Whole School Approach: Its Effect on the Reading and

Writing Skills of Grade 7 Students of

San Vicente National High School
School Year 2012-2013

ELLA MAE C. SILAO

Orcid No.: 0000-0002-0095-5929
ellamae1991@gmail.com
Saint Joseph Institute of Technology
Montilla Boulevard, Butuan City

ABSTRACT

The main purpose of the study was to determine the improvement of the reading and
writing skills of the Grade 7 students using the whole school approach. The study focused on
the significant improvement of the two basic skills of Grade 7 students of San Vicente National
High School. Results of this study served as a basis on the functions of the subject teacher in
improving the reading and writing skills of the students. Specifically, this study ascertained the
profile of the Grade 7 students in reading skills in terms of their word recognition and
comprehension; and in writing skills in terms of their grammar correctness, clarity, control,
coherence and content. The pretest and posttest experimental group design was used in this
study. The six (6) sections of Grade 7 of San Vicente National High school were used in the
study. There were 188 Grade 7 students. The section Banzon, Almeda and Sylianco were the
experimental group where the subject teachers applied different strategies anchored to the
Whole School Approach. On the other hand, the remaining sections namely Padolina,
Quizumbing and Rizal were the control group where teachers taught traditional methods. There
were two main instruments of the study. The Philippine Informal Reading Inventory (Phil-IRI)-
formula and given text with 80 words was used to identify the improvement of reading skills of
Grade 7 students in terms of word recognition and comprehension. Whereas, a constructed-
response essay was used in writing and assess with the following criteria content (focus), clarity
(development), coherence (organization), correctness (grammar and mechanics), and (control)
tone, style and audience. The statistical techniques employed in this study were: mean and t-
test.
 KEYWORDS

Whole school approach, reading skills, Word Recognition, Comprehension, writing skills,
Correctness, Clarity, Control, Coherence, Content

INTRODUCTION

The Functional Literacy, Education and Mass Media Survey FLEMMS (2003) found that
58 million of the estimated 67 million Filipinos 10-64 years old are functionally literate. This
means that there are estimated 9 million Filipinos 10 to 64 years old are not functionally
literate; 4 million are unable to read and write. The functionally literacy rate rose to 86.4%
from 84.1 in 2003. Nevertheless, there is only a slow increase of the functional literacy of the
Filipinos. The functional literacy rate among females (88.7%) is higher than among males
(84.2%).

Males routinely perform at much lower levels than girls on standardized reading
assessments. Many adolescent boys fail to see real life applications in what they read. Some
boys stop reading because they think there is no practical value in reading (Yale, 2008).
Expectedly, functional literacy is higher among persons with a higher level of education.
However, the low level of functional literacy may be explained by the fact that reading critically
and writing effectively are the least learned skills if indeed they are even taught at all.

The underdeveloped skills in reading and writing may also explain the low retention and
completion rates. Of the 100 children who enrol in Grade 1, 66% would finish Grade 6; 58%
would enrol in First Year high school; 43% would finish high school; 23% would enrol in college;
14% would finish college. The lack of academic preparation may be the major reason for college
failure (FLEMMS, 2003).

Furthermore, Garcia (2009) stressed that there are a total of 15 million illiterate
Filipinos; 11 million of them are suffering from functional illiteracy and four million are suffering
from no basic literacy skills. The alarming increase in number urged the government to focus
more resources on addressing the issue by strengthening and amplifying the educational needs
of the students specially in improving the reading and writing skills.

Moreover, the researcher found out from the reading coordinator of San Vicente
National High School that most of the first year students are in frustration level in terms in their
reading profile and in terms of their writing and students are weak and they find hard time to
write paragraphs and essays. They usually get mistakes in the grammar structure and paragraph
coherence. According to Tangpermpoon (2008), writing is the most difficult skill because it
requires writers to have a great deal of words and syntactic knowledge as well as principle of
organization in language to produce a good writing.

This is the reason the researcher finds a constraint and aims to study the improvement
of reading and writing skills and to present an aid to let the students overcome this adversity in
reading and writing. Thus, the researcher finds the Whole School Approach as an avenue that
caters and deals student’s difficulties in reading and writing.

Whole School Approach promotes reading and writing through reading schemes and
exercises, writing activities, visiting libraries and other proceedings that can reach the students’
interest and improve their learning holistically in reading and writing. The Whole School
Approach enables teachers and students to build relationships, solve problems, resolve conflict
and address harm more effectively. The approach is based on developing positive relationships
through building respect and skills in listening, empathy, self-awareness and honesty (Sarco,
2007).

Through Whole School Approach, reading is not simply the decoding of black marks on
the page but involves the ability to read with understanding a wide range of different texts,
including fiction, non-fiction, real world texts such as labels, captions, lists and environmental
print. Competence in reading is the key to independent learning and therefore the teaching of
reading should be given a high priority. Success in reading has a direct effect on progress in all
areas of the curriculum and is crucial in developing children’s self-esteem, confidence and
motivation (Scott, 2013).

Variety of approaches and strategies are utilized for the improvement of the basic skills
of the students yet some of them failed to assess the pace of learning of the students and what
are the basics. Whole School Approach aims to communicate to every subject teacher that the
basic skills like reading and writing are not only the sole task of an English teacher. The
collaboration and coordination of every subject teacher in assessing students’ difficulties and
weaknesses is one of the realizations that an educator may acquire in applying Whole School
Approach.

Moving forward for improvement, reading and writing skills are vital in our day by day
communication and comprehension. Whole School Approach can manage to improve reading
and writing skills if a teacher apprehends its usage and significance. Through Whole School
approach, the researcher will prove that this approach which involves all teachers in school can
improve one’s skills in reading and writing.

FRAMEWORK

This study was premised on the concept that Whole School Approach affects the
improvement of the reading and writing skills of the Grade 7 students of San Vicente National
High School. This idea was conceived from the study of Stephanie McConachie, Megan Hall, et.
al. (2006) about Task, Text, and Talk: Literacy for All Subjects. This concept presented the view
of the Whole School Approach that each subject teacher involved in the improvement of the
literacy skills of the students. The constructive collaboration must be practiced by the teachers
for the development of the students’ learning progress (Keith with Arnold, 2011)
 The Whole School Approach was anchored on the five (5) principles of Disciplinary
Literacy: Literacy across Subjects (McConachie et. al., 2006). The first principle stated that
“knowledge and thinking must go hand in hand”. To develop complex knowledge in any
discipline, students need opportunities to read, reason, investigate, speak, and write about the
overarching concepts within that discipline. Because of time constraints and coverage concerns,
many teachers understandably chose to teach either content or process instead of marrying the
two. But to build students' literacy in a specific disciple, instruction must do both at once.

The second principle emphasized that “learning is apprenticeship”. In disciplinary

literacy classrooms, students acted as historians, mathematicians, scientists, readers, and
writers as they engaged with subject-matter tasks, texts, and talk that apprentice them into
each discipline's ways of working.
The third principle specified that “teachers mentor students”. In disciplinary literacy
classrooms, teachers designed lessons that make explicit the discipline-centered literacy habits
that scaffold students' collective content learning and enable them to function independently in
the wider disciplinary community.

The fourth principle stipulated that “instruction and assessment drive each other”. To
make disciplinary literacy work, teachers conducted ongoing formative assessment of each
student's understanding, skills, and interests using multiple sources of data (such as
conferences, discussions, quick-writes, and quizzes) to inform instruction and guide students to
deeper levels of understanding.

The fifth principle enlightened that the “classroom culture socializes intelligence”. In
classrooms striving for disciplinary literacy, teachers treated students as capable thinkers,
readers, and writers who expect to take risks, solve problems, and reflect on their learning.

With the collaboration of the teachers in the improvement of reading and writing skills,
the following aspects were affected by its enhancement In the reading skills, students must
recognize the words and understand its meaning whereas, in writing, students must construct a
paragraphs with correct grammar structure, coherence of sentence, authentic content and
appropriate word usage.

Leipzig (2001) cited that reading was a multifaceted process involving word recognition,
comprehension, fluency, and motivation. Learn how readers integrate these facets to make
meaning from print. Reading was making meaning from print. It required to identify the words
in print – a process called word recognition, construct an understanding from them – a process
called comprehension and coordinate identifying words and making meaning so that reading is
automatic and accurate – an achievement called fluency. Reading was the motivated and fluent
coordination of word recognition and comprehension.
On the other hand, writing was a means of communicating ideas and information. The
responsibility reclined on the teacher's shoulders to enhance their students' abilities to express
themselves effectively.
To accomplish an effective write up, a writer develops his writing skills with the five C’s:
correctness, clarity, control, coherence and content.
 Turner (2006) added that correctness referred to proper grammar, spelling, and
punctuation — observance of established conventions. Here we were concerned with clear-cut
matters of right and wrong. These were sometimes referred to as the "basics" or the
"fundamentals." Thus, correctness involved not just grammatical rules but also proper
punctuation and the use of correct words (Turner, 2006).

OBJECTIVES OF THE STUDY

This study aimed to determine the effects of Whole School Approach on the
improvement of the reading skills based on word recognition and comprehension and writing
skills in terms of correctness, clarity, control, coherence and content of the Grade-7 students of
San Vicente National High School during the school year 2012-2013.

METHODOLOGY

This study used a pretest and posttest experimental group design of research because it
targets to determine the effect of Whole School Approach on the improvement of reading and
writing skill of Grade-7 students of San Vicente National High School - Butuan City. The pretest
and posttest experimental group design involved an experimental group. Experimental group
refers to the group of students taught using Whole School Approach while the control group
refers to the students with the traditional approach of teaching.

Before the experimental period, the researcher conducted a seminar to the subject
teachers of Grade 7 students. The seminar tackled about the whole school approach and
different reading and writing strategies.

The lesson plan of the Grade 7 subject teachers who were involved in the experiment
was checked by the English coordinator and the school principal. The Whole School Approach
was included in the first part of the teaching procedure of the subject teachers. Teachers’
reading and writing strategies anchored to whole school approach were the following: FWAW
(Five Words A Week) which was done in the entire experimental period, Spelling Test which
was done 10 minutes every Monday to the experimental group; DEAR (Drop Everything and
Read) which was done 15 minutes every Tuesday; Vocabulary Enhancers Activity which was
done 10 minutes every Wednesday; writing paragraphs or paraphrasing which was done 15
minutes every Thursday, and Student Team Reading and Writing as their collaborative learning
activities. Teachers taught same topic both in experimental and control group but different
approach: Whole school approach and traditional approach.

The researcher conducted a weekly interview, subject topics monitoring for the
teacher’s strategy and classes observation at different times to avoid possible effect of the
teacher factor in the learning process of the learners, which may affected the result of the
study. The main topic in reading and writing was varied depending on the target of each subject
teachers.
 To check for possible experimental biases, the reading coordinator was asked to observe
the researcher at least two times a week during the experimental period.

After the experimental period, the same test administered to both groups in order to
determine whether there is a significant difference on the students’ improvement in reading
and writing skills. The improvement of reading and writing skills was tested by the materials
given. The result of mean of test scores was used to describe the improvement of reading and
writing skills of the students. Furthermore, the T-test employed to test the significant
improvement of the reading and writing skills of the students applied with different approaches
at 0.05 level of significance.

This study utilized the standard instruments for assessing the reading and writing skills
of the students. In Reading, the Philippine Informal Reading Inventory (Phil-IRI) was used to
assess the students’ profile in reading skills. The scale percentages of the students’ level were
as follows: 100-96% in word recognition and 100-95% in comprehension for independent level;
95-91% in word recognition and 94-75% in comprehension for instructional level and 90% -
below n word comprehension and 74%- below in comprehension for frustration level.

On the other hand in writing, a constructed-response paragraph was used and the
holistic rubric for evaluating student writing with 5’c: focus, development, organization,
grammar and mechanics, and tone, style and audience (Boye, 2007) was used to check the
essay writing of the Grade 7 students. The descriptive ratings were the following: 5.0-4.1 for
excellent; 4.0-3.1 for very good; 3.0-2.1 for adequate; 2.0-1.1 for weak and 1.0-below for very
poor.

RESULTS AND DISCUSSION

The presentation and interpretation of the data gathered in the study. The tables
showed results of students profiling and the effect of whole school approach in the reading and
writing skills of the students.

Table 1: Results of Pretest of Grade 7 Students in Reading Skills

Approaches Skills Pretest Mean % Std Description
Scores
Whole School Word Recognition 72.27 90.33 4.25 Frustration
Approach
Comprehension 3.090 61.8 0.793 Frustration
Traditional Word Recognition 70.96 88.7 5.10 Frustration
Approach
Comprehension 3.03 60.6 1.17 Frustration

Table 1 indicates the pre-test results of Grade 7 students in reading skills. In word
recognition skills, the whole school approach and traditional group belonged to frustration
level. In comprehension skills, the students were still in frustration level. Thus, both in whole
school approach and traditional group belonged in frustration level. Poor reading skill is
manifested with poor comprehension, wrong pronunciation and others. If no proper
intervention is administered early, it could affect the academic, social and psychological
development of a learner (Cayubit, 2012).

Table 2: Results of Pretest of Grade 7 Students in Writing Skills

Approaches Skills Pretest Mean Scores Std Description

Whole School Correctness 1.614 0.707 Weak

Approach Clarity 2.317 0.787 Adequate
Control 1.792 0.739 Weak
Coherence 1.780 0.760 Weak
Content 2.050 0.779 Weak
Traditional Correctness 1.582 0.591 Weak
Approach Clarity 2.165 0.791 Adequate
Control 1.781 0.622 Weak
Coherence 1.835 0.791 Weak
Content 2.038 0.775 Weak

Table 2 presents the pretest of the Grade 7 students in writing based on the 5 criteria:
correctness, clarity control, coherence and content. In clarity, the Grade 7 students were
adequate while in correctness, control, coherence, and content, the students belonged to weak
level. Grade 7 students, both in whole school approach and traditional approach, were defined
as adequate in clarity but weak in terms of control, coherence, correctness and content skills.
Hence, the Grade 7 students were low- achieving in writing. The term “low-achieving writers” is
used to refer to students whose writing skills are not adequate to meet classroom demands.
Some of these low-achieving writers have been identified as having learning disabilities; others
are the “silent majority” who lack writing proficiency but do not receive additional help
(Graham and Perin, 2007).

Table 3: Results of Posttest of Grade 7 Students in Reading Skills

Approaches Skills Pretest Mean Description Posttest Description
Scores (%) Mean Scores
(%)
Whole School Word Recognition 90.33 Frustration 93.66 Instructional
Approach
Comprehension 61.8 Frustration 68.1 Frustration

Traditional Word Recognition 88.7 Frustration 90.34 Frustration

Approach Comprehension 60.6 Frustration 61.8 Frustration
Table 3 reflects the comparison of pretest and posttest percentage scores of the Grade
7 students in their reading skills. As for the application of whole school approach in word
recognition skills, the Grade 7 student’s frustration level transformed into instructional level
while in traditional approach the frustration level of the students remained still in frustration
level. Therefore, it can be gleaned that whole school approach improved the word recognition
skills of Grade 7 students.
 As to the whole school approach applied in comprehension skills, there was no
improvement of the students’ level. It remained in frustration level like in the traditional
approach. The Whole school approach improved only the basic identifying skills of the students
and it is weak in improving the lifelong comprehension of the students. Students with poor
reading comprehension skills lack adequate ability to truly understand the many facets of what
they are reading. Processing the information presented in the text is hard for them (Marshall,
2012).

Table 4: Results of Posttest of Grade 7 Students in Writing Skills

Approaches Skills Pretest Description Posttest Mean Description
Mean Scores Scores

Whole School Approach Correctness 1.614 Weak 2.515 Adequate

Clarity 2.317 Adequate 3.051 Very good
Control 1.792 Weak 2.752 Adequate
Coherence 1.780 Weak 2.594 Adequate
Content 2.050 Weak 2.733 Adequate
Traditional Correctness 1.582 Weak 1.734 Weak
Clarity 2.165 Adequate 2.329 Adequate
Control 1.781 Weak 1.811 Weak
Coherence 1.835 Weak 1.975 Weak
Content 2.038 Weak 2.048 Weak
Table 4 reveals the results of the posttest of Grade 7 students and its difference from
the pretest. In Whole School Approach, there was a positive improvement in their writing skills
based on the criteria. The correctness, control, coherence and content changed to adequate
level from weak and clarity transformed from adequate to very good writing. It reflected that
the Grade 7 students were in satisfactory level of writing. However, in the Traditional Approach,
the student’s level still remained weak.

Table 5: Comparison of Grade 7 Students’ Scores in Reading Skills Using t-test

Approaches Skills Pretest Posttest Mean t-stat p-value Decision
Mean Mean Gain
Scores Scores (%) Scores
(%)
Whole School Word Recognition 90.33 93.66 2.67 5.94 0.000 Reject Ho
Approach
Comprehension 61.8 68.1 0.315 2.50 0.013 Reject Ho

Traditional Word Recognition 88.7 90.34 1.31 1.86 0.065 Accept Ho

Approach
Comprehension 60.6 61.8 0.06 0.40 0.692 Accept Ho

Table 5 shows the compared results of the reading skills of Grade 7 students applied by
the Whole School Approach and Traditional Approach. The result of reading skills applied with
the Whole School Approach, the null hypothesis in word recognition and comprehension was
rejected. It was because of the collaboration of subject teachers using FWAW (Five Words A
Week) in the entire experimental period, Spelling Test - 10 minutes every Monday; DEAR (Drop
Everything and Read) -15 minutes every Tuesday; Vocabulary Enhancers Activity such as word
puzzle, text twist, etc. -10 minutes every Wednesday; writing paragraphs or paraphrasing - 15
minutes every Thursday, and Student Team Reading and Writing as their collaborative learning
activities. There is a significant improvement of the word recognition skills of Grade 7 students.
Whole School Approach involves all teachers in teaching the language. The teachers used
reading and writing activities to make sure students are functionally literate as they will step
higher in the educational ladder. A consistent school-wide approach is the key aspects of
teaching and learning to make a real great impact in the students’ improvement (Inman, 2008).

Meanwhile in traditional approach, the null hypothesis was accepted. There is no

significant improvement of the reading and writing skills of the students. The decision whether
the null hypothesis is accepted or rejected lies on the standard deviation of the scores of the
students.

Table 6: Comparison of Grade 7 Students’ Scores in Writing Skills Using t-test

Approaches Skills Pretest Posttest Mean Gain t-stat p-value Decision
Mean Mean Scores/
Scores Scores Difference
Whole School Correctness 1.614 2.515 0.901 8.16 0.000 Reject Ho
Approach Clarity 2.317 2.951 0.634 5.47 0.000 Reject Ho
Control 1.792 2.752 0.960 9.23 0.000 Reject Ho
Coherence 1.780 2.594 0.814 7.85 0.000 Reject Ho
Content 2.050 2.733 0.683 6.06 0.000 Reject Ho
Traditional Correctness 1.582 1.734 0.152 1.40 0.164 Accept Ho
Clarity 2.165 2.329 0.164 1.36 0.176 Accept Ho
Control 1.781 1.811 0.418 1.11 0.286 Accept Ho
Coherence 1.835 1.975 0.14 1.11 0.286 Accept Ho
Content 2.038 2.048 0.10 1.58 0.116 Accept Ho

Table 6 illustrates the compared results of the writing skills of Grade 7 students applied
by the two approaches. In Whole School Approach, the null hypothesis was rejected. Thus,
there is a significant improvement of writings skills of Grade 7 students applied by Whole
School Approach. Yet, in Traditional Approach, it indicated that the p-value is lesser than 0.05
and its decision is to accept the null hypothesis which there was no significant difference of the
writing skills of Grade 7 students. It was because the students were taught in traditional way
such as lecture method, teacher’s demonstration, teacher’s talk or chalk talk and other teacher-
centered activity that the students were passive audience.

Literacy education for the students must be improved so more children in the world get
better chances to learn and unlearn. We must focus in improving the literacy skills of the
learners through reading by writing (AkeGronlund, 2013).

As an outcome of the data gathering and result interpretation, it can be concluded that
Whole School Approach had improved the reading skills and writing skills of Grade 7 students of
San Vicente National High School. Moreover, Whole School Approach and Traditional approach
combined with the different styles and a strategy applied by the teacher affects students’ skills
in reading and writing in their own pace of learning. As a whole, Whole school approach is an
effective approach than the traditional approach in teaching.

CONCLUSION

Based on the foregoing findings, the conclusions are as follows: The Grade 7 students were
confused in recognizing words and frustrated in question analysis and comprehension. Thus, majority of
the students belonged to frustration level in their reading skills. Whole school approach was focused
more on the basic skills of the students rather than higher order thinking skills. In writing skills, majority
of the students can express their thought with clarity and less with control, coherence, content and
correctness. Majority of the Grade 7 students needed to practice their writing skills to improve its
structure and grammar. Through the whole school approach, students’ writing skills develop and
reached the satisfactory level. Teacher’s strategies anchored in Whole School Approach improved the
writing skills and reading skills of Grade 7 students. Whole School approach is effective in enhancing the
literacy skills of the students. Whole School Approach is an effective approach than the traditional
approach in teaching.

RECOMMENDATION

On the basis of the foregoing findings and conclusions, the following recommendations
are presented: Since the students were frustrated and confused in reading, teachers need to focus and
assess more in their reading skill. They must use variety of strategies and approaches that draw the
students’ interest in learning. As for the weak writing skills of students, teachers must essentially engage
them into different writing activities and give them drills and practices in writing paragraphs and essays.
Students must be exposed in an environment that is fun to read and expressively-free to write. Teachers
must encourage them to go to the library to read and write have a spelling bee contest, reading sessions
and other activities that enhance their basic skills. School administrators must check teachers’ teaching
approach and strategy since it also affects the learning process of the students. They must conduct
teacher assessment based on their respective subject areas. Teachers must coordinate and collaborate
to the other subject teachers to identify each student’s weaknesses and in what approach they can
assist to improve or surpass its weakness. Since Whole School Approach can improve the students’
writing skills and students word recognition skills, school administrators as well as teachers must utilize
the approach for the improvement of the basic skills of the students. For further research, the following
are recommended: Strategies and approaches in enhancing the reading skills of students; Relationship
of Teachers’ Teaching Strategy and Students’ Learning Pace; Factors Affecting the Development of the
Reading and Writing Skills of the Students and Improvement of Student’s Vocabulary and Strengthening
Spelling Test.
 ACKNOWLEDGMENT

This work would not have been accomplished without the encouragement and support
of the researcher’s fellows. Hence, the researcher would like to extend her heartfelt gratitude
to those who help and assist her in completion of the work particularly to:

Dr. Isidro M. Biol Jr., the supportive and approachable adviser of the researcher, for his
professional guidance and undying support to push the researcher to pursue her work with
dedication and passion;

Dr. Clara D. Almendralejo, Dean Of Graduate Studies, Saint Joseph Institute of

Technology, for her benevolence and updates about the on-going research of the researcher;

Dr. Genaro V. Japos, for examining the statistical data and other mathematical
computations;

Mrs. Marygold C. Silao, the principal of San Vicente National High School, for accepting
the request to let the researcher conduct her study in school.

The Grade 7 subject teachers, for helping her to have a complete and reliable data, this
research will not be possible without their full collaboration and support.

The Grade 7 students, for the whole cooperation and active participation in the
conduction of the study.

And most importantly, to the Department of Education for letting the researcher
conduct her study in the field.

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