1

READING LEVELS OF GRADE 2 PUPILS:

BASIS FOR A READING PROGRAM

____________________

An Undergraduate Thesis
Presented to the
Faculty of the College of Teacher Education
La Salle University
Ozamiz City, Philippines

____________________

In Partial Fulfillment
Of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION MAJOR IN GENERAL EDUCATION

____________________

by
Pacas, Jan Marco A.
Pacatang, Irish Mae M.
Perez, Deanne Ollie N.

December 2018
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ACKNOWLEDGMENT

The researchers extend their sincerest gratitude to all

the people who had helped in this endeavor;

Mrs. Natalie Rupinta, Coordinator – Brother Martin

Simpson Section, for her approval to conduct this study;

Dr. Wenny M. Caseros, their adviser, for her consistent

effort in providing support and guidance, great patience,

constructive feedback and suggestions which made this study

possible;

Dr. Irene E. Eguico, their proofreader, for her

intelligent suggestions and corrections;

The panel of readers and examiners: Dr. Mary Grace O.

Daga-ang, Dr. Irene E. Eguico, Dr. Flordelis J. Ejercito,

Dr. Glenna C. Tac-an for their helpful remarks, constructive

criticisms and suggestions;

The librarians for providing assistance and library

needs of the researchers;

To their parents for their unwavering love and support

in sufficing the needs of the researchers in all aspects.

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They have been their outlet of inspiration in pursuing their

dreams in life;

To their classmates and friends for the encouragement,

joy and laughter they bring to the researchers in times of

hardships;

To the contributors whom they have not been able to

identify, they hope you are pleased with your luminous

contributions gleam, albeit anonymously, from these pages;

Above all, the Almighty Father, the source of knowledge

and wisdom, for He has never left them in conquering their

aspirations and in making this study possible. All to Him is

the highest glory and greatest honor of their success.

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ABSTRACT

The purpose of this study was to identify the reading levels

of the Grade 2 pupils and their reading difficulties using
the Philippine Informal Reading Inventory (PHIL-IRI)
instruments. The findings served as the basis for designing
a reading program. There were 43 pupil-respondents of this
study. The descriptive-developmental of quantitative
research was used. Analysis of the PHIL-IRI results was made
by means of frequency and percentage distribution. Findings
revealed that very few of the total number of pupils were
independent readers. However, there was almost an equal
number of pupils who belonged to the instructional and
frustration levels. The most common miscue committed was
mispronunciation and the least common miscue was insertion.
Based on the data gathered, there is really a need to design
a reading program that would address the reading
difficulties of the Grade 2 pupils.
Key words: Reading levels, reading program, comprehension,
word recognition, Philippine Informal Reading Inventory
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TABLE OF CONTENTS

PAGE
TITLE PAGE I
APPROVAL SHEET Ii
ACKNOWLEDGEMENT Iii
ABSTRACT V
TABLE OF CONTENTS Vi
LIST OF TABLES Ix
LIST OF FIGURES X
CHAPTER
1 THE PROBLEM AND REVIEW OF RELATED LITERATURE
Background of the Study 1
Review of Related Literature 3
Theoretical Framework 17
Statement of the Problem 18
Scope and Limitations 18
Significance of the Study 19
2 METHOD
Research Design 21
Research Locale 21
Respondents of the Study 22
Research Instrument 22
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Research Procedure 22
Analysis of Data 23
Statistical Treatment 26
3 RESULTS AND DISCUSSION
Pupils’ Word Recognition Levels 27
Pupils’ Comprehension Levels 30
Summary of Pupils’ Reading Performance
33
Levels
Pupils’ Reading Difficulties 35
Designed Reading Program for Grade 2 Pupils 39
of Brother Martin Simpson Section

Rationale 39
Objectives 41
Table of Contents 42
Activity 1: Back to Basics 43
Activity 2: The Board of Vowels 46
Activity 3: The Blending of Consonants 49
Activity 4: Deck of Beginnings and Ends 52
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Activity 5: Sorting Prefix and Suffixes 55

Activity 6: Phrases or clauses? 58
Activity 7: Sentence: Level-Up 61
Activity 8: The Factual Inquiries 65
Activity 9: Reading Between the Lines 68

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Activity 10:Reading Beyond the Lines 71
4 SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary 75
Findings 76
Conclusion 76
Recommendations 77
REFERENCES 78
APPENDICES 82
A Grade Level Passage Rating Sheet 83
B Phil – IRI Passage – Oral Reading 84
C Sample Accomplished Individual Summary
86
Record
D Word-Recognition Error Marking
87
System For Graded Passages
E Common Reading Miscues 89
F Pupils’ Total Number of Miscues 90
G Pupils’ Scores in Comprehension
91
Questions
H Pupils’ Reading Performance Levels 92
RESEARCHER’S PROFILE 94
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LIST OF TABLES

Table Page
1 Phil – IRI Oral Test Criteria 24
2 Overall Reading Ability of the Pupils in 25

Word Recognition and in Comprehension

3 Pupils’ Reading Performance Levels 33
4 Pupils’ Reading Difficulties 37
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LIST OF FIGURES

Figure Page
1 Pupils’ Word Recognition Levels 28
2 Pupils’ Comprehension Levels 30
3 Pupils’ Reading Levels 35
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Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

A child’s reading skill is essential in indicating his

or her success for it cultivates comprehension and improves

communication skills. Reading is a sequential process where

the acquisition of the new skill is based on the mastery of

the previously learned skill. Its purpose is to develop the

minds in order to connect ideas, improve understanding and

prepare for the actions that should be taken after.

New data from UNESCO Institute of Statistics show that

there are 617 million children and adolescents in the world

that are not achieving minimum requirement proficiency

levels especially in reading. The total number consists of

more than 387 million primary schoolers and 230 million

adolescents of lower secondary school age. This has shown

that more than half of all children have not achieved the

minimum requirement proficiency level in primary education

(UNESCO, 2017). This reality of reading problem is alarming.

In terms of literacy rate, 97.5% among 71.5 million

Filipinos aged 10 years old and above were able to read and

write as shown in the National Statistics Office’s (NSO)

2010 Census of Population and Housing (CPH). This is higher

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compared to the literacy rate of 92.3% recorded in the 2000

CPH. The 97.5% literacy rate is already high but when it

comes to the result of the National Achievement Test in

2012, the Grade 3 pupils got only a mean percentage of

54.42% in English reading comprehension and 58.61% in

Filipino. These figures showed that in general, the Grade 3

Filipino pupils did not meet the passing mean percentage of

75%. It also showed that the Filipino third grade pupils

have problem understanding what they are reading whether the

text is written in English or in Filipino (Umali, 2006).

The upcoming Grade 2 pupils of the Integrated School-

Brother Martin Simpson Section, the cooperating school of La

Salle University–Ozamiz City College of Teacher Education

have also the same problem. Although there are only few

nonreaders, most of the pupils who can read are slow

readers. This observation was given by the Grade 1 adviser

herself.

From the aforementioned data, primary education needs

to conduct early reading intervention because reading does

not only affect the child’s achievements towards academics

but also determines his/her future careers and success. In

addition, reading is a key to learning. It is one of the

life skills necessary to succeed in any endeavor. This

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implies that reading is important in acquiring other

competencies necessary to thrive in the competitive

workforce.

Along this view, learning to read is a must for

everyone. It is fundamental to functioning in today’s

society due to the increasing demand for high levels of

literacy. Thus, coming up with reading strategies in

building the foundation of reading skills to the learners is

important.

It is through reading where everything starts.

Therefore, it is a must that early interventions be prepared

by the teacher in order to prevent reading difficulties.

This study identifies the reading levels of Grade 2 so that

whatever difficulties the pupils have can be addressed

immediately through the designed reading program.

Review of Related Literature

This study focuses on the reading levels of Grade 2

pupils as basis for a reading program. This section presents

related literature and studies reviewed by the researchers

that have bearing on the present study.

Reading and Reading Comprehension

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Reading is the basic foundation for success. It opens

the door to personal freedom or shuts the door to

opportunity. Reading is the foundation to learning. If the

child struggles in reading at an early stage, how can the

child perform well in other subjects? The best way to

prevent reading difficulties, therefore, is an early

intervention at primary education. Instead of heated debates

on which approach is best suited for early reading success,

educators should be discussing the most efficient method(s)

that produces the best results (DeMoullin & Loye, 1999).

Reading, in its simplest definition, means learning how

to pronounce word, to be able to grasp its meaning and to

bring meaning to a text in order to get meaning from it.

However, as time goes on, many propose more comprehensive

definitions of reading since some of us feel that reading is

just very simple and passive process (Bernardo, 2011).

It is actually a complex process that requires a

greater effort in terms of constant participation of the

pupil. It is also an interactive process among the reader,

the writer and the text. It is a human act and a worthwhile

endeavor in which a reader communicates with the writers,

the texts and their imagined or real personas, phenomena,

circumstances or events. Further, reading is an intricate

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course of action of unlocking codes which represent specific

meanings and convey the writers and the texts message

(Bernardo, 2011).

According to Partnership for Reading, National Reading

Panel, Reading First Law (2002), reading is a complex system

of deriving meaning from print. It requires fundamental

knowledge and skills to recognize the connection between

phonemes or speech sounds to print which will lead to

decoding of new words and fluency in reading. To acquire

enough background information and vocabulary to develop

reading comprehension is indispensable in developing

appropriate reading strategies.

Skilled reading depends directly upon detailed

familiarity with letters, words and repeated spelling

patterns. If this will be developed, written words will flow

naturally from print to meaning (Barr, et.al in Bernardo,

2011).

In the ultimate analysis, reading is basically

understanding. If one can interpret what an act implies, he

can read. If one can follow what a particular graphic sign

purports to show, he can read. If one can translate into

action what printed matter postulates, he can read. Thus,

reading is plain comprehension (Bernardez, 2009).

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In the reading developmental stages, the target pupils

to be based upon belong to the initial reading or decoding

stage which will lead to fluency. In decoding stage, the

children begin to read printed texts and sounding out words.

In this stage, pupils are beginning to use what they have

learned about consonants and vowels to blend together to

form simple words. This is an indispensable ability that a

beginning reader should possess. This will eventually lead

to fluency stage where children consider this to be the

“real” reading stage. They are now fairly good at reading

and spelling and are ready to read without sounding

everything out (Bernardo, 2009).

Recognition of words has essential aspects which

include the existence of written and printed symbols, active

recognition of these symbols, and the connection of the word

and its pronunciation or meaning or both (Guthrie in

Villamin, 2001).The noted accomplishment of a Grade 2 pupil

at this stage is being able to have a reading vocabulary of

300-500 basic sight and rhyming words. The pupil has the

ability to decode one-syllable word with accuracy. It is

also in this stage wherein the pupil transitions from an

emergent reader to a real reader (Hall and Moats, 1999).

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As the pupils improve in recognizing words through

constant reading, fluency will be developed. Fluency is the

ability of the pupil to read texts orally with speed and

accuracy. If the pupil has difficulty to read fluently, it

may be challenging for him/her to connect what he/she has

read to his/her prior knowledge. Hence, this foundational

skill is essential for it provides a smooth transition from

word recognition to comprehension (Bernardo, 2011).

According to Francisco (2002), there is a correlation

between the academic performance of the pupils and their

reading comprehension skills. Moreover, when the pupils are

exposed to different learning materials and approaches, they

are more likely to acquire and construct or relate concepts

and ideas which are fundamentals in developing their reading

comprehension skills.

The ultimate purpose of reading is to make meaning out

of the texts and it is through comprehension. It is a

complex and formative process that happens before, during

and after reading. The experiential background of the pupils

will contribute to reading comprehension. The realization

and completion of the main goal of reading is when the pupil

has grasped the idea from the printed text, not merely the

reading of the last word (Snow, 2005).

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The former head of the Department of Education, Dr.

Yolanda Quijano, said in an interview that the reading

problems of the pupils were the main factor that greatly

affected the low performance of the pupils in the NAT. Thus,

the reading comprehension of the pupils dictates their

academic performance. In connection to this statement,

former DepEd Secretary Br. Armin A. Luistro stated that the

assessment of reading capabilities of the pupils is

essential for it is the foundation of all academic learning.

He also noted that if the pupil was not able to acquire the

basic skills in reading, it will be a form of deprivation of

being educated and successful as an individual (Suarez,

2015).

Since reading comprehension is a constructive process,

the reader undergoes three different levels in increasing

sophistication. These levels are literal, interpretive and

applied.

Literal level means knowing the basic facts and details

or simply reading the lines. This level involves shallow

understanding only. It means to say that what they read

explicitly is what they can give. The main indicator of this

level is when the pupils can answer the five fundamental

questions which are who, what, when, where and how

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questions. On the other hand, interpretive level demands

higher stage of understanding than the previous level. It

focuses on what is implied or meant rather than what is

obviously stated. The reader is trying to understand what

the author means from the text. Simply saying, interpretive

level is reading between the lines. Lastly, applied level

means synthesizing information and applying it to other

context or situation. This level includes reading beyond the

lines.

In a study conducted at Kinangay Sur Elementary School

at Clarin, Misamis Occidental, findings revealed that most

of the 21 officially enrolled Grade 6 pupils were average in

terms of their ability to understand what they have read.

Based on their creative ability, interpretative and

evaluative skills, it was found out that the pupils were

very low when it comes to their higher level of

comprehension (Tizon, 2011).

Philippine Informal Reading Inventory (Phil – IRI)

Reading is an influential tool to make every child

engage with the printed materials being read and to make

meaning on what is being read. The reader is the one who

will construct the meaning out of the written words. Thus,

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it is important to assess their ability in order to boost

the reading skills of every Filipino child.

To make every Filipino child a reader is what the Phil

– IRI aims to accomplish – an initiative national program

designed by the Bureau of Education – Department of

Education. Phil – IRI is a tool to identify the reading

proficiency of the elementary school pupils. It is the first

official instrument that aims to measure the reading levels

of the pupils. The reader’s word recognition, fluency and

reading comprehension are measured quantitatively and

qualitatively in this device through reading stories and

passages.

One of the variations of IRI is the Philippine

Informal Reading Inventory Oral Test. This tool is grounded

on the goal of IRI to aid teachers in determining the level

of their pupils’ reading abilities in order to enhance

classroom instruction.

There are three reading levels that measure child’s

capacity to read fluently printed texts or materials. These

reading levels are the independent, instructional, and

frustration.
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Frustration level is the lowest among the three reading

levels. Some of the reading situations that indicate pupil’s

withdrawal are crying and refusing to read. There are errors

that the pupil commits in reading. These errors are

mispronunciation, reversal, inability to interpret

punctuation, repetition, insertion, and substitution. In

this level, the pupil scores 89% and below in word

recognition and 58% and below in comprehension.

Instructional level is the level in which the pupil can

gain from instruction. The pupil’s oral reading is in

relaxed tone and exact interpretation. The pupil should

score 90% - 96% in word recognition and 59& - 79% in

comprehension.

In the last level which is the Independent Level, the

pupil can read alone and with ease. The pupil is free from

pressure and finger pointing. The pupil reads with rhythm

and with conversational tone and interprets punctuations

correctly. The pupil should score 97% - 100% in word

recognition and 80% - 100% in comprehension (Phil – IRI

Manual for Oral and Silent Reading, 2004).

In the local level, out of 276 pupils from Grades 2 to

6 of Ozamiz City Central School – SpEd Center, 53.26% of the

respondents were instructional readers, 21.01% were

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independent and 25.73% were in the frustration level in the

oral reading test. From the data presented, this showed that

the majority of the readers were still in instructional and

frustration level. Thus, there is a need to have an

intensified effort while the pupils are still on the

beginning reading stage (Olandre, 2012).

Another local study was conducted in Malibangcao

Elementary School located in Malibangcao, Clarin, Misamis

Occidental wherein 49 pupils from Grades 2 to 4 were the

research subjects. It was found out that 100% of the

respondents belong to the frustration level in the pretest.

In the posttest, it was found out that 41% of the

respondents remained in the frustration while 29% increased

to instructional level and the remaining 30% increased to

independent level (Caliao, 2014).

In the study titled The Reading Comprehension Levels

Of Freshman Education Students: A Reading Program Design, it

was found out that out of 33 respondents, only 2 were

categorized in the independent level, 11 were in the

instructional and 20 were in the frustration. From the given

data, it showed that only 2 were able to read with thorough

understanding of the materials presented. The results

indicated that there is a need to provide more challenging

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materials that could help enhance their comprehension skills

and sustain their interests (Cabasan, 2011).

Reading Difficulties

Specific warning signs – varying by age and grade – can

help teacher flag students’ learning disabilities early. To

effectively determine the reading levels of the students,

one should be acquainted with miscue analysis. It is a way

to record for diagnosis to identify students’ specific

difficulties and a means to assess reading behaviors that

need support (Watson, 2017).

One of the reading difficulties that the pupils

experienced is correction, a miscue that the pupil corrects

in order to make sense of the word in the sentence. Another

reading difficulty of the pupil is omission. This occurs

during oral reading wherein the pupil omits a word that

changes the meaning of the sentence. Insertion is the third

reading difficulty in which the pupil adds a word or words

that are not in the text. Repetition occurs when the pupil

repeats a word or portion of the text. The fifth reading

difficulty is reversal. In this, the pupil will reverse the

order of the print or the word. Mispronunciation occurs when

a pupil says or sounds off the word or words incorrectly and

lastly the substitution. Instead of reading the word in the

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text, the pupil substitutes a word that may or may not make

sense in the passage.

Reading Programs

Umans, as cited in Villamin (2001) describes the

developmental reading program as “a program in which

students who are able readers continue to be taught reading

skills in a sequential program of instruction, designed to

reinforce and extend the skills and appreciations acquired

in previous years, and to develop new skills as they are

needed.”

Reading program is a scheme to improve literacy skills.

It is in the reading program that the necessary skills in

reading will be acquired by the readers and are engaged into

an array of texts. As they progress in taking a step through

each stage, the pupil begins in sounding out words. After

which, the pupil will move on to basic sentence

construction, grammar and punctuation which will lead to

summarization and analytical reading of difficult passages

(Kumon, 2012).

A non-profitable organization in the Philippines named

Sa Aklat Sisikat (SAS) aims to promote reading among

children. This foundation implemented its reading programs

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to over 750 schools in the country. The reading program

designed by SAS consisted of 31-day read-a-thon and its

respondents were grade 4 pupils. The result was promising

for the pupils have increased the number of books they read

at school. This suggested that children are able to improve

their reading abilities through implementing short – term

reading programs (Abeberese, Kumler, Linden, 2009).

In 2006, EQuALLS2 Project in partnership with the

Department of Education (DepEd) and the Department of

Education of the Autonomous Region of Muslim Mindanao (DepEd

ARMM) was launched to adapt and strengthen the National

English Proficiency Program (NEPP) in elementary schools in

Mindanao. Its main focus has evolved from merely improving

the use of English language and instruction of teachers to

emphasizing the need to improve the reading skills. It is in

relation to the assessments that projected very low results

in reading of the pupils and their teachers. In light with

its aim, the Whole School Reading Program was structured.

The problem that the reading program sought to address was

based on the findings that the correlation between low math

and science scores and gaps in pupils' reading comprehension

affected the National Achievement test results of the

pupils. Moreover, the scores also revealed that majority of

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the early grade and intermediate pupils were struggling

readers. Some of the main components of the reading program

are the use of the teacher and pupil reading skills

assessments as a basis in designing the intervention, a

training intended for primary teachers in using the Guide to

Early Reading Instruction, an 8-week instructional program

on phonemic awareness, phonics, vocabulary, comprehension

and writing and the distribution of materials anchored from

the Guide to Early Reading Instruction. After six months of

interventions, results for Grade 2 pupils have shown that

WSRP pupils extensively outscored non-WSRP pupils on all

basic reading skills. The reading comprehension of the

pupils also increased the most by 316%. Overall, the pupils

scored an average of 53% higher than non WSRP pupils on all

skills tested (Devine, 2006).

In reality, there is no best reading program. Children

learn to read in different ways and differ in the type of

instruction they need to become proficient readers. The most

important concept is that all children are taught by a

research-based method of reading instruction that introduces

them to reading. Once children are taught by these methods,

the instructor will be able to identify the method of

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reading instruction the child needs for greater success

(Duffy, 2003).

It has been proven in research that reading programs

are one of the tools that greatly affect reading, reading

awareness and comprehension (Goodman, 2007; Schreiber,

2003). It was emphasized in the research that the enrichment

of reading consists of pre-reading, reading and after-

reading activities. One of the key strategies in enhancing

reading comprehension and addressing reading difficulties is

through a reading program.

In light of the above-given information, the main

purpose of the present study is to improve the reading

skills of students having reading difficulties through a

reading program.

Theoretical Framework

The present study is anchored on Gough’s Bottom-Up

Model of reading. Gough’s Bottom-Up Model emphasizes that

decoding text is important rather than what the reader can

bring to the text. The reader focuses on the words and their

parts, synthesizes them and gets the meaning of what he/she

is reading by putting the words together. This concept paved

the way in creating Phil – IRI as a tool to identify the

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reading errors or difficulties of the Grade 2 pupils and to

determine their reading levels.

Statement of the Problem

This research focuses on the identification of the

reading abilities of the Grade 2 pupils. This aims to answer

the following questions:

1. What are the reading levels of Grade 2 pupils?

2. What are the reading difficulties of the Grade 2

pupils?

3. What reading program can be designed based on the

results?

Scope and Limitations of the Study

The researchers identified the reading skills of the

Grade 2 pupils of Brother Martin Simpson Section School Year

2018-2019. This research had 43 Grade 2 pupils as

respondents. The researchers conducted the reading test

using the Phil - IRI to identify the oral reading

performance which comprises word recognition and

comprehension. The results served as the basis in designing

a reading program suitable in improving their reading

skills.

Significance of the Study

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The result of this study would be a great help to those

who can be directly and/or indirectly involved specially the

pupils, parents, teachers, curriculum planners and

researchers.

Pupils. It would help the pupils particularly the

struggling readers to develop their reading skills which are

detrimental to their future academic success. It would

prepare them to a more complex reading process as they

proceed to the next grade level.

Teachers. The result of this study would help the

teachers with basic information that identifying the reading

levels of the pupils as early as possible is important to

prevent further difficulties in the succeeding school years

of the pupils. It would also guide them in selecting the

reading program that is suitable to the reading abilities of

the pupils. This is to provide them a clearer vision of

their function in the school which is to provide quality

education.

Parents. The findings would be very helpful to parents

in providing the proper guidance and monitoring of their

children in terms of reading. They would be better informed

of the necessary things to be done to assist their children

to become motivated readers.

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Curriculum Planners. It would help the administrators

to promote and implement reading programs that would address

the reading difficulties of the pupils.

Researchers. It would help the researchers to conduct

further studies about reading levels, reading difficulties

and reading programs.

Chapter 2

METHOD
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This chapter presents the research design, research

locale, respondents, research instruments and statistical

treatment used in the analysis of the gathered data.

Research Design

The descriptive-developmental type of quantitative

research was used in this study since this described the

reading levels of the pupils based on their word recognition

and reading comprehension abilities. This is developmental

in the sense that a reading program was designed based on

the identified reading difficulties of the respondents.

Research Locale

This study was conducted in La Salle University-

Integrated School Brother Martin Simpson Section during the

School Year 2018 – 2019. It is situated in Ledesma St.,

Aguada, Ozamiz City. It is the cooperating school of the

College of Teacher Education La Salle University – Ozamiz.

Brother Martin Simpson Section consists of only one section

from Universal Kindergarten to Grade 10. It is named after

Brother Martin Simpson who was the first Lasallian brother

that took over the school after the Columban sisters.

Respondents of the Study

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The respondents of the study were the 43 Grade 2 pupils

enrolled in the Brother Martin Simpson Section in the school

year 2018 – 2019.

Research Instrument

The instrument that provided answers to the problems

posed in Chapter 1 is the reading passage and the forms of

tallying the results of Phil – IRI in English – Oral

Reading. The passage was provided by the researchers and was

given to the pupils. The same passage was given to all

respondents. The passage consists of 40 words. Questions in

assessing their reading comprehension include literal,

interpretive and applied levels. The forms were filled out

by the researchers.

Research Procedure

Preliminary procedures. The researchers asked

permission from the School Principal of La Salle University

– Integrated School. Permission of the adviser of the Grade

2 pupils was sought.

Gathering of data. Each Grade 2 pupil was asked by the

researchers to read the reading material from the Phil – IRI

through a pull-out system in which three (3) pupils were

pulled out at a time during their English class. The Phil –

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IRI reading material that was used is intended for their

grade level. Miscues were noted and were written on the

individual reading material given. After the reading

sessions of the respondents, the researchers tallied the

results to determine their reading levels. A set of

questions was given next to the respondents. The questions

were answered by the respondents and the results were the

basis in identifying their comprehension levels.

Analysis of Data

Below is the formula that was used in computing the

reading level of the Grade 2 pupils in word recognition.

No. of major miscue (M)

Word Recognition (WR)= X 100 = % of M
No. of words in the passage (N)

% correct = 100% - % of M

As to their comprehension level, the formula below was used.

No. of correct answer

Comprehension (C)= X 100 = % of C
No. of total items
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The pupils were classified into three reading levels

both for word recognition and comprehension. The criteria or

the required scores per level are shown in Table 1.

Table 1

Phil – IRI Oral Test Criteria

Levels Word Recognition (WR) Comprehension (C)

Independent 97 – 100% 80 – 100%

Instructional 90 – 96% 59 – 79%

Frustration 89% below 58% below

After identifying the reading levels of each pupil in

both word recognition and comprehension based on the

criteria shown in Table 1, the overall reading level of each

pupil was determined. Table 2 presents how the reading level

is arrived at.

Table 2

Overall Reading Ability of the Pupils in Word Recognition

and in Comprehension

Word Recognition Comprehension Reading Level

Independent Independent Independent

Independent Instructional Instructional

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Independent Frustration Frustration

Instructional Independent Independent

Instructional Frustration Frustration

Instructional Instructional Instructional

Frustration Independent Frustration

Frustration Instructional Frustration

Frustration Frustration Frustration

Non-reader Listening-Capacity Non-reader

Reading Levels

a. Frustration. It is the lowest reading level. The pupil

commits errors in reading such as reversal, repetition,

substitution, insertion, mispronunciation and inability

to interpret punctuation. The pupil scores 89% and

below in word recognition or 58% and below in

comprehension.

b. Instructional. It is the level at which the pupil can

profit from instruction. The pupil’s oral reading is

rhythmical with conversational tone and correct

interpretation. The pupil scores 90 – 96% in word

recognition and 59 – 79% in comprehension.

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c. Independent. It is the highest level at which a pupil

can read independently and with ease without the help

or guidance from the teacher. The pupil is free from

tension, finger pointing or lip movement. The pupil

reads with rhythm and with conversational tone and

interprets punctuation correctly. The pupil scores 97 -

100% in word recognition and 80 – 100% in

comprehension.

Statistical Treatment

The researchers conducted the reading sessions. After

that, the results were gathered. Analysis was made by means

of frequency and percentage distribution of word recognition

and comprehension based on Tables 1 and 2.

Chapter 3

RESULTS AND DISCUSSION

This chapter presents, analyzes and interprets the data

gathered from the study. The discussions focus on the word

recognition and comprehension levels of Brother Martin

Simpson Section Grade 2 pupils and the reading program

 27

designed by the researchers based on their oral reading

levels. The data gathered were analyzed and interpreted to

answer the problems stated in Chapter 1.

 28

independent
frustration independent
35% 33% instructional
frustration

instructiona
l
33%

Word recognition is the ability of the reader to

recognize written words quickly and accurately. It is

usually termed as decoding – a process of translating

letters to pronouncing, or recognizing the word. The

importance of young children’s awareness of print is

becoming increasingly well recognized and is found to

predict future reading achievement (Yola Center, 2005). As

cited by Gillaco (2014), word recognition is said to be the

foundation of reading. The child starts with letter-sound

recognition and letter blending and progresses as they

continue to grow and develop. By this time, they will be

able to spell long and complex words based on their prior

knowledge on root words. Figure 1 presents the pupils’ word

recognition levels during the oral reading in English.

 29

Figure 1. Pupils’ Word Recognition Levels

The data show that out of the forty – three (43) pupils

tested in Grade 2, the number of pupils was closely divided

to the three word recognition levels. Fourteen (14) or 32.6%

are independent readers. These were the pupils who scored

97% - 100% in word recognition. This means that the pupils

committed not more than 1 error in word recognition such as

mispronunciation, substitution, insertion, omission,

reversal, repetition and refusal.

The common characteristics of the pupils that belonged

to this level are: read without the guidance of the

researcher, read the words fluently, know when to pause on

commas and stop on periods and read loudly and clearly. It

was also evident in the pupils the confidence to read and

eagerness to reread the passage given by the researchers.

Fourteen (14) or 32.6% of the respondents were

instructional readers. In this level, the pupils’ scores

were between 90% – 96% in word recognition. The pupils in

this level committed a maximum of 4 errors in word

recognition.

Pupils under this level need assistance to read some of

the words in the passage like “liquids”, “juice” and

“vitamins” to name a few. It was also evident that the

 30

pupils tend to slow their pace in reading and point on words

they cannot read.

Moreover, 34.8% or fifteen (15) of the pupils were in

the frustration level. They were the pupils who scored 89%

and below in word recognition. This means that the pupils

committed more than 4 errors in word recognition.

Common characteristics of the pupils in this level are

slow pace in reading words, cannot produce the correct sound

of some letters and read without having proper pauses on

commas. These pupils are given much repeated assistance on

how to read the words correctly. The behaviors manifested in

these readers are showing no confidence in reading,

minimizing their voice when they do not know how to

pronounce the words and reading the whole passage with

hesitations.
 31

frustration
30%

independent independent
49%
instructional
frustration
instructional
21%

Aside from the word recognition levels of the pupils,

the researchers also determined their comprehension levels.

Comprehension is the very essence and reason of reading. To

decode words without understanding and making sense of it is

not considered as reading (Hall and Moats, 2006).

Comprehension is the understanding and interpreting of what

was read. To achieve comprehension, one must decode the

words they read and connect it to what they already know and

create and re-create the meaning from printed materials

(Allonzo as cited by Gillaco, 2014). The pupils’

comprehension level in the oral reading in English is

revealed in Figure 2.

Figure 2. Pupils’ Comprehension Levels

The data present that out of 43 pupils, twenty – one

(21) or 48.8% belonged to the independent level. This means

 32

that these pupils scored 80% - 100% in comprehension and

were able to answer four (4) or all the five questions after

reading the material. The pupils in this level were able to

answer the questions quickly and in complete sentence.

However, there are some pupils who need to look back at the

passage to answer the question. They can also reason out in

the interpretive and applied level question and can be

observed that pupils are relating their previous experiences

in answering the questions.

On the other hand, 9 pupils or 20.9% were in the

instructional level. These pupils scored 59% - 79% in

comprehension and were able to answer three (3) out of the

five questions. The readers in this level were showing

uncertainties in answering the question. Also, it takes time

for them to reread the passage in order to have the answer.

Some of the pupils who reread the passage still did not get

the correct answer. They were also having difficulty in the

interpretive and applied questions which need reasoning

abilities.

Thirteen or 30.2% of the pupils were frustrated

readers in terms of their comprehension level. This means to

say that these pupils only scored 58% and below in

comprehension and were able to answer none or two (2) of the

 33

questions asked by the researchers. The pupils, in this

level, are hesitant to answer the question and would take a

lot of time to reread the passage and at the end, they still

did not give the correct answer. It can be gleaned that the

pupils did not understand the passage they are reading

because they cannot even answer the questions under the

literal level. They also answered the question in a low

voice and would even say that they did not know the correct

answer.

Based on the first two figures, one might wonder why

there is a high number of independent readers in terms of

comprehension compared to the word recognition. As to how

meaning and comprehension is actualized through word

decoding remains to be debatable. There is no consensus on

whether phonological awareness and information is a

requisite in the meaning activation process. In fact, one of

the models of reading entails that the access to word

meaning may not require phonological information to be

involved (Kato, 2009). Research has shown that as reading

proficiency increases, readers are more likely to adopt a

direct route not using phonological information to access

word meaning and comprehension in reading.

Reading performance pertains to the ability of the

reader to decode words in the printed text and being able to

 34

understand and comprehend the written symbols (Moats, 2006).

It is an indicator whether the learner is capable of reading

with understanding and is able to use the skill in their

academic performance. The pupils’ reading performance in the

oral reading in English is determined by the combined word

recognition and comprehension level as reflected in Figure

3.

INDEPENDENT
16%

FRUSTRATION
44% INDEPENDENT
INSTRUCTIONAL
FRUSTRATION

INSTRUCTIONAL
40%

Figure 3. Summary of Pupils’ Reading Performance Levels

Figure 3 shows the overall reading performance of the

Grade 2 pupils. It clearly reveals that only few (16.2%) of

the pupils are independent readers. On the other hand,

seventeen (17) or 39.5% and nineteen (19) or 44.4% of the

pupils are instructional and frustration readers

 35

respectively. Pupils belonging to these levels still need

improvement in their word recognition and comprehension

skills. Based on the results, these pupils need intervention

to improve their reading performance in school that might

affect in carrying out their academic performance and

achievement in school.

This is similar to the study conducted by Olandre

(2012) wherein the data showed that majority of the readers

were still in instructional and frustration levels. Thus,

there is a need to have an intensified effort while the

pupils are still on the beginning reading stage. This can be

done through a reading program which the students will be

engaged in activities which can improve their word

recognition and comprehension skills.

As cited by Pavilario (2018), reading difficulties are

common and often associated with long – term poor academic

achievement. It has been pointed out in her study that

difficulty in reading emerges even at a very young age.

Failure to conduct early intervention could result to

reading difficulties in the future. Reading difficulties can

be indicated by identifying the child’s reading miscues.

The reading difficulties of the respondents are shown

in Table 4.

Table 4
 36

Pupils’ Reading Difficulties (N = 43)

Word Recognition

Miscue F %

Mispronunciation 24 55.8

Substitution 21 48.8

Insertion 5 11.6

Omission 13 30.2

Repetition 10 23.3

Reversal 0 0

Comprehension

Number of students who answered

F %
incorrectly

Literal

1 17 39.5

2 12 27.9

3 20 46.5

Interpretive 22 51.2

Applied 14 32.6

Table 4 shows the pupils’ reading difficulties in both

word recognition and comprehension. It was found out that

the most committed mistakes in reading are mispronunciation

and substitution. The words that most pupils mispronounced

include liquids, fruit, water, vitamins, like, gives, our

and juice. On the other hand, pupils also substitute the

word while to will and well, good to God, fruit to foot and

juice to joys.
 37

The average number of pupils who answered the literal

question incorrectly is sixteen (37.21%). There are 22

(51.16%) pupils who answered the interpretive level of

question incorrectly and 14 (32.56%) pupils who answered the

applied level of question incorrectly. This indicates that

there is a greater number of pupils who failed to answer

interpretive level followed by literal and applied

questions. The number of pupils who answered the applied

questions incorrectly is lesser than those who failed to

answer the literal questions. The pupils found it easy to

answer the applied question which is “What would you do if

your friend offers you soft drink for recess?” since they

are aware that soft drinks are not good to their health.

Some are not even allowed to drink it.

The data also reveal that a good number of the pupils

have not fully developed their reading comprehension skills.

Many have not even answered correctly the literal questions.

This indicates that the pupils need to be reinforced in

enhancing further their comprehension skills.

To aid the reading difficulties of the pupils in word

recognition and comprehension, a reading program was

designed by the researchers. The said reading program is

 38

anchored on Goodell’s developmental reading skills ladder

and has been the basis of the activities to be included.

Reading program is a structured instruction in

developing reading skills and strategies (Bernardo, 2015).

It is a planned series of activities in which learners who

are able and those who are having difficulty continue to be

taught in a sequential program of instruction, designed to

reinforce and refine the skills acquired in the previous

year. It also paves the way to develop new reading skills

that are prerequisite to their academic performance in the

succeeding years.

The reading programs are student-centered in nature

(Moats, 2009). That means the teacher will facilitate the

implementation of the reading program with the primary

concern of developing pupils’ ability and mastery to read.

The teacher continues to instruct and model reading strategy

until the pupil has practiced them enough to apply them

independently. The teacher in this process is more of an

assistant rather than the one who is initiating the

instruction all the time.

One of the solutions to aid the difficulties faced by

the Grade 2 pupils of Brother Martin Simpson Section is to

give them series of reading activities to master specific

 39

skills like decoding words with common prefixes and

suffixes, read multisyllabic words accurately and fluently,

and recount key ideas or details from a passage read aloud

and other competencies expected from them. These series of

reading activities can be put together in a reading program.

 40

Designed Reading Program for Grade 2 Pupils of Brother

Martin Simpson Section

Rationale

Reading, at an early age, is indispensable to help

learners succeed later in life. Research shows that children

who read well at an early age are found to be more

successful when it comes to academic achievement (Wolf,

2014). Reading as a skill is vital to one’s academic success

and widens the horizon of thinking. Most often, there are

barriers encountered by the readers which hinder them to

develop love for reading and without such intervention, they

cannot overcome their struggles affecting their performance

in the higher level of studies. Thus, knowing how to read is

undeniably crucial to succeed in today’s society.

Learning how to read is said to be a sequential process

(PBS.org, 2010). One should have the mastery of the basic

skill before proceeding to the complex nature of reading.

Early on, for example, the child learns on decoding –

knowing how to break down words into their basic sounds. As

they grow, they start to fluently read words and sentences

and are able to comprehend them.

 41

For this reason, this reading program was designed to

refine, improve and develop the reading levels of Grade 2

pupils of Brother Martin Simpson Section as well as to

minimize and overcome their reading difficulties. As

contemplated in the findings of the result on the oral

reading level of the pupils through Phil-IRI instruments, a

reading program would be of great help to address the needed

intervention to the instructional and frustration readers to

make them as able and fluent readers. Brother Martin Simpson

Section has no reading program as of the moment making this

designed reading program of great importance and a

contribution to help the struggling readers improve their

overall performance in school. The reading program designed

was anchored on Goodell’s developmental reading program

which puts emphasis on certain skills at a time and presents

the reading skills in a sequential manner that pupils need

to master before they will be skilled with the complex ones

(Bernardo, 2015).

The said program will be implemented during remedial

class hours.

Objectives

The following are the objectives of the reading program

designed by the researchers, namely:

 42

1) to improve pupils’ speed, accuracy, and fluency in

reading through integrating local-based stories;

2) to advance their comprehension skills using the

three- dimensional questions – literal, interpretive

and applied; and

3) to develop love for reading through interactive and

engaging activities

Table of Contents

Activity Title Page

 43

1 Back to Basics 45
2 The Board of Vowels 48
3 The Blending of Consonants 51
4 Deck of Beginnings and Ends 54
5 Sorting Prefixes and Suffixes 57
6 Phrases or Clauses? 60
7 Sentence: Level-Up 63
8 The Factual Inquiries 67
9 Reading Between the Lines 70
10 Reading Beyond the Lines 73

Activity 1

Back to Basics

Introduction:
 44

As cited by Ariffandana (2010), the ability to decode

words is one of the indicators of a good reader. Sight words

are words easily recognized which require only a minimum

analysis. Developing the skill of recognizing rapidly a

store of words helps the reader enhance his or her word

recognition skills. The more storage of sight words a reader

has, the more opportunity he or she has to reach better

reading comprehension.

Objectives:

At the end of the activity, the pupils are expected to:

1) recognize and read basic sight words;

2) develop their oral reading skills particularly word

recognition and pronunciation; and

3) enhance their vocabulary and spelling.

Method:

1. The teacher will give a weekly oral reading quiz. He or

she prepares a set of words written in flashcards

daily.
 45

2. The teacher will schedule his/her pupils to read the

set of words. Each word corresponds to one (1) point.

Evaluation:

The teacher will record the average scores of the

pupils from Monday to Friday.

Sample Material for the Activity

Words for the Whole Week

MON TUE WED THU FRI

 46

best both cold around Because

us sing before about Their

its first does they Write

tell work wash upon Buy

wish very your again don't

sit these would goes Caught

off many gave from Right

fast call green down Children

or made read found City

pull been sleep picture Being

 47

Activity 2

The Board of Vowels

Introduction:

Consonant-Vowel-Consonant (CVC) word decoding ability

is one of the foundations to achieve mastery on word

recognition skill. Failure to develop simple word decoding

skill in early years of studying is linked to future poor

reading, school dropouts and low academic performance in

school (Wolf, 2014). To properly read CVC words, one should

learn to segment words into their individual sound as this

is an effective way to develop phonemic awareness. It should

start with three-letter words and if the child gains

mastery, proceed to more complex ones (Campbell, 2015).

Objectives:

At the end of the activity, the pupils are expected to:

1) identify and categorize words with short and long vowel

sound;

2) improve proper sounding of vowel sounds in different

words; and
 48

3) give examples of words having short and long vowel

sounds.

Method:

1. The teacher will prepare a game board through a piece

of cardboard, draw circles or squares that connect to

form a course shaped like an S. The teacher will also

prepare a dice having the vowels for every face.

2. The teacher will call the first pupil who will roll the

dice and look for the first word on the board with that

vowel sound.

3. The teacher will ask the student to read the word that

he/she points in the game board. After which, the

teacher will ask the question “Is it long a sound or a

short a sound?”

4. The pupil will respond to the question of the teacher.

If he/she gets it right, the student will be given a

star.

5. The teacher will record the performance of the pupil to

have a guide to their progress.

Evaluation:

The pupils will sort the list of words in the box

whether it has a long or short vowel sound.

 49

Sample Material for the Activity

Game Board

Dice
 50

Activity 3

The Blending of Consonants

Introduction:

Educators Publishing Service (2010) found that there is

a high correlation between phonic knowledge and the ability

to recognize words. Phonics is one of the cues in reading

which put emphasis on how spelling are related to speech

sound in systematic ways (PASAA, 2014). This includes vowel

and consonant phonic patterns as well as blending. In fact,

it has been used in most of the reading programs as it

enables children to gain mastery of the mechanical skills in

reading and construct meaning to the print. With proper

guidance of the teacher, phonic approach will be of great

help to the slow readers back on the track towards mastery

on word recognition and later on in comprehension (Werfel,

2012)

Objectives:

At the end of the activity, the pupils are expected to:

1) distinguish consonant blends in words;

2) develop fluency in oral reading through the use of

phonics; and

3) give examples of words having consonant blends.

 51

Method:

1. The teacher prepares different consonant blends and

writes it on a form of a bingo card.

2. Each pupil selects a bingo card and prepares any

pointing material.

3. The teacher will have a list of sample words written on

a card having consonant blends. The teacher then reads

the first word.

4. The pupils, having their bingo card, will try to point

out the consonant blend based on the word given by the

teacher.

5. The teacher will correct the answer of the pupils and

after which the teacher let the pupils read the word

that was written on the card.

6. If the pupils got the correct answer, they will gain

one point.

7. The process (3-5) will be repeated depending on the

number of words the teacher will prepare.

8. The number of points for each pupil will be

recorded/tallied to trace their improvement and

progress.
 52

Evaluation:

Given a set of words, pupils will check the words

having consonant blends.

Sample Materials for the Activity

Bingo Card

sm sp sn

sl st sm

sk sn sp

List of words

sl sn st sp sk sm

slide snake stop spot skin small

slug snow step space skirt smoke

slacks snout stick spider skull smooth

Activity 4
 53

Deck of Beginnings and Ends

Introduction:

Phonemic awareness means that the reader does not just

have the ability to recognize letters but is also aware of

the separate speech sounds in a word (Hall & Moats, 2006).

Blending sounds is a necessary skill in order to

transform graphemes into recognizable words (Center, 2005).

Thus, learning to blend is a skill needed for the reader to

enhance his or her reading skills most especially the

reader’s word recognition and pronunciation.

Objectives:

At the end of the activity, the pupils are expected to:

1) construct words from the set of word beginnings and

word endings;

2) read constructed words with correct pronunciation;

and

3) enhance one’s vocabulary.

Method:
 54

1. The teacher will give two deck of cards, one with

word beginnings and the other with endings.

2. The pupils will combine the card to see how many

words they can create.

3. The pupils will read the list of words they have

created from combining the cards.

Evaluation:

The teacher will check the words created by the pupils

and allow them to read the words. The pupils list the words

in their notebooks.
 55

Deck 1: Word Beginnings

cr ch st
dr fl tr
cl sm th
Deck 2: Word Endings

an ag ip
op ush ock
j

ell uck ing

 56

Activity 5

Sorting Prefix and Suffix

Introduction

As cited by Buddingh (2009), the difficulty in

comprehending or unlocking and decoding new words are

indicators that students are struggling in reading. Although

there are different kinds of methods that can be used to

teach students new words, one way that teachers can help the

learners is through teaching them meanings of common roots

and affixes. This knowledge is essential because words that

use roots and affixes are used across many subjects. One

strategy to help develop vocabulary is morphemic analysis.

In morphemic analysis, students learn how to divide a word

into meaningful parts and derive a meaning for the whole

word. Morphemes include word roots, prefixes and suffixes,

and inflected endings. Knowledge of these word parts helps

students identify new words and infer meaning-ultimately

increasing reading comprehension. In several studies in

which researchers examined morphemic analysis strategies,

students with and without learning disabilities improved

their vocabulary knowledge and comprehension (Harris, 2010).

Objectives:
 57

At the end of the activity, the pupils are expected to:

1) sort out words having prefix and suffix;

2) read the words orally; and

3) identify the root words and affixes

Method:

1. The teacher will prepare two boxes for prefix and

suffix.

2. The teacher will let the pupils pick one strip of paper

with a word written on it.

3. The pupils will identify the affix of the word and

determine whether it is a prefix or suffix.

4. The teacher will let the pupils read the word that was

picked

Evaluation:

The teacher will check the pupils’ answers.

Sample Activity
 58

Sort Me Out

Prefix Suffix

List of Words for prefix List of words for suffix

Reform Longest

Impossible Soundly

Unhappy Fearful

Dislike Careless

Preschool Painter

Retry Biggest

Unlucky Beautiful

Activity 6

Phrases or Clauses?

Introduction:

When a child already learned and stored enough

vocabulary, he or she can begin to combine two or more words

 59

together for him or her to express new meaning. As the child

learns new words, he or she also learns new concepts as he

or she develops a deeper understanding and enhances verbal

reasoning abilities. Learning to use phrases and clauses are

essential as it serves as a foundation in using grammatical

words.

Objectives:

At the end of the activity, the pupils are expected to:

1) read phrases and clauses;

2) distinguish phrases from clauses; and

3) categorize the given group of words as phrase or

clause.

Method:

1. The teacher will prepare pieces of paper containing

phrases and clauses as well as two boxes labelled with

phrases and clauses.

 60

2. The teacher will let the pupil get a piece of paper

from the bowl of phrases and clauses.

3. The pupil will read first the text written on the piece

of paper.

4. After the pupil correctly reads the text, he/she will

categorize it as a phrase or a clause.

5. The pupil will receive a point for every correct

answer.

Evaluation:

The teacher will give a short selection to the pupil.

The pupil then will underline three phrases and encircle

three clauses.

Sample Materials for the Activity

 61

Phrase Clause

into the woods

by follow
to the river
silly old man on the table

until the sun sets

before the food gets cold

that moment I saw him

who is intelligent
Activity 7

Sentence: Level-Up!

Introduction:
 62

Focusing on the sentence level, Scott (2009) points out

that the importance of sentence comprehension has been

overlooked in reading education; very little attention has

been given to the role of sentence comprehension and their

effect on overall text comprehension. For the child to read

a passage or story with comprehension, he/she must

understand each sentence. Failure to comprehend the

sentences in the passage, reading is not evident as it

comprises both word recognition and comprehension.

Objectives:

At the end of the activity, the pupils are expected to:

4) read sentences with fluency and accuracy;

5) construct sentences based on the pictures presented;

and

6) arrange the given words to create a correct sentence

Method:

Preparation:
 63

1. The teacher will prepare pictures. It can be printed

image or cut-outs in magazines and newspapers.

Level 1

2. The teacher will show the picture with three sentences

to the pupil.

3. Based on the picture presented, the pupil will choose

the sentence that best fits to the image.

4. If the pupil will get the correct answer, he/she will

now proceed to the next level.

Level 2

5. In this level, the teacher will present a picture and

the pupil will be given words written on a card board.

6. The pupil will arrange the given words to create a

sentence that best describes the image.

7. If the pupil will get the correct answer, he/she will

now proceed to the next level.

Level 3

8. In the last level, the teacher will present a picture.

9. Based on the picture, the pupil will construct a

sentence.

10. The teacher will decide if the sentence

constructed by the student is correct or not.

 64

Evaluation:

The student will create a short storyboard based on the

pictures presented.

Sample Materials for the Activity

Level 1
 65

a. The cat rests on a black mat.

b. The cat sleeps on a circular mat.

c. The cat rolls over the brown mat.

Level 2

barks
The
at
dog
the
mailman.
Level 3

Possible Answer:

The rabbit jumps over the

fence.

Activity 8

The Factual Inquiries

Introduction
 66

The process of acquiring information that is directly

stated in a passage or selection is called reading for

literal comprehension. It is important in itself and is also

a requirement to achieve higher level comprehension. The

recognition of stated information is the foundation of

literal comprehension, the specific, explicitly stated parts

of a paragraph or passage that contains rudimentary

information are the details on which main ideas, cause and

effect relationship, inferences and so on are built. Literal

means to inform the readers on what are directly shown in

the text (Harry, 2005).

Objectives:

At the end of the activity, the pupils are expected to:

1) read the passage orally; and

2) answer literal questions correctly.

Method:

1. The teacher will give the printed material to the

pupils.
 67

2. The teacher will let the pupils read the passage

orally.

3. The pupils will answer the literal questions given by

the teacher.

Evaluation:

The teacher will check the pupils’ answers.

 68

Sample Activity

Subanen People

Subanen people live in Zamboanga peninsula part. The word

Subanen means “people of the river”. Their dresses and

blankets are made of abaca fibers. They love to plant

different crops and they also raise pigs and chicken.

Literal Questions:

1. Where do Subanen people live?

2. What does the word Subanen mean?

3. What are the dresses and blankets made of?

4. What do they plant?

5. What animals do they raise?

 69

Activity 9

Reading Between the Lines

Introduction:

From their younger years, children strive to make sense

of the world through constant questioning. However, there is

also a need for them to learn how to answer questions.

Interpretive questions are questions asked to readers

for them to stimulate their comprehension, oral and written

language. This draws every reader to deeply understand the

material read. To answer interpretive questions, the reader

must read between the lines and create inferences on points

and details of the text not directly stated (Price, 2005).

Objectives:

At the end of the activity, the pupils are expected to:

1) read the passage orally;

2) answer literal and interpretive questions correctly;

and

3) develop reading comprehension through local-based

story.
 70

Method:

1. The pupil will be given a picture.

2. The pupil will interpret what the picture is all about.

3. The teacher will give the printed material to the

pupils.

4. The teacher will let the pupils read the passage

orally.

5. The pupils will answer the questions given by the

teacher.

Evaluation:

The teacher will check the interpretation of the pupils

and its relation to the picture. The teacher will also check

the answers of the pupils.

 71

Sample Activity

Joy’s Visit to Cotta Shrine

It was a beautiful Sunday morning

when Joy and her family decided to

visit Cotta Shrine. It was not her

first time to visit the shrine but she

was still excited to go. They roamed

around the shrine. Before they went

home, they prayed together. Joy thanked

God for that day and prayed for her

family.

Literal Questions:

1. When did Joy and her family visit Cotta Shrine?

2. What did the family do in the shrine?

Interpretive Questions:

3. Why was Joy excited to go?

4. How did Joy enjoy her visit in the Cotta Shrine?

5. Why did Joy thank God?

 72

Activity 10

Reading Beyond the Lines

Introduction:

As cited by Beydogan (2012), comprehension is about

understanding a text and drawing conclusions from it mostly

relies on intra-textual clues, combining word groups in line

with the theme of the text, the integration of the text with

what the reader already knows and using cognitive strategies

that allows him to verify whether or not he understands what

he reads during the reading process. In applied reading, the

readers are about to elevate or raise their thinking to a

more critical and analyzing level. This presumes that the

readers already have reached the previous two levels which

are literal and interpretive. 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 (Harry, 2005).

Objectives:

At the end of the activity, the pupils are expected to:

1) read the passage orally;

2) answer the literal, interpretive and applied questions

correctly; and
 73

3) develop reading comprehension through local-based

story.

Method:

1. The teacher will give the printed material to the

pupils.

2. After reading the story orally, the teacher will let

the pupils retell the story based on their own

understanding.

3. The pupils will answer the questions given by the

teacher.

Evaluation:

The teacher will give a comment on how the pupils

retell the story. The teacher will also check the answers of

the pupils.
 74

Sample Activity

Mount Malindang

Once upon a time, there was a lady who lived in Mount

Malindang. She planted a lot of trees in the mountain. As

years passed, the lady died. The trees that she planted grew

taller and bigger. At present, the mountain is covered with

vegetation and the Subanen people continued to take good

care of it.

Literal Question:

1. Where did the lady live?

Interpretive Questions:

1. What might happen if the lady did not plant trees?

2. Why do Subanen people take good care of the vegetation?

 75

Applied Questions:

1. Why is it important to plant trees?

2. How will you take good care of the trees?

 76

Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusion

made and the recommendations of this present study.

Summary

The purpose of this study is to identify the reading

abilities of the Grade 2 pupils of Brother Martin Simpson

Section during the school year 2018 – 2019.

The reading performance of the pupils was measured

using the Philippine Informal Reading Inventory also known

as Phil-IRI. It is the first official instrument that aims

to measure the reading levels of the pupils. The reader’s

word recognition, fluency and reading comprehension are

measured quantitatively and descriptively in this device

through reading stories and passages. The findings of the

study were used as basis for a reading program.

The researchers utilized the quantitative – descriptive

method in this study since it described the pupils’ word

recognition and reading comprehension. It also described the

reading difficulties of the pupils.

 77

Findings

The findings are presented according to the order of the

problems outlined in Chapter 1 of the study after the

analysis and interpretation of the data gathered.

1. Based on the oral reading in English of the Grade 2

pupils, very few (16.2%) of the total number of pupils

were independent readers. Moreover, there were almost

an equal number of pupils who belonged to the

instructional (39.5 %) and frustration level (44.2 %).

2. The reading difficulties of the Grade 2 pupils include

mispronunciation, substitution, omission, repetition

and insertion. Among all reading difficulties, the most

common miscue committed was mispronunciation and the

least common miscue committed was insertion.

3. Based on the data gathered, there is really a need to

design a reading program that would address the reading

difficulties of the Grade 2 pupils.

Conclusion

Based on the findings, it can be concluded that the

reading ability of the grade 2 pupils is not yet

satisfactory since almost 50 % of them are in the

frustration level. There is a necessity to further

 78

develop and enhance their reading skills to raise their

reading levels.

Recommendations

As a result of the findings and conclusions drawn from

the study, the following are recommended:

1. The designed reading program may be implemented and

religiously followed to ensure positive result on the

reading performance of the pupils.

2. Parents may help reinforce their child’s reading

routine at home.

3. The teachers may monitor the reading development of the

pupils and should design activities that would improve

the reading abilities of their pupils.

4. An evaluation of the effectiveness of the reading

program may be conducted after the end of the school

year.

5. The future researchers may conduct researches that will

identify the reading performance of the pupils from

other grade levels.

 79

REFERENCES

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young readers: a primary school reading program in the
Philippines. Retrieved from
https://www.povertyactionlab.org/evaluation/enabling-
young-readers-primary-school-reading-program-
philippines

Ariffandana, B. (2010). Facilitating reading comprehension

through sight words recognition practices. Masters
Thesis, Universitas Sebelas Maret.

Bernardez, E. (2005). English communication art II. Quezon

City: Katha Publishing Co., Inc.

Bernardo, A. (2008). Vocabulary learning strategies of

Filipino college students across five disciplines.
Unpublished Thesis.

Bernardo, A. (2011). Developmental reading 1.Sampaloc,

Manila: Rex Book Store, Inc.

Beydogan, H. (2012). Students’ Levels of Using Reading-

Comprehension Strategies in relation to their
Proficiencies in Reading Fluency. Ahi Evran University.
Retrieved from: file:///C:/Users/My_Acer/Downloads/327-
19782-1-PB.pdf

Buddingh, M. (2009). The effects of teaching roots and

affixes on the vocabulary development of
underperforming students. University of California.
Retrieved from: http://csus-
dspace.calstate.edu/bitstream/handle/10211.9/674/BUDDIN
GH,%20MELISSA_SPRING_2009.pdf;sequence=1

Cabasan, H. (2011). The reading comprehension levels of

freshman education students: a reading program design.
Retrieved from
http://www.openaccesslibrary.org/images/0418_Haydee_C._
Cabasan.pdf
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Caliao, C. (2014). Pupils’ oral reading proficiency:

proposed developmental reading program. Masteral
Thesis, La Salle University – Ozamiz City.

Center, Y. (2005). Beginning Reading. New York: Continuum

International Publishing Group.

DeMoullin, DF. & Loye(1999). Helping children learn to read:

a program that is making the grade. Education, 120(1),
40.

Devine, N. (2006). Philippine whole school reading program.

Retrieved from
http://idd.edc.org/sites/idd.edc.org/files/EQUIP3%20EQU
ALLS2%20WSRP%204pgr.pdf

Francisco, M. M. Z. (2002). Reading proficiency and academic

performance of G-1 pupils of Sipocot North District.
Ateneo de Naga City.

Gillaco, M. (2014). Level of word recognition and reading

comprehension: a basis for a reading program. Calamba,
Laguna.

Hall, S. & Moats, (1999). Straight talk about reading.

United States of America: McGraw-Hill Companies, Inc.

Han, F. (2015). Level of word recognition and reading

comprehension: a basis for a reading program.
University of Sydney.

Kumon (2009).Characteristics of the reading program.

Retrieved from http://ph.kumonglobal.com/page.jsp?
id=394

Olandre, M. (2012). Reading performance of Ozamiz City

Central School – Sped Central pupils: toward a
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revitalized reading program. Masteral Thesis, La Salle

University – Ozamiz City.

Phil-IRI Manual Oral Reading. Retrieved from

http://www.scribd.com/doc/59162185/Phil-IRI-Manual-
Oral-Reading

Price, R. (2005). Interpretive questions for comprehension.

Retrieved from
http://blog.thinkingschoolsethiopia.com/wp-
content/uploads/2012/04/interpretive-questioning.pdf

Snow, A. (2005). Knowledge to support the teaching of

reading: preparing teachers for a changing world.
California: Jossey-Bass.

Suarez, G. (2015). Reading comprehension of students.

Retrieved from
https://definitelyfilipino.com/blog/reading-
comprehension-of-students/
The importance of reading. (2012) Retrived from:
http://www.pbs.org/parents/education/learning-
disabilities/types/reading/the-importance-of-reading/
Tizon, M. (2011).Reading comprehension ability of Grade VI
pupils of Kinangay Sur Elementary School.Retrieved from
http://local.lsu.edu.ph/institutional_research_office/p
ublications/vol.16no.1/3.html

Umali, M. (2006).The reading difficulties of grade III

pupils in District IV in the Schools Division of
Manila. Philippine College of Health Sciences, Inc.

Unesco (2017). 6 out of 10 children and adolescents are not

learning a minimum in reading and math.Retrieved from
http://uis.unesco.org/en/news/6-out-10-children-and-
adolescents-are-not-learning-minimum-reading-and-math

Villamin, A. (2001).Gateways and skyways to developmental

reading. Quezon City: Katha Publishing Co., Inc.
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Watson, S. (2017). Using miscue analysis to diagnose reading

difficulties. Retrieved from
https://www.thoughtco.com/miscue-analysis-for-
diagnosing-reading-difficulties-3111062

Wolf, R. (2014). Evidence-based practices: reading

comprehension instruction and teacher self-efficacy.
Retrieved from:
http://discovery.ucl.ac.uk/10021726/1/Thesis_Library
%20copies.pdf
 83

APPENDICES
 84

APPENDIX A

Phil-IRI Form 1 - Pretest

Name: _______________________ Grade and Section: ________

GRADE LEVEL PASSAGE RATING SHEET

Prompt: Do you want to know the liquids that are good for
your health? Read the selection below.

Liquids Good for You

There are many liquids that are good for our

health like water, fruit juice and milk. Milk makes
our bones strong. Juice gives us vitamins, while water
cleans our body.

Let’s drink milk, juice and water to make us

healthy!

Gr. II

No. of Words: 40
 85

APPENDIX B

PHIL – IRI PASSAGE – ORAL READING

Oral Reading Pretest

Grade II

Liquids Good for You

There are many liquids that are good for our health like
water, fruit juice and milk. Milk makes our bones strong.
Juice gives us vitamins, while water cleans our body.

Let’s drink milk, juice and water to make us healthy!

No. of Words: 40

Questions

Literal:

1. What liquids are good for our health?

Answers: milk, juice and water

2. What can milk do to us?

Answer: Milk makes our bones strong.

3. What does water do to our body?

Answer: Water cleans our body.

Interpretive:

4. What might happen if you don’t drink milk?

Possible answers: I will get sick.

 86

I will not grow big and healthy.

Applied:

5. What would you do if your friend offers

you soft drink for recess?

Possible answers: I will not get it because

it is not good for snacks.

Soft drink is not good for our health.

 87

APPENDIX C

Phil-IRI Form 2

SAMPLE ACCOMPLISHED INDIVIDUAL SUMMARY RECORD

Name: _______________________ Grade and Section: ________

School: School Teacher:

Date of Pre – Test:

Pre – Test
Types of Miscues # of Major Self-
Miscue
Miscue Miscue corrected

Correction

Mispronunciation

Substitution

Insertion

Omission

Reversal

Repetition

Total

Reading Level Frustration Instructional Independent Non-reader

APPENDIX D
 88

WORD-RECOGNITION ERROR MARKING SYSTEM FOR GRADED

PASSAGES

Miscue Marking Comment

botters
Mispronunciation brothers The pupil attempts to
pronounce the word but
produces a nonsense
word, rather than a real
one.

Substitution dear The pupil substitutes a

thei real word that is
r incorrect.

Refusal to lying The pupil neither

pronounce pronounces the word
tuberculosis nor attempts to do
so. The teacher
pronounces the word so
that testing can continue.

up The pupil inserts a word

Insertion star in the or a series of words that
sky does not appear in the
text.

Omission to make a The pupil omits a

wish word or a continuous
sequence of words in the
text but continues to
read.
 89

Repetition they saw a shooting The pupil repeats one or

more words that have
been read. Groups
of adjacent words that
are repeated count as one
repetition.

you have seen The pupil reverses the

Reversal
order of words or letters.
 90

APPENDIX E
COMMON READING MISCUES

No. of pupils who committed the miscue

No. of
Mispronunciation Substitution Insertion Omission Repetition Rever
miscues
F % F % F % F % F % F

3 4
0 19 44.2 22 51.2 38 88.4 30 69.8 76.7 1
3 3

1 – 4 17 39.5 19 44.2 5 11.6 13 30.2 9 20.9 0

5 – 8 2 4.7 2 4.6 0 0 0 0 1 2.4 0

9 – 12 5 11.6 0 0 0 0 0 0 0 0 0

13 –
0 0 0 0 0 0 0 0 0 0 0
above

4 4
Total 43 100 43 100 43 100 43 100 100 1
3 3
 91

APPENDIX F

PUPILS’ TOTAL NUMBER OF MISCUES

Total no. of No. of pupils committed the total Percent (%)

miscues number of miscues

0 – 1 14 32.6

2 – 4 14 32.6

5 – 7 5 11.6

8 – 10 4 9.3

11 – 15 4 9.3

16 – above 2 4.6
 92

APPENDIX G

PUPILS’ SCORES IN COMPREHENSION QUESTIONS

Scores No. of pupils who got the score Percent(%)

0 3 7

1 3 7

2 6 14

3 10 23.2

4 14 32.6

5 7 16.2
 93

APPENDIX H

PUPILS’ READING PERFORMANCE LEVELS

Word Recognition Reading Reading

Pupil
Level Comprehension Level Performance Level

1 Independent Frustration Frustration

2 Instructional Independent Instructional

3 Independent Instructional Instructional

4 Independent Independent Independent

5 Instructional Independent Instructional

6 Independent Instructional Instructional

7 Instructional Independent Instructional

8 Frustration Frustration Frustration

9 Independent Independent Independent

10 Independent Instructional Instructional

11 Frustration Frustration Frustration

12 Instructional Independent Instructional

13 Frustration Independent Frustration

14 Instructional Independent Instructional

15 Independent Independent Independent

16 Frustration Independent Frustration

17 Instructional Independent Instructional

18 Instructional Frustration Frustration

19 Instructional Independent Instructional

20 Independent Instructional Instructional

21 Instructional Independent Instructional

22 Instructional Frustration Frustration

 94

23 Frustration Frustration Frustration

24 Independent Instructional Instructional

25 Frustration Frustration Frustration

26 Frustration Frustration Frustration

27 Frustration Independent Frustration

28 Independent Independent Independent

29 Instructional Frustration Frustration

30 Frustration Instructional Frustration

31 Frustration Instructional Frustration

32 Instructional Instructional Instructional

33 Independent Independent Independent

34 Frustration Frustration Frustration

35 Instructional Instructional Instructional

36 Frustration Frustration Frustration

37 Independent Independent Independent

38 Frustration Independent Frustration

39 Instructional Independent Instructional

40 Instructional Independent Instructional

41 Independent Frustration Frustration

42 Independent Independent Independent

43 Frustration Frustration Frustration

RESEARCHER’S PROFILE

Personal Data:
 95

Name: Jan Marco A. Pacas

Status: Single

Date of Birth: May 8, 1998

Place of Birth: San Isidro, Mahayag,

Zamboanga del Sur

Parents: Jerry T. Pacas

Aileen A. Pacas

Home Address: San Isidro, Mahayag, Zamboanga del

Sur

Educational Attainment:

Bachelor in Elementary Education

La Salle University

Ozamiz City

July 2015 – Present

Secondary

Sacred Heart Diocesan School, Inc.

Molave, Zamboanga del Sur

March 2015

Elementary

Molave Regional Pilot School – SPED Center

Molave, Zamboanga del Sur

March 2011

RESEARCHER’S PROFILE

Personal Data:
 96

Name: Irish Mae M. Pacatang

Status: Single

Date of Birth: May 3, 1997

Place of Birth: Davao City

Parents: Julian A. Pacatang Jr.

Leah M. Pacatang

Home Address: Prk. 8, Lorsing Subdivision, Brgy.

San Vicente, Panabo City

Educational Attainment:

Bachelor in Elementary Education

La Salle University

Ozamiz City

July 2015 – Present

Secondary

Panabo Christian School

Panabo City

March 2014

Elementary

San Francisco Elementary School

Panabo City

March 2010

RESEARCHER’S PROFILE

Personal Data:
 97

Name: Deanne Ollie N. Perez

Status: Single

Date of Birth: June 14, 1999

Place of Birth: Cebu City, Cebu

Parents: Benedicto A. Perez

Elvie N. Perez

Home Address: Lower Princesa, Baroy, Lanao del

Norte

Educational Attainment:

Bachelor in Elementary Education

La Salle University

Ozamiz City

July 2015 – Present

Secondary

Lanao del Norte National Comprehensive High School

Sto. Nino Village, Baroy, Lanao del Norte

March 2015

Elementary

Baroy Central Elementary School

Poblacion, Baroy, Lanao del Norte

March 2011
98