Академический Документы
Профессиональный Документы
Культура Документы
CHAPTER 1
1.1 Introduction
Comprehension becomes especially important to students in the later elementary
grades since it plays a significant part in one‘s achievement and provides the foundation
for further learning in secondary school (Sweet & Snow, 2003). A student’s academic
progress is profoundly shaped by the ability to understand what is read. Students who
cannot understand what they read are not likely to acquire the skills necessary to
participate in the 21st century workforce. Globalization has significant influence on the
level of youth literacy development (Omerin and Faremi, 2011). Adolescents in the 21st
century will read and write more in the civilized world because they will need advanced
aspects of high schools. The Organization for Economic Cooperation and Development’s
report on January 2016 shows that literacy rates among young people are among the
lowest in the developed world. Despite the fact that the student began with texts at
reading levels 5 and 6 years below his/her actual grade level, the comprehension remains
a challenge. Several factors contributed to the complexity of the task for the student
(Bejos, 2009).
2013 to 2015, still data show that there are still 349, 974 from ages 15 to 24 who cannot
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 2
both read and write with understanding a short simple statement on their everyday life
(Knoema.com, 2015).
Despite the efforts to aid the reading skills of the students such as Every Child A
November as National Reading Month of every year which mainly aimed to promote
reading and literacy among the learners to name a few, still, many learners are at the
frustration level of reading. The latest result of Philippine Informal Reading Inventory
(PHIL-IRI) conducted in June 2017 at Calaitan National High School of Bayugan City
Division showed a poor performance in reading of the Junior High School students. Of
the 326 junior high students, only 91 or 28% were classified independent readers. These
learners were the ones who could access the text very quickly with 100% accuracy when
reading. On the other hand, 125 students belong to frustration level. These data reveal
that these learners have reading difficulties. They read below their grade level and they
exhibit low level of comprehension. To add, the school has no reading intervention
The K-12 curriculum is literature- based therefore students should have a good
grasp of these reading skills. In every grade level, literature is emphasized with its scope
and difficulty as the student progresses to each level. Grade 7 focused on Philippine
Literature, Grade 8 and 9 explore on Afro-Asian Literature and British and American
Literature respectively, and Grade 10 students read the World Literature (Department of
Education, 2012).
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 3
The aforementioned situation affects the students and the school’s performance
especially that one of the indicators is the National Achievement Test results where most
of the areas are using English as the medium. The school should therefore initiate an
action to address the reading challenges among the struggling readers. Thus, as the head
of the English Department, the researcher feels the necessity in conducting this research
separated from its social and cultural context, so the only way to explore mental
our understanding of learners’ development. The theory is that the learners are given the
support they need while learning something new. Through the process of scaffolding, the
learners stand a better chance of using the acquired knowledge independently through the
use of mediating semiotic and environmental tools and capable adult or peer facilitation.
Optimal learning takes place in a space between what is currently comfortably achievable
for an individual and what cannot be achieved without another’s direct help. The theory
In the course of scaffolding, Kinberg (2006) states that it provides students with
support in their learning. He also adds that, these supports are designed to be temporary
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 4
and they serve the purpose of assisting the students until they can complete the task
independently. It helps the child create meaning out of the text being read (Graves and
Braaten, 2010). Scaffolds can take many forms; some of these are hand-outs, wall charts,
graphic organizers, and verbal reminders. Like physical scaffolding, once the learner has
mastered the task, the level of temporary supports is gradually removed as the students no
longer needed, and the responsibility of learning shifts from the teacher to the student
learners to help them solve tasks that they would not be able to solve working on their
own. Grant (2016) supported the idea through the concept of scaffolding reading
instruction. Through this model, the teacher will involve variety of teaching methods that
would also depend on the needs of the learners and available resources in order to address
The cognitive constructivism of Piaget claims that learners are active constructors
of their world view and discoverers of knowledge, on the other hand Vygotsky’s social
interaction in learning and development (Mascolo & Fischer, 2005). The quality of
the learner’s previous knowledge, regardless of how one is taught. Thus, in constructing
new knowledge, one must involve active listening to a lecture (Ertmer, & Newby, 1993).
Reading teachers on the other hand, should be familiar to the fact that explicit instruction
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 5
and teacher-directed strategy training are more effective and that this is especially true for
at-risk children, children with learning disabilities, and for children with special needs
(Alegrid, 2016).
Villamin (2001) said that as the reader reads, s/he passes judgment on the quality,
consistency, relevance, accuracy and intellectual worthiness of the material. Hence, the
reader must read critically and must go beyond the literal and inferential details found in
the surface of the text for beyond the superficial meaning lies a new learning. She pointed
out that the skills in reading should start in pre-school which continues through the
years-primary, intermediate, high school, and beyond. These skills include the
idioms and figurative language, finding the main idea and finding the supporting
parts of a book, using dictionary, and using the encyclopedia and other reference
materials. These should be taught and should be considered by the reading teacher for
accountability in order to ensure the greatest reading success for all students (Bergeson,
2004). Alumbro (2001) cites that good reading does not happen overnight. It can only
result from a carefully planned program of instruction with evaluation as its indispensable
component. Reading intervention programs without effective instruction will not close
the achievement gap. It takes scientifically based materials, well-informed teachers, and
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 6
focused informed leaders to make the needed changes that result in a significant
improvement in reading achievement. Krashen (1993) even asserts that the amount of
reading that students do both in school and at home correlates strongly with high
proficiency in reading. Not only stories but also magazines and picture books can also be
great text sources for struggling readers. Text that is short and relevant to students’ lives
is captivating. Preliminary research conducted with adult education students also found
that comprehension skills increased when using television with captions, even after one
viewing. Zunguze (2011) pointed out the factors such as levels of education of parents,
child entry at school, reading habit at home, family socio-economic status, preschool
experience, language of initial instruction, and the language spoken at home are
Ethnicity is another important factor that many studies showed have relationship
on academic proficiency. Van Praag and Hoogendoorn (2012) find that ethnic diversity
has a positive impact on the test scores of minority students, in particular for language
skills. They pointed out that ethnic diversity stimulates language proficiency and
These concepts and theories have bearing in the present study and became the
bases in evaluating the significant factors that affect the reading proficiency level of the
Figure 1 shows the research paradigm of the study. The first box shows the
reading skills that were tested during the Reading Test. The second box contains the
identified least mastered reading skills based on the diagnostic test and the last box is the
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 7
output of the study which is a development of reading intervention program based from
the result of the profile and the scores of the respondents from the test.
1. Ethnicity
2. First Language Spoken
3. Exposure to reading materials and resources
4. Grade Level
Figure 1.Research paradigm of the study on reading proficiency of the junior high
school students.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 8
School students of Calaitan National High School. Specifically, the study sought to
1. What is the profile of the Junior High School students of Calaitan National High
1.1 Ethnicity;
1.3 Exposure to reading materials and resources (print and non-print) in terms of:
2. What is the reading proficiency of the Junior High School students in the following
skills:
2.12 using the dictionary, the encyclopedias and other reference books; and
3. What are the least mastered reading skills of the Junior High School students when
4. Based on the findings of the study, what reading intervention program can be
designed?
The findings of this study are considered beneficial to the community considering
difficulties since they will be the recipient of the Reading intervention program. They
could also be directed to focus on any of the reading skills identified as weak among
them. Thus, they may able to perform well in other subject areas where English is the
medium of instruction.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 10
Teachers. Finding the students proficiency level will help the teachers to utilize
the designed intervention program for the learners. Through this, the teacher will achieve
down to the teachers of different subject areas that will help students read across areas.
Parents. This will guide them in choosing the reading materials that should be
displayed at home and in providing appropriate parental guidance. They will participate
in the process of developing the reading skills of the learners through doing follow up
programs. They can also propose and initiate in-service trainings and seminars for the
teachers.
Material Developers. The findings and result of this study may suggest the
Researchers .The study can be used as basis for further studies on reading
proficiency level of the students. Other researchers who wish to undertake similar study
The study concentrated on determining the reading proficiency of the Junior High
School students of Calaitan National High who are currently enrolled for school year
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 11
2017-2018 particularly using phonetic analysis, using contextual clues, using idioms,
getting the main idea and identifying facts and opinions, predicting outcomes, drawing
conclusions, following directions, using parts of the book, and using dictionaries,
encyclopedia and other reference materials and using the internet. The said skills were
adapted from Villamin’s Skills Ladder in Reading, however, the researcher did not
include the skills on using figurative language, classifying and organizing facts and
finding the supporting details as these skills are incorporated in using idioms and getting
the main idea. The skill on using the internet is further added since the 21st century skills
include Media and Information Literacy that empowers citizens to access, retrieve,
understand, evaluate and use information and media content in all formats (UNESCO).
The Philippines is among the first country to adapt Media and Information Literacy as
The participants of the study were the 322 junior high school students. The study
language spoken, exposure to reading materials and grade level have influence on their
reading proficiency level by looking into the least mastered reading skills when
respondents are grouped accordingly. The instrument on the Student’s Profile Part was
adapted from Lawian (2017), however, some parts are omitted as per suggestion from the
panel.
comprised of thirteen (13) reading skills that assessed the reading proficiency of the
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 12
respondents. This was validated by the experts who are teaching reading for more than 10
years. The researcher identified the items labeled ‘very high valid’ to compose the
50-item reading proficiency test. The said test did not undergo pilot testing and it was
Further, the output of the study is a workplan for the reading intervention program
and the learning modules per reading skill to be used in the conduct of the program.
To give a better understanding of the study, the significant terms are operationally
defined:
Diagnostic Test.This is a 50-item test used to assess the Junior High School
First Language Spoken (L1).This refers to the language that the respondents
Least Mastered Reading Skills. This refers to the reading skills which have a
Literacy. This refers to the ability of the students to understand and use printed
and written information in daily activities in order to achieve one’s goals and to develop
one’s knowledge and potential. It requires word level reading skills and higher-level
literacy skills.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 13
modules that would aid in elevating the reading level of the students and improve their
reading performance.
that consists of selected vocabulary, comprehension and study skills that would help
the least mastered reading skills of the Junior High School students of Calaitan
Reading Proficiency Levels. These refer to the reading ability of the students
based on the result of the reading proficiency test. This is based on DepEd Order No. 31,
s. 2012.
Advanced (A). This suggests that the students’ reading skill is spontaneous
Proficiency (P).This level suggests that the students can now read
need a little assistance from the teacher or peers and with mean percentage score
Developing (D).This level denotes that the student’s reading skill is just
enough and needs assistance from the more knowledgeable other and with mean
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 14
Reading Skills. These are the skills to be tested in order to identify the reading
proficiency level adapted from Villamin’s Skills Ladder in Reading with the inclusion of
speech sounds.
convey certain ideas of the author by sentence and word organization within a
work.
speech that precede or follow a word that contribute to its full meaning.
that contains figurative meaning and that the meaning should not be interpreted
literally.
Getting the Main Idea. This refers to finding the most important or central
the reader is directly concerned with remembering items within the passage.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 15
Drawing Conclusions. This is the skill that the reader has to conclude or
and read.
Using Parts of Books. This skill refers to the ability of the respondents to
being able to determine and use proper reference book needed in finding
information.
Using the Internet. This refers to the students’ ability to read articles and
Struggling readers. This refers to the students with least mastered reading
skills.
Non-Print Reading Materials. These are the materials which are not
printed, cannot be held or touched in pages, but come along with the aid of any
audio visual material such as films, videos, records, tapes, and internet.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 16
Print Reading Materials. These are the materials which students can hold
Chapter 2
The literature reviewed in this section focuses on the central theme of reading
the development of reading skills and how they relate to other factors. The literature also
academic skills.
This section presents significant concepts on the important skills that are related
Nature of Reading. Reading can be a complex and very active process (Gildrie,
2005). It is complex because of the knowledge base it utilizes and the mental activities
are employs. Most people think immediately of the importance of vocabulary knowledge
in the reading process. If one can not pronounce numerous words or does not know their
skills needed to be improved in each learner. These skills include the recognizing of
script of language, inferring the meanings and use of words that are unfamiliar to the
between parts of a text through grammatical cohesion devices, the skills and knowledge
Reading Panel Report, 2000). It is, however, as described above, both a cause and a
Phonics is the relationship between sound and spelling patterns which a reader
may use to decode words (Rasinski, Reutzel, Chard, & Linan-Thompson, 2010). Phonics
instruction focuses on the sounds produced by both vowels and consonants and blending
of these sounds by also paying attention to root words. With good phonics instruction,
learners may develop automatic word recognition (Pressley, 2006). Pressley continues to
say that phonics instruction leads to skilled reading to enable readers recognize words
effortlessly and not mere sounding-out words. With phonics instruction, learners are able
underlying knowledge and familiarity with literacy related skills such as language and.
Exposure to letters is a primary vehicle for alphabet knowledge. Children who participate
frequently in adult-child writing activities helps them notice that logos contain letters and
words and eventually have better alphabet knowledge relative to those who may spend
time on other activities like shared reading (Aram & Levin, 2004).
Children’s vocabulary is enriched with words which they learn through social
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 19
interactions. McIntyre (2011) indicates that in their interactions with learners, teachers
should provide rich and varied language experiences with deliberate effort to include new
and challenging words. Different subject areas have different terms and concepts which
learners come across as they learn such subjects. As learners interact with different texts,
they may come into contact with words from various subject areas. Pressley (2006) has
also pointed out the challenges that second-language readers face due to their limited
vocabulary and linguistic knowledge. Joshi (2006) emphasized that there is a close
Reading comprehension. Pretorious (2000) contends that decoding skill does not
necessarily lead to gain an overall understanding of what is described in the text. There
are readers who are able to decode text but are unable to find meaning in the written
word. Thus, on the basis of comprehension, one can begin to distinguish between a good
reader and a poor reader. A reader who has good decoding skills but poor comprehension
skills is essentially a poor reader because he is unable to find meaning on what they have
representations of meaning of the text ideas during the reading process. Reading
comprehension is therefore an interactive process between the writer and the readers with
the expression and reception of meaning as the primary goal of both sides.
exaggeration to say that how well students develop the ability to comprehend what
they read has a profound effect on their entire lives. The reader must be able to attach
meaning to what he is reading and he will do this largely as a function of his experience,
Morrow (2003) added that reading is not only a skill to be mastered, but also a
crucial tool for further learning. In agreement, Izizinga (2000) points out those
comprehension skills enable learners to learn other subjects with ease. That is to say, the
ideas gained from text are used to meet particular needs in particular situations (Frankel,
Pearson, & Nair, 2011). In other words, comprehension gives the ability to apply the
environment of the reader is likely to have an influence on his reading ability as well as
on his attitude towards reading. The attitude of parents towards reading can play a
significant role. If parents themselves read, if they make age-appropriate reading material
available to their children and if they are actively involved in and supportive of their
child's reading, it is likely that the child will develop a positive attitude toward reading.
Umali (2007) further stressed the attitude of students towards reading is also a
great factor that affects their reading comprehension performance. Most likely, students
would be able to understand the selection if they are interested with what they are
differences in social-cultural environments; the context in which learners live, and where
reading materials may be more beneficial if the students are actively involved in the
process than focusing on the reading level (Sellers, 2014). This means that interest is far
more significant than readability. When students have strong interest in what they read,
they can frequently transcend their reading level (Miller, 2003). Hidi (2001) found that
all types of interests – topic and situational – serve as powerful determinants that
clear indicator of the quality of learning derived. Further, Stevens (2001) described
student has an interest in a particular topic, he/she tends to read easily and voraciously,
with amazing speed and incredible comprehension. For them, reading is not the mere
process of translating symbols into meanings but an intense need to explore, investigate,
Krashen (2004) firmly established that more access to books results to more
reading and that better reading leads to literacy and development. Shared book reading
activities, such as dialogic reading and repeated readings have been widely studied and
identified as an important source of knowledge about vocabulary, about letters, and about
the characteristics of written language. Recent studies (Beck &McKeown, 2007) also
having a functional library in the institution. Dale and Tyler (2000) stressed that the
inadequacy of appropriate materials which the learners are exposed to do constitute one
of the major cause of deficiency in reading. Students who have less exposure to reading
(2001), note that in every classroom there will be some children with reading problems.
They believe that children with minor reading problems should be given a motivating
readers by supplementing more holistic classroom language arts programs but when the
reading problems are of a more serious nature, the child should receive remedial aid
outside of the classroom situation. The earlier such intervention takes place, the better.
Definitely, teacher served as the students’ source of knowledge and gives them
learning experiences for them to be able to develop their skills especially in reading.
The teacher needs to provide temporary supporting structures to the readers to develop
new understanding, new concepts, and new abilities (Hammond & Gibbons, 2005).
that the emphasis is firstly on the background of the child and on underlying causes of the
specific problem. The resulting remedial program needs to be specific, realistic and
attainable. It should concentrate on one or two areas at a time as opposed to many, as this
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 23
is more likely to ensure success. Foorman and Torgesen (2001) state that children at risk
for reading failure acquire reading skills more slowly than other children but they need to
(ZPTD) as the distance between what teaching candidates can do on their own without
assistance and a proximal level they might attain through strategically mediated
assistance from more capable others (i.e. methods instructor or supervisor). The teacher
then needs to be aware of the level of support and assistance that can be used to examine
the phases of learning both a new discipline and particular skills, and understand and
enhance approaches to teaching. The model of the ZPD developed by Gallimore and
Tharp provide a guideline to those who are shaping instruction at the child's
development. Their model introduces four stages within the zone of proximal
development, each stage requiring varied levels of support. At the first stage, the teacher
assists the child in performing the task and provides explicit directions with much direct
response and feedback to the child's performance. The teacher is always responsive to the
Rogoff (2003) has explained that adults support, assist, and guide their children as
they develop intellectually and has condensed it to guided participation. This guidance is
performed by more knowledgeable adults or peers. In classroom situation, this can mean
have been proven to be effective to all learners (Morrow, 2003). Effective reading
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 24
instruction depends upon the teachers’ knowledge of the content, their experiences in the
field, the ability to make decisions about the instruction, and flexibility to interact with
other teachers for collaboration (Brownell, 2011). Therefore, what is required is for
teachers to know their learners and use strategies which will be applicable to their
individual needs and most important is to follow the balanced approach which may
comprise whole-language approach and skills instruction. As such, teachers should use a
(Klinger, 2004).
globalization era, many schools use technology as teaching media to support the teaching
and learning process. It also happens in the English language teaching-learning process.
He emphasized that an educational institution has a promising new technology that could
offer linguistic input and output, feedback, students’ collaboration interactivity, and fun.
Today’s students are living in a world that is based on technology. They are
exposed to a wide variety of technology that has become a prominent influence in their
lives. Incorporating these technologies into reading instruction helps motivate students to
essentially further their reading ability, thus ensuring success in their future literacy
endeavors.
the quality of intervention program is connected with the meaning of child success. It is
when the goals of the program differ, the meaning of child success and the measured
teachers, administrators and policy makers need a clear sense of what the program should
powerful instrument in shaping the students’ reading proficiency. Though there are no
quick fixes on this problem, he added that the efforts of the teacher are very crucial.
Quality reading instruction with certain research validated characteristics can make a
The following are the research literature which served as the bases in the current
study. This section presents some international and local researches and studies
conducted related to the present study. These studies served as reference ground for
Teachers must be aware of this because they are the central figures in all teaching
activities. The challenge for a brighter future of our school children depend on the
teachers. So teachers must accept the challenge and perform our duties and
conducted an assessment with regards to the quality of English reading instruction under
the ―NO READ, NO PASS policy of DepEd. It is a stringent measure to upgrade the
quality of instruction in our country. For this reason, greater responsibility has been
placed on teachers to develop all pupils to become good readers in their perspective
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 26
grade level at the end of the school year. The action research premise was conceptualized
place.
A study conducted in the ten schools in Chadiza and Chipata districts of the
grade six learners and challenges faced by teachers in teaching reading. She found out
that most of the grade six pupils were not able to read fluently as expected of their grade
level. As they read, they committed errors such as mispronouncing, substituting, adding
and omitting some words. The teachers had their own perceptions of the causes of
reading difficulties and these factors are language and communication problems,
junior high school students in Taiwan and came up with three suggestions from her
findings: (1) JHS English teachers should put more emphasis on the teaching of reading
comprehension such as instructing the use of reading strategies, and doing more English
comprehension practices. (2) Teachers should help the students get ready to read through
the use of reading strategies effectively, with practical guidance in how to learn reading
comprehension effectively from English reading programs at school. (3) English teachers
should provide various types of reading comprehension practices and related reading
Lasaten and Racca (2016) also conducted an action research which aimed to
Science High School Students. The study reveals that the students’ academic
performance in Science and Mathematics fall under the very good level while good level
in English. Likewise, the study concludes that there is a significant relationship between
the students' English language proficiency and their academic performance in each of the
subjects. The higher the English language proficiency levels of the students are the higher
their academic performance levels in Science, Mathematics and English. Thus, the study
further stresses that students’ English language proficiency could be a predictor in the
students’ academic performance in Science, Mathematics and English since the medium
of instruction used in the teaching of the said subjects is English and therefore, English
since this is essential to the achievement of lower and upper secondary students but after
seven or eight years of elementary education, many students will lack sufficient
depend on different types of comprehension questions. The study revealed that senior
high school students can do well in inference questions, compare to junior high school
students. Besides, the used of explicit explanations, demonstrating, and guided practice
students of Prosperidad National High School and found out that inferring meaning and
drawing conclusions, using phonetic analysis, vocabulary building: idioms and figurative
language, finding the main idea and supporting details, using context clues, using parts of
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 28
the book, using dictionaries, encyclopedia, and other reference books and following
directions were the least mastered reading skills. Thus, opted the researcher to design a
Romero (2015) disclosed that the reading comprehension skills of the participants
had improved from the frustration level to zero frustration, on the three identified least
mastered competencies namely: identifying the main idea, vocabulary development and
Skills). These are reading materials which are consist of diverse activities namely, simple
identification, guided identification, word box, context clues, reading between the lines,
and valid or invalid that helped address the identified least mastered reading skills among
the respondents.
Teposo (2016) discussed in her study that the significant difference exists on the
implementation of the reading program on the reading proficiency level of the students.
six at-risk readers. The study showed that a reading program must be given an emphasis
in every school in order to equip the children with the necessary skills.
The study of Aton (2015) also showed that the implementation of an intervention
Program would give a good result and a reasonable progress on the student’s reading
level. Likewise, in the study conducted by Marcon (2014) highlighted that reading
teachers or language teachers should consider the type of materials used in the reading
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 29
sessions or reading subjects. They should use varied reading materials. Moreover,
libraries in the school must also have different kinds of reading materials not only books
so that students will be exposed to different reading materials and their learning and
interest needs will be catered. Further, teachers and parents must provide the students
Plaza (2005) identified the reading comprehension difficulties of grade six at-risk
readers. She used teacher-made diagnostic test in reading, prepared teacher’s observation
and listed the problems encountered by the teachers in relation to teaching English and
reading. Thus, enable her to create a school-based remedial reading program. She had
mentioned in her papers about a reading program which must be given an emphasis in
every school in order to equip the children with the necessary skills.
Coyne, Issacs, and Schwartz (2013) explained that the intervention program
should operate with a framework that allows for modifications of instruction based on
student mastery and needs. Using a pull out model, the teacher works with a small group
of six to eight students who are reading on the same level. Individualized attention is
given and differentiated specific instruction of skills is taught in the small group format.
Through assessment the teacher can modify instruction as needed based on student
performance.
The Eurydice Network Report (2011) into European practices noted that
effective literacy programs should also help parents building literacy at home. Further,
the Australian Committee for the National Inquiry into the Teaching of Literacy
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 30
any intervention program is to look at the amount of time given by students to learning
and the amount of teacher time required to deliver the program (Sze, 2009). A lot of
research and theories about reading focus on strategy interventions. The assumption is
that there are effective ways to learn how to read and that some people use them better
than others (Moss & Fenster, 2002). Likewise, Chavkin (2013) affirmed the benefits of
family educational involvement have for students, their families and schools. For
children, research has established the positive influence family involvement has on
exposure to various reading materials at home and family support for students' school and
literacy efforts can play a critical role in students' growth as readers (Goldenberg, 2002).
Much research has been conducted in the area of remedial reading programs and
in general findings seem to indicate that if carried out effectively, remedial intervention
can have a positive effect on a child's reading ability. Villaume & Brabham (2013)found
improve reading ability as well as pupils ‘academic achievement’. Foorman and Torgesen
(2001) show that research with children at risk for reading failure provides evidence that
phonemica1ly intensive explicit intervention are needed immediately and are more
effective than interventions that are less phonemically explicit. They emphasize that
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 31
effective interventions should contain strongly explicit instruction in the knowledge and
skills needed to read words accurately and fluently. National Reading Panel (2010)
revealed that using the student generated questioning strategy and integrated text
effectiveness of peer tutoring with tutors and tutees with special needs, and concluded
tutors benefit less academically if there is no cognitive challenge for them, participants
carefully selected and trained. In addition, improved interactions with partners outside
tutoring sessions are frequent, improved attitudes to the curriculum area are frequent, and
showed significant performance advantages for these pupils. Some of the work carried
out in remedial reading programs is around instructing the child in reading strategies.
Peterson and Van Der Wege (2002) developed a reading model to guide children to be
strategic readers. Allinder (2001) investigates oral reading instruction contrasting the
Results showed that there was a positive effect for remedial intervention on the students’
reading ability and students who used specific reading strategy made significantly greater
progress in reading.
reading intervention program that is research-based. This study focused on identifying the
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 32
reading proficiency of Junior High School students of Calaitan National High School.
The results of the study conducted will be the basis in creating a reading intervention
program addressing the least mastered reading skills of the respondents. This study will
also give additional inputs for the language teachers on the importance of conducting
Chapter 3
RESEARCH METHODS
This chapter presents the research design, participants of the study, setting of the
study, the research instruments, the data gathering procedure and the analysis of the data.
survey techniques in gathering the data from the questionnaire which filled out by the
and grade level. Further, the study is developmental since the study is primarily done to
determine the current reading proficiency level of the junior high students of Calaitan
The participants were the identified learners who have low reading proficiency
level base on the reading diagnostic test result among the 326 junior high school students
of Calaitan National High School. However, only 296 students were able to successfully
participate in this research. Table 3.1 shows the number of respondents used in the study.
Calaitan National High School was once an annex school of Noli National High
School for ten years. It became a national school on 2012.CNHSis geographically located
at the Northern interior part of the city of Bayugan which is approximately 8 kilometers
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 34
Table 3.1
Grade 8 94
Grade 9 61
Grade 10 42
TOTAL 296
away from the district and division office. CNHS is the only high school of West l
District in the Division of Bayugan City offering the following electives in the senior
high school curriculum: Shielded Metal Arc Welding (SMAW), Electrical Installation,
Beauty Care and Nail Care, and Cookery. The teachers handling these courses are
certified national certificate holders. The school has 14 teachers with 1 school head and 1
and four-wheeled cars. However, during heavy rain, the area is not passable due to
landslide.
389 students of six grade levels. 322 are Junior High School learners and 67 are Senior
High students. These learners came from the neighboring barangays of Calaitan namely
New Leyte, New Bohol, and Bukasaw. These barangays are recipients of Indigenous
Majority of the students in Calaitan National High School are indigenous peoples
and are below the poverty line. Most of them live in communities far from the heart of
the barangay where the school is located. Every day, the students have to take a walk for
kilometers just to get into school. Almost 50% of the total population are 4Ps (Pantawid
Pamilyang Pilipino Program) beneficiaries. The families who were given a conditional
cash transfer from the 4Ps were the identified parents whose income is P50.00-P200.00
Figure 2 shows the map of Bayugan City Division and the location of Calaitan
The researcher utilized one set of instrument in conducting the study which is
composed of two parts. The first part of the instrument crafted by the researcher was
adapted from Lawian (2017) with some modifications suggested which include:
(1) exclusion of the questions letter B and C under first language spoken profile; and (2)
change of item where profile of the participants in terms of ethnicity was transferred to
question number one. The second part was the Reading Proficiency Test developed by
the researcher and was validated by the experts who were teaching reading for more than
ten years. The test focused on the different reading skills presented by Villamin. Only
the skill in identifying basic sight words was not included in the test construction
proficiency diagnostic test using the categories adapted from Villamin (2002) .The skills
include the following: using phonetic analysis, using contextual clues, vocabulary
building: idioms and figurative language, finding the main idea and finding the
using parts of a book, using dictionary, and using the encyclopedia and other
reference materials and using the internet with a table of specifications (TOS) as the
blueprint in the test construction. The 180-item diagnostic test was then forwarded to the
The data needed in this study were gathered through the conduct of the reading
proficiency test to the group of respondents. The data were then collected, tabulated and
submitted for analysis and interpretation using the appropriate statistical treatment.
instrument which consisted of two parts: students’ profile and the 180-item reading
proficiency test which comprised the thirteen (13) reading skills that assessed the reading
for comments and suggestions for the validation of the instruments. The experts then
evaluated the instruments and noted some comments. The instrument on the reading
proficiency test were then validated by three (3) English professors of Philippine Normal
University – Mindanao Campus and two (2) English teachers from Bayugan City
Division. The suggestions for modification were applied by the researcher (See Appendix
F).
administered to the junior high school students who were the respondents of the study.
The researcher gave them a time limit of one-hour to ensure that they will read the whole
content of the test within the time given. The collection of questionnaire was done by the
researcher to ensure a high percentage of retrieval and the respondents were asked to sign
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 39
the attendance sheet to keep track those learners who haven’t taken the test during the test
administration.
1. Percentage and Frequency. These tools were used to describe the profile of
2. Mean and Mean Percentage Score (MPS). These tools were used to
determine the reading proficiency level of the respondents. The rubrics for the reading
proficiency level of the respondents are shown in table 3.2. Reading skills with an MPS
Table 3.2
Chapter 4
This chapter presents the profile and the Reading Proficiency of the Junior
High School students of Calaitan National High School for school year 2017-2018. The
data are presented in tables with their corresponding analyses and interpretation in
language spoken, exposure to print and non-print reading materials and grade level.
4. 1.1. Ethnicity. The profile of the respondents on ethnicity reflects that the
Cebuano. Although, Manobo are the natives of the locality, data show that they are
Table 4.1
4. 1.2. First Language spoken. The profile of the Junior High School students of
Calaitan National High School based on their First Language spoken is presented in
Table 4.2.As table 4.2 shows, Cebuano ranks first with 76.69% of the students who speak
the language. It can be posited that CNHS learners are exposed to Cebuano as their first
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 41
community of IP, the respondents are more exposed to Cebuano since both parents are
not pure Manobos and their families have influences from the Visayan Region. It can also
be noted that in terms of ethnicity, majority of the respondents are Cebuano and therefore
The result of the present study is congruent with the study of Robles (2015) where he
found that the percentage of the indigenous peoples such as the Manobo decreased. This
Table 4.2
Frequency and Percentage Distribution of the First Language Spoken of the Respondents
First Language Spoken Frequency Percentage
Cebuano/Visayan 227 76.69 %
Manobo 53 17.91 %
Others (Tagalog,Ilocano,Higaonon) 16 5.41%
TOTAL 296 100%
profile of the respondents in terms of the exposure to reading materials and resources,
both print and non-print is presented in Table 4.3. The data show that 42.91% of the
respondents were exposed to both print and non-print reading materials while 15.54% of
them were not exposed to either print or non-print reading materials. Although the
materials are present at home, but their interest to read could be possibly attributed to
different factors such as time and household chores, hence, they are not exposed to any
reading resources. On the other hand, 21.62 % of the total respondents were exposed to
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 42
print reading materials only while 19.93% of them were exposed to non-print reading
materials only. The result shows that a number of the junior high school students are
Table 4.3
The profile of the respondents in terms of the exposure to reading materials and
resources, both print and non-print, is presented in terms of the availability of materials at
home, number of kinds, type of language use, type of information sources consulted first,
the respondents in terms of availability of materials at home. The data show that 89.53 %
of the total respondents have available printed reading materials at home while 10.47% of
them do not have any printed reading materials available at home. On the other hand,
46.96% of the total respondents have available non- print reading materials at home while
the remaining 53.04% does not have any non-print reading materials available at home.
The data revealed that majority of the students have more access to print than
non-print reading materials. This is attributed to the fact that the school provides learning
Table 4.4
4.1.3.2. Kinds of reading materials at home. Table 4.5 shows the percentage
distribution of the kinds of materials at home of the respondents. The participants have
different reading materials in their homes. There are 90respondents who are exposed to
books while 76note to have dictionaries and 21 have the combination of thesaurus,
encyclopedias and magazines. From the data, it can be posited that students have various
types of reading materials at home considering that in school every student is given books
Roskos (2002) have revealed the powerful influence of access to literacy tools on
young children’s involvement in literacy activities. This research indicates that in settings
carefully constructed to include a wide access of literacy tools, books, and play materials,
children read more and engage more in literacy-related play themes with resulting effects
on literacy improvement.
Table 4.5
4.1.3.3. Types of language used in the choice of reading materials. Table 4.6
shows the profile of the respondents in terms of their exposure to both print and non-print
reading materials in terms of the type of language used in the choice of reading materials.
Languages like English, Filipino and Visayan were considered in the study.
Table 4.6
The data reveal that 34.79% of the total respondents chose print reading materials
which are presented in English and Filipino languages while 4.06% of them chose print
reading materials which are presented in Visayan language. On the other hand, 29.39 %
of the respondents chose non-print reading materials which are also presented in English
and Filipino languages while 4.39% of them chose non-print reading materials which are
presented in Visayan language only. As shown in the table, students usually prefer
materials which are presented in either English or Filipino materials because books that
the Table 4.7.The data show that the respondents who were exposed to print reading
materials have consulted books (37.16%) first among any other materials.
The result correlates with the result of the study of Marcon (2014) which revealed
that most of the respondents chose books, as preferred reading material, and ranked
first among the choices with the percentage of 73.6%. The data below imply that majority
of the junior high school students usually consulted books first than any other printing
sources since these materials are already available at home. On the other hand, other
references can only be accessed in the school library which further explains why the
It can also be posited that when it comes to non-print materials, 58.12% of the
respondents watched television since this is the most available item in the community.
Table 4.7
NON-PRINT
Television 172 58.12%
Videotapes 33 11.15%
CDs 30 10.14%
Computers 27 9.12%
Records 19 6.41%
Films 15 5.06%
Total 296 100%
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 46
4.1.3.5. Frequency of reading the materials. The Table 4.8 presents how often
the students read the reading materials present in their homes. As it can be gleaned in the
table, 64.19 % of the respondents sometimes read those print reading materials available
in their respective homes while2.37% of them noted that they never read the non-print
This can be noted that the respondents are not motivated to read the reading
materials because they only read them sometimes. Although the materials are already
available at home but time, household activities, and financial needs may be the
Washington (2001) notes that children from homes characterized by poverty, lack
of stability, inadequate nutrition and medical care and inconsistency in care, are subject
Table 4.8
4.1.4. Grade Level. Table 4.9 shows the distribution of respondents by grade
level. Students from Grade 7 and Grade 8 had the most number of respondents with
33.45% and 31.76% respectively. On the other hand, 20.61% of the respondents are
The data shows that the number of participants reduces as they move to the next
different factors such as migration, early marriage, teenage pregnancy and child labor.
Table 4.9
The reading proficiency result is presented in the table 4.10. The skills are using
phonetic analysis, using structural analysis, using contextual clues, using idioms, getting
the main idea, identifying facts and opinions, predicting outcomes, drawing conclusions,
following directions, sequencing of events, using parts of the book, and using the
dictionaries, encyclopedia and other reference books and using the internet. It can be
gleaned in the table that only the skill identifying facts and opinions fall under beginning
level having a mean percentage score of 27.75%.Moreover, the other twelve (12) reading
skills fall under developing level because these skills have the mean percentage score
between 30.25% - 59.99%.Using phonetic analysis got the highest mean percentage score
of 51.25%. This was followed by using structural analysis with a mean percentage score
of 49.25%; following directions with 48.25%; using parts of the book 45.67%; using
In addition, getting the main idea gained a mean percentage score of 41.25%and
internet with 32.67% and using the dictionaries, encyclopedia, and other reference books
with 32.25% are also labeled under developing level of reading proficiency.
Overall, the mean percentage score of 52%denotes that the Junior High School
students’ reading skills are on developing level. These skills are considered as least
mastered skills where they still need the assistance of the teacher.
Table 4.10
1.93
4.3 Least Mastered Reading Skills of the Junior High School Students When
1.33
Grouped According To Their Profile 1.37
0.98
according to its identified profile such as their ethnicity, first language spoken, exposure
to print and non-print reading materials and resources and grade level. This further
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 49
describes which of the following respondents’ profiles have bearing to their reading
proficiency level.
revealed in Table 4.11. The data show that when respondents are grouped according to
their ethnicity, most of the reading skills fall under developing level and only the skill on
identifying facts and opinions has the verbal description of beginning level with total
mean percentage score of 27.75 %. However, in identifying facts and opinions only
Cebuano, Visayan and Manobo fall under the beginning level while the rest of the
The table further reveals that the skill in using dictionary and other reference
books, only the other ethnicities (Waray,Surigaonon,Ilonggo) fall under the beginning
level with a mean score of 1.20 or mean percentage score of 30% whereas the skill in
using the internet, the Manobo group got the lowest mean score with verbal description
of beginning level gaining an mean percentage score of 30%. This implies that there is a
difference in the mean scores of the ethnic groups in some reading skills and that these
The data further revealed that their ethnicity has an influence to their reading
proficiency.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 50
Table 4.11
Least Mastered Reading Skills of the Junior High School Students When Grouped
According to their Ethnicity
Reading Ethnicity N Mean MPS Description
Skills score
Cebuano/Visayan 145 2.06 51.50% Developing
Using Phonetic Manobo 107 1.98 49.50% Developing
Analysis Others(Waray,Surigaonon,Ilonggo) 44 2.16 54.00% Developing
Overall 296 2.05 51.25% Developing
4.3.2 First Language Spoken. Table 4.12 illustrates the least mastered reading
skills of the respondents when grouped according to their First Language spoken. The
data show that when respondents are grouped according to their first language, all
categories of reading skill fall under the description of developing level and only the skill
on identifying facts and opinions got the lowest mean percentage score of 27.75% with
Further, in identifying facts and opinions only Cebuano, Visayan and Manobo fall
under the beginning level with an MPS of 27.75% and 27%, respectively. On the other
developing. In using the dictionary and other reference books, Cebuano and Visayan
earned the highest mean score of 1.32, while Manobo got 1.28 and others got the lowest
This means that their first language spoken influence their reading proficiency.
This implies that the reading intervention program or materials may vary depending on
the mean score got by each group in every reading skill. The result is in contrast with the
result of the study of Teposo (2016) of which the study revealed that the reading
proficiency level did not significantly differ when respondents were grouped according to
Table 4.12
Least Mastered Reading Skills of the Junior High School Students When Grouped
According to their First Language Spoken
Reading L1 N Mean (MPS) Description
Skills Score
Cebuano/Visayan 227 2.06 51.50% Developing
Using Phonetic Manobo 53 1.92 48.00% Developing
Analysis Others(Tagalog,Ilocano,Higaonon) 16 2.25 56.25% Developing
Overall 296 2.05 51.25% Developing
percentage distribution of the reading skills of junior high school students when grouped
according to the type of exposure to reading materials is shown in Table 4.13. The data
show that 12 out of 13reading skills fall under developing level with 51.25 % for the
using phonetic analysis, 49.25% for using structural analysis, 43.25% for using
contextual clues, 34.75%using idioms,41.25% for getting the main idea, 43.25%for
33.25% for sequencing of events, 45.67% for using parts of the book, and 32.25%for
using the dictionaries, encyclopedia and other reference books and 32.67 % for reading
through the internet. Otherwise, identifying facts and opinions is the only skill which fall
The result of the study showed that the respondents who are exposed to both print
and non-print reading materials and resources got the highest mean score in most of the
reading skills. This further explains that exposure to reading materials affects the reading
proficiency of the students. General Teaching Council for England (2006) cited that
students having limited exposure to reading materials do count as a factor in the difficulty
in reading of learners.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 54
Table 4.13
Least Mastered Reading Skills of the Junior High School students When Grouped
According to their Exposure to Print and Non-print Reading Materials and Resources
Reading Reading N Mean (MPS) Description
Skills Materials Score
None 106 2.05 51.25% Developing
Using Phonetic Print Only 29 1.98 49.50% Developing
Analysis Non-print only 34 2.07 51.75% Developing
Print and non-print 127 2.13 53.25% Developing
Overall 296 2.05 51.25% Developing
None 106 1.65 41.25% Developing
Using Structural Print Only 29 1.92 48.00% Developing
Analysis Non-print only 34 1.86 46.50% Developing
Print and non-print 127 2.15 53.75% Developing
Overall 296 2.05 49.25% Developing
None 106 1.41 35.25% Developing
Using Context Clues Print Only 29 1.70 42.50% Developing
Non-print only 34 1.66 41.50% Developing
Print and non-print 127 1.88 47.00% Developing
Overall 296 1.73 43.25% Developing
None 106 1.41 35.25% Developing
Using Idiomatic Print Only 29 1.19 29.75% Beginning
Expressions Non-print only 34 1.55 38.75% Developing
Print and non-print 127 1.58 39.50% Developing
Overall 296 1.39 34.75% Developing
None 106 1.41 35.25% Developing
Getting the Main Idea Print Only 29 1.70 42.50% Developing
Non-print only 34 1.62 40.50% Developing
Print and non-print 127 1.68 42.00% Developing
Overall 296 1.65 41.25% Developing
None 106 0.82 20.50% Beginning
Identifying Facts and Print Only 29 1.24 31.00% Developing
Opinions Non-print only 34 0.97 24.25% Beginning
Print and non-print 127 1.10 27.50% Beginning
Overall 296 1.11 27.75% Beginning
None 106 1.41 35.25% Developing
Predicting Outcomes Print Only 29 1.84 46.00% Developing
Non-print only 34 1.66 41.50% Developing
Print and non-print 127 1.73 43.25% Developing
Overall 296 2.05 43.25% Developing
None 106 1.50 37.50% Developing
Drawing Conclusions Print Only 29 1.45 36.25% Developing
Non-print only 34 1.34 33.50% Developing
Print and non-print 127 1.60 40.00% Developing
Overall 296 1.50 37.50% Developing
None 106 2.05 34.50% Developing
Following Directions Print Only 29 1.98 48.50% Developing
Non-print only 34 2.07 49.25% Developing
Print and non-print 127 2.13 52.00% Developing
Overall 296 2.05 48.25% Developing
None 106 1.38 34.50% Developing
Sequencing of Events Print Only 29 1.35 33.75% Developing
Non-print only 34 0.97 24.25% Beginning
Print and non-print 127 1.40 35.00% Developing
Overall 296 1.33 33.25% Developing
None 106 1.29 43.00% Developing
Using Parts of Book Print Only 29 1.28 42.67% Developing
Non-print only 34 1.24 41.33% Developing
Print and non-print 127 1.53 51.00% Developing
Overall 296 2.05 45.67% Developing
None 106 1.21 30.25% Developing
Using Dictionary, Print Only 29 1.18 29.50% Beginning
Reference Books Non-print only 34 1.31 32.75% Developing
Print and non-print 127 1.45 36.25% Developing
Overall 296 1.29 32.25% Developing
None 106 1.00 33.33% Developing
Using the Internet Print Only 29 0.94 31.33% Developing
Non-print only 34 0.86 28.67% Beginning
Print and non-print 127 1.06 35.33% Developing
Overall 296 0.98 32.67% Developing
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 55
4.3.4 Grade level. Table 4.14showsthat when respondents are grouped according
to their grade levels, the reading proficiency level of the respondents varies accordingly.
Out of thirteen (13) reading skills, the Grade 7 participants has a description of
developing level in the following reading skills: using phonetic analysis, using contextual
clues, using idioms, getting the main idea, predicting outcomes, drawing conclusions,
following directions, using parts of the book, and using the internet. The rest of the skills
On the other hand, Grade 8 participants have a developing reading level in most
skills except for identifying facts and opinions, sequencing of events and using the
internet which fall under ‘beginning level’. The Grade 9 respondents reading proficiency
also fall under developing level except for using phonetic analysis and using structural
analysis which has an MPS of 61% and 62.75% labeled as approaching proficiency
respectively while identifying facts and opinions has only 30% MPS with a description of
beginning level.
phonetic analysis and following direction with an MPS of 62% and 63% respectively.
The other reading skills fall under developing level except for identifying facts and
opinions which is in the beginning level. It can be gleaned in the table that the common
least mastered skill of the respondents is identifying facts and opinions. This implies that
an intervention program on this reading skill should be designed to all junior high school
students.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 56
Table 4.14
Least Mastered Reading Skills of the Junior High School students When Grouped
According to their Grade Level
Reading Skills Grade Level N Mean MPS Description
reading program crafted as a form of response to the least learned reading skills revealed
in this study. The program name primarily advocates reading enhancement through
providing students with vast activities and worksheets in every reading skill for all levels
This program was crafted in consideration of the students’ profile, such as first
language spoken, ethnicity, exposure to print and non-print reading materials, and
grade level.
REAL provides students with various engaging tasks which are all geared towards
the improvement of thirteen reading skills namely using phonetic analysis, using
structural analysis, using contextual clues, using idioms, getting the main idea,
directions, sequencing of events, using parts of the book, and using the dictionaries,
The program will run for the whole school year as its implementation time frame
utilizing the remedial class period which takes place twice a week. Table 4.15 below
presents the workplan for the REAL program reflecting the specific time frame, learning
objectives, activities, specific modules and worksheets. Its figures for logistics and the
materials needed for the implementation are also presented in such matrix. A pre-test and
post-test, adapting the validated reading proficiency test used in this research, shall be
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 58
to determine the student’s progress. Moreover, “REAL” utilizes the methodologies such
peer tutoring; coaching; mentoring; one on one reading session; outdoor activities
applying reading skills and other activity-based learning methods. The respective roles
and working committees of the teachers and school administrators are also depicted in the
program. It also involves the school external linkages and stakeholders such as parents
Finally, this program shall be evaluated every after its implementation using the
M&E tool and the result of the post-test. There will feedbacking from the school
administrator, language teachers and parents in order to sustain and improve the program.
Table 4.15
JUNE 2018 Determine the Orientation to parents and School Documentation; Php100.00
(3rd Monday of reading stakeholder should be done to administrator and Attendance Sheet; Photocopies of the
the Month) proficiency of the gain the full support and to teaching staff, Minutes during the Workplan for the
Junior High successfully implement the Junior High Orientation Intervention
School students. reading program. School students, Program
Parents,
Stakeholders
JULY 2018 Develop the MODULE 1: Using Phonetic Language Documentation Php 1,000.00
(6 days) students’ skills in Skills teachers, Attendance Sheet Photocopies of the
producing sounds WORKSHEET 1 Grade 7 and Worksheets/
correctly. Speech Improvement: Grade 8 students; Manila Paper and
/ey/ and /ε/ Felt-tip-pens;
WORKSHEET 2 Downloaded
Speech Improvement: videos
/a/ and /ӕ/
WORKSHEET 3
Speech Improvement:
/I/ and /iy/
WORKSHEET 4
Speech Improvement:
/ͻ/ and /ow/
WORKSHEET 5
Speech Improvement:
/ε/ and /I/
Note: *Grade 7and 8 students should be given more attention in the process of the development of the skill.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 59
LOGISTICS/
TIME LEARNING ACTIVITY PERSONS MOV RESOURCES/
FRAME OBJECTIVES INVOLVED MATERIALS
NEEDED
Note: *Grade 7 students should be given more attention in the process of the development of the skill.
AUGUST Enrich the students’ MODULE 4: Using Language Documentation Php 1,000.00
2018 vocabulary skills Idiomatic Expressions teachers, Attendance Photocopies of
(3 days) through WORKSHEET 1 All JHS Sheet the
understanding Pics Can Tell students Worksheets/
idioms. WORKSHEET 2 Manila Paper
Complete the Story and
WORKSHEET 3 Felt-tip-pens
Vocabulary in Action
WORKSHEET 4
Idioms in Action
WORKSHEET 5
Idioms in Action
Note: *Manobo language speakers are also given more attention to this skill.
*Students whose ethnicity is Cebuano/Visayan should be also given more attention in the process of the
development of the reading skill.
*Students in the Grade 7 are also given more attention to this skill.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 60
Note: *Students with other ethnicities (Waray, Surigaono, Ilocano) are also given more attention to this skill.
*Grade 7 and 8 students should be given more attention in the process of the development of the skill.
Note: *Students who are not exposed to both print and non-print reading materials should be given more attention to this
skill.
*Students across all levels should be given more attention to this skill.
Note: *Cebuano/Visayan language speakers are also given more attention to this skill.
* Grade 7 students should be given more attention to this skill.
LOGISTICS/
TIME FRAME LEARNING ACTIVITY PERSONS MOV RESOURCES/
OBJECTIVES INVOLVED MATERIALS
NEEDED
Note: *Grade 7 and 8 learners should be given more attention to this skill.
*Students who are exposed to print reading materials only should be given more attention in the process of the development of the
skill.
Note: *Grade 8 students are also given more attention to this skill.
*Students who are exposed to non-print reading materials only should be given more attention in the process of the development
of the skill.
*Manobo students are also given more attention to this skill.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 63
Feedbacking to
sustain and
improve the
reading
program.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 64
CHAPTER 5
This chapter presents the summary of the findings, conclusions drawn and
recommendations made.
SUMMARY OF FINDINGS
The researcher found out in the profile of the Junior High School students that
mostly were exposed to Cebuano and Visayan language as their first language spoken
since it is the dominant dialect spoken within the community. It was also noted that
majority of the respondents are Cebuano and Visayan. When grouped according to
exposure to reading materials, it was found out that most of the junior high school
students preferred information sources like reference books and dictionaries. On the other
The reading proficiency of the Junior High School of Calaitan National High
School based on their mean percentage score per reading skill fall under 'developing level
and only the skill in identifying facts and opinions fall under beginning level with a mean
Results on the least mastered reading skills vary when respondents are grouped
according to their profile. In terms of first language spoken, Cebuano and Manobo
speakers got a beginning level in identifying facts and opinions while other language
speakers (Tagalog, Higaonon, and Ilocano) earned the lowest mean score in using
achieved developing level of reading proficiency while Cebuano and Manobo got
reading materials, the participants who are only exposed to print materials got the lowest
mean score in using idiomatic expressions and using dictionary and other reference
books. On the other hand, in identifying facts and opinions the respondents who are only
In terms of grade level, both Grade 7 and 8 did not master all the skills whereas
Grade 9 got approaching proficiency level in using phonetic analysis and using structural
analysis while Grade 10 got approaching proficiency level in following directions and
using phonetic analysis. The rest of the skills are under developing level.
It only means that the students’ profile affect their reading proficiency. This
further suggests that an intervention program should be designed for the identified least
mastered reading skills with consideration of the students’ profile– ethnicity, First
Language spoken, exposure to reading materials and sources and grade level.
Conclusions
The findings of the study led to the conclusion that majority of the junior high
school students of Calaitan National High School were not able to hone their skills when
it comes to reading and the reading proficiency of the students are affected by any of their
profiles like grade level and exposure to reading materials and sources.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 66
Further, this suggests that the school reading intervention program should be
designed across all levels. Intervention program designed to address the least learned
reading skills of the student must consider ethnicity, First Language spoken, exposure to
print and non-print reading materials and sources and grade level.
Recommendations
recommendations:
intervention program aimed at addressing the least mastered reading skills of the
students. They should support the teachers in the conduct of the program especially the
expenses of the materials and worksheets needed in the activities. Once implemented, an
evaluation of the program shall be done. Further, the school head must see to it that the
school library have different kinds of reading materials not only books so that students
will be exposed to different reading materials and their learning and interest needs will be
catered.
of the School-Based Reading Program and should consider the type of materials used in
the reading sessions. Their commitment should be encouraged in the conduct of the
reading intervention. Further, they shall provide an avenue for students to be exposed to
Teachers. All the teachers of the school are encouraged to help in the
Students. Proficiency level in reading can only be achieved if the students will
put their love in reading. They should take time to read materials. Unless students will
cooperate, the teachers will not be successful in their goal of eliminating frustrated
readers.
Parents. Since the education of the child is also a responsibility of the parents,
they should also be informed on and monitor the reading proficiency of their child.
Furthermore, they should also be supportive on the intervention program of the school
with the objective of helping their children in mastering the reading skills.
proposed reading intervention program to aid the least mastered reading skills of the
recommended that there will be an evaluation of the reading materials suggested in the
study. Lastly, conducting an action research on the use of the developed materials for the
Abbot, M. (2012) What makes reading difficult for ESL students? Strategies for
struggling reader. Retrieved January 16, 2016 from www.org.uk/Resource
/NALDIC/Professional%20Developmental/DocumentINCAbbot.pdf
Adrales, M. (2006). Needs-assessment reading program for the first year students of
Bayugan National Comprehensive High School (Unpublished master’s thesis).
PNU – Agusan.
Alegrid, R. (2016). Theories and its implications for reading. Retrieved on March
21, 2018 from https://rogelioalegrid.wordpress.com/2016/06/26/theories-
and-its-implications-for-reading/html.
Allinder, R.M. (2001).Improving fluency at-risk readers and students with learning
disabilities. Remedial and Special Education. 22 (1) 48-54.
Alumbro, E.C., (2001). The reading skills of the VISCA, foundation elementary school
pupils: A basis for an improved reading instruction (Unpublished master's thesis).
Cebu Normal University, Cebu City.
Aram, D. & I. Levin (2004). Mother-child joint writing in low SES: Sociocultural
factors, maternal mediation, and early literacy. Cognitive Development, 16,
831–852.Google Scholar.
Aton, M.C.C. (2014). Improving the reading proficiency of grade 7 students of Philsaga
High School Foundation Incorporated through reading intervention program
(Unpublished master’s thesis).PNU-Mindanao.
Bodrova, E.; Leong, D.J.; (1999). Literacy standards for pre-school learners.
Educational leadership(Alexandria, VA), vol. 57, no. 2, p. 42–46.
Carrell, P. L., Gadjusek, L., & Wise, T. (1998).Metacognition and EFL/ESL reading.
Instructional Science, 26, 97-112.
Coyne, C., Isaac, J., &Schwartz, J. (2013). Vocabulary intervention for kindergarten
students: Comparing extended instruction to embedded instruction and incidental
exposure. Learning Disability Quarterly, 30, 74-88.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 70
Dale, E., & Tyler, R. (2000).A study of the factor influencing the difficulty of reading
materials for adults of limited reading ability. In W. H. Dubay (Ed.),
Unlocking Language: The Classic Readability Studies (80- 107). Costa Mesa,
California: Impact Information.
Day, R. & Bamford, J. (1998). Extensive reading in the second language classroom. New
York: Cambridge University Press.
Department of Education (2012). Memorandum No. 31, s. 2012: Policy Guidelines on the
Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum
(BEC) Effective School Year 2012-2013 from
http://www.gov.ph/2011/10/02/memorandum-no-244-s-2011/ html.
Ehri, L. C. & Roberts, T. A. (2006). The roots of learning to read and write:
Acquisition of letters and phonemic awareness. In D. K. Dickinson & S. B.
Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 113-131).
New York: The Guilford Press.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 71
Faremi S. & Omerin K. (2011). . The global age: State and society beyond modernity.
Stanford: Stanford University Press.
Foertsch, M. A. (1992). Reading in and out of school: Factors influencing the literacy
achievement of American students in grades 4, 8, and 12, in 1988 and 1990.
(ERIC Document Reproduction Service No.ED 341 976).
Foorman, B.R. & Torgesen, J.K. (2001). Individual differences in response to early
interventions in reading: The lingering problem of treatment resisters. Learning
Disabilities Research & Practice, 15, 55—64. Google Scholar, Crossref.
Frankel, K.F., Pearson, D.P., & Nair, M. (2011). Reading comprehension and reading
disability. In A. McGill-Franzen & R. L. Allington (Eds.) Handbook of reading
disability research. New York & London: Routledge
Gardner, H. (1993). The unschooled mind: How children think and how schools should
teach. London: Fontana.
General Teaching Council for England Ed. (2006) compiled by UNESCO-IBE. Retrieved
November, 27, 2017 from http://www.ibe.unesco.org/fileadmin/user-upload/
WDE/2010/pdf.
Gildrie, R. (2005). The nature of reading. Retrieved on December 12, 2017 from
https://www.scribd.com/document/35813524/Interac1.
Grant, M. (2016). Strategies for scaffolding reading instruction. Retrieved on January 28,
2018 from http://study.com/academy/lesson/strategies-for-scaffolding reading-
instruction.html.
Graves, M. F., Graves, B. B., & Braaten, S. (2010). Scaffolded reading experiences for
inclusive classes. Educational Leadership, 53(5),14.
Hernando, A.M.V. (2012). Improving the reading skills of grade VI pupils of Ambago
Central Elementary School, Butuan City through series of reading activities.
(Unpublished master’s thesis). PNU-Agusan .
Hidi, S. (2001). Interest and its contribution as a mental resource for learning. Review of
Educational Research, 60, 549-571.
Izizinga, R. (2000). The teaching of reading in Uganda. In K. Parry (Ed.) Language and
literacy in Uganda: Towards a sustainable reading culture. Kampala: Fountain
Publishers.
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 73
Kinberg, M. (2006). Your teaching reading in the content areas of elementary teachers
[Google Books version]. Retrieved from https://goo.gl/DsN21U [34].
Kirsch, I. S. (2012). Adult literacy in America: A first look at the results of the national
adult literacy survey. In National Center for Educational Statistics. Washington,
DC: U.S. Department of Education.
Klingner, J. K., Vaughn, S., & Boardman, A. (2007). Teaching reading comprehension to
students with learning difficulties (Vol. 4). Guilford Press.
Lasaten, R.C. & Racca L.M. (2016). English language proficiency and academic
performance of Philippine Science High School students. International Journal of
Languages, Literature and Linguistics, Vol. 2, No. 2.
Linda M. (2013). Reading difficulties in grade six learners and challenges faced by
teachers in teaching reading: A case of Chadiza and Chipata districts,
Zambia.(Unpublished master’s thesis).University of Zambia Lusaka.
Maarof, N., &Yaacob, M. (2011). Meaning-making in the first and second language:
reading strategies of Malaysian students. Procedia Social and Behavioral
Sciences, 12, 211–223.
Mason (1997). Free voluntary reading (FVR) “pays” big dividend. Education World.
Retrived on February 3, 2018 fromhttp://www.education-world.com.
Mastropieri, M. A.(2001). Can middle school students with serious reading difficulties
help each other and learn anything? Journal of Learning Disabilities, 16, 18–27.
Miller, S. D. (2003). How high-and low-challenge tasks affect motivation and learning:
Implications for struggling learners. Reading & Writing Quarterly, 19, 39-57.
Mondero K. (1995). The reading difficulties of grade III pupils in district IV in the
schools division of Manila.(Unpublished master’s thesis). Philippine College of
Health Sciences, Inc. Manila, Philippines.
Moss, J., & Fenster, M. F. (2002). From literature to literacy: Bridging learning in the
library and the primary grade classroom. Newark, DE: International Reading
Association.
Nutbrown, C. (2001). Threads of thinking: Young children learning and the role of early
education. 3rd ed. London: SAGE.
Ogena, E. (2013). Teacher Education for ASEAN 2015 [Powerepoint slides]. Retrieved
from http://www.rexpublishing.com.ph/basic-education/teacherslounge/basic
education/teacher-education-preparations-for-ASEAN-2015/Dr.%20Ogena
Teacher%20Education%20Preparations%20for%20ASEAN%202015.
Omerin, F. (2011). Globalization and youth. Retrieved on March 25, 2018 from http://
www.slideshare.net/stepbystep/globalization-and-youth.
Palincsar, A.S and Duke, N.K.(2004).The role of text and text-reader interactions
in young children’s reading development and achievement. The Elementary
School Journal, 105(2), p.183-197.
Peterson, D. & and Van Der Wege, C. (2002). Guiding children to be strategic readers.
Phi Delta !pzpfXU/, 83,6 : 437-440.
Piaget, J. (2013). The construction of reality in the child (Vol. 82). Routledge.
Rumbold, E. (2006). Globalization, art, and education. Retrieved on January 17, 2017.
from http:/ /netfiles.uiuc.edu/edelacru/www/section3.
Ryan, S. M., & Brewer, B. (1990). Changing the English curriculum for at-risk
high school learners. Journal of Reading, 33(4), 270–273.
Sellers, M. (2014, May 12). Who better to choose? Every child is different.
Retrieved from http://everychildisdifferent/whobettertochoose/.
Sze, S. (2009). Learning Style and the special needs child. Journal of Instructional
Psychology. Vol.36, No.4.
Tharp, R. & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and
schooling in social context. New York: Cambridge University Press.
Tracey, D. & Morrow, L.M. (2012).Lenses on Reading. NY: The Guilford Press.
Van Praag, M., and S. Hoogendoorn. 2012. Ethnic Diversity and Team Performance: A
Field Experiment. IZA Discussion Paper No. 6731.[Google Scholar].
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 78
Villamin , A. M.(1986). Skill builders for efficient reading (7). Quezon City: Phoenix
Publishing House , Inc.
Villamin, A. M., Diaz, L. S., Talens, B. A., & Santos, N. S. (2001). Gateways and
skyways to developmental reading. Quezon: Katha Publishing.
Warford, M. K. (2011). The zone of proximal teacher development. Teaching and Teacher
Education, 27, 252-258.
Williams, J., Hall, K., & Lauer, K. (2004). Teaching expository text structure to young
at-risk learners: Building the basics of comprehension instruction. Exceptionality,
12(3), 129-144. (ERIC Document Reproduction Service No. EJ682909) Retrieved
November 25, 2008, from ERIC database.
Zunguze, S.J., (2011). Teachers’ views on factors contributing to low level reading levels
among Mozambican primary school pupils. Dissertation, University Of Zambia.
Retrieved from http://dspace.unza.zm:8080/xmlui/bitstream/handle/1
23456789/1993/salvador00001.PDF?sequence=1.