
7. The items are formed in such a manner as to allay
suspicion on the part of the respondents 5 5 5 4 3 4.4
concerning hidden purposes of the test.
8. The test is not too narrow, restricted or limited in 3 5 4 3 3 3.6
scope or philosophy.
9. The test is organized following a proper format. 2 4 5 4 2 3.4
10. The questions are brief, clear and unequivocal. 5 5 5 3 3 4.2
11. The items are stated in a way to ensure that the
responses are objective each requiring only a 5 5 5 3 3 4.2
single mark or letter.
12. The directions are clear and unequivocal. 2 5 4 4 3 3.6
13. The items are relevant to the study 4 5 4 4 3 4
14. The test has enough and adequate categories for 4 5 5 3 3 4
approximate replies.
15. The items are worded carefully in correct 3 4 4 4 3 3.6
grammar.
16. The language used is suited to the comprehension 5 4 4 4 3 4
of the respondents.
17. The items have adequate and appropriate options 5 5 4 2 3 3.8
or choices for multiple response questions.
18. The test is free from any kind of bias. 4 5 4 3 3 3.8
19. The materials are readable. 5 5 4 3 4 4.2
20. the responses to the test when taken as a whole
are sufficient to answer the basic purpose for 5 5 3 3 3 3.8
which the test is designed and therefore
considered valid.
126
Appendix G
Table 3
Table of Specifications for the Reading comprehension Assessment
Comprehension Skills Test Items Percentag Item to

e
1. Noting Details 7 17.5% 1–7
2. Getting the Main Idea 7 17.5% 8 – 14
3. Making Inferences 8 20% 15 – 22
4. Perceiving Cause-Effect relationship 6 15% 23 – 28
5. Sequencing/Arranging Events 6 15% 29 – 34
6. Predicting Outcomes 6 15% 35 – 40
127
Appendix H
A. Teacher-Made Reading Comprehension Test for

Grade III
The Manual:
A Test Manual in this section includes objectives and general descriptions of the
test, preparation of answer sheets, directions for administering, scoring procedure and
key to corrections.
A Teacher-Made Reading Comprehension Test in Reading for Grade III is a test

which aims to assess the reading comprehension level of grade III pupils in six sub skills
specified in the Philippine Education Learning Competencies in Reading for Grade III.
These are:
0 Noting Details
1 Getting the Main Idea
2 Making Inferences
3 Perceiving Cause-effect relationship
4 Sequencing/Arranging Events
5 Predicting Outcomes
The reading comprehension assessment instrument has its general and specific
objectives which are listed below.
General Objectives
0 To evaluate the reading comprehension skills of learners so as to provide
assistance to enable them to react appropriately to materials read.
1 To assess learners’ reading comprehension difficulties .
Specific Objectives
1. To guide learners in monitoring their own progress.
2. To assist pupils in understanding text content.
128
As a whole, the test measures the totality of the reading process since it
provides for the assessment of six sub-reading comprehension skills.
Preparation of the Answer Sheets

The researcher prepared mimeographed answer sheets a week before the
testing. To facilitate easy and clear administration of the test, a sample answer sheet
will be written on the blackboard to guide the pupils.
Directions for Administering

Establish rapport with the children.
Say:
Good morning children. I am (state your full
name). today I shall give you a test to find out how well you can understand
what you read. If you will follow all the directions read and understand each item
in the test carefully, I am sure that you will do well in the test.
Distribution of the Test Papers

Say:
Children, this is the test paper. You will find out that all the test questions
are written in this test paper. Remember not to write anything on it.. Do not
open this until I tell you to do so.
Distribution of the Answer Sheets
Say:
Children, fill in the needed information in the upper portion of your
answer sheet. After name, write your full name, first name, middle initial and
surname in that order. (pause). After date, write the date today, (pause) after
school, write the name of your school. (pause) Now, after the work, grade and
section, write your grade and section (pause).
129
Say:
Open your test paper on page 1. Read the general directions silently as I
read it aloud. (Read the directions orally). What are you going to do? (pause)
What are you going to write on your answer sheet? (pause)
Answering the Test

Say:
Now, we are ready to begin the test. Answer each item as best as you
can. If you feel that you do not know the answer, do not stay very long on that
number. Leave it and go back to it after you are through with the other
numbers. Remember also that there is only one answer for every number. It is
expected that after one hour you are through with the whole test.
Ready Begin…
130
Appendix I
Collection of Answer Sheets and Test papers
At the end of the period, collect all the answer sheets and test papers and place
them in separate envelope. Label the envelopes for answer sheets with the following
data:
Teacher Made Reading Comprehension Test

For Grade III
Grade and Section: _____

School: _________________
No. of Pupils who took the test:
Male: ________ Female: _________ Total
131
CURRICULUM VITAE
PERSONAL INFORMATION:
Name : ROMEO B. SANTILLAN

Address : Brgy. Rizal, Sagay City, Negros Occidental
Date of Birth : November 11, 1979
Place of Birth : Had. San Agustin Brgy. Paraiso, Sagay City, Neg. Occ.
Civil Status : Single
Citizenship : Filipino
Position : Teacher II
Parents : Deceased
EDUCATIONAL BACKGROUND:
Elementary : Cadiz East Elementary School 1991-1992

Cadiz City, Negros Occidental
5th Honors
Secondary : Dr. V.F. Gustilo Memorial National H.S 1995-1996

Tertiary : Philippine Normal University 1999-2000

BEED – Specialization in Reading
Graduate Studies : Philippine Normal University 2008-2009

Civil Service Eligibility: Licensure Examination for Teacher (LET)

August 26, 2000
Rating: 82.48%
Professional Experience: Elementary Grade Teacher

Alfredo E. Marañon Sr. Elementary School
District of Sagay I
July 2004 up to the present
132
ACKNOWLEDGEMENT
The researcher wishes to express his sincerest gratitude to the following
persons whose wholehearted encouragement and support, both moral and
financial has made this study possible:
To my adviser and mentor Dr. Aina C. Radan for her valuable
contribution, support and encouragement to make this project become a reality;
To Dr. Elnora A. Pahunao, CESO VI, Schools Division Superintendent,
Division of Sagay City for her approval to conduct this study on the different
Grade III pupils in all the Districts of Sagay City Division;
To John Arnold S. Siena, Assistant Schools Division Superintendent,
Division of Bacolod City, for all the directions and pieces of best advices which
prodded the researcher to finish this study;
To my principal Nenita P. Gamao for giving me inspiration and support
in making this study possible;
To the expert evaluators, Dr. Zenaida B. Aligam, Dr. Sandra E.
Miranda for spending their time and effort in reviewing my work, and for their
many helpful suggestions;
To all my colleagues in Alfredo E. Marañon Sr. Elementary School/
School of the Future for their unselfish sharing on their time, effort and
knowledge;
133
To my friends, for their never – fading friendship and inspiration that I will
cherish forever.
To my family, for being there all the time, always ready to lend a helping
hand.
To my Tita Conz and Tito Raul Lampon who always gave me their
trust in everything I do. For their unconditional love, patience, sacrifices, prayer
and support, which gave me the strength and inspiration to pursue my dreams.
To my brothers, sister and in – laws, Nonoy Naldo and Neneng Conie,
Neneng Rosejie and Lando, and boboy for always believing in my capacity.
To my nephews and nieces, Joseph, Jeremiah, Jun-Jun, Bobby, Mary
Ann, Mary Jane and Mary Grace for the happiness they bring at the time
when I am down.
To my cousins Stephany, Stephen and Inday Zet, for the joys and
laughter we shared in my trying times.
Finally, to God Almighty, from whom strength, knowledge, wisdom,
happiness and life comes. I thank Him for His Divine guidance, without which
this project may have never come into completion.
Bebot

Reading Comprehension of Grade 3 Pupils

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1

Reading is an essential tool for learning. Its prominent role in everyday

not require reading. As a medium of communication and a tool of learning,

reading serves as an indispensable function in society, economics, politics and

in such fields as even in meeting our personal needs.

However, reports and studies conducted related to reading and reading

comprehension show a dismal failure in our reading teachers and reading

specialists who have exerted efforts on improving the quality of reading

instruction in Philippine education. Results of the National Achievement Test

As one of the aspects of communication arts in the elementary and

secondary curriculum, reading is a determiner of success and such it should be

well developed. To be able to read just enough to get by is not sufficient.

recognition capability, wide vocabulary and good comprehension, which are

essential components of a balanced reading program.

Bureau of Elementary Education (BEE) and regional and division offices

aims to enable elementary grades pupils to communicate and access a variety

of information in written and oral forms through effective reading instruction.

and at the national level. (http:/www.deped.gov.ph).

The institutionalization of ECARP has taken various forms of

implementation at the different organizational levels. These interventions have

extensively been monitored and assessed through the Philippine Informal

Reading Inventory (Phil-IRI) and achievement tests. These evaluations,

cautiously and are not to be thought of an absolute measure and

encompassing of the total pupil’s reading ability in word recognition and

“very tentative indicators of the pupil’s reading levels and competences to

modify, when necessary, a classroom reading program.” (Miller, 1995)

The researcher, being a school teacher in one of the schools of Sagay

same problem. Pupils found difficulty in understanding the reading materials

whenever they will be asked regarding students comprehension problem.

Hence, there is a need to conduct this study on the reading

designing appropriate interventions intended for second year students to

address the reading comprehension difficulties experienced by them.

Statement of the Problem

The main purpose of the study is to assess the reading comprehension

level of Second Year Students of Sagay District I.

Specifically, it aims to answer the following questions.

1. What is the level of the reading comprehension of Second Year

students of Sagay District I when taken as a whole?

2. What is the level of the reading comprehension of the Second Year

students in each of the reading comprehension sub- skills?

2.1 Noting Details

2.2 Recognizing the Main Idea

2.3 Making Inferences

2.4 Sequencing/Arranging Events

2.5 Perceiving Cause-Effect Relationship

2.6 Predicting Outcomes

3. What appropriate Reading Comprehension Skills Development

latest TIMMS, Trends in International Mathematics and Science Study, out of

38 countries we placed third to the last. That’s 36 th place in the field of 38

have been attributed to students’ lack of ability in something as basic as

reading comprehension. (Florencio “Butch” Abad, 2005).

Pushing to improve the quality of education in the Philippine schools, the

Department of Education in its 12-point agenda has launched the ECARP,

reading programs including the creation of reading friendly-environments and

enable secondary students to communicate and access a variety of information

then been institutionalized in schools, divisions, regions, and at the central

The institutionalization of ECARP has taken various forms of

implementation at the different organization levels. These interventions have

extensively been monitored and assessed through the Philippine Informal

Reading Inventory (Phil-IRI) and achievement tests. These evaluations,

Labrador, 2007). Labrador’s statement is anchored on the fact that Phil-IRI,

cautiously and are not to be thought of as absolute measure and encompassing

of the student’s reading levels and competencies to modify, when necessary, a