READING READINESS AND COMPREHENSION OF THE

READING LEVEL OF GRADE FIVE PUPILS

OF NASIPIT CENTRAL ELEM. SCHOOL

WEST NASIPIT DISTRICT

SCHOOL YEAR 2015-2016

SUBMITTED TO:

MR. RANDY RENATO T. ILUSTRISIMO JR.

SUBMITTED BY:

JUMAR G. QUILLO

JOBELEN B. BOHOL

ROBIE L. CURADA
 CHAPTER 1

INTRODUCTION

Skill in reading is a fundamental factor which will enable and inspire

the child to succeed in school and later on his life. Incompetence in
the other subjects maybe attributed in a large measure to lack of
competence, proficiency and skill reading.
It is an undeniable fact that today a great number of children
and adults have hardly developed their reading skills, much less
their love for reading.

According to the UN report, millions of people around the world

cannot even decipher, fill up simple forms, and are unable to
complete for jobs where basic reading and writing are required.

Project SOUTELE (1979) revealed the poor quality of instruction

in our elementary. To crack down on these so called “Raw”
graduates in the first level of education Minister Juan L.
Manuel of education and culture, ordered that pupils should not
be allowed to graduate from elementary grades unless they can
read and write to the point of being adequately understood.

No read no pass policy was strictly implemented also in the

elementary grades.

The Restructured Basic Curriculum requires 100 minutes in

English from Grade I and Grade III and 80 minutes from Grades IV
to Grade VI. This is done to give emphasis on the skills
listening, speaking, writing, and reading. Teachers especially
Grade I are given series of trainings of strengthen the basic
skills in reading. Our schools heads, District and Education
Supervisor encourage the development of oral and silent reading,
and comprehension test, and home reading report.

Despite the many programs of the DepEd to produce quality

readers among our pupils. Many are still in frustration level
both in recognition and comprehension level.

Thus the prevailing situation prompted the research to conduct

an action research on the reading level Nasipit Central
Elementary School pupils and make an action along this line to
help solve the reading problems of our pupils

Theoretical and Conceptual Framework in Reading

Theoretical Framework in Reading Level

Everyone who teaches reading has some model of the reading

process that influences, perhaps unconsciously, their
instructional decision making. We know that teachers’
understanding the reading process more fully and explicitly
contributes to improvements in instructional practice and deeper
knowledge of their students’ learning (Beck, 1989). Models
provide educators with a deeper understanding of reading
processes, where breakdowns in comprehension can occur, and what
strategies could improve reading processes.692 Section Three
Introduction First, with respect to understanding reading, a
model integrates research findings, makes theory graphic, and
provides an explanation of how reading takes place in accord
with what we currently know. Whereas taking apart a car’s engine
helps us see how it works and so discover how to repair it,
dismantling the reading process presents us with a very
different problem. Although reading is a highly complex and
hidden process with no pistons, valves, or crankshafts to pull
out for observation, we have a substantial amount of research
and theoretical knowledge about it. What we know enables us to
construct a model to visualize this mysterious, invisible
process. Furthermore, once we have begun to make more visible
our understanding of reading through models, we tend to move
those models toward greater sophistication. Second, a model of
reading helps us detect where breakdowns in comprehension could
occur. A model helps us visualize what components may fail to
contribute to smooth meaning making while reading. For example,
weak or slow word recognition can cause poor comprehension. In
short, models help us understand what contributes to a
struggling reader’s troubles. Third, a model provides clues
about instructional approaches and intervention strategies that
could help readers at different stages in reading development.
Although using a reading model to develop prescription-based
instruction is a risky practice, we can use models as resources
for good hints. A well-designed model based in solid research
can create more opportunities to envision instructional
interventions.

Conceptual Framework of Reading level

As noted in a previous posting, the Rose Review (DfES, 2006)

recommended that the simple view of reading (Gough and Tunmer,
1986) should be adopted as the conceptual framework for the
teaching of reading. This suggests that reading is based on two
over-arching components: word recognition and spoken language
comprehension. The simple view has provided the justification
for the current focus on phonics, and apparently the idea that
the teaching of early reading should focus on phonics
exclusively, and not comprehension. This is captured as far back
as 2005 in the report ‘Teaching Children to Read’ published by
the House of Commons Education and Skills Committee, where the
term ‘first, fast and only’ is noted.

Yet, this linear interpretation of the simple view cannot be

justified. The authors of the simple view represent the
relationship between the two components in the following
theoretical ‘formula’:

Reading = word recognition x spoken language comprehension

Note the multiplication symbol in the middle of the formula.

Hypothetically, if a zero is scored for either of these
components then it cannot be said that reading is taking place.
The implication is that reading requires both components.

And therefore, the implication for teachers is that both

components need to be taught.
 Thus, the singular emphasis on phonics, encapsulated in the
term: ‘first, fast and only’, is difficult to explain, because
defies the very conceptual framework on which its introduction
was based.

It appears that we have adopted a theoretical basis for the

teaching of reading and then been encouraged to ignore its
implications.

Schematic Diagram

WORD
COMPREHENSION READING
RECOGNITION
LEVEL

1. FAST READER
WITH EXPRESSION

2. SLOW READER
STATEMENT OF THE PROBLEM

The main purpose of the study was to determine the word

recognition level, comprehension level, and the reading level of
Nasipit Central Elementary School Grades VI pupils. Specifically
the study sought to find the answer of the following

1. What is the profile of Nasipit Central Elementary School of

Four Sections in Grade V under the:

a.Word recognition level

b.Comprehension Level

C. Reading Level

Hypotheses

HA: There will be a difference in achievement between students exposed to cooperative learning and
students exposed to lecture.

Ho: There is no relationship between a student's level of

intelligence and his or her mental abilities in reading.

SIGNIFICANCE OF THE STUDY

The finding of this will provide the teachers with substantial

information that will keep them aware of the reading performance
of their respective classes and be able to cope reading
difficulty and motivate each pupil for interest in reading.

It provides also a valuable insight to the parents whom

sometimes neglect their children in the studies giving full
responsibilities to teachers.

Finally, it provides information to the school lead and to find

action to improve the reading of our pupils.
SCOPE AND DELIMINATION OF THE STUDY

The study will focus in the (Post Test) reading level of Grades
pupils in four sections of Nasipit Central Elementary School,
West Nasipit District, Division of Agusan del Norte.

Definition of Terms

Framework

 Described as the abstract, logical structure of meaning

that guides the development of the study.
 All frameworks are based on the identification of key
concepts and the relationships among those concepts.
 Abstractly describes and names an object or phenomenon,
thus providing it with a separate identity and meaning.
 An intellectual representation of some aspect of reality
that is derived from observations made from phenomena.

Example of concept:

Word recognition level, comprehension level, and

reading level.

Construct

 Concept at very high levels of abstraction that have

general meanings.

Example:

 A construct associated with the concept of the reading

level of Grade six pupils.
 Where the existence of the thing may be said to depend upon
subjects mind
 This opposed to a real object, where existence does not
seem to depend on the existence of mind.

Variables

 A signify a more concrete level and are narrow in their

definitions.
 A variable is more specific and is measurable.
  Framework can be derived from related concepts or existing
theories.
 The terms conceptual framework and theoretical framework
and theoretical framework are sometimes used
interchangeably, but they have different meanings.

Schematic model

 Conveys concepts and propositions through the use of boxes,

arrows or other symbols.
 Make plan, especially in a devious way or with interest to
do something illegal or wrong.
 A design of action to be followed is visionary or
impractical.

Hypothetical Construct

 Is an explanatory variable which is not directly.

 It differs from an intervening variables in that has
properties and implications seem demonstrated in empirical
research. These serve as guide to further research.

Intervening Variables

 A summary of observed empirical findings.

 A hypothetical internal state that is used to explain
observed relationship such as independent and dependent in
empirical research.

Empirical Research

 A way of gaining knowledge by means of direct and indirect

analysed quantitatively or qualitatively.
 Based on observed and measured phenomena and derives
knowledge from actual experience rather than from theory or
belief.

Project Soutele (Survey OF THE OUTCOMES OF ELEMENTARY EDUCATION)

 To determine the state of elementary education which

emphasizes of criterion referenced academic achievements
test that represents toward the development of national
quality standard.
  Results for the use of minimum criterion.

Syntactic Cues

 Involved word order, rules and patterns of language and

punctuations.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDENTS

It is said that reading is the primary avenue to knowledge; one

must forever learn more, study more and reasons more. Reading
helps accomplish this. It is the most important task of learning
and all lessons in school need reading. This gives a better
chance to one who reads well to succeed in school, over who
cannot. A pupil, who has developed the basic skills in reading,
loves to read well. He is independent, well informed and
eventually becomes a better citizen. Success in reading is
success in school, and success in future life.

Reading skills is the mental process ability that include word

study and ability to comprehend. It is multifaceted complex
skill made of a number of psychological, physical and social
elements (Dubin1982).

On reading speed, according to Crousbach, the students with good

reasoning power makes more rapid starts and continues to go
further and further ahead of pupils who are less gifted in the
respect. He further commented that generally, children who make
a good beginning in reading go on become better readers in the
later stage of education. Many studies have found out that
children who are poor readers in a primary grades rarely develop
normal speed attainment in later years.

According to Likert (1970) type of reading attitudes scale,

females generally have been organized by reading experts as
being the more interested in reading than males. Based from the
expectations, the female scored higher on the instrument.
Aldons Huxley, hit the nail on its head when he said “Every man
who knows how to read he has in his power ability to magnify
himself, the way in which he exists and to make his life
significant and interesting.

Holems (1976) believed that the power of reading and speed could
adequately explain the act of readers. Thus, reading ability in
the most important single tool in acquiring a formal education
provides a rich means of self-education and key to useful and
enjoyable leisure time.

A number of surveys of the achievement of the Filipino learners

were made which have relevance to this study particularly the
findings relative to the reading skills of the learners. The
Evasion Survey Report (1970) aimed to make comprehensive study
of the pupils should education as a mean of determining
direction toward further progress of the total school programs.
 Chapter 3

RESEARCH METHODOLOGY

This chapter presented the research method, the research locate,

population and respondents of the study, the sampling procedure and
techniques, the research instruments and data gathering, scoring and
quantification of data .

RESEARCH METHOD

To achieve the purpose, this study was undertaken using the normative
survey method. Each pupil respondent was requested to read a story
appropriate for the grade. The pupil was asked to read the material
orally. The teacher noted down the errors which became the source of
data which were applied the day of observation. And after reading, the
teacher asked the comprehension question to identify his comprehension
level.

RESEARCH LOCATE

This study was conducted at Nasipit Central Elementary School, West

Nasipit District, and Division of Agusan del Norte during the school
year 2015-2016.

POPULATION AND RESPONDENTS OF THE STUDY

The population of the study involved 186 Grade V pupils in four

sections of Nasipit Central Elementary School, West Nasipit District,
and Division of Agusan del Norte.
 Figure 1

POPULATION AND RESPONDENTS OF THE STUDY

SECTION MALE FEMALE TOTAL

LAUAN 22 27 49

ALMACIGA 22 27 49

YAKAL 20 25 45

NARRA 25 18 43

TOTAL 89 97 186

Figure 1 presents the distribution of the Elementary Grade V pupil’s

population and respondents of the study per section.

Figure 2

Gender Population Percentage

Male 89 47.85%
 Female 97 52.15%

Total 186 100%

Figure 2 represents the percentage of the gender correspondent of the

all grade 5 pupils.

Figure 3

CLASS Real Frequenc Lesser Greater Midpoint Percentage(%)

INTERVA Limit y than(<) than(>)
L
8-9 7.5-9.5 10 186 10 8.5 5.38%

10-11 9.5-11.5 136 176 146 10.5 73.12%

12-13 11.5- 40 40 186 12.5 21.50%

13.5
N=186 Total=100

Figure 3 represents the standard deviation of age correspondents of

the all grade 5 pupils.

Figure 4

N = __N___ =
186__
1 + Ne2 1.465
= 186 _ N = 126.096
1 + (186) (0.05)2
= 186___
1 + 0. 465
Figure 4 represents the economic status of all the sections of grade
five pupils using Slovenes Formula.

Figure 5

Religion Male Female

RC 81 72

INC 3 9

Born Again 5 2

Others 4 10

Total 89 97

Figure 5 represents the religion correspondents of all grade 5 pupils.

RESEARCH INSTRUMENT

The research instruments used in this study were the stories by

sections which were provided by the class adviser during the regular
class.
DATA GATHERING

The class advisers administered the Oral reading and Silent Reading
test to their pupils.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The respondents in the study were given a selection to read orally to

determine their ability in oral reading.

Figure 6

ORAL READING LEVEL BY SECTIONS

No. of
SECTION ENROLMENT Pupil READING LEVEL
Tested

INDEPENDENT INSTRUCTIONAL FRUSTRATION

READING READING READING

M F T % M F T % M F T %

YAKAL 45 45 3 2 5 11 9 17 26 34 12 4 16 55

LAUAN 49 49 5 6 11 23 18 12 30 13 3 3 6 64

ALMACIGA 49 49 3 2 5 10 19 12 31 27 5 8 13 63

NARRA 43 43 6 10 16 37 9 12 21 14 3 3 6 49
 Total 186 186 17 20 37 20 55 53 108 22 23 18 41 58

The respondents in the study were given a selection to read silent to

determine their ability in silent reading.

Figure 7

SILENT READING LEVEL BY SECTIONS

No. of
SEC ENRL Pupil SILENT READING
-TION -MENT Tested

FAST AVERAGE SLOW-READE NON-

READER

M F T % M F T % M F T % M F T %

YAKAL 47 47 3 2 5 11 9 17 26 53 12 4 16 34 0 0 0 0

LAUAN 47 47 5 6 11 23 18 12 30 64 3 3 6 13 0 0 0 0

ALMA 49 49 3 2 5 10 19 12 31 63 5 8 13 27 0 0 0 0
-CIGA

NARRA 43 43 6 10 16 37 9 12 21 49 3 3 6 14 0 0 0 0
Total 186 186 17 20 37 20 55 53 108 57 23 18 41 10 0 0 0 0

APPROVAL SHEET

In partial fulfilment of the requirement for the degree Bachelor in Secondary Education, this
research entitled

“READING LEVEL OF GRADE FIVE PUPILS IN FOUR SECTIONS OF NASIPIT CENTRAL ELEM. SCHOOL,
WEST NASIPIT DISTRICT, SCHOOL YEAR 2015-2016, has been prepared and submitted by Jumar G.
Quillo, Jobelen B. Bohol, and Robie L. Curada.

JUMAR G. QUILLO JOBELEN B. BOHOL

Name and Signature Name and Signature

ROBIE L. CURADA
Name and Signature
 Accepted and approved in partial fulfilment of the requirement for the degree
Bachelor in Secondary Education.

RANDY RENATO T. ILUSTRISIMO

Research Coordinator

Republic of the Philippines

Department of Education
Caraga Administration Region
Division of Agusan del Norte
West Nasipit District

ESTHER G. SANORIA
Principal II
Nasipit Central Elementary School
West Nasipit District

Ma’am:

The Northwestern Agusan Colleges BSED Third Year Student will conduct a research
“READING LEVEL OF GRADE FIVE PUPILS IN FOUR SECTIONS OF NASIPIT CENTRAL ELEM. SCHOOL,
WEST NASIPIT DISTRICT, SCHOOL YEAR 2015-2016, in the Public School towards Positive learning
Development of Nasipit Central Elementary School as part of the fulfilment of requirements
for the Degree of BSED Curriculum.

In connection with these, we hereby ask your permission to conduct a week long
activity and observe the performance of the pupils during class hours particularly in Grade V
regular classes.

Thank you for your favourable action regarding our request.

Very truly yours,

 JUMAR G. QUILLO
Group Leader

FERDIE D. SALEM
Adviser

ESTHER G. SANORIA
Principal II

Approved by:
RANDY RENATO ILUSTRISIMO
Research Instructor

QUESTIONER USING DICHOTOMOUS

QUESTIONS YES NO

1. Reading is important to all of us?

2. It is easy for you to comprehend in just one read?

3. Do you agree that reading can motivate you?

4. Are you a competitive in reading?

5. Are you a fast level in reading person?

6. Do you believe that parents are the course of passive attitude of a child
in reading?

7. Thus reading requires some techniques, strategies and approaches?

8. Do you agree that a teacher should be trained their pupils in reading?

9. Do you like to read?

10. Does reading is effective and efficient in learning?

11. Is reading help you a lot, especially in our community?

12. Is reading has a great influence in our society?

13. Do you agree that reading make you a literate person?

14. Are you an illiterate person if you don’t know how to read?

15. Are you a good reader?

16. Is there any factor that causes disability to read?

17. Do you agree that success in reading is success in school and

success in future life?

18. Do you agree that the primary avenue to knowledge?

19. According to Oubin 1982 reading skills made of a number of

psychological and social elements. Do you agree that?

20. Can Reading change your life?

21. Are you a good reader, if you are fast reader?

22. Is your habit is reading?

23. If you are a reader, you consider as an independent?

24. Do you believe that reading is the ladder if education?

25. Do you agree that learn to read can improve your level of achievement?

26. Do you consider yourself as a good reader , if you comprehend what

you have read?

27. Is reading use in our daily lives?

28. Is reading measure your skills?

29. Does reading evaluate your level of performance?

30. Do you believe that skills in reading has a large percentage among the
macro skills?