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“Literacy is not a luxury, it is a right and a responsibility. If our world is to meet the
challenges of the twenty first century, we must harness the energy and creativity of all our
citizens.” (Abraham Lincoln). From this standpoint lies the value of education as a vital tool for
national development and progress. The trend today is that people have to cope with the global
competition. In a competitive world, people are expected to keep abreast with the latest
developments and have self-advancement. It is now survival of the fittest, in which the fittest are
mostly the literates, who especially those who have attained a high degree of education.
Reading proficiency is an indispensable tool in learning any other subjects. Our pupils
therefore, should have the highest or at least have the average proficiency. But we cannot deny
the fact that non-readers are a perennial problem in our educational system.
Low reading proficiency has been a growing dilemma in the teaching learning
environment especially in the elementary grades. The researcher have observed that most of the
pupils in her class have difficulty in understanding their lessons as evident in the result of their
summative and periodical test. One of the reasons why they perform low academically, is that
they have poor reading ability. Pupils could hardly read and understand written text. Some
could recognize words but most of them do not comprehend what the text is all about.
It is in this premise that the researcher feels the need to conduct a study on the reading
proficiency of elementary pupils. The result of this study will become the basis for the
establishment of remedial reading program that will best address the needs of the pupils who are
struggling readers.
Statement of the Problem
The main purpose of the study is to determine the reading proficiency as basis for
1. What is the level of reading proficiency of Grade V pupils when categorized according
to:
a. Oral Reading
b. Silent Reading
2. Is there a significant difference in the level of reading proficiency between oral and silent
reading?
3. Is there a significant relationship between the type of reading and the level of
proficiency?
1. The reading proficiency level of Grade V pupils when categorized according to oral and
2. There is no significant difference in the level of reading proficiency between oral and silent
reading.
3. There is no significant relationship between the type of reading and the level of
proficiency.
Theoretical Framework
broad definition that accompanies reading and writing (Johnson, 1985; Schallert, 1991,
cited in Klenk, 1994). This perspective considers literacy beyond the performance level
(which is usually associated with school tasks such as decoding and handwriting) to
informational level for exchanging knowledge, and the epistemic level for creative and
evaluative uses of literacy (Wells, Chang, & Maher, 1990) . A constructivist theory
focuses on individual child’s language experiences and his or her learning phase when
The sociolinguistic theory grew from the work of Vygotsky (1978), who believed
that parents, caregivers, peers and the community at large were responsible for the
development of language and literacy (Diaz, Neal, & Williams, 1990). Klenk (1994)
believes that the sociolinguistic theory guides teachers to understand that literacy learning
is embedded in the social contexts, and is influenced by the learner’s prior experience
and knowledge, the relationship between the novice (learner) and the expert (teacher), the
instruction.
Conceptual Framework
Reading is the key which admits us to the world of thought, fancy, and imagination. It
enables us to see with the keenest eyes, hear with the finest ears, and listen to the sweetest voices
of all times. (James Russel Lowell). Reading means many things to many people. It can be one
of the most rewarding preoccupations of the individual, expanding its horizons and making it
possible for him to partake of man’s accumulated experiences and achievements through the
ages. Reading is an active dialogue between the author and the reader, and is the basic tool for
learning in all subjects. It is a skill that helps man to discover the answers to questions about
Reading experts explain that reading is subtle complex process that involves five stages:
evaluating, imagining, reasoning and problem solving. The efficient reader is expected to be
Reading is an acquired skill that we must learn; it is not instinct. But being able to read is
vital to our economic and social survival. Reading is necessary to learn and share information in
Reading is the very first building block in any kind of learning. The importance of
reading begins with the elementary school and stretches by the degree of reading skills. It soon
becomes apparent that unless the child can read, it cannot absorb information in Math, Science
Grade V Pupils
Type of Reading
Oral / Silent
This investigation is confined on the analysis of the reading proficiency level in oral and
Because reading is the basic foundation in learning any subject, it is indeed relevant to
determine the reading level of pupils through which the generated results may become the basis
to consider in establishing a remedial reading program for pupils with low reading level.
To determine the reading level of pupils in silent and oral reading, the Phil-IRI or the
Local Government. The result of this study may give idea to the Local government officials the
reading performance of school children. This will draw their attention to extend financial
support to whatever program the school undertakes in order to cater the reading deficiencies of
pupils.
School Administrators. The insights of that they may gain from the study may provide
significant input for the school administrators in planning and developing a program of reading
instruction to suit the individual needs of the children. Likewise, they will be able to guide and
assist their teachers in the utilization of the different techniques to improve the reading
proficiency of pupil.
Teachers. This study can be of help to teachers to maximize their time and effort in conducting
maybe the basis for the school administrators to establish remedial reading program for pupils
Definition of Terms
Oral Reading-
Silent Reading-
Independent-
Instructional-
Frustration-
Operationally,
competence of pupils.
Review of Related Literature
On Meaning of Reading
understand its contents. This can be done silently (silent reading). It is a particular way
in which the readers understands texts, passages, paragraphs even books and an ability to
understand and find out the information presented in the form of written text.
expression encoded by a write and ends with meaning in which the reader decoded. On
the other hand, Grebe states that reading is not merely a receptive process of picking up
information from the page in a verbatim manner but it is a selective process which is
which leads to automaticity. It is a dynamic process in which the reader works actively
to construct meaning from the material. In this process, the reader interacts dynamically
with the text as he or she tries to elicit the meaning. Therefore, students must be able
adjust their reading to fit the type of material being presented. Effective readers are
involved in the process of reading and look for meaning actively. Ineffective readers
play a passive role during reading. They do not connect the text material with their prior
knowledge. In other words, student can combine their background and experiences.
On Types of Reading
According to Patel and Preven there are two of reading, they are.
a. Intensive Reading. It is aloud reading. In this type the reader or learner reads
the text to get knowledge and carry out the specific information.
wants to know about something. He does not care about specific or important
information after reading. The purpose of this type is to update reader’s knowledge.
Based on the type of reading above a reader has to know what type of reading that
a. The first stage is the recognition stage. At this stage the student simply
recognizes the spoken words in its written form. The difficulty of this stage depends
upon the difference between the script of the student’s mother tongue and English, and
knowledge with the information from the text when reading. It can help students in
According to Patel, Reading is the most useful and important skill. It is a source
of joys and good reading keeps students regular in reading which provide them pleasure
profit. Reading makes students enjoy their learning process and give several advantages
in finding some information that is needed. It is an unlimited area that makes students
know everything, such as education, politic, social, culture, religion, health and etc.
with the minds of great authors, with the written account of experiences. Reading is necessary in
language learning. It is not only a source of information and a pleasurable activity but also as a
means of consolidating and extending one’s knowledge of language. It is important activity for
expanding knowledge of language. Students can increase their knowledge and update their
information.
On Stages of Reading
Reading activity is characterized by the translation of symbols or letters into the words
and sentences that have the meaning to the individual. The ultimate goal of reading is to be able
to understand written material, to evaluate it, and to use it for one’s needs. In order to read, one
must follow a sequence of characters arranged in a particular spatial order. To reach the maturity
in reading, an individual goes through a series of stages, from readiness to adult reading.
Reading Readiness- the earliest stage, readiness encompasses the skills that young
children acquire before they can profit from formal reading instruction. Children acquire
knowledge of the language and / of the letter names; as they learn that spoken words are
composed of separate sounds, and the letters can represent those sounds.
Beginning Reading – children begin to learn the printed equivalents for the spoken words
they know. Some school and reading textbooks teach the child to recognize the whole words,
Development Skills – in this stage, emphasis shifts from reading stories with known
content to reading difficult materials that teach the child new ideas and opinions. Silent and
understanding word meanings in context, finding the main idea, making inferences about
information implied but not stated, and distinguishing between fact and opinion.
Improving Adult Reading Skills- word study is ones way for the older student to improve
reading ability. This involves using dictionary and thesaurus, studying word parts,and learning
Reading comprehension involves at least two people: the reader and the writer. The
process of comprehending involves decoding the writer’s word and then using background
language structures, knowledge of text structures and genres, knowledge of cognitive and meta
cognitive strategies, their reasoning abilities, their motivation, and their level of engagement.
Students who had trouble learning to decode and recognize words often will have
difficulty with reading comprehension. Students who struggle with decoding rarely have a
chance to interact with more difficult text and often learn to dislike reading. As a result, these
students do not have sufficient opportunities to develop the language skills and strategies
Readers with poorly developed language skills and strategies will not have the tools to
take advantage of the obvious structures and comprehension cues that are part of considerate text
nor will they have the extra tools needed to overcome the barriers of inconsiderate text.
The type of instruction that a student receives will also affect reading comprehension.
Strategies for improving reading comprehension strategies for improving reading comprehension
must be taught directly by teachers. Simply providing opportunities or requiring for children to
read will not teach many students the comprehension strategies they need to be proficient
readers. These need to be taught directly as students learn to read simple sentences and this
direct instruction need to continue in different forms throughout a student’s elementary and
Proficiency is the state or quality of being proficient; skill; competence. Being proficient
is being competent to a specific field. English language has been the lingua franca and is widely
used up to now. Doors of opportunity and success are widely open to those who are proficient in
speaking the language. In fact, some people even enroll themselves to a special class to improve
their English Proficiency. With this, we must make reforms and adjustments on how the English
language will be prioritized in schools, as part of our drive for global competitiveness.
In February 2018, an article published by the GMA News mentioned that the level of
English proficiency of College graduates from the Philippines is lower than the target English
Proficiency of High School students in Thailand, according to a study conducted by the Hopkins
International Partners, which is the official Philippine representative to the group called Test of
Hopkins International Partners said Filipinos are ranked only third or fourth among the
ASEAN countries in terms of English proficiency and that the Philippines’ proficiency is on the
English proficiency in public High Schools are really fading. There are still high school
students that are classified as non-readers. In reality, students are promoted to Grade 10 and still
instruction of our learners is the main problem. Instead of allowing English to grow in
conjunction with the teaching of Filipino, our national language, the resulting scenario was
promoting Filipino in schools at the expense of English, when the ideal but also realizable
scenario could be the mutual development of both English and Filipino as languages of
instruction.
There are also public officials who are concerned of the worsening proficiency skills of
the Filipinos. In fact, Senator Grace Poe has filed a resolution calling for an inquiry into the
In Senate Resolution No.622, Poe called for an assessment of the present curricula in
elementary and high school in the light of “reports of narrowing advantage of Filipino graduates
Accordingly, there’s a recent government study that shows only seven (7) percent of high
school graduates can properly read, speak or understand English, and poorly trained teachers are
partly blame. Education is a key to success. We should go with the flow of change and
competence, throwing our best assets: OURSELVES. We really do not know to blame in this
present crisis that we are facing. The Department of Education, together with all the passionate
English Teachers in our country must make an immediate action to resolve the decline of English
proficiency and make our country to be on top. In this world’s competition, being proficient in
looking at man-made, arbitrary black letters and words, and matching that written code with our
spoken language. To read proficiently one needs to use the brain’s natural system for processing
sound. These sound or phonologic processing pathways are essential to proficient reading. If
other other processes are used, reading will require a great deal of effort and remain difficult.
Most problems with reading have nothing to do with intelligence or ability, but rather incorrect
processing. Teachers can help students understand that difficulties in reading are often caused
by weaknesses in phonologic processing and other fundamental skills. Many intelligent people
face difficulty in reading. Problems with reading likely occur because proficient phonologic
processors are not being used. Teachers who work with struggling readers need to understand
that effective remediation directly teaches and develops essential skills to raise the student to the
proficient level. They need to make sure the students understands reading remediation is not
teaching easy words and concepts but rather building necessary skills to help bring the student up
An important factor of successful remediation is the student’s effort and attitude, which
will affect how quickly they learn. Motivated students progress faster than students with a poor
attitude. Teachers should help the students with a poor attitude. Teachers should help the
student with learning disabilities develop a positive attitude toward remediation. Some older
students are frustrated with their frequent failures and have developed low self confidence and
negative attitude towards reading. Before beginning an intensive reading remediation program,
teachers need to help the student understand the remediation program. To that end, teachers may
explain the effective remediation plan to the student. Effective remediation instruction improves
reading skills when teachers provide direct instruction and consider students responses to
remediation. Response to intervention (RTI) has altered how educators serve students with
reading difficulties. Its impact is most evident at the primary level, where the focus is on
limiting referrals to special education by preventing reading difficulties ( Legere & Conca,
2014). When students increase significant word recognition skills, background knowledge, and
thinking skills, they can advance rapidly and develop proficient reader skills.
METHODS
Research Design
Descriptive method of research was used in this study. Descriptive research, also known
as the statistical research, is defined as a research method that describes the characteristics of the
population or phenomenon that is being studied. This methodology focuses more on the “what”
of the research subject rather than the “why” of the research subject.
This study also uses the descriptive method of study since the reading proficiency level of
the respondents were discussed as categorized to types of reading which are the silent and oral
reading. It also determines the significant relationship and significant difference of the reading
level of pupils in both silent and oral reading. Upon determination of results, remedial reading
program was drawn out for those respondents who needed remediation in order to improve their
reading level.
Research Respondents
The respondents of the study were the 69 Grade V pupils of the District of E.B.
This study will use the Phil-IRI or the Philippine Informal Reading Inventory, a tool for
passages designed to determine a student’s reading level. The Phil-IRI used as a classroom-
based assessment tool aims to measure and describe the learners’ reading performance in both
English and Filipino languages in oral reading, silent reading and listening comprehension.
These three types of assessment aim to determine the learner’s independent, instructional and
frustration levels.
preliminaries:
1. The researcher will ask permission to the head of the school where the
2. Upon the approval of the school principal, the researcher will approach the
3. The researcher will conduct the reading evaluation as stated on the PHIL-IRI
guidelines.
Data Analysis
The following descriptive and inferential statistics will be utilized by the researcher in the
For Problem 1, which will determine the level of reading proficiency of Grade V pupils
as categorized in oral and silent reading, Mean and Standard Deviation will be used..
For Problem 2, which will determine the significant difference between silent and oral
For problem 3, which will determine the significant relationship between oral and silent