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Improving Reading Skills of the Grades V and VI Pupils of

Kalitian Elementary School

I. Background

Rationale: Reading is the foundation of all academic learning. If the pupils fail to master

the basic skills, they can never hope to get through the other disciplines successfully

and thereby deprive them of being literate and productive individuals (Deped Memo no.

143,s. 2012). In this regard the Philippine Informal Reading Inventory (PHIL-IRI)

assessment tools are administered twice every year.

Besides its intrinsic value, the ability to read has economic consequences. The

growing technicalization of society has brought increasing demands for literacy, which

the schools are hard pressed to meet. A higher level of literacy is needed in business,

industry, and even in everyday life. The reading ability needed to comprehend materials

is important to daily living, such as income tax forms and newspapers, has been

estimated to be as high as the 12th-grade level. Some efforts have been made to

simplify forms and manuals, but the lack of sufficient reading ability definitely impairs a

person's capacity to function in modern society (Microsoft Encarta Encyclopedia 2009).

The Department of Education is doing its best to achieve a quality education for

all our children, because they are the future leaders of our country, but it is sad to note

that there are still many children now-a-days who find it hard to read. If these children

will not be taught how to read properly, their future will be affected and the future of our

country as well.
Performance: Last July 2016, the District Reading Team conducted the Oral Pre-reading Test

activity in our school were 15 pupils tested in grades V and VI, twelve (12) learners tested out of

eighteen (18) unable to answer the Interpretative and Application questions.

Table 1. Result of Oral Reading Test (Word Recognition)


Table 2: Result of Oral Reading Test (in Percentage)

II. Conduct of Voice of Customers (VOC)

Based on the data gathered, out of the 15 Grades V and VI pupils 46.67%

committed Substitution of words on words recognition and 80% in both Interpretative &

Application of the Comprehension’s Gap.

The costumers of the study were asked in the following questions in order for the

researcher to know their problems with regards to their reading abilities, which will be

the basis of implementing techniques and strategies suited to them.


Mga Pangutana Mga Tubag sa mga Bata

-Oo, makabasa (6 ka bata)

1. Makabasa kaba or kabalo -kabasa pero ga lisud (4 ka bata)


kaba mobasa?
-Makabasa pero dili paspas (5 ka bata)

-Dili ko ga practice sa balay (3 ka bata)


2. Unsay rason nganong dili -Dili man ko tudloan ni mama (2 ka bata)
ka kabasa or nganong ga
-dili ganahan ug basa (4 ka bata)
lisud ka pag basa?

Mga Pangutana Mga Tubag sa mga Bata

Oo, gapraktis (6 ka bata)


3. Gapraktis ka sa inyong
Dili ko gapraktis (3 ka bata)
balay ug basa?
Usahay (6 ka bata)

Gadulaay man ko. (3 ka bata)


4. Unsay rason nganong dili
Sugoon ko ni mama (3 ka bata)
ka ga praktis ug basa sa
Laay mag basa, walay gana (3 ka bata)
inyong balay?

5. Nitabang ba ang imong Wala (7 ka bata)

mama ug papa sa Oo (3 ka bata)

pagpabasa kanimo? Usahay (5 ka bata)


Mga Pangutana Mga Tubag sa mga Bata

6. Kung wala, unsay rason


Daghan traho sa balay (5 ka bata)
nganong dili sila
Kapuyan sila pag tudlo (4 ka bata)
makatabang sa
Ngit-ngit, walay suga (3 ka bata)
pagpabasa kanimo?

7. Nangutana ba ang imong


Wala (10 ka bata nagtubag)
mama ug papa parti kung
Oo (5 ka bata nagtubag )
unsay imong leksyon sa

eskwelahan?

Agtan-awa ra sa TV. (3 ka bata)


8. Kung wala, unsay rason?
Daghan trabaho (7 kabata)
III. Walk the Process

Reading
Prepare Action
Diagnostic Evaluate/
Plan for Pupils'
test/passages Analyze the
Reading
given to result
Remediation
pupils

Introduce
Result: One-on-One
Weekly
Improved Reading
Reading
Reading strategy,
Inventory
abilities of Buddy
using Phil-IRI
Grades V and System,3
passages
VI pupils. o’clock
reading habit
IV. Problem Statement

Based on the Reading Diagnostic Test result (Pre-Reading) given last July 2016,

I have found out that twelve (12) out of the fifteen (15) learners tested in grades V & VI

were frustration readers in reading comprehension level.

If this problem will not be handled properly, this will deprive them of being literate

and productive individuals in the future.

Activity Target Starting Comple- Persons Resources Source


#1 Output Date tion Date Involved Needed of Funds
Conduct of Result of September September 15 pupils questionnaires personal
VOC interview 2016 2016 respondents

V. Implementation Plan

Activity Target Starting Comple- Persons Resources Source


#2 Output Date tion Date Involved Needed of Funds

Setting of Target plan October October researchers Bond papers, personal


target for the 2016 2016 computer
identified
problem
Activity Target Starting Comple- Persons Resources Source of
#3 Output Date tion Date Involved Needed Funds

Formulate Identified October October researchers Bond papers, personal


solution strategies 2016 2016 computer
to be used
to solve the
problem

Activity Target Starting Comple- Persons Resources Source


#4 Output Date tion Date Involved Needed of
Funds

Submit Manuscript November November researchers Bond papers, personal


manuscript for action 2016 2016 computer
for action research
research proposal
proposal