Academically speaking reading is one of the measurements of learning.

A
learned individual is someone who can read and interprets what was read. Precisely,
every school year San Nicolas Elementary School is aiming to produce such
individual. More so, the teachers are very much cooperative in achieving this aim.
Different materials, interventions, remediation, and best practices were
implemented to produce a pupil that can read articles, stories or selections of their
grade level. And yet it is frustrating to find out that after everything the teachers did,
there are still learners who are left behind as far as reading is concerned. They need
sufficient attention as well as an accurate intervention to immediately treat them
against illiteracy, thus gradually increasing their level of literacy.
After the administration of Group Screening Test (GST), the teachers were able
to identify the pupils that need to undergo Phil- IRI. The Group Screening Test (GST)
aims to help the teachers identify the reading level of the pupils. Thus, proper
intervention during remediation will be handed down to them. In this way pupils will
be more interested in reading.
Teachers must accept the fact that pupils vary in their capability concerning
their reading skill. There are cases such as a grade 5 pupil cannot read based on his /
her grade level. That is is the primary role of GST to make us aware of this saddening
truth.
During the Phil- IRI pupils were able to read the given selection because it was
based on their reading ability following the guidelines set by the GST, a score of 14
and above need not to take Phil-IRI, those who are advised to undergo Phil-IRI are
those with score of 13 and below. A score of 0-7 will read selection down to three
grade level. And a score of 8-13 it is down two grade level.
This is a big challenge in the part of teachers whereas, in the Phil-IRI Post Test,
pupils are now expected to read selections within their grade level.
Teachers should make different interventions during the remediation period
that will meet their needs and thus gradually improve their reading ability.
The different interventions to actually attain this goal of letting the pupils read
with their level are the following, evidence based reading intervention such as
repeated reading, assisted reading, questions-answer relationship or the teacher
reads aloud while pupils follow along in their books for instance students echo- read,
students choral read and students partner- read.