ABSTRACT

The purpose of this study was to determine the reading comprehension level

in Filipino of Grade II- Obedient in terms of the three levels of comprehension

questions: literal/literal, inferential/paghinuha, and analysis/pagsusuri.

Based on data gathered, it was found out that the respondents’ level of

comprehension in literal question is in Independent level with 75.00% score. In terms

of inferential questions, the pupils’ comprehension level is Instructional with 20.83%

score. Moreover, the pupils’ comprehension level in analysis questions is Frustration

with 4.17% score.

It was further concluded that the overall reading comprehension level in

Filipino of Grade 2- Obedient pupils is Frustration since they got a mean score of

58.33%.
 Chapter 1

INTRODUCTION

Reading comprehension is the process of making meaning from text. The

goal, therefore, is to gain an overall understanding of what is described in the text

rather than to obtain meaning from isolated words or sentences. In understanding

read text information, children develop mental models, or representations of meaning

of the text ideas during the reading process (Wooley, 2011). It is a skill that is critical

in the educational success of all individuals. Without adequate reading

comprehension, student can struggle in many subject areas. Reading

comprehension is an important skill needed for all areas of school (Baier, 2005).

Reading comprehension is a complex interaction among automatic and

strategic cognitive processes that enables the reader to create a mental

representation of the text (Van den Broek&Espin, 2012). Comprehension depends

not only on characteristics of the reader, such as prior knowledge and working

memory, but also on language processes, such as basic reading skills, decoding,

vocabulary, sensitivity to text structure, inference, and motivation. Comprehension

also requires effective use of strategic processes, such as metacognition and

comprehension monitoring. As readers mature in their comprehension skills, they are

able to progress efficiently from the stage of learning to read to the ultimate goal of

reading to learn (Yovanoff, Duesbery, Alonzo, & Tindal, 2005).

Pardo (2004) elucidated that the process of comprehension begins before we

start to ‘read’ and continues even after the ‘reading’ is finished. Good readers use

pre-reading strategies like previewing the text and use post-reading strategies like

summarizing in addition to the many strategies they use to make meaning during
‘reading’ itself. By dividing instruction into pre-reading, during reading and post-

reading, teachers can design activities for each stage that will improve student’s

comprehension and also provide opportunities for teachers to demonstrate strategies

that readers can use at each stage.

However, reading, specifically comprehension, has been seen as a perennial

problem in literacy. In Palo- Alto Elementary specifically in Grade II- Obedient the

pupils’ performance in subject areas are affected by their reading ability as seen in

the results of their quizzes and tests. Based from initial observations during reading

classes, pupils have difficulty answering questions posed after reading the texts.

This problem provoked the researcher, the class adviser, to investigate on the

Grade II- Mango reading comprehension level and eventually designed an

intervention plan to improve the reading comprehension level of the pupils.

STATEMENT OF THE PROBLEM

This study aimed to determine the level of reading comprehension skills of the

Grade II- Obedient pupils in Palo-Alto as basis for designing a reading intervention

plan. Specifically, the study sought to answer the following objectives:

A. What is the reading comprehension level of Grade II pupils in terms of:

1. Literal/Literal questions;

2. Inferential/Paghinuha questions; and

3. Analysis/Pagsusuri questions?

B. What intervention plan can be designed to improve the reading

comprehension of Grade II- Obedient pupils?

SCOPE AND DELIMITATION

This study was intended to determine the reading comprehension level in

Filipino of Grade II- Obedient pupils. It looked into the three levels of reading

comprehension questions found in the Phil-IRI pretest: literal/literal,

inferential/paghinuha, and analysis/pagsusuri. Phil-IRI pretest Set B was used in the

assessment of the pupils reading comprehension.

The study was conducted at Palo-Alto ES during the first quarter of School

Year 2022-2023 and the researcher only utilized the pupils in Grade II- Obedient

since it is her advisory class.

SIGNIFICANCE OF THE STUDY

The researcher deemed the importance of the study to the following:

DepEd Administrators.They will have a glimpse of the current status of the

pupils reading status. The data will also lead them to reflect on the implementation of

reading programs in schools.

School Head.The results of the study will guide the school head to strengthen

the school implementation of reading classes and reading program.

Teachers.It will give then a first-hand information on the reading

comprehension level of the learners and the product of the study will be beneficial for

them since it will provide them a blueprint on how to address the needs of the

learners.
 The Researcher.As the class adviser, it will help understand more the

situation of the pupils as to their current status in reading. The results of the study

will give her a clear view of the appropriate intervention plan to be implemented to

the pupils.

Other Researchers. Other researchers may also replicate the study in their

own context to determine the reading comprehension status of their pupils and

eventually craft an intervention based on the needs of the pupils.

 Chapter II
REVIEW OF RELATED LITERATURE

Reading comprehension is the act of understanding what you

are reading. While the definition can be simply stated the act is not

simple to teach, learn or practice. Reading comprehension is an

intentional, active, interactive process that occurs before, during

and after a person reads a particular piece of writing (Hougen,

2016).

Reading comprehension is one of the pillars of the act of

reading. When a person reads a text, he engages in a complex array

of cognitive processes. He is simultaneously using his awareness

and understanding of phonemes (individual sound “pieces” in

language), phonics (connection between letters and sounds and the

relationship between sounds, letters and words) and ability to

comprehend or construct meaning from the text. This last

component of the act of reading is reading comprehension. It

cannot occur independent of the other two elements of the process.

At the same time, it is the most difficult and most important of the

three (National Reading Panel, 2000).

Without comprehension, reading is nothing more than tracking

symbols on a page with your eyes and sounding them out. Imagine

being handed a story written in Egyptian hieroglyphics with no

understanding of their meaning. You may appreciate the words

aesthetically and even be able to draw some small bits of meaning

from the page, but you are not truly reading the story. The words on

the page have no meaning. They are simply symbols. People read for

many reasons, but understanding is always a part of their purpose.

Reading comprehension is important because without it reading

doesn’t provide the reader with any information (National Reading

Council, 2001).

CONCEPTUAL FRAMEWORK

Figure 1. Conceptual Framework

INPUT PROCESS OUTPUT

A. Assessed  Analyzed and  Reading
reading interpreted results Intervention Plan
comprehensio of the reading
n of Grade II assessment
Obedient in
terms of:  Designed a
1. Literal reading
questions; intervention plan
2. Inferential
questions;
and
3. Analysis
questions?
 Chapter III

METHODOLOGY

RESEARCH DESIGN

This research utilized the descriptive design. It aimed to describe the reading

comprehension level of Grade II- Obedient pupils. Specifically, it investigated the

pupils’ level in the three levels of comprehension questions: literal, inferential, and

analysis.

RESEARCH LOCALE

The study was conducted at Palo-Alto Elementary School. The researcher

chose this since it is where she is assigned as a Teacher.

RESEARCH RESPONDENTS

The respondents of the study were the 23 pupils of Grade II- Obedient in

Palo-Alto Elementary School. The 23 pupils were chosen since they are the readers
in the class. The other 3 struggling-readers were not included since the skill tested in

the study was the reading comprehension skills of the pupils.

RESEARCH INSTRUMENT

The instrument used in the study was the Phil-IRI Pretest in Filipino for Grade

II specifically Pretest Set B “Maliit na Duhat at Malaking Pakwan”. The pretest text

contained 91 words with six questions after the text. The six questions contained two

literal questions, two inferential questions, and 2 analysis questions.

To determine the overall reading comprehension level and the pupils’

comprehension level in the three types of comprehension questions, the Phil-IRI

benchmark/oral reading profile was used.

Table 1. Phil- IRI Oral Reading Profile

DATA GATHERING

The data used in this research were taken through testing using the Phil-IRI

Pretest. The test was administered in the first quarter of the month specifically in the

month of October. After the assessment, the researcher consolidated the results of

the Phil-IRI test and recorded the data for analysis.

DATA ANALYSIS
 To determine the overall reading comprehension level of the Grade II-

Obedient pupils, mean, and percentage were used in the study.

To determine the reading comprehension level of the pupils in terms of the

three levels of comprehension questions, percentage was used.

Chapter IV

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

This study utilized the Phil-IRI Pretest in Filipino, specifically Pretest Set B to

assess the reading comprehension level of Grade II- Obedient pupils.

The results presented in Table 2 showed that the respondents of the study got

the highest percentage score in literal questions. Based on the Phil-IRI Oral Reading

Profile, the learners’ comprehension level in literal questions is Independent. This

means that the Grade II- Obedient pupils are more likely to answer approximately

92% of the literal questions without the guidance of the teacher. This further implies

that they are proficient in answering questions in which the answers are explicitly

stated in the text.

In terms of the pupils’ comprehension level in inferential questions, the

assessment showed that their level is Instructional. This connotes that, if asked

inferential questions from the text they have read, they are more likely to get 62%

correct answers. This also means that Grade II- Obedient pupils can answer

questions in which answers are implied by the text with the guidance of the teacher.
 Moreover, it can be manifested in the Phil-IRI result that the pupils’

comprehension level in analysis questions is in Frustration Level. This means that, if

given questions which pertain to using evidences in the text to come up with an

answer, the pupils are more likely to get approximately 22% correct answers only.

This also means that they find difficulty answering high order thinking questions.

Table 2. Reading Comprehension Level of Grade ___ – (Section) in the Three

Levels of Comprehension Questions

Comprehension Question Percentage Score Level

Literal/Literal 91.67% Independent

Inferential/Paghinuha 61.67% Instructional

Analysis/Pagsusuri 21.67% Frustration

To get the overall reading comprehension level of Grade III- Mango pupils, the

researcher took the mean score and percentage of the 30 pupils in the six

comprehension questions.

Table 3. Overall reading Comprehension Level of Grade II- Obedient Pupils

Reading Comprehension
Mean Score Percentage
Level

3.50 58.33% Frustration

Based on Table 3, it can be gleaned that Grade II- Obedient overall reading
comprehension level is Frustration. If asked questions from the text, the respondents
are more likely to get 58% correct answers only. This means that they are not
reading in their expected level or the Grade 2 level and they need immediate
intervention.

Chapter V

Conclusion and Recommendation

CONCLUSION

This study was made to determine the reading comprehension level in Filipino

of Grade II- Obedient in Palo-Alto Elementary School. The assessment of the pupils’

reading comprehension level investigated the pupils’ ability in the three types of

comprehension questions namely literal/literal, inferential/paghinuha, and

analysis/pagsusuri.

After the collection and analysis of data, it was found out that the pupils’

comprehension in literal questions is in Independent level since it gained a

percentage score of 91.67%, while their level in inferential questions is in

Instructional level with 61.67% score. Moreover, the pupils’ comprehension level in

analysis questions is in Frustration level since they garnered an overall percentage

score of 21.67%.
 With the aforementioned data, it can be concluded that the pupils can answer

literal questions correctly without any assistance of the teacher, while they can

answer inferential questions with the assistance of the teacher. On the other hand,

the results tell that the pupils have difficulty answering analysis questions.

The study also discovered that the overall reading comprehension level in

Filipino of Grade II pupils is in Frustration level since they gained an overall

percentage score of 58.33%. Thus, it can be concluded that the pupils’ reading

comprehension level in Filipino is below their expected standard.

RECOMMENDATION

Based on the findings of this study, the following recommendations were

made.

First.A reading intervention plan will be made giving weight on developing the

pupils’ ability on answering inferential questions and analysis questions. Part of the

intervention should be focused on the enrichment of the pupils’ ability in answering

literal questions.

Second. A follow-up research to test the effectiveness of the intervention plan

shall be made.

Third.Regular monitoring of the pupils’ reading progress shall be done to

ensure proper implementation of reading program and activities.

 Fourth. Other researchers should conduct the same study in their schools to

find out the reading status of their pupils and eventually craft an intervention program

out of it.

REFERENCES

Baeir, R. (2005). Reading comprehension and reading strategies. Retrieved from

https://core.ac.uk/download/pdf/5066651.pdf

Hougen, M. (2016). Phonological awareness: An essential component of reading

instruction. Retrieved February 6, 2019, from

National Research Council. (2001). Eager to learn: Educating our

preschoolers.Washington, DC: National Academy Press.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching

children to read. Washington, DC: U.S. Department of Health and Human

Services.

Pardo, J. (2004). Reading comprehension: Its nature and development. Retrieved

from

https://www.researchgate.net/profile/John_Kirby5/publication/242598620_Rea

ding_Comprehension_Its_Nature_and_Development/links/

0deec53503b12cf16d000000.pdf

Van den Broek, P. &Espin, C. (2012). Connecting cognitive theory and assessment:

Measuring individual differences in reading comprehension. Retrieved from

https://www.researchgate.net/profile/Paul_Van_Den_Broek/publication/

285908866_Connecting_cognitive_theory_and_assessment_Measuring_indiv

idual_differences_in_reading_comprehension/links/

57f37f1d08ae886b897c7eb1/Connecting-cognitive-theory-and-assessment-

Measuring-individual-differences-in-reading-comprehension.pdf

Woolley, G. (2011). Reading comprehension. Retrieved from

https://link.springer.com/chapter/10.1007/978-94-007-1174-7_2

Yovanoff, P., Duesbery, L., Alonzo, J., & Tindal, G. (2005). Grade-level invariance of

a theoretical causal structure predicting reading comprehension with

vocabulary and oral reading fluency. Educational Measurement: Issues and

Practice, 24(3), 4-12. Retrieved from

https://www.texasgateway.org/sites/default/files/resources/documents/

1Brief_PhonologicalAwareness.pdf
 Republic of Philippines
Department of Education
CARAGA ADMINISTRATIVE REGION
DIVISION OF SURIGAO DEL SUR
LINGIG III DISTRICT

Literacy Enrichment and Assistance for Pupils (LEAP)

ACTION PLAN
S.Y. 2022-2023

OBJECTIVELY
PERSONS FINANCIAL EXPECTED
OBJECTIVES STRATEGIES VERIFICABLE TIME FRAME
INVOLVED RESOURCES OUTCOME
INDICATORS

1. Secure Prepare letter of Letter of Researcher Whole year  Permission to

permission permission Permission Round conduct the
from the approved by the School Head intervention
school head School Head was granted
to conduct
intervention
2. Maintain Provision of  Pictures Researcher Whole year  Maintained
pupils’ high reading texts and  Reading Round pupils’ high
performance activities Pupils performance in
worksheets
in answering and activities answering
literal Lecture and  Pupils’ literal
questions discussion reading questions
3. Improve progress  Improved
pupils’ report pupils’ ability
ability to Games in answering
answer inferential/
 inferential/ Group activities paghinuha
paghinuha questions
questions
4. Improve  Improved
pupils’ pupils’ ability in
ability to answering
answer analysis/
analysis/ pagsusuri
Pagsusuri questions
questions
5. Conduct Phil-IRI  Results of the Researcher  Improved
Post-test assessment post-test reading
Pupils comprehension
level of Grade
2- Mango
pupils

Prepared by:

Shainna C. Consuegra
Researcher

Noted:

Jiezl C. Coraza
School Head