Final Thesis Revised Dec. 28.docx

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Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction Every education institution in the world has its own share of problems that need to be addressed. One of the issues besetting the school system, especially in the public schools include low quality of education, attributed to low achievement test results. These low achievement test results are further attributed to the poor development of reading skill among learners, particularly at the primary level. As everyone knows, reading is the mother of all skills. Without having master this skill, a child will be left behind, thus, reading is important to develop at early age of a child. Apparently, learning how to read and developing the reading comprehension skill of the children are not easy tasks. Its process is complex, which includes the reader, the text, and the factors associated with the activity of reading. Consequently, a child failed to learn how to read oftentimes. In response to this, many developing countries across the world, including the Philippines, have established and developed programs that vary in content and design to encourage reading and to promote the development of reading skill among young learners. Some programs focused on improving the quality of reading instruction provided by the teachers and supported by the parents; others are attempt to increase the quantity of reading materials available to children; while are also programs on reading intervention or remediation to bridge skill gaps in reading (Lonigan & Shanahan, 2009; Snow, 2013).

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Reddy and Stone (2018) described some reading literacy programs across countries. First, the “Child Literacy Program in Laos and Guatemela,” that aims to provide students entering the primary schools who are often struggling when learning to read for various reasons: lack of resources, little exposure to print materials, and the languages differ from the children home language. This program is given to the Grade 1 and 2 children. Second is the “Read Write Inc. Phonetics and Fresh Start Program” in the United Kingdom. This is a 33-week catch up literacy program delivered to target children ages 4 to 8 who were identified as having fallen behind reading and writing. And third is Remedial Reading in Egypt. It was found out that many Egyptian students are missing out on foundation literary skill in the early grades while older students are being passed along into the other grade level without having acquired the reading skill. In the Philippines President Benigno Aquino III sets out the ten point Educational Agenda in which one of these points concerned on literacy program to make every child a reader in Grade 1. In fact, the Every Child is A Reader Program was introduced as enclosure in DepEd Order no. 70, s. 2011 that aims to equip elementary pupils in public schools with strategic reading and writing skills to make them independent young readers and writers. Among activities lined up in ECARP are the Read-a-Thon, “A Paragraph A Day” sessions, DEAR program, Big Brother/Big Sister, Kaklase Ko, Sagot Ko, Shared Reading, Pull-Out Remedial Class, Reading Assistance Program, Remediation Classes, Intensified Remedial Reading, Five Words A Week (FWAR), A Paragraph A Day (APAD), and Library Hour A Week.

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Background of the Study In compliance to the program, teachers are mandated to implement the Every Child A Reader Program. They are free to choose any of the reading remediation programs which they think best fit and appropriate to the learning needs of the children in their respective classes. For instance, Drop Everything and Read (DEAR) is a fifteen to twenty (15-20) minute daily activity devoted to reading books or any materials available in the school; Big Brother/Big Sister/Kaklase Ko, Sagot Ko/Shared Reading, in this activity, older students or independent readers mentor pupils who are at the frustration reading level or non-reading level; Pull-Out Remedial Class/Reading Assistance Program/Remediation Classes/Intensified Assistance Program/Remediation Classes/Intensified Remedial Reading. Remedial lessons are given to children in the frustration reading level by teachers or class advisers; Five Words A Week (FWAW), A Paragraph A Day/Library Hour A Week. In this activity, the pupils are encouraged to learn and master one word a day, five days a week, and to read aloud one or two paragraphs a day before classes starts to develop oral communication; and Reading Camp, and activity that aims to highlight the pupils’ talents in communication arts through competition. In support to the program, the Bureau of Elementary Education (BEE) develop the “Philippine Informal Reading Inventory (Phil IRI) which aims to address its thrust to make every Filipino child a reader. Its goal is to enable every Filipino child to communicate both in English and Filipino languages through effective reading program. The Phil IRI has been administered to all public elementary schools since 2011 up to present to assess

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the progress and levels of reading ability and comprehension of the pupils after the reading intervention or remediation program implemented by the teachers (Madrid, 2012). However, despite the implementation of reading remediation programs, there are many cases that a child is promoted l to another grade level without learning the skill of reading. For instance, a pupil is promoted from one grade level to another grade level with poor word recognition skill and poor reading comprehension, which fall under frustration level. Thus, reading remains a problem in many of the public schools and a culprit of low academic achievement. In the fact, in the recently conducted colloquium, a part of the School Heads Development Program Foundation Course, the Schools Division Office of Marinduque found out that 93% of the problems that schools heads in both elementary and secondary schools presented concerned oral reading and reading comprehension (Division Memorandum No. 4, s. 2017). From the memorandum, it can be deduced that there are gaps in the implementation of reading intervention programs in schools, especially those children who have been promoted from one grade level to another, their reading levels have not changed or progressed. Likewise, it can be deduced that the strategies of teaching reading towards improving word recognition and reading comprehension skills of either beginning readers or struggling readers have not been monitored or observed. Thus, this longitudinal study on Philippine Informal Reading Inventory (Phil IRI) was conducted. The Phil IRI assessment results would be used to determine the efficacy of Every Child A Reader Program implemented in Masaguisi Elementary School. Results would lead to propose classroom intervention strategies.

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Research Locale The study was conducted in Masaguisi Elementary School, one of the complete elementary schools in Santa Cruz East District in the Division of Marinduque. The choice of the locale was due to the deep concern of the researcher in improving the word recognition and reading comprehension skills of the pupils. Thus, this longitudinal study was conducted using the Phil IRI assessment results for the last three years: 2015-2016, 2016-2017, and 2017-2018.

Statement of the Problem This study aimed to present a longitudinal study on the Philippine Informal Reading Inventory (Phil IRI) as assessment tool to find out the efficacy of the Every Child A Reader Program in Masaguisi Elementary School as basis for classroom intervention strategies. Specifically, it sought answers to the following questions: 1. What are the Phil IRI pre and post assessment results of Grade 6 pupils from School Year 2015-2016 to 2017-2018? 2. Are there significant changes in the reading skills of the pupils in terms of : 2.1 word recognition; and 2.2 comprehension? 3. What are the challenges and concerns encountered by the teachers in the implementation of ECARP?

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4.

Based on the findings of the study, what classroom intervention can be

developed?

Scope and Limitation of the Study This longitudinal study on Philippine Informal Reading Inventory (Phil IRI) covered the DepEd’s Every Child A Reader Program (Program), since the Phil IRI is an assessment tool to find out its efficacy. The efficacy was assessed based on the results of the Phil IRI pre- and post-assessment of the Grade 6 pupils in word recognition skill and reading comprehension skill for last three years such as 2015-2016, 2016-2017, and 2017-2018. Data on Phil IRI were requested from respective teachers. It delved in finding the significant changes in the reading skills. Results of pre and post-assessment were supported by data gathered from the interview conducted among Grades 3, 4, and 5 teachers. Results would become the basis classroom intervention program.

Significance of the Study The result of this study would give significance to the following: For the educational policy and curriculum makers, the result of this study would pave way to revisit DepEd’s reading intervention program and do some adjustments such as comprehensive suggested reading intervention strategies and details or guidance on how to implement the reading intervention programs stipulated in DepEd Memorandum 244, s. 2011, to support the reading program “Every Child A Reader.” Furthermore, results of the study would drive them to conduct ocular observation and monitoring on how the reading intervention programs in the elementary schools are

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conducted, so that they can better trace the causes of the problems in reading. This is also a way of validating the reading profile submitted by the schools to the district offices to the division offices, regional offices to the central office. For the administrators, to be more aware of the issues related to pupil’s reading profile and for them to conduct strict monitoring on the implementation of the reading enhancement program. Also, this would help them to think and introduce of an innovation or modification to enhance the implementation of the reading programs for these to become effective. Results also pave way for them to intensify the in-service trainings in schools to capacitate the teachers of different reading strategies to employ in their respective classes. For the elementary teachers, findings of the study would become their bases on improving the utilization of reading intervention programs for them to make adjustment of the strategies they used in teaching reading. For the pupils, they are the primary benefactors of the study. Output of the study may help them improve their word recognition and comprehension skill, hence they would be provided of intervention. The classroom intervention policy would help them lessen the miscues they committed during reading, such as mispronunciation, repetition, reversal, and etc. Their levels of comprehension from frustration and instructional are also expected to move to independent level. As for the parents, this study would help them understand what their children possibly lacks of, that may also, by this, parents will be updated and will prepare certain assessments for their child’s development of reading.

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For the future researchers, for their use of the results of this investigation as they conduct a study similar to the subject treated herein.

Definition of Terms To facilitate better understanding, the following terms are hereby operationally or conceptually defined as follows: Addition. This error is committed when the pupil adds a syllable or a letter to the original word (eg. girls instead of girl only). Comprehension. This pertains to the assessment of the levels of comprehension such as literal, interpretative, applied, and evaluative. The comprehension level is described based on the number of correct answers divided by 100%. Efficacy. It is a measurement of the effectiveness of the strategies for reading intervention used by the Grades 3, 4, and 5 teachers relevant to the implementation of DepEd thrust, Every Child A Reader Program (ECARP). It is determined based on the results of the Phil Pre-Assessment and Post Assessment results for Grade 5 pupils for the last three years (2015-2016, 2017 – 2017, and 2017-2018). Enhanced. This pertains to the enhancement of strategies used by the Grades 3, 4, and 5 teachers for reading intervention program. It serves as the output of the study. Frustration Level. It is the lowest reading level. The pupil gets a score of 2 and below in comprehension check. The pupil shows evidence of finger pointing or lip movement. The pupil shows withdrawal from reading situations by crying or refusing to

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read.

The pupil commits errors in reading such as reversal, repetition, substation,

insertion, mispronunciation, and inability to interpret punctuation. Independent Level. It is the highest level at which a pupil can read independently and with ease without the help or guidance of the teacher. The pupil gets 4 or 5 correct answers to comprehension questions. The pupil is free from tension, finger pointing or lip movement. The pupil reads with rhythm and with conversational tone and interprets punctuation correctly. Insertion. It pertains to way the pupils insert a word or a series of words that does not or do not appear in the text (star “up” in the sky instead of “star in the sky). Instructional Level. It is the level at which the pupil can profit from instruction. The pupil answers correctly 3 out of 5 questions. The pupil’s oral reading is rhythmical with conversational tone and correct interpretation. Intervention. This refers to the program in reading. In this study, intervention takes place after the administration of the Phil IRI pre-assessment among one group of pupils. Miscues. These are the errors committed by the pupils during oral reading that determine the pupils’ word recognition skill. These includes mispronunciation, word by word, stammering, addition, insertion, omission, reversal, repetition, substitution, and refusal. Mispronunciation. It happens when the pupil attempts to pronounce the word but produces a nonsense word rather than the real one (eg. “botters” instead of brothers).

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Omission. It refers to the way the pupil omits a word or continuous of words in the text but continues to read (eg. to a wish… instead of to make a wish). Post Assessment. This refers to the Phil IRI post-test administered at before the school year. It is usually given on the first week of March to find out the reading level of the pupils from Grades 2 to 6 and what progress has taken place. It is composed of oral reading (word recognition skill) including prompt questions and silent reading. Pre-Assessment. This refers to the Phil IRI pre-test administered at the beginning of the school year. It is usually given on the second week of June to find out the reading level of the pupils from Grades 2 to 6. It is composed of oral reading (word recognition skill) including prompt questions and silent reading. Repetition. This miscue occurs when the pupil repeats the word several times before reading the line or complete sentence. It happens when the pupil is not sure of the pronunciation of the word. Reversal. It refers to the way the pupil reads the word in reverse order (eg. dew … instead of wed). Stammering. It refers to the refusal of the pupil to pronounce the word nor attempt to do so. During Phil IRI oral reading, the teacher pronounces the word so that the testing can continue. Substitution. The pupils substitutes a real word that is incorrect (eg. dear for their) Word by word. This refers to the manner of reading in which the pupil does not show continuous fluency or flow of reading. During word by word reading, the pupil do not

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pay particular attention not only to words in the context as well as the interpretation of punctuation marks. Word Recognition Skill. This refers to the assessment of word recognition skill using Phil IRI passages. This is determined based on the number of miscues committed by the readers. The number of miscues is divided to the number of words in the passage multiplied to 100%. Acronyms ECARP. It stands for stands for Every Child A Reader Program. It is an initiative directly addressing the literacy thrust of the Department of Education to make every Filipino a reader by Grade 3 and have mastery of the literacy skill at the pupil’s level. In this, the reading programs under ECARP is assessed and the effectiveness of strategies used to implement the program. Phil-IRI. This term stands for Philippine Informal Reading Inventory. The Phil IRI is an authentic reading assessment tool that attempts to evaluate the reading proficiency level of public elementary pupils nationwide. It is an informal measure that determines the children’s use of comprehension, vocabulary, and word recognition strategies within the context of the story, passage or poem. It provides teachers both quantitative and qualitative information about the children’s reading capabilities.

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Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a review of literature and studies that have bearing on the present study and are important in the understanding of the variables investigated.

Every Child A Reader Program

Every Child A Reader Program (ECARP) is a three stage approach to support children with reading at key stage that waves into: a) quality first teaching that aimed at all children through class-based teaching; b) small group interventions aimed at children who can be expected to catch up with their peers with some additional support; c) Reading Recovery’ – intensive reading support in the form of a one-to-one programme for children who have been identified as having specific support needs.

According to Mapacpac (2014), this program has been adopted by the Philippines, through the Department of Education. The Every Child A Reader Program (ECARP) is a part of the Ten Point Agenda of Aquino’s administration. It was implemented along with Phil IRI Assessment Tool used to determine the reading levels of the learners in the public elementary schools. ECARP aims to ensure that, by 2015, children everywhere in the country, boys and girls alike, will be able to complete a full course of primary schooling.

Furthermore, ECARP involves materials for development of teachers and pupils as well as training of teachers on the utilization of materials such as teacher self-learning

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modules (TSLMs) and Phil IRI. The Teacher Self-Learning Modules (TSLMs) are designed to equip primary grade teachers with the necessary materials to improve the teaching of reading. On the other hand, the Phil IRI Informal Reading Inventory (Phil IRI) is an authentic reading assessment tool that evaluates reading proficiency of the learners (Mapacpac, 2014).

Apparently, in order to realize the goal of Aquino administration necessary infrastructure has to be in place such as libraries, reading books, teachers trained in teaching reading which are seemed like an ambitious plan and something very possible (Cruz, 2011). This is due to the fact, that not all schools have complete library facilities, some schools have limited resources, some schools have resources but are already obsolete and outdated, which means the materials are no longer aligned in the new learning competencies (Mendoza, 2012). Furthermore, this education reform builds and improves on the Every Child a Reader Program (ECARP) launched by the Department of Education in 2001 which targeted Grade 3 as the level by which every child must be a successful reader— sometimes described as the zero nonreaders goal by Grade 4. Accordingly, Grade 3 has been found too late in the elementary level, especially with the introduction of the Kindergarten program. A goal as ambitious and all-encompassing as that entails major institutional reforms, the accompanying infrastructure, and the much needed teacher training for more effective reading instruction. To echo the prevailing observation about such initiatives from the Department of Education: there is no denying that we have numerous pockets of excellence going on, but not a mandated standard, uniform, sustainable program that everyone adheres to. What we have on hand instead, are

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different initiatives from different divisions around the country: a catalog of Best Reading Practices and Reading Intervention Projects from 30 schools in 17 regions as of March 2010. Thus, a decade after the launch of this very catchy Every Child a Reader slogan, our achievement scores remain nothing to crow about (Cruz, 2011; Mendoza, 2012). Nevertheless, some studies have conducted to find out the effectiveness of ECARP in making every child a reader in specific grade level. Evidence suggests that the ECaR programme and Reading Recovery improved children’s reading. ECaR had an overall positive impact on school-level reading and writing attainment. In particular Reading Recovery had a positive impact on reading, reading-related attitudes and behaviors; wider impacts on pupils, such as their ability to initiate ideas and activities. The findings pointed to the following factors, among others, influencing implementation and delivery of the programme are: the role of Reading Recovery Teachers in schools and the commitment of senior management to ECaR facilitating the set-up; the use of a dedicated space, with adequate resources and in a supportive school infrastructure; and the ability to engage parents. In another study on the evaluation of the implementation and effectiveness of ECARP in improving the reading skills of Grades 1 and 3 pupils in one of the public schools in Bulacan, results revealed that ECARP was not effective in improving the reading skills of the subject students. Moreover, there was a problem in the school’s capacity to implement the program due to the lack of monitoring and follow-through by the administration. The researcher recommended that the ECARP’s implementation in the school be discontinued since it was not effective in improving the reading levels of pupils. It further recommended that a new reading intervention be introduced in the school

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for Grade 1 and Grade 3 nonreaders, taking into consideration the specific reading deficiencies of students in the school (Adriano, 2013). In the study of Vejerano (2012), ECARP served as the framework of the study in which the reading strategies used by the teachers were assessed. It was determined based on the results of Phil IRI pre and post assessment. Findings, emphasized that reading intervention programs like ECARP is excellent assistance to boost academic performance especially in reading, however, pupils’ improvement in reading are not based on the reading programs but on the strategies used by the teachers to teach the skill of reading that helped the learners understand the processes in a day to day learning session in the classroom. Moreover, in another study conducted in the US, fourteen states have already passed laws that require third grade students to be able to read at the third grade level which is similar to the ECARP goal of “Every Child A Reader at age 7 or Grade 1” revealed that students learn to read up till third grade. Beyond that, students read to learn. From kindergarten to third grade, the expected progress in the reading ability of a student is dramatic. At third grade, the reading level has been shown to correlate well with performance in later grades and even college (Lesnick, et al., 2013).

Philippine Informal Reading Inventory (Phil IRI) The Philippine Informal Reading Inventory (Phil-IRI) was created to provide classroom teachers a tool for measuring and describing reading performance. It is an assessment tool composed of graded passages designed to determine a student’s

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reading level. Phil-IRI only provides an approximation of the learner’s abilities and may be used in combination with other reliable tools of assessment. The development of the Phil-IRI is one of the initiatives put in place in support of the Every Child A Reader Program (ECARP). Before teachers can design and provide appropriate reading instruction for their students, they should be armed with information about their students’ current reading levels and abilities. This diagnostic approach to describing how children read embraces inclusionary principles that emphasize the need for education that is learner-oriented, responsive and culturally sensitive. The Phil-IRI is one of the diagnostic tools that teachers can use to determine students' abilities and needs in reading. The Phil-IRI was revised in 2013 prior to the introduction of the K-12 Curriculum. The readability level of the selections for oral and silent reading were based on the old English and Filipino curricula and were validated to pupils who were products of these old curricula; they were taught to read in Filipino and in English starting in Grade 1. Under the K-12 curriculum, the pupils are introduced to Reading in Filipino during the first semester of Grade 2 while Reading in English is introduced during the second semester. For example, the curriculum in Phonics and Word Recognition for Grade 2 English during the second semester is reading short e, a and i words in consonant-vowelconsonant pattern (Flippo, 2014). Aside from adjusting the readability level of the Phil-IRI selections based on the present curriculum, the Phil-IRI constructed in 2013 was revalidated to the present group of learners in 2016 to give a better assurance that the readability levels of the selections

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are appropriate for the grade levels for which they are assigned. Nineteen schools, each representing a particular Mother Tongue, were chosen for the revalidation. Phil-IRI Filipino was administered to Grade 3 and 4 pupils while Phil-IRI English was administered to Grade 4 and 5 pupils. The MTB-MLE coordinator/Master teacher/the subject teacher in Filipino and English/ the class adviser who had a training in ELLN conducted the revalidation. The result of the examination of the literacy curriculum in both English and Filipino as well as the revalidation were the bases for adjusting the Phil-IRI selections both in the Screening Test and the Pretest and Posttest. The Phil-IRI Group Screening Test (GST) can tell teachers whether students are reading at, above, or below their grade levels. The individually administered Phil-IRI Graded Passages can be used to assess students’ Oral Reading, Silent Reading Comprehension and/or Listening Comprehension levels. When used to assess oral reading skills, the Phil-IRI may be used to describe decoding and word recognition, fluency and comprehension. The student’s performance in decoding (the ability to read isolated words using phonics knowledge) and word recognition (the ability to automatically identify words on sight) is measured through a Reading Miscue Inventory (Phil-IRI Form 3A and 3B: Grade Level Passage Rating Sheet). The child is asked to read a passage and each word read incorrectly is noted and marked. In terms of fluency (the ability to read with speed, accuracy and prosody), the time taken by the child to read a passage is recorded and the number of words that he/she can read per minute is computed. Furthermore, a qualitative description of the child’s manner of reading is described via a checklist. Finally, test taker’s comprehension skills

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(the ability to create meaning) may be gauged by having the child answer five to eight questions of varying difficulty based on the graded passage after it has been read. Phil-IRI may be used to describe reading speed and comprehension. The student’s reading speed is measured by recording the time it takes the child to read each passage completely. Silent reading comprehension is measured by asking the student to answer five to eight questions of varying difficulty after a passage has been read. For all three types of individual assessments (oral reading comprehension and silent reading comprehension), the aim is to find the learner’s independent, instructional and frustration levels, so that teachers know what level of reading materials the student can read and understand well, as well as what level of reading materials the student is not ready for. Since the Phil-IRI is administered at the start and at the end of the school year, it can also tell teachers about the growth and changes in students’ reading skills and levels. With this premise, several studies were conducted to assess the reading levels of the students using the Phil IRI assessment tools. The study of Carbado (2015) determined the reading proficiency level of Year 1 to Year 3 students in HNHS Aplaya Extension High School as basis for reading intervention program. It made use of descriptive survey research design and Philippine-Informal Reading Inventory (Phil-IRI) materials were used in assessing the level of reading proficiency of Years 1 to 3 students. The data were statistically analyzed using frequency, mean, standard deviation, t-test for paired sample and analysis of variance. All hypothetical questions were analyzed and interpreted at 5% level of significance. The results revealed that majority of the students belonged to frustration level of reading proficiency in silent reading while in instructional level for the oral reading in which majority of the males are less proficient in reading

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compared to females in both silent and oral reading. There is no significant difference on the levels of reading proficiency levels of students when analyzed according to their year levels and gender. However, a significant difference on the levels of reading proficiency of students in silent and oral reading was found. Mendones (2014) study determined effective strategies for remediation using analysis of errors to further identify the level of reading proficiency of the Grade IV pupils in Tiwi Central School, Albay. It employed descriptive research using a combination of assessment and non-experimental methodology. It made use of items in Phil IRI as the main tool. Strategies were developed to remedy the word recognition errors and comprehension deficiencies in oral reading in ranked order as: mispronunciation, repetition

and

substitution,

insertion,

omission

and

punctuation

errors.

The

comprehension deficiencies were: making inferences, making judgment, thinking creatively and drawing out values on the situation or story read. The study recommended that teachers should give pre-test in reading to determine the initial reading proficiency, analyze the result, and adapt appropriate strategies to improve the reading proficiency level of the pupils, plan a medium term strategies and a year to year operation plan for a school-wide reading program involving all teachers in all subject areas. Other recommendations include, participation of all teachers in improving the reading proficiency of the pupils, and teachers should let the pupils as well as their parents know the former reading weaknesses. Austero (2014) attempted to measure the level of phonemic awareness and reading skills of Grade I pupils of Malinao District. It determined their awareness in eight (8) skills namely: phoneme isolation, phoneme identity, phoneme categorization,

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phoneme blending, phoneme segmentation, phoneme deletion, phoneme addition, and phoneme substitution and used the results of Phil IRI of the previous year. A descriptive method of research was used with a test questionnaire made by the researcher as the main source of gathering data. There were eighty (80) Grade I pupils involved in this study from Malinao District. The respondents were chosen through stratified random sampling. The instrument used in this study was the phonemic awareness test made by the researcher, which was a forty (40)- item multiple choice test which measured the pupil’s ability. Scores were categorized under Phil-IRI criteria which were the independent, instructional and frustration level. The data were analyzed and interpreted using statistical treatment percentage. The study likewise proposed reading enhancement activities and comprehension tools. In another study, Tongco (2013) identified the reading proficiency level of the Grades IV, V, and VI pupils of Bitano Elementary School in the following reading comprehension skills: literal, inferential, critical, creativeness and valuing and devised appropriate school reading programs. Results of the oral reading test in word recognition and comprehension were analyzed with the use of Phil IRI reading level criteria. Findings showed that almost all the pupils fall under frustration level, which connotes for an intervention program.

Word Recognition

Word recognition is the act of seeing a word and recognizing its pronunciation immediately and without any conscious effort. If reading words requires conscious,

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effortful decoding, little attention is left for comprehension of a text to occur. Since reading comprehension is the ultimate goal in teaching children to read, a critical early objective is to ensure that they are able to read words with instant, automatic recognition (Garnett, 2012). Teaching students word recognition so that they can achieve this automaticity, require instruction in: phonological awareness, decoding, and sight recognition of high frequency words (e.g., “said,” “put”). Each of these elements is defined and their importance is described below, along with effective methods of instruction for each.

Phonological Awareness One of the critical requirements for decoding, and ultimately word recognition, is phonological awareness. Phonological awareness is a broad term encompassing an awareness of various-sized units of sounds in spoken words such as rhymes (whole words), syllables (large parts of words), and phonemes (individual sounds). Hearing “cat” and “mat,” and being aware that they rhyme, is a form of phonological awareness, and rhyming is usually the easiest and earliest form that children acquire. Likewise, being able to break the spoken word “teacher” into two syllables is a form of phonological awareness that is more sophisticated. Phoneme awareness, as mentioned previously, is an awareness of the smallest individual units of sound in a spoken word—its phonemes; phoneme awareness is the most advanced level of phonological awareness. Upon hearing the word “sleigh,” children will be aware that there are three separate speech sounds—/s/ /l/ /ā/—despite the fact that they may have no idea what the word looks like in its printed form and despite the fact that they would likely have difficulty reading it.

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Because the terms sound similar, phonological awareness is often confused with phoneme awareness. Teachers should know the difference because awareness of larger units of sound—such as rhymes and syllables—develops before awareness of individual phonemes, and instructional activities meant to develop one awareness may not be suitable for another. Teachers should also understand and remember that neither phonological awareness nor its most advanced form—phoneme awareness—has anything whatsoever to do with print or letters. The activities that are used to teach them are entirely auditory. To help remember this, simply picture that they can be performed by students if their eyes are closed. Adults can teach phonological awareness activities to a child in a car seat during a drive. The child can be told, “Say ‘cowboy.’ Now say ‘cowboy’ without saying ‘cow.'” Adults can teach phoneme awareness activities as well by asking, “What sound do you hear at the beginning of ‘sssun,’ ‘sssail,’ and ‘ssssoup’?” or, “In the word ‘snack,’ how many sounds do you hear?” or by saying, “Tell me the sounds you hear in ‘lap.'” Notice that the words would not be printed anywhere; only spoken words are required. Engaging in these game-like tasks with spoken words helps children develop the awareness of phonemes, which, along with additional instruction, will facilitate future word recognition. Failing to develop this awareness of the sounds in spoken words leads to difficulties learning the relationship between speech and print that is necessary for learning to read. This difficulty can sometimes be linked to specific underlying causes, such as a lack of instructional experiences to help children develop phoneme awareness, or neurobiological differences that make developing an awareness of phonemes more difficult for some children (Rayner, et al., 2012). Phoneme awareness facilitates the

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essential connection that is “reading”: the sequences of individual sounds in spoken words match up to sequences of printed letters on a page. To illustrate the connection between phoneme awareness and reading, picture the steps that children must perform as they are beginning to read and spell words. First, they must accurately sound out the letters, one at a time, holding them in memory, and then blend them together correctly to form a word. Conversely, when beginning to spell words, they must segment a spoken word (even if it is not audible they are still “hearing the word” in their minds) into its phonemes and then represent each phoneme with its corresponding letter(s). Therefore, both reading and spelling are dependent on the ability to segment and blend phonemes, as well as match the sounds to letters, and as stated previously, some students have great difficulty developing these skills. The good news is that these important skills can be effectively taught, which leads to a discussion about the most effective ways to teach phonological (and phoneme) awareness. Decoding

Another critical component for word recognition is the ability to decode words. When teaching children to accurately decode words, they must understand the alphabetic principle and know letter-sound correspondences. When students make the connection that letters signify the sounds that we say, they are said to understand the purpose of the alphabetic code, or the “alphabetic principle.” Letter-sound correspondences are known when students can provide the correct sound for letters and letter combinations. Students can then be taught to decode, which means to blend the letter sounds together to read words. Decoding is a deliberate act in which readers must “consciously and deliberately apply their knowledge of the mapping system to produce a plausible pronunciation of a

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word they do not instantly recognize” (Beck & Juel, 2015, p. 9). Once a word is accurately decoded a few times, it is likely to become recognized without conscious deliberation, leading to efficient word recognition.

Similar to phonological awareness, neither understanding the alphabetic principle nor knowledge of letter-sound correspondences come naturally. Some children are able to gain insights about the connections between speech and print on their own just from exposure and rich literacy experiences, while many others require instruction. Such instruction results in dramatic improvement in word recognition (Boyer & Ehri, 2014). Students who understand the alphabetic principle and have been taught letter-sound correspondences, through the use of phonological awareness and letter-sound instruction, are well-prepared to begin decoding simple words such as “cat” and “big” accurately and independently. These students will have high initial accuracy in decoding, which in itself is important since it increases the likelihood that children will willingly engage in reading, and as a result, word recognition will progress. Also, providing students effective instruction in letter-sound correspondences and how to use those correspondences to decode is important because the resulting benefits to word recognition lead to benefits in reading comprehension (Brady, 2014).

The instructional practices teachers use to teach students how letters (e.g., i, r, x) and letter clusters (e.g., sh, oa, igh) correspond to the sounds of speech in English is called phonics (not to be confused with phoneme awareness). For example, a teacher may provide a phonics lesson on how “p” and “h” combine to make /f/ in “phone,” and “graph.” After all, the alphabet is a code that symbolizes speech sounds, and once

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students are taught which sound(s) each of the symbols (letters) represents, they can successfully decode written words, or “crack the code.”

Sight Word Recognition The third critical component for successful word recognition is sight word recognition. A small percentage of words cannot be identified by deliberately sounding them out, yet they appear frequently in print. They are “exceptions” because some of their letters do not follow common letter-sound correspondences. Examples of such words are “once,” “put,” and “does.” (Notice that in the word “put,” however, that only the vowel makes an exception sound, unlike the sound it would make in similar words such as “gut,” “rut,” or “but.”) As a result of the irregularities, exception words must be memorized; sounding them out will not work.

Since these exception words must often be memorized as a visual unit (i.e., by sight), they are frequently called “sight words,” and this leads to confusion among teachers. This is because words that occur frequently in print, even those that are decodable (e.g., “in,” “will,” and “can”), are also often called “sight words.” Of course it is important for these decodable, highly frequent words to be learned early (preferably by attending to their sounds rather than just by memorization), right along with the others that are not decodable because they appear so frequently in the texts that will be read. For the purposes of this chapter, sight words are familiar, high frequency words that must be memorized because they have irregular spellings and cannot be perfectly decoded. One third of beginning readers’ texts are mostly comprised of familiar, high frequency words such as “the” and “of,” and almost half of the words in print are comprised

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of the 100 most common words (Fry, Kress, & Fountoukidis, 2014). It is no wonder that these words need to be learned to the point of automaticity so that smooth, fluent word recognition and reading can take place.

Interestingly, skilled readers who decode well tend to become skilled sight word “recognizers,” meaning that they learn irregular sight words more readily than those who decode with difficulty (Gough & Walsh, 2011). This reason is because as they begin learning to read, they are taught to be aware of phonemes, they learn letter-sound correspondences, and they put it all together to begin decoding while practicing reading books. While reading a lot of books, they are repeatedly exposed to irregularly spelled, highly frequent sight words, and as a result of this repetition, they learn sight words to automaticity. Therefore, irregularly spelled sight words can be learned from wide, independent reading of books. However, children who struggle learning to decode do not spend a lot of time practicing reading books, and therefore, do not encounter irregularly spelled sight words as often. These students will need more deliberate instruction and additional practice opportunities.

Reading Comprehension Reading comprehension is determined in teaching vocabulary, grammar, punctuation and the way construct sentences, paragraphs and texts. To be effective reader, the pupils should be able to (1) scan (2) skim (3) read between the lines (4) read intensively and (5) deduce meaning from the context.

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According to Berry (2014), levels of comprehension include literal level, interpretative, and applied reading. Reading for literal comprehension means acquiring information that is directly stated in a selection, is important in its self and is

also

a

prerequisite for higher level comprehension. On the other hand, interpretative reading is reading between the lines or making inferences. It is process of deriving ideas that are implied rather than directly stated. Interpretive reading includes making inferences about main ideas of passages, cause and effect relationship that are not directly stated, referents or pronouns, referents of adverb, and omitted words. It also includes detecting the mood of a passage, detecting the author’s purpose in writing a selection, drawing conclusions, and interpreting figurative language. Meanwhile, applied reading, at his level, the readers are about to elevate or raise your thinking one more “notch” or level to more critical, analyzing level. This presumes that the readers are have already reached the previous two levels. At this level, the readers are reading between the lines and then examining the message from the author or attempting to apply that message to other settings. Some researchers had conducted investigations to bridge gaps in reading comprehension using various reading strategies among students across nations. Plocher (2016) explored the effects of three reading comprehension strategies: Cloze Reading Comprehension Activity, Reading Road Map (RRM), and SurveyQuestion-Read-Recite-Review (SQRRR) on reading comprehension of 48 students when reading digital informational texts. Results suggested that the 3 reading comprehension strategies in this study have the same effect on reading comprehension when digital informational texts are read.

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Gilakjani (2016) also ventured how students can improve reading comprehension skill using qualitative research design. Results revealed that reading strategies have a great impact on the students’ reading comprehension ability and had documented that students were not just passive receivers of information but they are active makers of meaning. Successful readers try to apply numerous skills to grasp meaning from the texts. Thus, readers should be involved in the reading process by using different strategies to monitor their meaning. Moreover, this study emphasized the idea that comprehension processes are influenced by a lot of strategies. All of these strategies work together to construct the meaning process easily and effectively. Long and Szabo (2016), conducted a quasi-experimental mixed methods study to examine the use of e-readers during guided reading instruction and its impact on 5th grade students’ reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students received guided reading instruction by means of ereaders using the same stories but in digital text format. The Motivation to Read Profile was used to measure student motivation, the Elementary Reading Attitude Survey was administered to measure student attitude and the Gates-MacGinitie Reading Tests, Fourth Edition, were administered to measure student comprehension. A MANOVA showed no significant difference between the students who used e-reader digital text format and those that used paper/text format in regard to reading motivation, attitude toward reading or reading comprehension. However, the qualitative data gave several insights into why e-readers did not make a difference.

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Hansen (2016) determined the effects of guided reading on the reading comprehension of struggling, average, and accelerated readers. Twenty two 5th grade students in an Integrated Co-Taught class were involved. The student’s reading levels were assessed and they were placed into struggling, average, and accelerated reading groups. The three themes that emerged from the data were that educators are aware of the benefits of guided reading instruction but inconsistent application hinders student results, students need to be equal partners in their learning, and guided reading increased the reading comprehension in average readers, but not struggling or accelerated readers. Guided reading should not be the only component of a balanced literacy program within a classroom. Larson (2016) investigated the effects implementing multiple reading strategies and reading activities of 56 students on student reading comprehension and motivation. Data were collected from comprehension assessments, teacher observations, and the implementation of a book challenge adapted from The Book Whisperer: Awakening the Inner Reader in Every Child by Donalyn Miller. Activities from the book challenge included student self-reflections, book reviews, reading journals, and student-to-teacher letter correspondences about reading experiences. Results indicated that student reading comprehension in each classroom improved with the implementation of these reading strategies. Implications of the study suggest that if teachers implement a variety of reading strategies, student comprehension can increase and students may become more motivated readers with more reading exposure. Because of the powerful results of student growth, the instructional and motivational techniques will continue to be implemented.

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Iman, Mastura, and Jamil (2013), utilized the six elements of reading comprehension skills to determine their relationship to students’ performance in mathematics. Findings revealed that students in private schools performed better in reading comprehension skills and mathematics than their counterparts. While reading comprehension skills were insignificantly correlated to private school students’ mathematics performance, the case is different in public schools wherein three skills namely understanding vocabulary in context, getting main idea, and making inference surfaced to have connection with mathematics. The overall students’ reading comprehension skills were not significantly correlated to mathematics performance. Hence, the poor mathematics performance could be explained by other factors not related to reading comprehension skills. Mirandilla (2016) examined the language learning styles of the Grade 1 pupils as basis for developmental reading activities. Findings revealed that hand-dominance which was used, as one of its variables did not have significant relationship with the language learning style of the pupils; the rest of the variables were found to be significantly related. The study was able to come up with a set of reading activities for Grade 1 pupils. Dayan (2013) of Ateneo de Naga City did a study dealt with the comprehension skill and its implications to language instruction. She ventured to find out the relationship of reading comprehension, study habits, attitudes, academic achievement and reading materials available at home and read by the fourth year students. Dayan employed the descriptive and correlation design and made use of Stanford Diagnostic Test Blue Level in reading. Findings revealed there no significant relationship exist between reading

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comprehension skill, study habits and attitudes of students. However, there is a significant relationship between reading comprehension skill and academic achievement. Cabuyit (2012), conducted a study to develop a new test measuring reading ability or skill (Vocabulary and Reading Comprehension) that could be used for the abovementioned case. The test that was constructed was administered to 582 Grades 3 and 4 Filipino pupils. Results showed that the new test has good internal consistency (r = .87 and .74). Using Confirmatory Factor Analysis the model attained an acceptable fit. Paz (2018) determined the reading comprehension levels in English of Grade 7 students of Caraga State University, Cabadbaran, Agusan del Norte. It also described the profile of the participants and the perceived factors which determine the participants’ reading comprehension levels in terms of availability of literary reading materials at home, adequacy of reading instruction in reading, availability of reading materials in school, and reading habits. Findings revealed that there was no significant relationship between the participants’ profile and factors of reading toward their reading comprehension level. It gave way to deal with some of the levels of reading comprehensions that were weak, namely interpretative, critical, and application that requires desirable intervention program.

Challenges and Concerns in Teaching Reading Reading is one of the most important skills in learning academic subjects. Reading also has a positive effect on students’ vocabulary knowledge, on their spelling and their writing” (Harmer, 2012, p.99). Thus, teacher must develop reading habit in students in

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order to help them enhance reading comprehension of the students. However, in teaching reading, several challenges and concern were impede the teaching of reading. Among which are selecting appropriate text to be used in teaching reading, lack of reading habit and short span of interest on the part of the students, designing reading task for specific case of readers such as struggling readers, emergent readers, and proficient readers, and lack of schema activation among learners (Stott, 2011). Gundogmus (2018) identified the difficulties

that

primary

school

teachers

experienced in the primary reading and writing instruction, and to find out their solution offers for eliminating these difficulties.. The research revealed two relevant findings in reading: unreadiness of students and lack of interest during reading. Proposed solutions include provision of suitable activities for students and consideration of readiness level. Synthesis The review of related literature and studies focused on the variables investigated in the study. It emphasized various findings which are relevant to the current study in the area of ECARP, the program, Phil IRI, the assessment tool, word recognition, reading comprehension, and the challenges encountered in teaching reading. Literature reviewed on Every Child A Reader Program indicates that its ultimate goal is to make every child a reader as age 7 or Grade 1. Thus, several studies were conducted. ECARP was paired with reading recovery program which was found to be effective because the reading recovery program was supported by facilities, resources, and engagement of parents. In contrast, in another study is was found to be not effective due to lack of monitoring and follow up by the administration. Meanwhile, in one study,

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ECARP was pointed out as excellent assistance to enhance academic performance in reading, but what makes it more effective are the reading strategies employed by the teachers in developing reading. It could be deduced from the studies on ECARP, that program could only be effective if there are support, follow-up, and monitoring. Also, if teachers would make use of appropriate strategies in improving the reading skill among pupils. Findings are relevant to the present study since it aimed to find out the efficacy of ECARP and how the reading intervention programs have been effective based on the results of Phil IRI assessment tool. However, the current study made use of Phil IRI results as basis in knowing the efficacy of ECARP, unlike the previous studies that focused mainly on factors that affect the effectiveness of the implementation of ECARP. Phil IRI was also reviewed to find out its help in assessing the reading levels. In the documented studies, most of these used Phil IRI to describe the reading levels of the students in both elementary and high school. These studies are related to the present study, because it also used Phil IRI results to present the reading levels of the pupils in both word recognition and comprehension. But unlike the previous studies, the present study presents both results, the pre and posttest. Other variables such as word recognition, comprehension, and challenges encountered were documented. Literature revealed some elements associated to the development of word recognition such as phonological awareness, decoding, sight words and recognition. Meanwhile, studies on comprehension manifested that reading comprehension could be improved using various strategies employed by teachers. Among which are guided reading, cloze reading, activity reading road map, survey-

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question-read-recite-review. Studies postulated that reading strategies have impact on comprehension. However, strategies should vary in order for it to be effective. Reading strategies to be used should depend on the types of readers as to struggling, average, and accelerated readers. These findings are connected to the current research in a way that it implicitly wanted to find out the attributing factors for the significant changes in the reading skills of the pupils. These attributing factors could be the strategies employed by the teachers in implementing the ECARP. Some of the challenges gathered were difficulties in selecting reading materials, students’ reading habits, students’ interest, designing task to improve reading, poor schema of the students, and unreadiness. Also these factors are relevant to the present study, since it also wanted to find out the challenges encountered by the teachers in implementing the programs in ECARP.

Theoretical Framework The study is anchored on dual route reading theory postulated by Tilly, et al. (2010). Accordingly, the association of word recognition and comprehension is concomitant to the development of reading skill. Word recognition is an indirect nonlexical reading route which assumed to be restricted to low-frequency of words for which the readers have not yet established and well-internalized its orthographic representations or to any instance to which the reader encounter an unfamiliar word or a nonsense letter setting.

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Furthermore, the efficient and accurate recognition of written words is undoubtedly a pre-requisite for proper reading comprehension but not sufficient to its own. Thus, in order to comprehend a sentence or a paragraph, the final meaning of correctly recognized words has to be elaborated with reference to the readers’ syntactic and semantic knowledge (Miller, 2010; Tilly, et al., 2010). In addition, the study is based on the concept that ECARP, a national program that would address the thrust of DepEd to make every Filipino child a reader at his/her own level which is designed to equip elementary pupils with strategic reading and writing skills to make them independent young readers and writers. Likewise, it is anchored on the belief of the researcher that ECARP, as a reading intervention program would help improve the reading skill of the pupils.

Conceptual Framework of the Study The two important concepts of the study are: Dependent Variables

Word Recognition Comprehension

Independent Variable Implementation of Every Child A Reader Program (ECARP)

Figure 1. Conceptual Framework

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Figure 1 presents the dependent and independent variables of the study. The dependent variables are word recognition and comprehension skills. These are the variables which are investigated in the research. Meanwhile, the independent variable is the implementation of the ECARP, it is the variable that changed or controlled to test its effects on the word recognition and comprehension (dependent variables). The double arrows that connect the two frames indicate effects of ECARP to word recognition and comprehension and vice versa. Input Results of Phil IRI Pre and Post Assessments for Word Recognition and Comprehension Skills for SY 2015-2016 to 20172018 among Grade 6 pupils of Masaguisi Elementary School

Process Documentation and Analysis of the Results of Phil IRI Pre and Post Assessments for the last 3 school years Analysis of the Significant Changes in Reading Skills

Output

Proposed Classroom Intervention Program

Documentation and Analysis of Challenges and Concerns encountered by the teachers Figure 2. Research Paradigm

Figure 2 shows the research paradigm of the study following the IPO format. The input includes the results of the Phil IRI pre and post assessment of the Grade 6 pupils for the last three years covering 2015-2016, 2016-2017, and 2017-2018. Results are documented and analyzed to find significant changes in reading skills. Analysis of the results would help determine whether there are significant changes in the reading levels. Results are supported by documented interview among Grades 3, 4, and 5 teachers who handled and taught the Grade 6 pupils for the last three years. Results are the basis for proposing classroom intervention program.

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Chapter 3 Methodology

This chapter presents the methodology of the research. It includes the research design, participants of the study, research instrument, ethical considerations, data gathering procedure, and data analysis.

Research Design This study made use of longitudinal research design. Longitudinal research is a type of correlational research that involves looking at variables over an extended period of time. It aims to discover the relationship between variables that are not related to various background variables. This observational research technique involves studying the same group of individuals over an extended period. Data are first collected at the outset of the study. Doing this allows researchers to observe how variable may change over time. Participants of the Study The three teachers of Masaguisi Elementary School were the participants of the study. They were the Grade 3, 4, and 5 teachers of the 27 Grade 6 pupils for the last three school year: 2015-2016, 2016-2017, and 2017-2018. The 27 Grade 6 pupils were the subjects of the subject.

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Research Instrument Primarily, this research utilized results of Phil IRI pre and post assessment as the main source of data. These were requested from the subject teachers of the Grade 6 pupils for the past three years- 2015-2016, 2016-2017, and 2017-2018. Also a researcher-made interview guide questions were used in gathering additional data from the participants. The interview aimed to provide comprehensive details in describing the efficacy of ECARP in this longitudinal study. It contained questions on challenges and concerns encountered by the teachers in implementing the ECARP.

Ethical Considerations This longitudinal study on Philippine Reading Inventory (Phil IRI) involved human participants for the assessment of the efficacy of Every Child A Reader Program (ECARP) in improving the word recognition and comprehension of the Grade 6 pupils for the last three school years 2015-2018. Several considerations for this study were done for the purpose of ensuring the privacy and confidentiality of the participants and the subjects. These concerns were identified in advance so as to prevent future problems that would rise during the research process. Among the significant issues which include informed consent, confidentiality, anonymity of the subjects and data protection. During conduct of the research, interview methods were drafted in a very clear and concise manner to prevent confusion. Respondents to this research were given ample time to respond to the questions posed on them to avoid errors and inaccuracies in their answers. The respondents were also given a waiver regarding the confidentiality of their

39

identity and the information that they did not wish to disclose. The respondents' cooperation was eagerly sought after, and they were assured that the data gathered would be treated with the strictest confidence. These were done with the hope that this would promote trust between the researcher and the respondents.

Data Gathering Procedures Several steps were conducted to gather the data and all the information needed to facilitate the research. First, a permission was sought from to the Public School District Supervisor to conduct the study. Second, request letter was sent to school principal to access the results of pretest and posttest of Phil IRI for the last three school years, 20152016, 2016-2017, and 2017-2018. Third, a permission was also sought to the school principal to allow the researcher to conduct interviews to the respondents. An orientation was conducted to explain to the respondents the purpose of the research. Finally, results of interview were recorded and documented.

Data Analysis The researcher documented the responses of the respondents on the challenges and concerned encountered during the implementation of ECARP. These were analyzed and carefully interpreted. In like manner, records of Phil IRI pre and post assessment were tabulated to present the reading levels of the Grade 6 pupils for the last three years, 2015-2016, 2016-2017, and 2017-2018. Meanwhile, raw scores obtained from pretest and posttest were tabulated and collated for the purpose of interpretation. Results were compared to find out significant changes after using the ECARP using t-test and one-

40

tailed Analysis of Variance (ANOVA) determined using the Statistical Package for Social Research (SPPS).

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Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents the data gathered, organized, and processed statistically, and then carefully interpreted to obtain information that would answer the problems raised in Chapter 1. Table 1.1. Phil IRI Pre and Post Assessment Results of Grade 6 for SY 2015-2016

Pupils Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5 Pupil 6 Pupil 7 Pupil 8 Pupil 9 Pupil 10 Pupil 11 Pupil 12 Pupil 13 Pupil 14 Pupil 15 Pupil 16 Pupil 17 Pupil 18 Pupil 19 Pupil 20 Pupil 21 Pupil 22 Pupil 23 Pupil 24 Pupil 25 Pupil 26 Pupil 27

Word Recognition % Level 68 Frustration 98 Independent 90 Instructional 72 Frustration 70 Frustration 98 Independent 74 Frustration 98 Independent 68 Frustration 74 Frustration 74 Frustration 76 Frustration 90 Instructional 98 Independent 78 Frustration 70 Frustration 70 Frustration 90 Instructional 90 Instructional 72 Frustration 90 Instructional 82 Frustration 92 Instructional 92 Instructional 74 Frustration 90 Instructional 90 Instructional

Reading Levels Independent Instructional Frustration Total

PRE-ASSESSMENT Comprehension % 60 100 60 20 40 100 20 80 60 0 60 60 60 100 40 60 60 80 80 60 60 20 100 80 20 80 60

Level Instructional Independent Instructional Frustration Frustration Independent Frustration Independent Instructional Frustration Instructional Instructional Instructional Independent Frustration Instructional Instructional Independent Independent Instructional Instructional Frustration Independent Independent Frustration Independent Instructional

Pre-Assessment 9 5 13 27

Reading Level Instructional Independent Instructional Frustration Frustration Independent Frustration Independent Frustration Frustration Frustration Frustration Instructional Independent Frustration Frustration Frustration Independent Independent Frustration Instructional Frustration Independent Independent Frustration Independent Instructional

POST ASSESSMENT Word Comprehension Recognition % Level % Level 90 Instructional 100 Independent 98 Independent 80 Independent 98 Independent 60 Instructional 90 Instructional 60 Instructional 70 Frustration 60 Instructional 98 Independent 80 Independent 82 Frustration 40 Frustration 98 Independent 80 Independent 90 Instructional 60 Instructional 74 Frustration 40 Frustration 94 Instructional 80 Independent 76 Frustration 60 Instructional 98 Independent 80 Independent 98 Independent 80 Independent 82 Frustration 40 Frustration 92 Instructional 80 Independent 92 Instructional 60 Instructional 98 Independent 80 Independent 98 Independent 100 Independent 72 Frustration 40 Frustration 90 Instructional 60 Instructional 94 Instructional 80 Independent 98 Independent 100 Independent 98 Independent 80 Independent 84 Frustration 60 Instructional 98 Independent 80 Independent 90 Instructional 60 Independent

Post Assessment 15 5 7 27

Reading Level Independent Independent Instructional Instructional Frustration Independent Frustration Independent Instructional Frustration Independent Frustration Independent Independent Frustration Independent Instructional Independent Independent Frustration Instructional Independent Independent Independent Frustration Independent Instructional

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Table 1.1 presents the Phil IRI pre and post assessment results for SY 2015-2016. Data showed a higher number of frustration with (f=13) during pre-assessment while lower number of frustration with (f=7) during the post assessment. Consequently, this resulted to an increase in number of independent (f=15) during the post assessment against (f=9) during the pre-assessment. Meanwhile, the number of pupils belonged to instructional level had no change as revealed in the pre and post assessment. Findings disclosed that higher number of frustration during the pre-assessment were attributed to the miscues committed during oral reading assessed through word recognition. Frequently committed miscues include mispronunciation, word by word, stammering, insertion, and reversal. Others include, repetition, addition, omission, and substitution. It could be implied from the findings that most of the pupils at this grade level were struggling readers. They tried to read, apparently, their fluency was not yet developed which could be attributed to the lack of phonemic awareness, so they had confusion on how to sound a particular letter in a word. Also, they showed hesitation in reading because they didn’t know how to sound or utter a particular word in the sentence. As explained by Garett (2012), word recognition is determined by pronunciation. Thus, in order to teach students to recognize words, it requires the phonemic awareness, decoding and sight recognition of high frequency words. In addition, failing to develop this awareness of the sounds in spoken words leads to difficulties learning the relationship between speech and print that is necessary for learning to read (Rayner, et al., 2012). Once these are met, the student can achieve automaticity in reading. Thus if not, when they read, many errors were committed.

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Meanwhile, the frustration level for comprehension were attributed to inability of 4 out of 27or 14.81% to answer interpretative and applied levels of comprehension where they could only answer questions with explicit answers, like the literal level of question. Berry (2014) explained that reading for literal comprehension means acquiring information that is directly stated in a selection which is an important skill towards the understanding of the next level of comprehension. From the findings, it could be inferred that on this grade level, most of the pupils had only literal level of comprehension. They could only understand and answer question in which answers could be explicitly found in the selection, which means, if answers are implied in the context, most of them could not answer, hence, they could not read between the lines. This is skill is what Berry (2014) called inference. It is process of deriving ideas that are implied rather than directly stated. Moreover, most of the pupils could not evaluate that they have read. Their critical and analytical skills in reading were not yet develop. As a result they could not answer questions that require their judgment or evaluation. Nevertheless, it is worthy to note that nearly half of them, 14 out of 27 or 51.85% could answer the literal level of comprehension skill. This goes to show that they could answer explicit ideas stated in the selection, which connotes an understanding. The fact that they could take note important detail in the selection is already an indication that they had understanding of the details of the selection. Berry (2014) confirmed that the literal level of comprehension is a pre-requisite for higher level of comprehension. At a closer look, there was an improvement in the reading skills of the pupils in both word recognition and comprehension in this school year. Hence, the number

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frustration during the pre-assessment had decreased from 13 to 7 out of 27 and the increase was added to the number of independent readers from 9 to 15 out of 27 during the post assessment. Table 1.2. Phil IRI Pre and Post Assessment Results of Grade 6 for SY 2016-2017

Pupils Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5 Pupil 6 Pupil 7 Pupil 8 Pupil 9 Pupil 10 Pupil 11 Pupil 12 Pupil 13 Pupil 14 Pupil 15 Pupil 16 Pupil 17 Pupil 18 Pupil 19 Pupil 20 Pupil 21 Pupil 22 Pupil 23 Pupil 24 Pupil 25 Pupil 26 Pupil 27

Word Recognition % Level 92 Instructional 98 Independent 90 Instructional 95 Instructional 70 Frustration 98 Independent 78 Frustration 98 Independent 73 Frustration 81 Frustration 78 Frustration 93 Instructional 98 Independent 98 Independent 81 Frustration 90 Instructional 98 Independent 92 Instructional 97 Independent 85 Frustration 80 Frustration 86 Frustration 98 Independent 93 Instructional 80 Frustration 98 Independent 92 Instructional

Reading Levels Independent Instructional Frustration Total

PRE-ASSESSMENT Comprehension % 71 86 71 29 29 86 14 86 71 0 71 100 71 86 71 86 71 86 86 71 71 71 86 86 14 100 71

Level Instructional Independent Instructional Frustration Frustration Independent Frustration Independent Instructional Frustration Instructional Independent Instructional Independent Instructional Independent Instructional Independent Independent Instructional Instructional Instructional Independent Independent Frustration Independent Instructional

Pre-Assessment 11 5 12 27

Reading Level Instructional Independent Instructional Frustration Frustration Independent Frustration Independent Frustration Frustration Frustration Independent Instructional Independent Frustration Independent Instructional Independent Independent Frustration Frustration Frustration Independent Independent Frustration Independent Instructional

POST ASSESSMENT Word Comprehension Recognition % Level % Level 97 Instructional 71 Instructional 98 Independent 86 Independent 92 Instructional 71 Instructional 95 Instructional 43 Frustration 93 Instructional 29 Frustration 98 Independent 86 Independent 77 Frustration 71 Instructional 98 Independent 86 Independent 93 Instructional 71 Instructional 85 Frustration 29 Frustration 92 Instructional 86 Independent 98 Independent 86 Independent 98 Independent 100 Independent 98 Independent 86 Independent 85 Frustration 71 Instructional 90 Instructional 86 Independent 98 Independent 86 Independent 92 Instructional 86 Independent 98 Independent 86 Independent 92 Instructional 71 Instructional 80 Frustration 71 Instructional 90 Instructional 86 Independent 98 Independent 86 Independent 98 Independent 86 Independent 85 Frustration 71 Instructional 98 Independent 86 Independent 92 Instructional 71 Instructional

Reading Level Instructional Independent Instructional Frustration Frustration Independent Frustration Independent Instructional Frustration Independent Independent Independent Independent Frustration Independent Independent Independent Independent Instructional Frustration Independent Independent Independent Frustration Independent Instructional

Post Assessment 15 5 7 27

Table 1.2 shows the results of Phil IRI pre and post assessment for SY 2016-2017. Data manifested that the number of pupils in the frustration level had decreased from 12

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out of 27 to 7 out of 27 after the post-assessment. Consequently, the count of pupils in the independent level had improved from 11 out of 27 to 15 out of 27 after the post assessment. Meanwhile, the figure of pupils in the instructional level had remained the same. Results indicate that as years passed by, some pupils progressed in their reading level, which further indicates that their miscues in reading were minimized and some of them could already answer questions in interpretative and applied levels of comprehension. This means, there was an improvement in their comprehension. The progress in comprehension was associated to the progress in word recognition. Hence, the latter was vital in the development of comprehension. Thus, in teaching or developing reading, word recognition should be the first to develop, in which this should focus on phonemic awareness, pronunciation, decoding, and sight words because these are essential elements of reading. As said by Fry, Kress, & Fountoukidis, (2014), most of the contents of beginning reading texts are sight words, these are mastered, then there would be smooth, fluent word recognition and reading could take place. In addition, decoding is also important in word recognition, hence when students leaned how to blend letters and sounds, they could surely read. As claimed by (Beck and Juel (2015) when words are accurately decoded it leads to efficient word recognition.

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Table 1.3. Phil IRI Pre and Post Assessment Results of Grade 6 for SY 2017-2018

Pupils Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5 Pupil 6 Pupil 7 Pupil 8 Pupil 9 Pupil 10 Pupil 11 Pupil 12 Pupil 13 Pupil 14 Pupil 15 Pupil 16 Pupil 17 Pupil 18 Pupil 19 Pupil 20 Pupil 21 Pupil 22 Pupil 23 Pupil 24 Pupil 25 Pupil 26 Pupil 27

Word Recognition % Level 97 Independent 97 Independent 99 Independent 96 Instructional 70 Frustration 97 Independent 93 Instructional 97 Independent 79 Frustration 93 Instructional 89 Frustration 95 Instructional 95 Instructional 97 Independent 82 Frustration 99 Independent 97 Independent 97 Independent 99 Independent 93 Instructional 95 Instructional 88 Frustration 97 Independent 95 Instructional 84 Frustration 93 Instructional 97 Independent

Reading Levels Independent Instructional Frustration Total

PRE-ASSESSMENT Comprehension % 86 86 86 43 29 86 71 86 43 29 43 29 71 86 29 57 71 86 86 43 86 71 86 100 57 86 71

Level Independent Independent Independent Frustration Frustration Independent Instructional Independent Frustration Frustration Frustration Frustration Instructional Independent Frustration Instructional Instructional Independent Independent Frustration Independent Instructional Independent Independent Frustration Independent Instructional

Pre-Assessment 12 5 10 27

Reading Level Independent Independent Independent Frustration Frustration Independent Instructional Independent Frustration Frustration Frustration Frustration Instructional Independent Frustration Instructional Instructional Independent Independent Frustration Independent Frustration Independent Independent Frustration Independent Instructional

POST ASSESSMENT Word Comprehension Recognition % Level % Level 97 Independent 60 Instructional 97 Independent 100 Independent 99 Independent 80 Independent 96 Instructional 80 Independent 70 Frustration 60 Instructional 97 Independent 80 Independent 92 Instructional 40 Frustration 97 Independent 80 Independent 78 Frustration 60 Instructional 85 Frustration 20 Frustration 90 Instructional 80 Independent 95 Instructional 100 Independent 97 Independent 60 Instructional 97 Independent 100 Independent 85 Frustration 40 Frustration 97 Independent 80 Independent 97 Independent 60 Instructional 99 Independent 60 Instructional 97 Independent 80 Independent 93 Instructional 40 Frustration 92 Instructional 60 Instructional 92 Instructional 100 Independent 97 Independent 80 Independent 95 Instructional 100 Independent 84 Frustration 71 Instructional 95 Instructional 80 Independent 99 Independent 60 Instructional

Reading Level Instructional Independent Independent Independent Frustration Independent Frustration Independent Frustration Frustration Independent Independent Instructional Independent Frustration Independent Instructional Instructional Independent Frustration Instructional Independent Independent Independent Frustration Independent Instructional

Post Assessment 14 6 7 27

Table 1.3 shows the results of Phil IRI pre and post assessment for SY 2017-2018. Results indicate a higher number of independent level in both pre-assessment and postassessment with (f=12) and (f=14). Data also showed the number of pupils belonged to frustration and instructional level.

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It could be inferred from the table, that in this year, there was only a little progress in the post test as compared to the previous year (SY 2016-2017). Records were attributed to the miscues committed by the pupils during the pre and post assessment as well their ability to respond to the different levels of comprehension questions in which most of them were able to answer only the literal and interpretative level of comprehension. Furthermore, findings were attributed to the lengthy passages and selections that pupils read at this level as well as the comprehension questions which seemed difficult and complicated to them to decipher. Table 2.1 Significant Changes in the Word Recognition for 3 School Years

Variable Year 2015 – 2016 Pre Word Recognition Post Word Recognition Year 2016 – 2017 Pre Word Recognition Post Word Recognition Year 2017 – 2018 Pre Word Recognition Post Word Recognition

Mean

SD

Difference bet. Means

82.52

10.74

7.85

1.705

1.56**

90.37

8.94

89.26

8.73

3.63

1.706

0.002*

92.89

6.00

92.96

6.92

-0.33

0.088

0.47**

92.93

6.97

*significance (if lower than 0.05) ** not significance if greater than 0.05

t Value

Sig

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Table 2.1 shows the significant changes in word recognition for the last three (3) school years. The computed means revealed split findings. On SY 2015-2016, the computed mean of the posttest was higher as compared to the pretest with 90.37 against 82.52. This lead to a higher dispersion rate of 7.85. Thus, the computed t-value of 1.705 and the significant difference of 1.56 were greater than 0.05 level of significant. This means, that that the improvement was not significant on this year. For SY 2016-2017, both computed means of pretest and posttest were higher with 89.26 and 92.89 with lower dispersion level of 3.63. Consequently, the computed t-value of 1.706 gave a significant difference of 0.002 which was less than 0.05 level of significant, which means pupils word recognition skill on this year had significantly improved. Meanwhile, no significant improvement was noted on SY 2017-2018, hence the pretest was 0.33 higher than the post test. Thus, the dispersion rate was negative. This resulted to a computed t-value of 0.088 and significant difference of 0.47 which were higher than 0.05 level of significant. Findings revealed no significant difference between the pre and post assessment in word recognition for SY 2015-2016 and SY 2017-2018. These were attributed to the miscues which were still committed after the post assessment by most of the pupils despite the implementation of ECARP. Meanwhile, a significant change was noted in SY 2016-2017 in which both computed means were high in the pre and post assessment. It could be implied that on this year, the ECARP has been effective among pupils. Results tell us that when ECARP was first implemented during SY 2015-2016 among pupils, the pupils skill in reading had improvement, but the improvement could not be solely attributed to the implementation of ECARP. It also be attributed to the strategies

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in teaching reading. Results were congruent to the study of Vejerano (2012) she claimed that it was not the program that improved the pupils but the strategies which are used in teaching reading that matters most. It was also jibed with the findings of Adriano (2013) since the implementation of the program had not been effective due to some factors such as monitoring and follow-up. Hence, according to the findings of Mapacpac (2014) ECARP would only be effective if there were supports to the program such as facilities, resources, and engagement of stakeholders like the parents. But on SY 2016-2017, it could be deduced that teachers had religiously implemented the ECARP, which means, they had taken this seriously because they had seen an improvement during year 1, as result, the implementation of ECARP had been significantly related to the improvement in year 2. In contrast, it has not been consistent in year 3, where there were only little progressed in the results of pre and post assessment. This goes to show that some problems had encountered that might affect the gradual progress in reading skill such as lack of materials, conflict of time, and the like.

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Table 2.2 Significant Changes in the Comprehension for SY 3 School Years

Variable Year 2015 – 2016 Pre Comprehension Post Comprehension Year 2016 – 2017 Pre Comprehension Post Comprehension Year 2017 – 2018 Pre Comprehension Post Comprehension

Mean

SD

Difference bet. Means

t Value

Sig

60.37

27.24

10.00

1.706

0.010*

70.37

17.86

68.19

26.72

7.52

1.706

0.017*

75.70

17.22

66.78

22.72

4.00

1.706

0.192**

70.78

20.93

*significance (if lower than 0.05) ** not significant if greater than 0.05

Table 2.2 depicts the significant changes in comprehension for three school years. Findings disclosed significant improvement of reading comprehension of the Grade 6 pupils for SY 2015-2016 and SY 2016-2017. Data revealed that on year 1, the computed mean of the post assessment was extremely higher than the pre-assessment. Thus, the computed t-value of 1.706 gave a significance difference of 0.010 which was less than 0.05 level of significant. This means, that the comprehension skill of the pupils on year 1 had significantly improved. It could be implied that during this year, ECARP was effective among pupils, hence teachers were providing interventions regularly to the learners. Thus, big changes had been recorded. This could also be attributed to the fact that reading selections during Grades 3 and 4

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were not as complicated as those in Grade 5. Thus, pupils were able to answer questions in literal level, some in interpretative, and others are evaluative or applied. Consequently, in SY 2017-2018, the results of the computed means in the pre and post assessment had not significant improved the comprehension skill of the pupils. Findings could be attributed to the fact that reading selections in this year level started to get complicated and longer as compared to the reading selections on the previous two school years. Thus, pupils had difficulty understanding some contents of the selections that led to their inability to answer some questions on interpretative and applied levels. This could be verified also from their records of comprehension in the previous years, where most of them could only answers literal level of comprehension and some could answer the interpretative level of comprehension. The changes are little, which entails for a more intensified implementation of the program. Looking at the data, there were improvement during year 1 because most of pupils could answer both literal and interpretative levels of comprehension, yet some failed to answer the applied level of comprehension. The progress and improvement had been consistent during year 2, where pupils had gradual development in reading comprehension. This connotes, that ECARP had been effective during these years. In contrast, pupils very little improvement in comprehension during year 3. This could be attributed to some problems encountered during the implementation of ECARP. Some of these could be short span of interest in reading, hence, during this level, the number of words in the passage is higher as compared to the number of passages during their previous level. Also, the passage had complicated questions as compared to previous readings or passages. This goes to show, that as pupils were given lengthy passages or

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selections their tendency is not read carefully the content, nor not to analyze the questions, consequently, they got low scores during the post test. Moreover, on the part of the teacher, it could be deduced they had also hard time looking for selections which would suit to the reading level of the pupils and designing reading materials, since at this level, there were already pupils with developed and undeveloped reading skill. This jibed with the findings of Stott (2011) in which designing of reading task and appropriate materials for reading were two of the challenges of teachers of reading. Moreover, it became a problem because the pupils begun to lose interest in reading as the selections become longer and complicated (Harmer, 2012; Gundogmus, 2018).

Challenges and Concerns Encountered by the Teachers in the Implementation of ECARP Below are results of the interview conducted among participants of the study: 1. Difficulty in selecting appropriate materials Teacher 1 For me… hmmm… the problem lies with the materials… as you observed… most of our materials are already outdated… We had limited modules… most of time I used textbooks from private schools or download selections for reading. “Problema ito sa akin kasi need ko na humanap ng material ung may mga short yet interesting selections then congruent pa sa learning competencies natin sa K to 12.

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Teacher 2 To me… reading materials are really essential… Kaya kung walang materials na mahahanap na suited to sa mga pupils… talagang ung interest nila ay mawawala. Another thing, sa ECARP, dapat may provisions yan ng reading materials, pero sa Division natin ay wala. So make use of our available materails… na need pang i-align or ilevel sa mga bata… kaya minsan naga contextualized pa.

Teacher 3 Actually adequate naman ang number ng reading materials, ang problem outdated na. Ung mga skills dito ay wala na sa learning competencies. Syempre ang target natin ma improve and reading skills according sa learning competencies. One more thing, during reading remediation (ECARP) ang hirap talagang humanap ng reading materials for specific reading level… dapat kasi ina level din… alin ang pang frustration, pang instructional, at pang independent. Kasi kung pareho pareho ang ibibigay sa bata, di na mag iimprove ung nasa independent pa…di na sila maeenhance pa. All teachers revealed that they encountered challenges in selecting appropriate materials for reading. These problems include, outdated materials, limited appropriate materials for specific grade level, and limited learning modules. Since, most of the pupils had short span of interest in reading, they need short stories or short selection for reading. Most of the available materials in school were obsolete and were no longer aligned to the K to 12 learning competencies. Teachers wanted to give reading materials in which

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comprehension would be develop and could be applied to the learning of the competencies in specific grade level. Hence, they were looking for congruency of improving reading skill and materials. 2. Difficulty in designing task for various levels of readers Teacher 1 Hmmm… yung pag design ng tasks during reading remediation program ay mahirap talaga. There are lots of consideration. Dapat iba iba per reading level. At dapat ung mag address talaga ng reading gap nila, like sa mispronunciation, dapat may reading kit na may pronunciation. Isa rin problema kasi di na develop ang phonemic awareness ng bata… kaya we go back to the very low level of reading. Teacher 2 Problema rin talaga yung iba iba na ang reading levels nila. Paano ba ipapapriorize yung nasa frustration at instructional.. Ano bang reading task ang for them. Sa ECARP, madalas ang ginamit ko dun ay yung Big Brother and Big Sister, yung mga independen readers ang pinag guguide ko sa mga nasa frustration. Pero nag dedesign ako ng mga reading materials for this. So pag wala akong design… walang maipapabasa talaga. Teacher 3 For me mahirap talagang ma idifferntiate ang mga reading selections na ibibigay natin. We have to very carefully din sa mga comprehension questions kung paano ito makakatulong to improve the reading level from literal to interpretative and applied. It takes and preparation time talaga to develop.

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All teachers disclosed that there were pupils could really read and comprehend. Thus, they see the importance of levelling the tasks to be given to the pupils. As revealed in the Phil IRI, there were independent readers, instructional readers, and frustration readers. This means that the reading tasks for them should be according to their reading levels. Since teachers had lots of things do in class, they lack time on preparing specific tasks for specified needs of the learners. Thus, the usual sentiment was, if there were only reading materials for the implementation of ECARP, teachers would have not encountered problems on designing specific task for individual needs of the learners. 3. No specific guidelines to implement the ECARP intervention programs Teacher 1 Actually, matagal na itong ECARP na ito, maganda sana kaya lang walang guidelines kung paano. Basta na lang sinasabi na ganoon. Kaya I implement it in my own way since no guideline was given. Teacher 2 Like in DEAR walang standard kung paano. Basta na lang 10 to 15 minutes reading. Not applicable to all types of learners. Kung Pull out naman, paano? Minsan conflict sa time ng teacher at bata, walang guidelines kung paano at kalian? Kaya usually ang Friday ay ginanawa kung day to implement ECARP. At least nakaka focus ako sa pagpabasa ng bata.

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Teacher 3. No guidelines. Dapat meron talaga… kasi iba-iba ang ways ng pag implement. Anyway, what matters is that pupils, should be taught of the skill of reading… kaya most of time implement naming ang program pero sarili naming strategies in reading ang ginamit. All teachers revealed that ECARP lack guidelines of implementation. The memorandum was out and teachers were told to implement the sub programs of ECARP. Apparently, only short descriptions of the subprograms were given. No other explanations or guidelines to follow on how to implement the program. Thus, it was a problem for the teachers on how to properly implement the program. They had their own ways of implementations. And it seemed that they were not competent if what they had been doing was right. Like using the Pull out method, the DEAR method. No standards on how to conduct this program. For instance, one teacher revealed she did not understand how to use DEAR, what she knew only was pupils should be given 10- to 15 time to read and drop what they read. She doesn’t even know how she would assess the reading progress in this program. It was not clear at all. 4. Lack of resources Teacher 1. Like what I said… out dated na mga books natin sa library at mga downloaded naman ung naka display sa reading corner. Sana may materials talaga para dito. Yung something designed talaga dito. Teacher 2.

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No choice but to contextualize and make localized materials due to lack of resources. Teacher 3 I make and use contextualized and localized materials. All teachers revealed that all programs in ECARP were helpful, however, due to lack of materials to support the program, they were the ones who make materials. Most of the time, teachers are encouraged to make contextualized or localized materials. 5. Conflict of time Teacher 1. Actually lahat ng naman program ng ECARP maganda and ideal. Pero minsan isa sa mga problem kung bakit di naimplement ng maayos ay ang conflict of time. For instance sa Pull Out reading especially for the struggling readers, minsan kasi may talagang di marunong mag “sound” kailangan nasa pull out. Di nag match ang time naming ng pupil. Minsan naman pag pina iwan mo sa room, susunduin ng parent tapos sasabihin dun na lang pagbabasahin sa house nila. Kaya minsan problem din yung nonengagement of parents. Teacher 2. Conflict of time.. Hay… minsan di mo na alam kung paano hahatiin ang oras. Even if I like all the pupils to become independent readers, sometimes, I failed… kasi hindi maka focus minsan. Plus,,ang dami pang paper works. Teacher 3

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Conflict of time talaga when and where and how… Paano nga ba talaga implement lahat ng programs.. very ideal pero walang maayos na schedule. All teachers disclosed that they wanted the programs in ECARP because these were ideal. However, most of time, they encountered conflict of time. For instance, using Pull Out Reading, if the teacher is available the learner is not. Even during meal time, if the teachers allot 15 minutes reading time, the learner would be fetch by parents. Summing up, challenges and concerns encountered include difficulty in selecting appropriate materials, difficulty in designing task for various levels of readers, no specific guidelines to implement the ECARP intervention programs, lack of resources, conflict of time. The challenges and concerns were similar to the findings of several researchers (Hammer, 2012, Stott, 2011, Gundogmus, 2018). From the findings, it could be inferred that teachers were really doing their best to implement the program. They tried and gave their best to help pupils improve their reading levels. Apparently, to succeed in any endeavor, there should be support and resources. Just like the implementation of ECARP, for years that it had been implemented in schools, its effect was not consistent due to some factors. Thus, yearly, there are still pupils under frustration and instructional levels based on Phil IRI pre and post assessment. Nevertheless, pupils were promoted from one grade level to another despite the lack the skill of reading. Thus, it entails that teachers must have done classroom intervention program to address the reading gap in word recognition and comprehension. Below is the complete description of the classroom intervention program.

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Rationale The intervention program is known as Dual Reading Strategies. Dual connotes two groups of strategies for reading skills in one program, the word recognition and the comprehension skill are the target skills for improvement. In improving the word recognition skill, this program will focus on the pronunciation techniques while for comprehension, it will concentrate on the vocabulary awareness, reading of minidialogue, short selection with different levels of comprehension. Dual Reading Strategies aims to bridge skills gap in word recognition and reading comprehension. In word recognition, pupils will be provided of speech kit and basic sight words. The speech kit is comprised of 100 frequently mispronounce words which are common in day to day conversations in school among pupils and teachers. Each word in the speech kit has pronunciation key and sample phrase in which the word is a model. In this way, the pupils will not only learn to pronounce or sound the words, but also understand because it is used in a simple phrase. On reading comprehension, the kit contains 3 to 5 vocabulary words, which are taken from the intended reading selection. The vocabulary words will be taught using various vocabulary strategies such as Context Clues, Word Association, and Structural Analysis. There will a model for teach strategy, so that pupils would know how it is done Furthermore, the comprehension contains short selection, comprised of 85 to 150 words. Afterwards, pupils will answer 5 to 7 comprehension questions. The comprehension questions have no choices. This is a test of what they understand from the readings. Also, it would help the pupils to develop their writing skill, since they will be answering the questions in a brief yet concise sentence. In addition, the comprehension kit, has mini-

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dialogue or conversation. This is a combination of word recognition and comprehension skill. In this interactive activity, their oral language fluency, pronunciation, and comprehension (the way they interpret the lines) will be enhanced.

A. Techniques and Strategies for used of the Program For improvement of pronunciation: 1. Pronunciation instruction: Model: Largest /'aɪs.lənd/

2. Repeat after me technique Model: Pupil 1: /Hot/ Teacher: /hɑːt/, No /hot/ . . . /hɑːt/ Pupil: /hɑːt/ . . . /hɑːt/, /sunny/, /warm/ Teacher: /'sʌn.i/ Pupil: /'sʌn.i/, /warm/, /drai/ Teacher: /wɔːrm/, No /warm/ . . . /wɔːrm/ Pupil: /wɔːrm/ 3. Choral repetition Model: Teacher: Like a night in the forest Pupils: Like a night in the forest

B. Strategies Improving Comprehension Skill

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1. Monitoring Comprehension a. Identify where the difficulty occurs For instance, "I don't understand the second paragraph on page 76." b. Identify what the difficulty is For example, "I don't get what the mini dialog that that says, “Arriving in other country was a milestone in my mother's life.” c. Restate the difficult sentence or passage in their own words Example: "Oh, so the author means that coming to another country was a very important event in her mother's life." d. Look back through the text (dialogue) e. Look forward in the text for information that might help them to resolve the difficulty 2. Answering Questions Questions can be effective because they: o Give pupils a purpose for reading o Focus pupils' attention on what they are to learn o Help pupils to think actively as they read o Encourage pupils to monitor their comprehension o Help pupils to review content and relate what they have learned to what they already know 3. The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Pupils are asked to indicate whether the information they used to answer questions about the text was textually explicit

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information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge. There are four different types of questions: 1."Right There” Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage. Example: Who is Frog's friend? Answer: Toad

2. "Think and Search" Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring pupils to "think" and "search" through the passage to find the answer. Example: Why was Frog sad? Answer: His friend was leaving. 3. "Author and You" Questions require pupils to use what they already know, with what they have learned from reading the text. Pupil's must understand the text and relate it to their prior knowledge before answering the question.

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Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away. 4. "On Your Own" Questions are answered based on a pupil’s prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question. Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her. 4. Generating questions By generating questions, pupils become aware of whether they can answer the questions and if they understand what they are reading. Pupils learn to ask themselves questions that require them to combine information from different segments of text. For example, pupils can be taught to ask main idea questions that relate to important information in a text. 5. Recognizing story structure In story structure instruction, pupils learn to identify the categories of content (characters, setting, events, problem, resolution). Often, pupils learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension. 6. Summarizing

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Summarizing requires pupils to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps pupils: o Identify or generate main ideas o Connect the main or central ideas o Eliminate unnecessary information o Remember what they read o Effective comprehension strategy instruction is explicit 7. Direct Explanation The teacher explains to pupils why the strategy helps comprehension and when to apply the strategy. 8. Modeling The teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the pupils are using. 9. Guided practice The teacher guides and assists pupils as they learn how and when to apply the strategy. 10. Application The teacher helps pupils practice the strategy until they can apply it independently. Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as

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partners or in small groups on clearly defined tasks. Cooperative learning instruction has been used successfully to teach comprehension strategies. Pupils work together to understand texts, helping each other learn and apply comprehension strategies. Teachers’ help pupils learn to work in groups. Teachers also provide modeling of the comprehension strategies.

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS This chapter presents the summary of findings as answers to problems posted in Chapter 1. The conclusions that were drawn from the findings are also presented in the same way and immediately followed by the recommendations.

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Summary of Findings Presented below are the results obtained from the conduct of the study. These are as follows: 1. On pre-assessment and post assessment results in word recognition, findings revealed that each year, the number of pupils under independent level increased and the biggest increased was noted in school year 2017-2018. 2. With regards to the results of pre-assessment and post assessment in reading comprehension skill, findings showed that there was an improvement each year. It was evidenced in the growing number of independent readers and decreasing number of frustration each year. 3. ECARP was significant to the improvement of word recognition skill in SY 20162017 and comprehension skill in SY 2015-2015 and SY 2017-2018. But not significant in word recognition in SY 2015-2016 and 2017-2018. Also not significant in comprehension in 2017-2018. Only little changes were noted when statistically processed which did not suffice to give significant effect. 4. In the implementation of ECARP, teachers encountered challenges such difficulty in selecting appropriate materials, difficulty in designing task for various levels of readers, no specific guidelines to implement the ECARP intervention program, lack of resources, conflict of time, and personal issues of pupils such as short span of interest, lack of interest in reading, laziness.

Conclusions:

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In the light of the findings, this research concludes that there were improvement in the pre-assessment and post-assessment of Grade 6 pupils for the last three years in areas of word recognition and comprehension skill. The number of pupils in frustration level had decreased as the number of independent level had increased. Apparently, not all the pupils had improved in both skills after the implementation of ECARP. Thus, there were school years where ECARP had been effective and not effective. In other words the efficacy of ECARP had not been consistent for the last three years when implemented at Masaguisi Elementary School. This is to say that whether or not ECARP was used in improving reading, the reading levels of pupils gradually improved each year, which connotes that pupils improved from the teaching of reading where various teaching strategies were used and did not depend on the implementation of ECARP. The challenges encountered were also concomitant to no significant different found.

Recommendations In the light of the findings, the following recommendations are offered: 1. DepEd curriculum implementers should revisit the ECARP program to see the loop holes of the program that they need to patch. 2. Teachers should be provided trainings on reading strategies to enhance their skills in teaching reading, particularly in oral language fluency and pronunciation to help pupils improve word recognition skill.

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3. Teachers should be provided write-shop on designing reading materials for their used in their respective classes. Such training may include writing and designing big books, books lets, short stories, and speech kit for the development of both word recognition and comprehension skill.

References: Adriano, R. (2013). Evaluation of the implementation and effectiveness of ECARP in improving the reading skills of Grades 1 and 3 pupils in one of the public schools in Bulacan. Retrieved from https://www.academia.edu/27383330 Beck, I. L., & Juel, C. (2015). The role of decoding in learning to read. American Educator, 19, 8-25. Retrieved from http://www.scholastic.com/Dodea/Module_2/resources/dodea_m2_pa_roledecod. Boyer, N., & Ehri, L. (2014). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15, 440-470. doi:10.1080/10888438.2010.520778 Brady, S. (2014). Efficacy of phonics teaching for reading outcomes: Indicators from post-NRP research. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), Explaining

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individual differences in reading: Theory and evidence (pp. 69–96). New York, NY: Psychology Press. Cabuyit, R. (2012). Vocabulary and reading comprehension as a measure of reading skills of Filipino children. Retrieved from http://www/researchgate.net/publication/2821221510 Dayan, B. E. (2013). Reading comprehension skills of fourth year high school students of the Ateneo de Naga. It’s Implication to Language Instruction (Unpublished Master’s Thesis). Bicol University Graduate School, Legazpi City). Fry, E., Kress, J., & Fountoukidis, D. (2014). The reading teacher’s book of lists (4th ed.). Paramus, NJ: Prentice-Hall. Garnett, K. (2012). Fluency in learning to read: Conceptions, misconceptions, learning disabilities, and instructional moves. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (p. 293-320). Baltimore, MD: Brookes Publishing. Gilakjani, A. (2016). How can students improve their reading comprehension skills? Retrieved from http://wwwresearchgate.net/publication/303742915 Gundogmus, H. (2018). The difficulties experienced by teachers in the process of primary reading and writing instruction and their solution offers for eliminating these difficulties. Universal Journal of Educational Research, 6(2), pp. 333 – 339. Retrieved from DOI: 10.13189/ujer.2018.060216 Hansen, K. (2016). Guided reading and how it affects reading comprehension in struggling, middle level, and high level reader. Retrieved http://fisherpub.sjfc/edu/education_ETD_master. Harmer, J. (2012). How to teach English. England:Longman Pearson. Retrieved from http://www.academypublication.com/issues/past/tpls/vol04/02/22.pdf

Iman, A. Mastura, M. & Jamil H. (2013). Correlation between reading comprehension skills and students performance in mathematics. International Journal of Evaluation and Research in Education, 2 (1), 1-8. Larson, K. (2016). Increasing motivation to improve reading comprehension. Retrieved from http://sophia.stake.educ/mood/165 Lesnick, J., George, R., Smithgull, C. & Gwyne, J. (2013). Reading on grade level in third goal: How it is related to high school performance and college entrance examination. Retrieve from http://www.philippinebasiceducation.us. Long, D. & Szabo, S. (2016). E-readers and the effects on students reading motivation, attitudes and comprehension during guided reading. Retrieved from http://doi/101080/233186

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Mapacpac, G. (2014). Activities for better reading comprehension (ABRC) skills modules: Basis for designing a proposed reading program for elementary school pupils. (Unpublished dissertation) Marinduque State College, Boac, Marinduque. Mendones, G. C. (2014). Reading proficiency of grade iv pupils: Error analysis and strategies for remediation. (Unpublished Master’s Thesis). Bicol University Graduate School, Legazpi City. Mendoza, L. (2012). A proposed K to 12 basic education program. Retrieved from http://sunstar.com.ph/davao/opinion-proposed-k-12-basic-educ Mirandilla, T. M. (2016). The language learning styles of Grade VI pupils; basis for a strategies for remediation. (Unpublished Master’s Thesis). Bicol University Graduate School, Legazpi City. University Graduate School, Legazpi City. Plocher, R. (2016). An investigation on the effects of the reading comprehension strategies on reading comprehension when reading digital information text. Retrieved from https://mlc-wels.edu/library/wp content/uploads/sites/14/2016/.../Plocher-Thesis.pdf Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2012). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74. Reddy, P. & Stone R. (2018). Literacy around the world. Retrieved from http://www/air.org.recource/literacy_around_world. Snow, C. (2013). Preventing reading difficulties in young learner. Retrieved from http://www.nap.edu/openbook.php?record_id=6023&page=15 Stott, R. (2011). Emergent readers and the joy of reading: A finished perspective. Retrieved from https://www.scirp.org/journal/PaperInformation.aspx? Tongo, M. B. (2013). A reading program for grades iv-vi pupils in Bitano Elementary School. (Unpublished Master’s Thesis). Bicol University Graduate School, Legazpi City. Vejerano, M. (2012). Various reading programs administered by the teachers in Tinambac, South District: Its efficacy and effects on pupils performance. Retrieved from https://www.academia.edu/30692770/

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APPENDIX A ___________________________

LETTER TO THE DISTRICT SUPERVISOR PHILIPPINE WOMEN’S UNIVERSITY Taft Avenue, Manila 1004 Metro Manila, Phillipines

October 10, 2018 LOLITA M.LU

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Public Schools District Supervisor Santa Cruz East District Division of Marinduque

Madam: Greetings! In partial fulfillment of the requirements for the degree, Master of Arts in Education in Philippine Women’s University, Taft Avenue, Manila, I am presently conducting a study entitled “The Efficacy of Every Child A Reader Program for Enhanced Intervention Strategies”. In lieu, may I have the honor to request your permission to conduct my study at Masaguisi Elementary School, one of the complete Elementary Schools in Santa Cruz East District. I hope that this request merits your preferential attention and favorable consideration. Thank you so much for your usual support.

Very Truly Yours, Genelyn J. Regio Researcher

APPENDIX B _________________________________

LETTER TO THE SCHOOL PRINCIPAL PHILIPPINE WOMEN’S UNIVERSITY Taft Avenue, Manila 1004 Metro Manila, Phillipines

October 17, 2018

GERRY P.RIVAMONTE

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Principal I Masaguisi Elementary School District of Santa Cruz East Division of Marinduque

Sir: Greetings! May I have the honor to seek permission from your good office to allow me to conduct my thesis entitled “THE EFFICACY OF DEPED’S EVERY CHILD A READER PROGRAM FOR ENHANCED INTERVENTION STRATEGIES.” The said study will be conducted in partial fulfillment for my master’s degree at Philippine Women’s University, Taft Avenue, Metro Manila. May I also request permission that the undersigned be allowed to conduct interview to the Grades 3, 4 and 5 teachers in your school as respondents of this study. Thank you very much for your assistance and support.

Very truly yours, GENELYN J. REGIO Researcher

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APPENDIX C __________________________________ Phil- IRI Pre and Post Test Result from SY 2015-2016 to SY 2017-2018

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APPENDIX C _________________________________

PROPOSED INTERVENTION STRATEGIES FOR ENHANCED PROGRAM

Rationale Reading Intervention is a vital aspect of systematic learning for struggling students, that is, learners under frustration level, who need additional support in developing skills to improve comprehension and read at grade level. However, a problem lies in the determination of which types of reading interventions serve the needs of struggling readers. In the Every Child A Reader Program these are as follows: Drop Every and Read (DEAR), Big Brother/Big Sister/Kaklase Ko, Sagot Ko/Shared Reading, Pull-Out Remedial

Class/

Reading

Assistance

Program/Remediation

Classes/Intensified

Remedial Reading, Five Word A Week (FWAW) A Paragraph A Day (APAD)/Library Hour A Week, and Reading Camp. In respond to its effective implementation, the following are the suggested strategies that teacher can make use for the enhancement of the program:

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Program: Big Brother/Big /Shared Reading/ Appropriate Grade Level: Grade 3 to Grade 5 Levels Purpose: Improve Sight Word Vocabulary and consequently, Reading Comprehension

Description: This intervention provides training for both tutors (Big Brothers) and tutees (Little Brothers) in the increase of sight word vocabulary. It takes approximately 30 minutes, including tutor training, tutor-tutee practice and testing, and graphing test results.

Materials: 1. Tutor Folders: one for each tutor-tutee pair. The folders have 3 paper pockets: a) the "GO" pocket contains 10 cards at a time, b) the "STOP" pocket receives the cards when the tutee has met the criterion, and c) the "STAR CARD" pocket contains the names of the pair and a grid with space for up to 10 stickers/stamps. It also has: a) a bar graph on the left hand side of the folder and b) a picture of a "smiley face" and a large "X" on the back of the folder. 2. Word Cards for each session: one set per pair. Cards can be individualized based on the pupils' individual needs. 3. Stickers 4. Timer/Watch

Procedure/Steps: 1. Divide the pupils into tutors and tutees. Half of the tutors will be pupils of high reading level. Pair the highest performing tutor with the highest performing tutee, the next highest performing tutor with the second highest performing tutee, and so on. 2. Divide the tutors into groups of 3-4 pupils and call them "Tutor Huddles". 3. Conduct a 30-minute classwide orientation session about the procedures described below. Follow-up with two 30-minute sessions for each Tutor Huddle and then conduct reviews periodically as needed. 4. Give a signal so that each tutor gets his of her tutee's folder from a designated area in the classroom. Have the tutees do seatwork. 5. Each tutor in each Tutor Huddle reads orally the words and the other members give him/her feedback. This Tutor Huddle session lasts 5 minutes.

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6. If the tutor identifies the word correctly, the other members say "yes". If the tutor is incorrect, they try to say the correct word. If they can't, they ask for the teacher' s help. 7. After 5 minutes, signal the end of the Tutor Huddle and the beginning of the peer tutoring. 8. Each pair practices the GO pocket words. The tutors present the cards as many times as possible for 5 minutes. If the tutee makes an error for the first time, the tutor should say, "Try again". If the tutee makes an error again, the tutor provides the correct word (e.g., "Say 'cat' "). 9. Signal the end of the practice period and the beginning of the test period. Tutors present again the GO words but only once and they give no feedback. If the tutee says the word correctly, the tutor places it on the "smiley face". If the tutee makes an error, the tutor places the card on the "X". 10. Have the tutors mark the back of the card with a smile or with an X depending on the tutee's answer. 11. When the tutee identifies the word correctly on three testing sessions, the tutor moves it to the STOP pocket and colors a square on the bar graph with a different color for each session. Have them draw a line on the graph if no cards were moved. 12. Have tutors return the folders to their proper place.

Evaluation of Effectiveness: 1. Compare the pupils' scores on the same test of 30-100 words before and after implementation of this intervention. 2. Compare the pupils' scores on daily or weekly drills before and after implementation.

INTERVENTIONS FOR READING COMPREHENSION REPEATED READINGS

Program: Pull Out Reading Appropriate Grade Level: Grade 3 to Grade 5 Level Purpose: Improve Reading Comprehension

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Description: This intervention is useful for slow readers. Pupils read repeatedly short passages until they achieve a satisfactory level of fluency. In this way, they spend less time on reading the words and they can focus on understanding the content. Pupils are told that they are going to be asked comprehension questions. The optimal number of repetitions appears to be four.

Materials: 1. Stopwatch/Watch with second hand 2. Stickers (optional) 3. Sheets of paper or copies of the reading passages for marking errors (optional)

Procedure/Steps: 1. Explain to pupils that they will be learning a way of improving their reading comprehension similar to the type of practice that helps athletes develop skill at their sports. 2. Give the first student the assigned reading passage and tell the following directions: "I want you to read this story out loud. I want you to remember as much about the story as you can. The important thing is to find out as much about the story as you can. When you are done, I am going to ask you to retell the story to me [or answer some questions about the story]." 3. Record the time needed for each reading. 4. If desired, record the number of errors on your copy of passage or on a sheet of paper. 5. When the student finishes reading the passage, ask him/her to read it again. Repeat a shortened version of the directions. 6. Have the student retell the story or answer different comprehension questions after each reading. After the final reading, praise the student for understanding the story. 7. Follow the same procedure with the other pupils in the reading group.

Evaluation of Effectiveness: Compare the pupils' scores on comprehension skill sheets or end-of-unit reading tests before and after implementation of this intervention.

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INTERVENTIONS FOR READING COMPREHENSION RECONCILED READING

Program: Pull Out Reading Appropriate Grade Level: Grade 3 to Grad 5 Levels Purpose: Improve Reading Comprehension

Description: This intervention, which is based on Schema Theory, engages pupils in enrichment activities prior to reading the passage. In this way, pupils have the opportunity to activate and enhance existing knowledge before reading. Pre-teaching vocabulary words will enhance comprehension.

Materials: 1. Stickers (optional) 2. Sheets of paper or copies of the reading passages for marking errors (optional)

Procedure/Steps: 1. Start by the last section in the reading lesson, often called "Enrichment Activities". Conduct several of these activities to build background information and vocabulary. 2. Teach the skill lessons in the teacher's manual in the context of the story rather than with isolated sentences or paragraphs. 3. Ask the pupils questions about the reading in order to help them make predictions about the content or outcome of the story. 4. Have the pupils read the story silently to apply background knowledge and skills on their own. 5. After the reading, conduct a brief discussion to evaluate the lesson's four instructional goals: o Building story background to enhance comprehension; o Teaching specific vocabulary; o Teaching reading subskills, such as predicting outcomes;

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o

Focusing attention on relevant story information.

Evaluation of Effectiveness: Compare the pupils' scores on daily vocabulary or comprehension skill sheets or end-of-unit reading tests before and after implementation of this intervention.

INTERVENTIONS FOR READING COMPREHENSION GROUP STORY MAPPING

Program: Reading Assistance Program Appropriate Grade Level: Grade 3 to Grade 5 Levels Purpose: Improve Reading Comprehension by developing a greater correspondence between prior knowledge and present reading material.

Description: This intervention, which is based on Schema Theory, emphasizes linking previous knowledge structures (schemata) with reading materials. A pre-reading technique (see "My Story Map") provides a framework that directs pupils' attention to important interrelated information, such as setting, characters, problem, goal, action, and outcome.

Materials: 1. Overhead Projector 2. "My Story Map" transparency and individual student paper copies one per student. 3. List of 10 comprehension questions for each student, one list per story.

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Procedure/Steps: Four phases of implementation: Phase 1: Modeling the use of Story Mapping 1. Display the overhead transparency of the story map. Have the pupils complete their own copies as you call on pupils for responses. 2. Have the pupils hand in their story maps, put away their reading materials, and answer the comprehension questions individually.

Phase 2: Checking pupils use of Story Mapping 1. Have the pupils fill in their story maps individually. Tell them that they can fill in the maps as they read their story or after they read or both. 2. After silent reading and map completion, call on pupils to identify story map elements. Record the answers on the transparency and provide corrective feedback. 3. Again, have the pupils hand in their story maps, put away their reading materials, and answer the comprehension questions.

Phase 3: Independent Use of Story Mapping: 1. Have the pupils silently read the story and complete their story maps. Do not call on pupils to identify story map elements. 2. Test comprehension by having again the pupils hand in their story maps, put away their reading materials, and answer the comprehension questions.

Phase 4: Maintenance Have the pupils silently read the story and answer comprehension questions without the story maps. If scores falls below 80% accuracy for 2 consecutive days, use the maps again.

Evaluation of Effectiveness: Compare the pupils' scores on comprehension questions or skill sheets or daily, weekly, or end-of-unit reading tests before and after implementation of this intervention.

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INTERVENTIONS FOR READING COMPREHENSION STORY GRAMMAR TRAINING

Program: Intensified Remedial Reading Appropriate Grade Level: 1st to 5th Grade Purpose: Improve Reading Comprehension by providing a framework for learning and remembering information.

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Description: This intervention emphasizes the importance of metacognitive or active reading strategies to improve comprehension. It directs pupils' attention on story structure by teaching them to ask five "wh" questions about the settings and episodes of the story.

Materials: 1. Overhead Projector 2. Transparency and individual student paper copies of the five "wh" questions or the Detective Reader, one per student. 3. Three or four narrative passages. 4. Poster board chart listing the 5 "wh" questions (optional)

Procedure/Steps: 1. Tell the pupils that they are going to play a game to help them become better readers. The game is called "Reading Mysteries" and "Storyteller" and "Detective Reader" are the main characters. 2. Tell them that the job of the Storyteller is to provide specific clues to enable readers to make predictions about the story based on past experiences. 3. Tell them that their job as Detective Reader is to search for clues in the story, ask questions, and make predictions based on background knowledge. 4. Read them a story. 5. Introduce the five "wh" story grammar questions by using an overhead or poster board chart. 6. Call on pupils to answer these questions and write the answers on the transparency and have them write the answers on their copies, too. 7. Tell the pupils that to be good Detective Readers, they need to think of these questions during silent reading. 8. Practice using the questions at least two more times as a classwide activity or in reading groups. 9. Gradually eliminate the use of paper copies for the five "wh" questions.

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Evaluation of Effectiveness: Compare the pupils' scores on comprehension questions or skill sheets or daily, weekly, or end-of-unit reading tests before and after implementation of this intervention.

5 "wh" questions

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CURRICULUM VITAE I.

PERSONAL DATA Name: GENELYN J.REGIO Birth Date: June 12, 1980 Birth Place: Boac, Marinduque Residential Address: #407 Osmeña Street, Lapu- Lapu, Santa Cruz, Marinduque

Religion: Roman Catholic Parents: Eugenio M. Jalotjot Florentina L. Macayaon Name of Spouse: Alvin R. Regio Assigned Station: Masaguisi Elementary School

II.

EDUCATIONAL ATTAINMENT Graduate Studies: Master of Arts in Education major in Educational Management School of Education Philippine Womens’ University Taft Avenue, Manila (2010-2018) College: Bachelor of Elementary Education General Education Philippine Normal University Aurora, Alicia, Isabela March 28, 2002 Secondary: Ilaya National High School Balimbing, Boac Marinduque March 26, 1998 Elementary: Balimbing Elementary School Balimbing, Boac Marinduque March 27, 1994

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