READING PROFICIENCY LEVEL OF STUDENTS: BASIS FOR

READING INTERVENTION PROGRAM

Jimmy Rey O. Cabardo

Secondary School Teacher I/Part-Time College Instructor
Hagonoy National High School/Southeastern College of Padada, Inc.
E-mail: jimmyrey.phd@outlook.com

ABSTRACT

The study determined the reading proficiency level of Year 1 to Year 3 students in HNHS-
Aplaya Extension High School as basis for reading intervention program for the school year 2014-
2015 using descriptive survey research design.
The Philippine-Informal Reading Inventory (Phil-IRI) materials were used in assessing the
level of reading proficiency of Years 1 to 3 students. The data were statistically analyzed using
frequency, mean, standard deviation, t-test for paired sample and analysis of variance. All
hypothetical questions will be analyzed and interpreted at 5% level of significance.
The results revealed that majority of the students belonged to frustration level of reading
proficiency in silent reading while in instructional level for the oral reading in which majority of
the males are less proficient in reading compared to females in both silent and oral reading.
There is no significant difference on the levels of reading proficiency levels of students
when analyzed according to their year levels and gender. However, a significant difference on the
levels of reading proficiency of students in silent and oral reading was found.

Keywords: Reading Proficiency, Language, Reading Intervention Program, Descriptive Survey,

Philippines

INTRODUCTION

In a technological age, most people are expected to possess basic skills in reading, writing
and arithmetic. Nobody could translate one’s vision of a nation free from illiteracy without these
basic skills. Information and knowledge nowadays constitute power and the skills required from a
person to be able to access, interpret and process information (Wille, 2006). Hence, problem-
solver, creative communicator and decision maker are the successful workers in today’s time
(Broadfoot, 1996). Most industries and educational institutions focuses on the development of the
overall potentials of its workers or its students in order to develop the desired goods and offer best
services to the populace (Hungi, 2008).
Without a doubt, the ability to comprehend written and spoken languages as well as to
communicate ideas and concepts are vital in one’s growth and progress. Access to knowledge in
the various disciplines is made possible through comprehension and communication and through
the mastery of the several study skills, habits and attitudes, one can develop the enthusiasm
necessary in the continual persistence of learning (Shippen, Houchins, Crites, Derzis & Patterson,
2010). Therefore, one that is unable to comprehend and communicate well in any forms is deprived

Electronic copy available at: http://ssrn.com/abstract=2712237

of a wonderful learning experience in the life as a person (Cimmiyotti, 2013; Shin, Davison, Long,
Chan, & Heistad, 2013; Quirk, & Beem, 2012).
In this context, the necessity of assessment sprung from the prime factor of need theory.
The assessment on the reading proficiency levels of the pupils delve mostly on the internal
structure of one’s persons and to the degree of organization in one’s thoughts (Peterson & Taylor,
2012). Accordingly, schools teach the children to do these things rightly, however, several
variables affect the degree of learning and the extent to what should be learned. In the end, the
effect causes several learning differences in the children and creating vast problems in the total
school system (Bryce, 2011).
Learning is defined as a process inferred from relatively stable changes in behavior that
result through practice or interaction with and adaptation to the environment (Bustos & Espiritu,
1996; Sevilla, et. al, 1997). Thus, an individual may learn something when interactions of several
cognitive, psychomotor and affective variables enable one to perform certain task different from
the usual performance. In this regard, comprehension and understanding becomes important tool
in getting to learn (Cromley, 2009).
Generally, the academic achievement of children in public schools is found to be weak to
withstand the challenges in the 21st century (NAEP, 1988 as cited by Cabardo, 2008). Secretary
Andrew Gonzales, the former Department of Education (DepEd) Secretary, admitted during the
Education Congress at Teacher’s Camp, Baguio City that poor academic achievement is clearly
shown in the low ratings they receive in the National Achievement Test (NAT) which were
administered by the National Education Testing and Research Center (NETRC). Moreover, the
results showed that most of the takers, both in elementary and high school, were weak in the
reading comprehension part in English. This denotes that learners had low reading proficiency.
In the classroom setting, most of the pupils who are good oral communication are mostly
performing well in their academic. But, it should be noted that communication is just a part of the
total abilities to be developed in the learners. Hence, this study would like to determine the reading
proficiency levels of the pupils both in silent and oral reading and to correlate this to their academic
performance. Consequently, the study would provide the teachers with thorough knowledge on the
intervention plans that will be developed to address the things that need to be addressed after the
culmination of this research pursuit.

Objectives of the Study

The following are the objectives of the study. It aims to:
1. Determine the reading proficiency levels of Year 1 to Year 3 students of HNHS-Aplaya
Extension High School in both silent and oral reading;
2. Determine the levels of reading proficiency of Year 1 to Year 3 students in silent and oral
reading grouped according to gender;
3. Determine the significant difference on the reading proficiency levels of Year 1 to Year 3
students of HNHS-Aplaya Extension High School in both silent and oral reading when
analyzed according to year levels and gender;
4. Determine the significant difference on the level of reading proficiency of students in silent
and oral reading; and
5. Develop a reading intervention program that would address the reading deficiencies of the
pupils as well as enhance the reading abilities of those pupils who can read independently.

Electronic copy available at: http://ssrn.com/abstract=2712237

Conceptual Framework

Reading Proficiency Levels of Academic Performance of

Students Students

 Gender
 Grade Level

PROPOSED
INTERVENTION PLAN
OF TEACHERS

Figure 1. Conceptual Framework Showing the Different Variables for the Study, Reading
Proficiency Level of Year 1 to Year 3 Students in HNHS-Aplaya Extension High
School: Basis for Reading Intervention Program

METHODOLOGY

Research Locale
This study was conducted in Hagonoy National High School – Aplaya Extension High
School, Aplaya, Hagonoy, Davao del Sur. The school belongs to the Division of Davao del Sur.
The school can be reached through land transportation.

Research Design
In this study, the researcher uses the descriptive survey research design. According to
Calmorin and Calmorin (1996), a descriptive research design is used when the study focuses at the
present condition and the purpose is to find new truth. It is only useful when the data to be gathered
concerns the present condition providing the value of facts and focusing the attention to the most
important things to be reported.
Moreover, Alreck and Settle (1985) as cited by Librero (1996) said that a survey research
design is a strategy that enables the researcher to study naturally occurring phenomena and answer
questions about distribution of and relationships among characteristics of people as they exist in
their natural setting.

Research Instrument
This study used the Philippine – Informal Reading Inventory (Phil-IRI) materials in
assessing the level of reading proficiency of the students.
The level of reading comprehension of the students was computed using the following
formula below:
no. of correct answers
Comprehension (C)= x 100%
no. of questions

The Phil-IRI-Silent Reading Test gives quantitative information about the pupil’s silent
reading capabilities. Quantitative information shows the reading levels namely: frustration,
instructional and independent. Furthermore, it uses predetermined set of criteria in identifying the
reading levels of the pupils such as the reading speed and percentage of correct answers to
comprehension questions. It has adapted the combination of bands of reading rate (words per
minute) proposed by Morris and Gunning. In this study, the level of reading proficiency was
interpreted based on the result of the computation. The Manual of Phil-IRI Test Administration
and Interpretation which was retrieved from the DepEd Muntinlupa City Division was used as
main reference in the interpretation. The following is the interpretation for the level of reading
comprehension:

Computed Value of Levels of Reading

Comprehension Proficiency
90 – 100% Independent Level
75 – 89% Instructional Level
74 % and below Frustration Level

Data Analysis
In this investigation, the researcher uses frequency, mean, standard deviation, t-test for
paired sample and analysis of variance. All hypothetical questions will be analyzed and interpreted
at 5% level of significance.

RESULTS AND DISCUSSION

Levels of Reading Proficiency of Year 1 to Year 3 Students in Silent and Oral Reading
The level of reading proficiency of students in silent reading is presented in Table
1. As shown in the table, majority of the students belonged to the frustration level in terms of their
reading proficiency (f = 49; 50.00%). This means that the computed value for comprehension is
74% and below. Moreover, about 33 students or 33.67% belonged to instructional level which
reflects a computed value of comprehension of 75% to 89%. While only 16 students or 16.33%
were able to reach the independent level of reading proficiency that denotes 90% to 100%
computed value of comprehension. When taken per grade level, students in Year 1 were mostly
belonged to frustration level (f = 24 or 50.00%); about 17 students or 35.42% belonged to
instructional level; and only 7 students or 14.58% belonged to independent level. As general
interpretation, majority of the Year 1 students had a computed value of comprehension of 74%
and below.
For Year 2, about 12 students or 52.17% were belonged to frustration level; 7 students or
30.43% in the instructional level; and only 4 students or 17.39% reached the independent reading
proficiency level. The results disclosed a notion that reading proficiency level of students was still
in the frustration level.
Year 3 students, among others; have reading proficiency level very similar to the Years 1
and 2. About 13 pupils or 48.15% were in the frustration level; 9 pupils or 33.33% were in the
instructional level; and only 5 students or 18.52% were in the independent level.

Table 1. Level of reading proficiency of students in silent reading in the pretest for the school year
2014-2015.

Levels of Reading Proficiency (Silent Reading)

Grade Levels TOTAL
Frustration Instructional Independent
Year 1 24 17 7 48
Year 2 12 7 4 23
Year 3 13 9 5 27
TOTAL 49 33 16 98

Table 2 disclosed the level of reading proficiency of Year 1 to Year 3 students in oral
reading in the pretest for the school year 2014-2015. As reflected in the table, majority of the
students were in the instructional level (f = 44; 44.90%) which denotes that students score 75-89%
in comprehension and classified as average reader. The table also shows that 36 students or 36.73%
were in the frustration level suggesting students’ score of 74% & below in comprehension and
classified as slow reader. Moreover, only 18 students or 18.37% were able to reached the
independent level which suggest that students score 90-100% in comprehension and classified as
fast reader. When taken per year level, students in Year 1 were mostly belonged to instructional
level (f = 25 or 52.08%); about 14 students or 29.17% belonged to frustration level; and only 9
students or 18.75% belonged to independent level. As general interpretation, majority of the Year
1 students had a computed value of comprehension of 75-89%.
For Year 2, about 10 students or 43.48% were belonged to instructional level which reflects
a computed value of comprehension of 75% to 89% and classified as average reader; 9 students or
39.13% in the frustration level denoting pupils’ score of 74% & below in comprehension and
classified as slow reader; and only 4 students or 17.39% reached the independent reading
proficiency level which means that students had a computed comprehension value of 90% to 100%
and were classified as fast readers. The results disclosed a notion that reading proficiency level of
students was within the frustration and instructional level.
Majority of the Year 3 students (f = 13; 48.15%) were in the frustration level in the oral
reading test denoting students’ score of 74% & below in comprehension and classified as slow
reader; About 9 students or 33.33% were able to reach the instructional level; and only 5 students
or 18.52% had able to achieve independent reading proficiency level.

Table 2. Level of reading proficiency of Year 1 to Year 3 students in oral reading in the pretest for
the school year 2014-2015.

Levels of Reading Proficiency (Oral Reading)

Grade Levels TOTAL
Frustration Instructional Independent
Year 1 14 25 9 48
Year 2 9 10 4 23
Year 3 13 9 5 27
TOTAL 36 44 18 98

Levels of Reading Proficiency of Year 1 to Year 3 Students in Silent and Oral Reading Grouped
According to Gender
Table 3 disclosed the level of reading proficiency of Year 1 to Year 3 students in silent
reading grouped according to gender. As reflected in the table, majority of the males are less
proficient in reading compared to females. This is reflected in the higher number of males in the
frustration level than females and a lesser number of males in the independent level than the
females. Quantitatively, about 29 male students or 29.59% and only 20 female students or 20.41%
were in the frustration level. For the instructional level there were about 17 male students or
17.35% and only 16 female students or 16.33% belonged to this level; and only 7 male students or
7.14% and 9 female students or 9.18% achieved the independent reading proficiency level.

Table 3. Level of reading proficiency of Year 1 to Year 3 students in silent reading grouped
according to gender, school year 2014-2015.

Levels of Reading Proficiency (Silent Reading) By Gender

Grade Levels Frustration Instructional Independent TOTAL
Male Female Male Female Male Female
Year 1 14 10 9 8 3 4 48
Year 2 7 5 4 3 2 2 23
Year 3 8 5 4 5 2 3 27
TOTAL 29 20 17 16 7 9 98
 Table 4 disclosed the level of reading proficiency of Year 1 to Year 3 students in oral
reading when grouped according to gender. As shown in the table, most of the male students are
less proficient in terms of their reading proficiency. This can be viewed on the data that male
students had greater number in frustration level (f = 23 or 23.47%) than female students (f = 13 or
13.27%) and a lesser number in the independent level (f = 7 or 7.14%) compared to female students
(f = 11 or 11.22%). The result suggests that male students were less proficient in terms of oral
reading than female students.

Table 4. Level of reading proficiency of Year 1 to Year 3 students in oral reading grouped
according to gender, school year 2014-2015.

Levels of Reading Proficiency (Oral Reading) By Gender

Grade Levels Frustration Instructional Independent TOTAL

Male Female Male Female Male Female

Year 1 10 4 12 13 4 5 48
Year 2 5 4 7 3 1 3 23
Year 3 8 5 4 5 2 3 27
TOTAL 23 13 23 21 7 11 98

Significant Difference on the Levels of Reading Proficiency of Students when Analyzed according
to their Year Levels and Gender
The test on significant difference on the levels of reading proficiency of students analyzed
according to year level is presented in Table 5. As shown in the table, the F-value is 0.054 and the
p-value is 0.947 which denotes a non-significant result of the variables under consideration. Thus,
there is a strong evidence to accept the null hypothesis and reject the alternative. Therefore, there
is no significant difference on the levels of reading proficiency levels of students when analyzed
according to their year levels. This means that the reading proficiency of Year 1 to Year 3 students
is regardless of their grade levels.

Table 5. Test on significant difference on the levels of reading proficiency of pupils analyzed
according to year level.

Source of Variation SS df MS Fvalue p-value

Between Group 0.062 2 0.031

0.054ns 0.947
Within Group 53.826 95 0.567

Total 53.888 97
ns = not significant at α = 0.05
 Table 6 presents the test on significant difference on the levels of reading proficiency of
students analyzed according to gender using the Levene’s test for equality of variances and t-test
for equality of means. As shown in the table, the F-value is 0.208 and the t-value is -1.131 with
the p-value of 0.649 which is greater than at α = 0.05 which denotes a non-significant result of the
variables under consideration. Thus, there is a strong evidence to accept the null hypothesis and
reject the alternative. Therefore, there is no significant difference on the levels of reading
proficiency levels of students when analyzed according to their gender. This means that the reading
proficiency of male and female students are just comparable.

Table 6. Test on significant difference on the levels of reading proficiency of students analyzed
according to gender.
t-test for
Levene’s Test for Equality of
Equality of
Variances
Means
Fvalue p-value t
Equal variances
.208ns .649 -1.131
Reading assumed
Proficiency Equal variances
-1.124
not assumed
ns = not significant at α = 0.05

Significant Difference on the Level of Reading Proficiency of Students in Silent and Oral Reading
The test on significant difference on the levels of reading proficiency of students analyzed
in silent and oral reading is presented in Table 8. As disclosed in the table, the silent and oral
reading of the Year 1 to Year 3 students indicates high correlation and marked relationship which
is shown in the correlation value of 0.868. Moreover, the correlation of silent and oral reading is
found to be significant through the p-value of 0.000 which is lesser than α = 0.05. Thus, we can
claim that the silent and oral reading proficiency levels of Year 1 to Year 3 students of HNHS-
Aplaya Extension High School are related. This can lead to the inference that a good silent reader
may be a good oral reader.

Table 7. Test on significant difference on the levels of reading proficiency of students in silent
and oral reading.

Paired Sample Test

N Correlation p-value t df p-value
Silent Reading Proficiency
98 .860* .000 -3.892* 97 .000
Oral Reading Proficiency
* = significant at α = 0.05
 Furthermore, the t-value of -3.892 and p-value of 0.000 denotes that at α = 0.05, a
significant difference on the levels of reading proficiency of students in silent and oral reading
exists. Thus, there is a strong evidence to reject the null hypothesis and accept the alternative.
Therefore, there is a significant difference on the levels of reading proficiency of students in silent
and oral reading. This means that, although silent and oral reading is related, the levels of reading
proficiency of Year 1 to Year 3 students in silent and oral reading are different.
The results of the study supports the idea of Peterson & Taylor (2012); Quirk & Beem
(2012); and Shippen, Houchins, Crites, Derzis & Patterson (2010) that reading proficiency of
students can be affected by several external and internal factors.
Another recent study focusing on secondary students was conducted by Cromley (2009).
This study focused specifically on reading and proficiency in science with an international
perspective and included several countries, including the United States. Cromley found that there
was a very high correlation between reading comprehension and science proficiency, with the
mean for all of the nations being .819. The United States was among the nations with the highest
correlation between reading and science. Cromley noted that the 2006 tests used in this study to
measure science achievement, the Programme on International Student Assessment (PISA), was
designed to require less reading, which emphasizes the high correlation between reading and
science achievement.

CONCLUSION

Based on the statistical results of the study, the following conclusions were drawn:
1. Majority of the students belonged to frustration level of reading proficiency in silent
reading while in instructional level for the oral reading.
2. Majority of the males are less proficient in reading compared to females in both silent and
oral reading.
3. There is no significant difference on the levels of reading proficiency levels of students
when analyzed according to their year levels and gender.
4. There is a significant difference on the levels of reading proficiency of students in silent
and oral reading.

RECOMMENDATIONS

In the light of the foregoing findings and conclusions, the following are recommended:
1. Develop a reading intervention program that will cater students who are in the frustration
and instructional levels. This can be done by employing peer tutor to enhance the reading
skills of those in the independent level.
2. Provide opportunities to reading teachers for professional development by sending them in
trainings, seminars, workshops and symposia especially design to enhance teacher’s skills
in teaching reading and uplifting the reading proficiency of the pupils.
3. Device localize and contextualize reading materials, text and selection in order to connect
the application of real setting with that of the reading proficiency of the students.
4. Ensure the participation of the parents and community in uplifting the reading proficiency
of the students. Parents may be encouraged to tutor their children especially in reading.
 5. The school should allocate some budget to programs, events and activities directly related
to reading activities and include in the procurement the materials and books needed for
reading remediation activities.
6. Regularly monitor the reading proficiency of the students and develop reward system for
pupils who have achieved the highest percentage of reading proficiency acquisition at the
end of every reading remediation program.
7. Other researches related to reading proficiency may be conducted to address other
recurring problems in reading.

Reading Intervention Program of HNHS-Aplaya Extension High School

Developed by: Jimmy Rey O. Cabardo

Rationale
Department of Education has initiated programs to address the reading problems of
children. DepEd Order No. 45 s. 2002 or the Every Child A Reader Program (ECARP) is a
national program that has its goal that every child will be a reader by the time they finish Grade
Three. Several intervention and remediation programs had been conducted by teachers in order to
address the call of the DepEd. However, data showed that most of the pupils reaching Grades IV
and above still have difficulties in their reading skills.
The prior research activity conducted reflects a result that transpires and reflects a dismal
level of reading proficiency by our Grades IV to VI pupils especially within the Soong Elementary
School, Soong, Digos City. Thus, this reading intervention program was developed.
In this regard, a reading intervention program has to be developed in order to address the declining
reading proficiency levels of the pupils.
As a general thrust, the researcher would like that at the end of three to six months in
implementing this reading intervention programs, the school will be able to:
1. Move Grades IV to VI pupils from frustration level into mostly in the instructional and
independent levels of reading proficiency.
2. Enhance the comprehension of Grades IV to VI with speed and accuracy to any written
and spoken language and can translate this into one’s personal point of view.
3. Improve the overall reading proficiency level of Grades IV to VI pupils and in the other
grade levels.

Source of Funds
The source of funds for this reading intervention program is very minimal since most of
the activities are solely related to one-on-one peer tutoring and one-on-one tutoring by teachers.
Educational Philosophies
Language plays a vital and strategic role in shaping the formative years of learners who
will participate in social and public life and to engage in dialogue, to a great extent of skills. As
mentioned by several educational, cognitive and developmental psychologists, language
development is necessary for understanding one another (Concepcion, et. al., 2012).
Quality of education begins when there is a common understanding of the things being
taught with the things being learned. In this sense, language is clearly the key to communication
and understanding not just inside the four walls of the classroom but also outside the school setting
(Benson, 2004). the use of familiar language to teach beginning literacy programs facilitates an
understanding of sound-symbol or meaning-symbol correspondence. Learning to read is most
efficient when students know the language and can employ psycholinguistic guessing strategies,
likewise, students can communicate through writing as soon as they understand the rules of the
orthographic (or other written) system of their language.

Methodology
The following methodologies are to be used in order to increase the reading proficiency of
Grades IV to VI pupils and to enhance the proficiency of those pupils belonged to independent
level:
1. Peer Assisted Learning Strategies (PALS). A technique in which children work in pairs,
taking turns as teacher and learner, to learn a structured sequence of literacy skills, such as
phonemic awareness, phonics, sound blending, passage reading, and story retelling.
2. Targeted Reading Intervention. A one-to-one tutoring model in which classroom teachers
work individually with struggling readers for 15 minutes a day. The one-on-one session
focuses on re-reading for fluency (2 min.), word work (6 min.), and guided oral reading (7
min.).
3. Quick Reads. A supplementary program designed to increase fluency, build vocabulary
and background knowledge, and improve comprehension.
4. Cooperative Integrated Reading and Composition (CIRC). A cooperative learning program
designed to help students develop metacognitive strategies for comprehending narrative
and expository text.
5. Jostens/ Compass Learning. Provides an extensive set of assessments which place students
according to their current levels of performance and then gives students exercises designed
primarily to fill in gaps in their skills.

Persons Involved
The persons involved in this intervention program will be the following:
1. Reading Teacher will facilitate in identifying pupils who are in the frustration level and
providing interventions based on the different intervention methodologies.
2. Pupils will be the target of this intervention program – both those in the frustration,
instructional and independent levels. Pupils in the frustration level will serve as receiver
while those independent will be the purveyor.
3. School head will monitor every conduct of activity and will document for whatever
successes/failures that had been found for future improvements.

Timeframe
The application of the different methodologies as interventions in reading must be regularly
use in order to have consistency and constant practice in reading. This will develop proper training,
coordination and enhance the reading proficiency of the pupils.

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