THE READING PROFICIENCY LEVEL OF GRADE 10

STUDENTS IN DALIG NATIONAL HIGH SCHOOL SY

2015-2016: BASIS
FOR READING ENHANCEMENT/
INTERVENTION
ACTIVITIES

Researchers:
Charrie Ann F. Buado
Czairha Mae B. Fabon
Laarni G. De Guzman

Adviser: Ms. Leslie H. Maglalang

 BACKGROUND OF THE STUDY:
(RATIONALE)
• We choose Grade 10 students as our subject to measure if their
reading proficiency is ready to face higher level of reading
proficiency with selection and text.

• We choose Dalig National High School as the setting of the research

because it is a new established school and we got curious on how
the performance of the students differ from the main school.

• Mostly, researchers choose San Jose National High School (SJNHS),

which is the main school.

• DNHS is only the extension of SJNHS, so we chose it to discover

something new.
STATEMENT OF THE PROBLEM
It sought to answer the following questions:
1. What is the reading proficiency level of Grade 10 students in Dalig
National High School SY 2015-2016 in terms of Literal, Interpretative,
Critical, and Application?
2. What are the factors that affect the reading proficiency level of Grade 10
students in terms of Reading Motivation, Classroom Environment and the
Impact of Technology, Reading Strategies and Techniques of the
Teachers, and Reading Attitudes?
3. Is there a significant difference on the factors affecting the reading
proficiency level as perceived by the students and teachers?
4. Is there a significant relationship on the factors affecting the respondents
reading competence on the result of reading proficiency level?
5. What enhancement/ intervention activities can be proposed to uplift the
reading proficiency level of Grade 10 students of Dalig National High
School SY 2015-2016?
 HYPOTHESES

• There is a significant difference on the factors

affecting the reading proficiency level as
perceived by the students and teachers.
• There is a significant relationship on the factors
affecting the respondents reading
competence on reading proficiency level.
KEY TERMS:

 Reading Proficiency Level

 Reading Enhancement
 Intervention Activities

Definition of Terms:
• Comprehension Level
• Intervention
• Reading
• Reading Comprehension
• Reading Strategies and
Techniques
SIGNIFICANCE OF THE STUDY:
In as much as there are significant gaps in the field of
language teaching that must be fixed, this study becomes
very significant.
 Language Teachers
 Language Learners
 School Administration
 Parents

 Curriculum Planners
 Other Researchers
Theoretical Paradigm
 Interactive Reading Theory of Adams

INTERACTIVE READING

BOTTOM- UP MODEL TOP- DOWN MODEL

LITERAL LEVEL OF CRITICAL LEVEL OF
COMPREHENSION COMPREHENSION
INTERPRETATIVE LEVEL APPLICATION LEVEL

READING PROFICIENCY LEVEL OF GRADE 10 STUDENTS

READING ENHANCEMENT
Conceptual
Paradigm
Input Process Output
Factors/ Problems
Administration of
that affect the
respondent’s
Reading
Reading Proficiency Test
Proficiency Level Proposed
Statistical Reading
Reading Analysis Enhancement
Motivation and
Questionnaire for
Intervention
Reading Students and
activities for the
Proficiency level Teachers
improvement of
of the Validation of Reading
respondents/ Instruments Proficiency
students in the
following: Unstructured Level of Grade
Reading Interview 10 students in
Comprehension DNHS
Documentary
Literal
Analysis
Interpretative
Critical
Application
READING PROFICIENCY LEVEL

Schubert and Torgerson (2005) stated that

“The ability to read not only differentiate the
literate and illiterate, it is also essential to
learning all subjects in school”
READING INTERVENTION ACTIVITIES

Early reading interventions have been

consistently effective in improving outcomes
in more basic or foundation skills such as
phonemic awareness, word attack, and
word reading (Vaughn et al., 2009)
RELATIONSHIP

The result of Reading Proficiency Level will

serve as basis for intervention and
enhancement activities in reading to uplift the
reading comprehension of the Grade 10
Students in Dalig National High School SY 2016-
2017.
 OPERATIONAL VARIABLES
Reading Motivation
 Classroom Environment and the
Impact of Technology
Reading Strategies and Techniques of the
Teachers,
Reading Attitudes
Intervention/Enhancement Activities in
Reading
 RELATED STUDIES
• Schubert and Torgerson (2005), “Improving the Reading Program. U.S.A.
WM. C. Brown Company Publisher. P.18

• Marge Scherer (2012). “Educational Leadership Reading as the core skill.

U.S.A. 2012. P.7

• Villafuerte A. (2005) “National English Proficiency Enhancing Teachers’

Language Competencies and Skills.” Unpublished Dissertation. Naga
College Foundation, Naga City.

• Guthrie, J. T., A. L. W. Hoa, Wigfield, A., Tonks, S.M., Humenick, N.M.,

&Littles, E. (2007). Reading motivation and Reading Comprehension
growth in the later elementary years. Contemporary Educational
Psychology 32(3): 282-313.
 RELATED STUDIES
• Kozey, M., & Siegel, L. S. (2008). Definitions of learning disabilities in Canadian provinces
and territories. Canadian Psychology, 49(2), 162 - 171.

• Vaughn, S., Wansek, J., Murray, C., Scammacca, N., Linan-Thompson, S., & Woodruff, A.
(2009). Response to Early Reading Intervention: Examining Higher and Lower Respondents.
Exceptional Children, 75(2), 165-183.

• Darwin D. Bargo. “Performance of English Classes in Antipolo High School: Input to

Enhancement Program.” Unpublished Doctorates Thesis, 2009.

• Coo, A. N. (Feb 2005) “Common Errors committed by College Freshman Students”.

Unpublished Dissertation. Eulogio “Amang” Rodriguez Institute of Science and Technology.

• Aurora De Ungria Flores (2010), “Reading Performance of Grade 3 Pupils in the Division of
Rizal; An input to Curriculum Enhancement Program.” Unpublished Master’s Thesis. 2010
STATISTICAL
TREATMENT
 A number of tools will be used in analyzing the gathered data of the researchers.
The mean, percentile, standard deviations will be used for the statistical treatment of
data. Mean will be used in order to determine the average score of the STUDENTS in
the Reading proficiency test.
 Weighted Mean
 Frequency and Percentage
 The formula for weighted mean used:
_
X = Σfx
N
_
Where : X = weighted mean
fx = Sum of all products of f and x
Where: f is a frequency of each scores and x, weight of each scores
N = no. of students
In determining the significant relationship
and difference on the level of reading
proficiency versus reading factors as well as
the perception of the teacher and students
on the reading factors they encountered in
reading by the two groups of respondents
t-test was used.