Action Research in Reading

ASSESSMENT OF THE LEVELS OF READING COMPREHENSION OF THE GRADE III PUPILS IN MATUYATUYA ELEMENTARY SCHOOL SY 2016-2017

By: MARIA JUDHEE S. RIVAMONTE Teacher II

I. The Problem Situation A. Introduction Reading is the mother of all study skills. It is one of the most complex and valuable skills a person can acquire. It is not merely an ability to recognize written or printed words, but it also refers to putting meaning to what a person reads and drawing a unified thought of what is read. Thus, it cannot be taught in isolation. In addition, reading as a field of teaching is considered one of the important areas of teaching if not actually the most important ever. It is said to be one of the most necessary academic skills. Besides, it is a major pillar upon which the teaching and learning process is built. The reading ability plays a central role in the teaching and learning success at all educational stages. Having any difficulty in this skill will result in variety of consequences on all subjects of study, since reading includes a variety of sub-skills. According to Ozdemir (2009) reading is fundamental in getting knowledge as all the lessons and learning activities are mostly based on the power of comprehensive reading; indeed, it is really necessary to read comprehensively. Also, reading comprehensively really affects a learner’s education and his life as a whole. Learning in any lesson depends on understanding of

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the learning instrument of that lesson; thus, a learner who cannot read comprehensively finds it difficult for him or her to become successful in his or her lessons. Furthermore, Ono (2004) emphasized that reading has the potential to help English language learners become better readers and make improvements in other aspects of their English skills. As mentioned by Al-Khateeb (2010) reading comprehension is considered the real core for the reading process and a big process around which all other processes are centered. Comprehension is the peak of the reading skills and the bases for all reading processes. It is viewed by some researchers as the ultimate objective of the reading process, since he who does not comprehend what he reads is considered as if he has not read.” Importantly, the skills such as acquiring the correct meaning, analysing the authors’ point of view and applying what one learns from reading to real-life situations are things that constitute reading comprehension which must be the basic consideration of all readers. Moreover, the ability of the readers to understand what they are reading interpret ideas and inject meaning to printed words is comprehension. Thus, reading alone is not enough; there must be comprehension so that learners may not only focus on the text but also on the interpretation of its deeper meanings. The importance of reading comprehension is emphasized in the education community; however, not everyone realizes how important really is. Although strong reading skills can help pupils do well in language arts and reading class, that is only the beginning. Students have to use reading skills in every single pupil who struggles with reading comprehension so he or she may not fall far behind in school that can lead to limited opportunities as grows and becomes adult.

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Nowadays, pupils and students are exposed to different ideas, people and products and viewpoints increase as rapidly as the changes in the society. Just about everyone in the Philippines knows how to read. As a nation, almost everybody enjoys a high rate of literacy. Unfortunately however, not every Filipino is a good reader who can derive meaning from a written material and go on to analyze and apply that meaning. Thus, readers, who can only read facts and nothing more can never be called good readers, Indeed, a pupil or student who can read comprehensively can also be successful in all learning and lessons. It is a known fact that in the Philippine system of education, a high school and university require an entry assessment or entrance examination mostly based on the testing ability whether they can read comprehensively and can come up with new interpretations by making analysis and synthesis on the given data in many research tasks. Teachers, therefore, have a very important role to play in helping their pupils and students get most out of reading and become more good readers. They need to introduce to them extensive reading and provide them essential guidance as they read comprehensively. While teaching reading comprehension, teachers must always keep in mind that the goal is to let the students understand what the content text wants to convey. Moreover, teachers, must help learners to do well in their subject and pass the require examination or test. As the same time, they can increase their pupils’ competency in English and help them become fluent readers in English by engaging them in extensive reading. Thus, teachers, in Matuyatuya Elementary School, in particular Grade III must be able to identify the level of their pupils’ comprehension skills so that they could plan for effective strategies or programs that would eventually enhance the learners’ critical thinking skills.

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With this premise, the researcher prompted to conduct a research to determine the reading comprehension ability of the Grade III pupils of Matuyatuya Elementary School for SY 20162017. B. Statement of the Problem This study aimed to determine the levels of the reading comprehension ability of the 24 pupils (14 boys and 10 girls) Grade III pupils officially enrolled in School Year 2016-2017 at Matuyatuya Elementary School. Specifically, it sought answers to the following questions: 1. What is the level of the pupils’ reading comprehension as to: a. literal level; b. interpretative level; c. critical level; d. applied level? 2. What are the problems that hinder pupils reading comprehension? 3. What lesson model can be designed to help improve pupils’ reading comprehension? C. Scope and Delimitation The coverage of the study include the reading comprehension level of the Grade III pupils as to literal, interpretative, evaluative, or creative as basis for designing a model lesson to enhance the reading comprehension ability of the subjects of the study. The study made use of the 24 Grade III pupils composed of 14 boys and 10 girls officially enrolled in the school. It delimited to the current school year only. 4

Results would not generalize the reading comprehension ability of all the pupils in the school but only those pupils utilized in the study. D. Significance of the Study Reading comprehension is the crucial link to effective- a strong factor in the students’ education and professional lives. This study is deemed beneficial to the following: Findings may serve as bases for the Department of Education for designing a lesson model in enhancing instruction that would benefit the pupils and students and may also suggest good books appropriate for the learners. Likewise, it may encourage more the department to enrich its library hub program and community outreach program by sharing some materials such as books, magazines, and other library resources that would be very useful for the learners to develop their interest in reading. Results of the study may guide teachers to redesign, restructure teaching methodologies of teaching reading which should not stress on accuracy of reading aloud but which would fit to the pupils’ abilities and skills; that they may be helped in promoting reading as a process of acquiring meaning from text and may foster a flexible response to difficulties that their learners might encounter in reading. The learners are the prime beneficiary of the study, results may help them determine their strengths and weaknesses in reading to better improve themselves.

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II. A. THE REVIEW OF RELATED LITERATURE AND STUDIES The Nature of Reading Reading has been defined in different disciplines by many authors and reading experts in many ways. Leipzig (2001) defined reading as a multifaceted process involving word recognition, comprehension, fluency, and motivation. Reading also means making meaning from print. It requires that a reader identifies the words in print- a process called word recognition, constructs an understanding from them- a process called comprehension, and then coordinates identifying words and making meaning so that reading is automatic and accurate –an achievement called fluency. From Wikepedia, reading is defined as a complex cognitive process of decoding symbols in order to construct or derive meaning. It is a means of language acquisition, of communication, and of sharing information and ideas. Like all languages, it is a complex interaction between the text and reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In her book, Villamin (2001) cited several meanings of reading from different authors published in the International Reading Association publications by Harris and Hedges as follows: Reading is viewed by Spoche as a developmental task. It is a thinking process that concerns with the reader’s skill in making interpretation and generalization, in drawing outcomes and conclusions. It contributes to personality change for it provides students with reading materials that meet their needs or some have application to their lives.

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According to Gray, reading is an interaction between the reader and the writer. The reader attempts to reconstruct a message from the writer, sampling, selecting, predicting, comparing, and confirming activity in which the reader selects a sample of useful and graphic cues based on what he sees and what he expects to see. It is also believed that reading involves the recognition of printed or written words which serve as stimuli for the recall of meaning, built up through experience and the construction of new meanings through manipulation of concepts already possessed by the reader. The resulting meanings are organized. It is a two-way process involving the perception and comprehension of written messages as cited by Tinker, Cullough and Thorndike. From the viewpoint of Smith and Dechant, the psychologist looks at reading as a though process, the semanticist is interested in meaning and looks at the printed page graphic representation of speech; the linguist is concerned with relationships between the sounds of a language at its written form while the sociologist examines the interaction of reading and culture and literary man reads to the artistic nature of the production before him. Reading is a tool for learning and in mastering all other subjects in the curriculum, a part of communication arts and a means to an end. People read for pleasure, for specific information, to locate materials dealing with special problems or to share information with others. Learning performance in almost all the child’s school works depends to a great measure on his proficiency in reading. It is in this sense that several reading skills are needed to comprehend and react to the selection. Such skills are getting the main idea, noting details or proof sentences, finding cause and effect relationships, determining sequence, predicting outcomes, making judgment, drawing conclusions and following directions. All are needed to fully grasp the message.

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Goodman (1992) explained that reading is a psycholinguistic game whereby the reader selects cues from the printed page and predicts what words proceeds or follows another to trigger language is his or her own appropriate language experiences. From these definitions, Magtaho (2004) concluded that reading is indeed a complex process of receiving graphic symbols and relating them to one’s fund of experience. Reading Comprehension Reading is the gateway to comprehension. The goal of reading is to extract meaning. This is referred to as reading comprehension and can be viewed as product of two necessary components: decoding and linguistic comprehension. Relative to this, Mercado, et al. (2009) mentioned that reading is one of the four macro skills taught in English language. The act of reading is a process which involves steps to achieve and reinforce understanding namely: word perception, comprehension, reaction, and integration. Of all these steps, research on the field has focused on the comprehension and the issues that revolve around it. Comprehension is the act of grasping the meaning, significance or nature of an idea with intellect and specifies understanding as its closet synonym. It is an integrated skill, a process of constructing meaning from written texts, a complex skills requiring coordination of several kinds of interrelated sources of information. Comprehension is a means of integrating information when individuals read. A structure is formed, which includes all the events of circumstances and concepts that must be put together.

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Reading comprehension is a complex process because the reader has to construct meaning by interacting with text using his or her previous knowledge and experience and the information that can be found in the text. The more background information related to the text the reader possesses, the easier it is for him or her to understand the text. Moreover, teach text is unique in regard of the structure of the text, its genre, vocabulary and language. The purpose of reading is to connect the ideas on the page to what the reader already knows. Reading comprehension requires motivation, mental frameworks for holding ideas, concentration and good study techniques. Reading without comprehension is useless. One can get bored easily if there is an absence of interest and enjoyment in reading, more so without comprehension. It is impossible to draw out sense from any form of communication, written or oral, if the basic skills of finding out its meaning are underdeveloped or undeveloped (Enriquez, 2009). Reading comprehension is one of the pillars of the act of reading. Simply, reading comprehension is the act of understanding what you are reading. While the definition can be simply stated, the act is not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text, the reader must be able to comprehend the vocabulary used in the piece of writing. If the individual words don’t make sense, then the overall story will not make sense either. Children can draw on their prior knowledge the vocabulary, but they also need to continually be taught new words. The best vocabulary, but they

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also need to continually be taught new words. The best vocabulary instructions occur at the point of need. Parents and teachers should pre-teach new words that a child will encounter in a text or aid her in understanding unfamiliar words as she comes upon them in the writing. In addition to being able to understanding unfamiliar words as she comes upon them in the writing. In addition to being able to understand each district in a text, the child also has to be put to them together to develop an overall conception of what it is trying to say.

This is comprehension. Text

comprehension is much more complex and varied than vocabulary knowledge. Readers use many different text comprehension strategies to develop reading comprehension.

These include

monitoring for understanding, answering and generating questions, summarizing and being aware of and using a text’s structure to aid comprehension. Solving a problem in worded text or symbol, oral in some cases, obviously needs the prerequisite skills of reading. Thus, developing the reading skills of the learners can promote comprehension and will greatly help in solving problems.

Leaving the undeveloped and

underdeveloped reading skills unattended can affect their performance in problem solving. The National Reading Panel (2000) states that reading comprehension is critically important to the development of children are reading skills and therefore the ability to obtain an education. This statement is supported by Villamin (1994), when she pointed out that reading implies comprehension. According to her, an individual must understand what he reads if he is to comprehension. According to her, an individual must understand what he reads if he is to accomplish any process except to waste time. She added that developing comprehension which is a constellation of skills or abilities is difficult.

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Teachers must acknowledge the importance of reading skills and must plan an effective program of reading instruction with a focus on promoting reading culture among pupils in their schools (Adeniji, 2010). However, according to him, English teachers are lagging behind in their approach to teaching reading comprehension. The effect is poor performance among students. These teachers lack methods of imparting reading skills to pupils. The condition is so bad that some pupils find it difficult to read and understand a simple sentence. He also noted that there is an urgent need to investigate into the causes of poor comprehension among pupils with a view to finding a lasting solution to the problem. There are previous and recent researches regarding comprehension. One case is the study of Lumayog (1998) on the reading interests associated with the reading comprehension of Grade V pupils. The result showed that the reading comprehension was dependent upon one’s exposure to several kinds of reading materials and there exists a significant association between reading interests and reading comprehension. There was comprehension if one had developed an interest in reading. Gadgahan (2004) conducted the correlation between factors and levels of reading comprehension of the grade two pupils in Aurora Province. It looks into the comprehension level of the pupils using the following indicators: noting details, getting the main idea of the selection, sequencing events and predicting outcomes. She found out that the reading comprehension of pupils in terms of noting details in independent which mean that the pupils can read with ease without the help of the teacher. Whereas, in getting the main idea, the pupils’ comprehension is classified an independent or instructional. In the study, it was found that the pupils’ oral reading is rhythmical with conversational tone and correct interpretation. However, in sequencing events and in predicting outcomes, many fell under frustration level which means that the pupils answered from 0-1 questions out of the six questions based on the passage or selection. 11

Other studies have been more concerned on reading comprehension. These studies did not look into other interventions on improving reading comprehension levels which is the concern of this study. Pasiteng (2005) is concerned on the reading performance of the grade six pupils on analytical thinking in the development of interpretative comprehension. Maglana’s (2005) study is concerned with the relationship between habits and reading comprehension skills without an intervention. The study the made by Nangleg (2006) looked into the reading skills of selected public pupils in the Restructured Basic Education Curriculum but did not correlate it with the other evaluation instrument in improving reading comprehension levels. Lincallo (2009) study was focused on the selected techniques in teaching reading. Cablina (2010) and Firman (2011) looked into the effects of Content-Based Instruction (CBI) and Literature Based Reading Program in developing students’ reading comprehension skills using the Phil-IRI reading test only but did not involve any evaluation standards. Levels of Reading Comprehension Reading is a thinking activity. This process involves getting meaning from the printed word or symbol. Pupils’ levels of comprehension include literal, interpretative, critical, and applied (Berry, 2005). Literal Level In the literal level, the reader is expected to identify the basic details, following instructions and understanding specific rules and orders. It refers to the process of knowing the lexical or literal meaning of a given situation or question. This level includes developmental reading skills such as noting details, following directions, making outline, sequencing events, and getting the main idea.

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Noting details involve comprehension of ideas that are simply directly and explicitly stated in the text. Details can explain ideas, give information and reveal a character feeling. If one makes a note of the details as he reads, a story can help him or her track what is happening. Following directions is considered as survival reading skills. Following printed directions is required in cooking recipes, in taking medications, in traffic signals and signals and signs, in filling out applications forms in assembling things and in forming certain tasks. In school, it is needed in completing written assignments, in taking written tests, in conducting science experiments, in solving mathematical problems and in making an art project. Directions are important to every classroom process. Their ability to follow directions often affects their learning and performance in school. An outline according to Enriquez (2009) will help the reader see whether all the necessary elements are included in the paragraph, ideas are connected to each other, what order of ideas work best, or whether one has sufficient evidence to support each of his points. Sequencing events is a prerequisite guide to making inferences, summarizing and outlining. This skill is required not just for reading procedural steps, stages of development or listing of chronological dates and events. It aids the pupils in breaking large tasks into smaller, more manageable tasks. Main idea refers to the central meaning, the focal point or the thesis of a sentence or discourse. It is the most important think that an author wants to say. Getting the main idea is a skill one have to be able to know how the author’s viewpoint about a topic whether the idea is implied or not, stated or not.

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Interpretative Level The interpretative level of comprehension calls for what is implicitly expressed or implied in a story. This is actually referred to as “reading between the lines.” How and why questions are often asked that call for some reasoning, implications, conclusions, predictions, assumptions, relationships, inferences, and interpretation from reading the selection. Making inference enables readers to interact with the material in order to form generalization about what he or she reads. The connection of the information depends to a large extent on the readers’ ability to determine facts and their relationships, the depth and breadth of his knowledge and experience, and his ability to understand the language signals of the writer. In making inferences, the reader gets the ultimate meaning of things- what is important, why it is important, how one event influences another, or how one happening leads to another. Simply getting the fact is not enough, readers must think about what those facts mean to them. Critical Level Critical levels of comprehension calls for the readers’ judgment on the wisdom, propriety or validity of one’s act, statement or performance. It deals with the way the reader evaluates the significance of what is read. It is often called as reading “beyond the lines.” The principal focus of this level of comprehension is the aspect of evaluation. Critical level of comprehension is the judgment of validity or worth of what is read or heard, based on sound criteria of standards developed through previous experiences.

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Applied Level The highest level of comprehension is the application for it approximates the creative thinking talent. It aims to enhance one’s ability to apply skills on the situations so demands. Creative reading not only requires an inquisitive and imaginative mind, it also needs analysis, synthesis, and evaluation. A reader acquires this level of comprehension when he can show in real life actual performance of his wisdom in creative writing, in role playing, in acting and in writing any form of discourse in which the application of what is taught and learned is clearly manifested. This level of comprehension goes beyond the three levels and culminates in the application of listening or reading to practical situations. For example, one reads a how-to-do-it text to be able to really create something, or reads the directions and the information asked for an income tax form to be able to fill it up properly and accurately. Application comprehension is also referred to as functional comprehension. Acquiring reading skills is dependent upon the mastery of a wide variety of reading skills described above as the levels or dimensions of comprehension-literal, interpretative, evaluative, and creative. Tizon (2012) ventured on the reading comprehension ability of Grade III pupils. In her study she confirmed only at determining the levels of the pupils reading comprehension ability and in designing a lesson model to enhance pupils’ reading. Her study revealed that the majority of the Grade III pupils were average in their over-all level of reading comprehension ability. Majority of the pupils had average literal ability; however, their higher level of thinking or comprehension was very low as reflected in their lowest creative ability, and lower interpretative and evaluative skills. Thus, their higher level of thinking/comprehension must be enhanced. She 15

recommended that teachers should use methodologies, strategies, and activities that will develop their pupils reading ability most particularly their higher comprehension skill. Reading Skills The acquisition of reading skills is of paramount importance for the educational and intellectual development of an individual. A strong connection between early reading accuracy and later academic development has been repeatedly documented (National Research Council, 1998; Torgesen, 2002). The onset of elementary education includes introducing textbooks as an educational tool and thereby exposing children to print. Some researchers have conceptualized theories to explain the reading process (Hoover & Gough, 1990; LaBerge & Samuels, 1974; Rosenblatt, 1982) and others have talked about stages through which the reader moves to become proficient (Chall, 1983). Some of the popular theories and models in the field of reading are briefly discussed below. One of the popular theories that came into being in the 1930s was Reading Response theory (Rosenblatt, 1982). According to Rosenblatt, reading is a transition process involving the reader and the text. Both of these play an important role in understanding the meaning of the text. The “transition” takes place when an individual reads a text and brings his/her prior knowledge, life experiences, and current emotions to the understanding of the text. Rosenblatt also brings in the concept of the efferent and aesthetic reader modes. If a reader is reading for seeking information then he/she is in an “efferent mode” and if the reader brings personal emotion and tries to make connections and judgments about the text then he/she is in an “aesthetic mode.” However according to (Rosenblatt, 1982) for transition to take place the reader should be in an aesthetic mode. 16

There are also a few cognitive models of reading, which have distinguished two kinds of processes: bottom-up and top-down. The bottom-up process takes input from the outside world, which comprises letters and words and puts these together to help in comprehending the text. In this model, a student moves from part to whole to identify the meaning of the text. The top-down process, on the other hand, assumes that an individual’s prior knowledge and expectations interact with his/her understanding of the text during reading. According to this approach, meaning drives reading and it proceeds from whole to part. According to Dr. Oineza (1992), since reading is one of the major arts, one would naturally expect to note many opportunities for teaching reading skills. Major emphasis is given to this area to such items as structural analysis of words, word meanings, reading for meaning and character study. Dr. Oineza further pointed out that enlarging reading skills are divided arbitrary into four segments, location and use of specialized reading materials, enlargement of meaning vocabulary, comprehension of materials for different purpose, and determine of the validity of printed matter. As discussed by Manuel (1992), teachers should be more conscious of the fact that there is a great difference between mere voiceless reading and real silent reading. Silent reading should be intermingled with oral reading from Grade I to Grade III in elementary schools. Silent reading and oral reading must always go hand in hand for the former develops the habits of thought getting habit and the latter forms the thought-giving habits, which are the main purpose of reading. Lim (1998) emphasized that reading is a subtle but a complex process that involves different stages. Knowing this, it is imperative that teachers have a knowledge of these processes in order to help them detect the weaknesses and advancement of pupils in the field of reading. To 17

detect the reading skills or abilities of children means knowing their reading performance at the expected stage learners are. At the stage, the efficient teacher should be able to help children to the fullest so that children may experiences enjoyment or even fulfillment in their lives. In addition Guiab (1999) stated that a sense of excitement gives a feeling of being pioneers in an unexplored land. According to her, there is no right way to teach reading. Teachers must always be free to be innovated in their search for the best pupil method match. Teachers have seen to find it exciting to teach in climate where searching for a better way is the norm and taking a risk is applauded and supported. Although children’s development follows a particular pattern or sequence, not all children undergo the changes at the same time. The ages are approximates only. During the pre-school years, children begin to develop the muscular control needed for writing and drawing, they acquire even more language skills, they develop their ability to use words to express themselves and they develop interest in the meaning and sounds of words. In this Revised Manual for Day Care Workers (2002), a reference was made from Machado (1985) as to the definition of creativity as a way thinking and acting or making something that is original for the individual and valued by him or others. A person, she stresses does not have to be the first one in the world to produced something in order for it to be considered a creative act. Language is a creative art which is part of a child’s total development. It involves four distinct skills: speaking, listening (comprehending or understanding speech) reading and writing, which are part of the cognitive development of a child. Developing these four skills is the essence in language Arts.

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George (2004) noted that a teacher needs to be flexible, to increase diversity of teaching methods, learning experiences and needs to respect, encourage and support the able child to improve his/her reading skills. According to Sipin, literacy development among children begins earlier than what one have previously imagined. There is an emerging literacy, a complex and an on-going process that starts from birth. It goes on as they acquire language, learn concepts, and increase their capacity for thinking. Reading Ability Recuenco (1992) at the opening of classes gave her reading pupils a test in oral reading to determine their reading ability. She found out that a few could read fast and well, while the rest were slow readers. In this situation, she conducted a research work on how to improve the reading ability of the pupils. Her findings are: the reasons for poor are poor study habits and frequent absences. Many can read better in Filipino but find difficult in reading English words and pupils find difficulty in recognizing simple words at a glance. Recuenco used the Dolch Basic sight words, letting the pupil’s read from flashcards first then on the board, then drilling them in reading phrases and sentences. Good reader were given different activities were assigned them to help teach the slow readers during their period or their off hours. After the conduct of this action research, Recuenco concluded that grouping the pupils and employing remedial measure in reading improved the reading ability of the pupils, also through the help of the good readers. Another study was conducted by Alegre (2007), the result revealed that 28 out 38 of his pupils could not read with comprehension. It was found out that one of the problems is the

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attendance of the pupils in the school. She monitored the pupils’ attendance and conducted home visits and guided the reading program of the class. Guillermo (2000) in his study on how to improve the oral reading abilities of the pupils found out that the most significant reason why pupils fail to get high scores in all their subjects is because of their poor study habit and their poor skills in reading. Guillermo concluded that the poor reading skills of the pupils can be improved through: a) individual reading; b) grouping the pupils according to their level; c) reading exercises fitted to their interest, age and comprehension level; d) remedial teaching; e) use of different/ varied devices and techniques. In a study conducted by Education Forum, it concluded that the basic and important requirement before teaching the pupils how to read and write are: a) children must first be provided with various fine motor (pre-writing) activities like arts and crafts, stringing beads, and puzzel to practice the hand-eye coordination and small-muscle skills needed to be to write later; b) children must also be ready to read before they can actually read. Creative that will develop their reading readiness skills must be provided often; c) teachers that are filled with signs and labels, equipped with picture books and which regularly feature story telling will nurture children in literacy development. B. Conceptual Framework Acquiring reading skills is dependent upon the mastery of a wide variety of reading skills such as the following levels or dimensions of comprehension – literal, interpretative, evaluative, and creative. The conceptual framework below was developed.

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Literal Level produces knowledge of what the author said. The students decode words, determine what each word means in a given context and recognize that there is some relationship among words which represent what the author has said. At this level, the learners are expected to identify the basic information and follow simple instructions; they form ideas or meanings directly stated in the selection. These ideas are elicited by questions beginning with what, when, where, who, etc. Interpretative level or reading between the lines is applied to what the author said in order to derive, infer, and imply meaning from a statement. Students look into relationships among statements within the material they have read. The learners are tasked to discern the implications of the episodes by inference and to conform ideas or meanings indirectly or implicitly stated in the selection. How and Why questions are often elicited that call for some reasoning, implications, conclusions, assumptions and interpretation provided from reading the selection. Critical or evaluative level refers to reading beyond the lines. The students give reaction, judgment and evaluation of what is written. This involves how they can distinguish the literal meaning of words from suggestions or intentions expressed in the selection. It further calls for the reader’s judgment on the wisdom, validity or propriety of one’s statement or literary output. It ultimately deals with the evaluation of what is read. Moreover, critical Analysis or Critical Evaluation requires readers to evaluate or weigh the facts, events, character’s viewpoints, then make judgments about the worth of these and the effectiveness of the way they are presented in the selection. It lets the reader comprehend by making him analyze, compare and contrast, etc.

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Application or creative level is the highest level of comprehension, for it requires the exercise and application of creative talent and some practical or theoretical exercise. This level develops the readers’ talent to profit from the vicarious experiences gained through reading. It also allows the reader to create new ideas or new ways of expression with the use of whatever understanding he got of the text. Thus, it challenges the learner to be like an inventor in using what he got from the text to create new material as a proof of his excellent comprehension of the text.

Input

Grade III Pupils of Matuyatuya Elementary School

Process Reading Comprehension a. b. c. d.

Literal Interpretative Critical Applied

Output

Utilization of ABRC materials to enhance Reading Comprehension

Figure 1. The Research Paradigm

As shown in Figure 1, there are four levels of reading comprehension ability involved in this study. These are the literal, interpretative, critical and applied levels. The utilization of the ABRC materials.

C. Definition of Terms For better understanding of the important terms used in the study, they are defined operationally.

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Applied Level. This refers to the highest level of comprehension, for it requires the exercise and application of creative talent and some practical or theoretical exercise. This level develops the readers‟ talent to profit from the vicarious experiences gained through reading. Evaluative Level. As used in the study, it refers to reading beyond the lines also called critical level. The pupils give reaction, judgment and evaluation of what is written. This involves how they can distinguish the literal meaning of words from suggestions or intentions expressed in the selection. Grade III Pupils. They refer to the subjects of the study, whose reading comprehension levels were tested and determined. Interpretative Level. As used in the study, it refers to reading between the lines and is applied to what the author said in order to derive, infer, and imply meaning from a statement. Literal Level. It refers to the ability to produce knowledge of what the author said. The students decode words, determine what each word means in a given context and recognize that there is some relationship among words which represent what the author has said. Reading Comprehension Levels. These refer to the four levels of comprehension such as literal, interpretative, evaluative and creative levels.

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III. METHODOLOGY

A. Research Design This study made use of descriptive approach / design. It aimed to determine the levels of the 24 Grade III pupils in Matuyatuya Elementary School. This type of research is suited in this type of investigation since it attempted to describe the present status of the reading comprehension of the Grade III pupils. B. Research Locale This study was conducted in Matuyatuya Elementary School, one of the schools in Torrijos Districts in the Division of Marinduque. The choice of the locale was due to the deep concern of the researcher to be of help in improving not only the reading comprehension of the pupils but the quality of instruction in the school in general.

C. Respondents of the Study The respondents of the study were the 24 Grade III pupils officially enrolled this school year 2016-2017 at Matuyatuya Elementary School. These pupils are composed of 14 boys and 10 girls. D. Research Instruments The primary instrument in gathering first-hand data is a self-made questionnaire. It was made up of 42 – item reading comprehension questions. The test was composed of three literary selections. Each selection has four sets of questions of different levels namely: literal, interpretative, evaluative, and creative.

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This would determine the ability of the respondents to comprehend the selections given by answering the literal, interpretative, evaluative and creative questions provided. All questions in each selection were encircled by the respondents and their scores were interpreted as: Literal Level

Interpretative Level

Scores Equivalent

Scores Equivalent

10- 14 High

9- 12 High

5–9

Average

5–8

Average

0–4

Low

1–4

Low

Evaluative Level

Creative Level

Over all Reading Ability Level

Scores Equivalent

Scores Equivalent

6–7

High

7–9

High

29– 42 High

4–5

Average

4–6

Average

15 – 28 Average

2–3

Low

1–3

Low

1 – 14 Low

Scores Equivalent

E. Data Gathering Procedure

Upon approval and consultation from the adviser, the researcher sought the permission of the school principal before the actual administration and distribution of the questionnaire. The 42 – item test was administered to the 24 pupils by the researcher herself. She explained to the pupils the purpose and importance of the test and she also made the instructions very clear to them.

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The questionnaire is composed of three selections having 14 questions representing the four levels: literal, interpretative, evaluative and creative. The pupils were given individual set of questionnaire and were asked to answer the comprehension questions which measure their abilities. The test took the students 45 minutes to answer. The questionnaires were checked and the scores were tallied using frequency and percentage and were interpreted accordingly by levels.

E. Statistical Treatment Frequency and Percentage distribution were used to determine the four levels of the pupils’ reading comprehension ability.

IV. RESULTS AND DISCUSSION Table 1.1 Reading Comprehension Ability of the Pupils as to Literal Level Scores

Level of Achievement

Frequency

Average

10-14

High

10

41.67

5-9

Average

11

45.83

0-4

Low

3

12.50

24

100.00

Total

As shown in Table 1.1, 11 pupils or 45.83% achieved an average literal level of comprehension. Findings were similar to Redondo (2004) who find out that that majority of the students got average scores in literal level. Results imply that the pupils really do well in their literal ability as questions asked in this level are eliciting basic information, ideas, or meaning directly stated in the selection. 26

Interpretative level enables the pupils give judgment, inference and implication on some indirectly or implicitly stated ideas. Table 1.2 depicts the pupils’ ability in the interpretative level. Meanwhile, 3 out of 24 or 12.5% below to the low level of comprehension. It entails for a constant remediation or intervention. Table 1.2 Reading Comprehension Ability of the Pupils as to Interpretative Level Scores

Level of Achievement

Frequency

Average

9-12

High

0

0

5-8

Average

7

29.17

1-4

Low

17

70.83

24

100.00

Total

As illustrated in Table 1.2, a big percentage of 70.80 of the pupils performed low in their interpretative ability. This suggests that the pupils have the difficulty to comprehend ideas or meaning which are embedded between or among the lines. Thus, they lack the ability to interpret the meaning implied in the selection. In evaluative level, the pupils give reaction, judgment, and evaluation of what is written. Table 1.3 Reading Comprehension Ability of the Pupils as to Evaluative Level Scores

Level of Achievement

Frequency

Average

6-7

High

0

0

4-5

Average

8

33.33

2-3

Low

16

66.67

24

100.00

Total

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As depicted in Table 1.3, majority of the pupils achieved low in their ability to evaluate and think critically as reflected in a high percentage of 66.67. Results show that students’ ability to make sound judgment and to give correct evaluation is really poor. They could not make judgment and realize the worth of ideas and meanings the way they are presented in the selection. Creative level allows the reader to create new ideas or new ways of expression with the use of whatever understanding he got from the text. Table 1.4 Reading Comprehension Ability of the Pupils as to Creative Level Scores

Level of Achievement

Frequency

Average

6-7

High

0

0

4-5

Average

5

20.83

2-3

Low

19

79.17

24

100.00

Total

As presented in Table 1.4, more than the majority of the pupils achieved very poor in their creative ability as evidently supported with the very high percentage of 79.17. This is similar to Redondo’s study (2004) showing that the pupils’ evaluative level was also poor. They lack the ability to create new ideas and to use what they have comprehended from the text. They could not read well beyond the printed lines and going further as to exceed the limits of knowledge and find new methods of demonstrating their thoughts and explaining them. This very great number of pupils who perform poorly simply implies that pupils higher order thinking is not well enhanced. Reading comprehension is a dynamic interactive process between the reader and the reading material. It is a complex process which aims to demonstrate and correlate thoughts to

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prior experiences. The table below exhibits the level of the reading comprehension ability of the 24 pupils. Table 1.5 Overall Level of Reading Comprehension Ability of the Pupils Scores

Level of Achievement

Frequency

Average

29-42

High

0

0

15-28

Average

16

66.67

1-14

Low

8

33.33

24

100.00

Total

As shown in Table 1.5, the highest percentage of 66.67% was achieved by the pupils in their overall level. It means that they have an average reading comprehension capacity. Although pupils’ over-all average level is high, it still should be noticed that only their scores in literal level is high but the rest of the levels are very low. This further implies that their knowledge ability is great but critical skill is low. This impression is best supported in Table 2 showing the summary of the pupils’ levels of reading comprehension that revealed the most ranked reading comprehension level

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Table 2 Summary of the Reading Comprehension Ability of the Pupils Achievement

Literal Level

Interpretative Level

Evaluative Level

Creative Level

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

High

10

41.67

0

0

0

0

0

0

Average

11

45.83

7

29.17

8

33.36

5

20.83

Low

3

12.50

17

70.83

16

66.67

19

79.17

Total

24

24

24

100.00

24

100.00

24

100.00

Table 2 manifest that pupils most of the Grade III pupils have low reading comprehension, specifically in evaluation level with 19 or 79.17%, interpretative with 17 or 70.83%, and evaluative with 16 or 66.67%. This implies that the pupils have not developed their higher order thinking. Their high comprehension ability needs to be reinforced. They do not perform well in answering the questions elicited by how and why. They do not have much skill in giving judgment and they could not generate ideas implicitly stated in the selections. Their critical thinking should be improved. Thus, there is a need of some effective intervention to enhance the comprehension skills of the Grade III pupils. Alongside the intervention or remediation program for reading, pupils should be encourage to read news media such as newspaper, magazines, television, and should listen to radio in the class help promote critical reading and thinking and can encourage pupils to enhance critical listening and reading skills.

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Table 3 Problems that hinder Pupils’ Reading Comprehension Problems 1. Failure to read well beyond the printed lines. 2. Incapable of explaining or demonstrating thoughts 3. Cannot to create new ideas. 4. Cannot interpret implied meaning in the selection. 5. Unable to realize the worth of ideas and its meaning 6. Unable to comprehend ideas or meaning.

Frequency 17 16 15 14 13 12

Percentage 80.95 76.19 71.42 66.66 61.90 57.14

Rank 1 2 3 4 5 6

Table 3 presents the problems that hinder pupils’ ability to comprehend. Analysis of data revealed that majority of the pupils has problems with reading beyond the printed lines with 17 or 80.95 interpreted as ranked 1. Failure to read well beyond the printed lines is a manifestation of poor development of critical thinking skill of pupils. Similarly, incapable of explaining or demonstrating thoughts with 16 or 76.19, categorized as ranked 2, is also an evident of pupils’ poor critical thinking skill. Data suggest that teachers have to nurture the critical thinking skill or the so call higher order thinking skills by giving more reading selections with comprehension questions to boost the mind of pupils. Likewise, data implied that teachers need to sustain interest of pupils in reading.

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V. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

A. Summary of Findings This particular study attempted to describe the reading comprehension of the Grade III pupils of Matuyatuya School and the proposed intervention- model lesson to enhance the reading comprehension of the pupils. This descriptive type of research utilized 42 – item test questionnaire. The questionnaire is composed of three selections having 14 questions representing the four levels: literal, interpretative, evaluative and creative to measure the reading comprehension abilities of the pupils. The researcher made use of the 24 Grade III pupils from the school where she is teaching. Descriptive statistics such as frequency count, averaging, and percentage were used. Modified Likert scale was also used to arrange the score obtained. Specifically, this study attempted to answer the following questions: 1. What is the level of the pupils’ reading comprehension as to: a. literal level; b. interpretative level; c. critical level; d. applied level? 2. What are the problems that hinder pupils reading comprehension? 3. What lesson model can be designed to help improve pupils’ reading comprehension?

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Findings of the study revealed that more than the majority of the Grade III pupils were average in their reading comprehension ability. Majority of the pupils had average literal ability. Also, the pupils’ higher level of thinking/comprehension was very low as reflected in their low level of creative, interpretative and evaluative abilities.

B. Conclusions In the light of the findings, the study concludes that the Grade III pupils could do well using their literal ability but they perform very low in interpretative, creative, and evaluative abilities; thus, their high level of thinking or comprehension must be enhanced by employing the lesson model designed in this study as it geared toward the maximum use of pupils higher order thinking skills through its various activities.

C. Recommendations In the light of the conclusions, the following recommendations are hereby offered: The Department of Education administrators may intensify the strict in the curriculum in all grade levels of the development of pupils’ thinking abilities by incorporating reading materials in all lessons even in grammar. DepEd officials must see to it that the pupils are properly provided with adequate opportunity to read and comprehend the appropriate and varied reading resources. That, lessons may be incorporated with good reading selections, effective teaching procedures, reading comprehension activities and techniques that introduce interesting topics, stimulate

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discussions, excite imaginative responses and become springboard for well-rounded, fascinating lessons. Results may give teachers idea, insights, viewpoint on how they should restructure, redesign their methodologies, strategies, and activities to suit to the learners in order to develop pupils’ reading ability, in particular the higher order thinking skills. Teachers may also choose strategies and good books most appropriate for achieving their own teaching objectives. Furthermore, the lesson model designed in this study may help them to modify if it is necessary to fit on the pupils’ level and capacity as this lesson model is designed to focus on final products or performance and innovative activities that would surely develop pupils’ higher order thinking skills. Teachers need to intensively the conduct of reading remediation program. They may also intensify the utilization of Activities for Better Reading Comprehension during their remediation program. Pupils are primary beneficiary of the results or findings of the study. They may spend quality time to explore any reading materials especially those that would enhance their thinking comprehension skill. Teachers may also do the following activities like peer tutoring and buddybuddy reading. For the future researcher, results may give them overview or generalization and may be used as future reference as they conduct study similar to the one treated herein.

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Proposed Intervention INTENSIVE UTILIZATION OF ACTIVITIES FOR BETTER READING COMPREHENSION (ABRC MATERIAS) The Activities for Better Reading Comprehension (ABRC) is developed by Aravela A. Ramos in 2005. These are learning modules designed to develop the reading comprehension of the elementary as well as the secondary level students who want to develop critical thinking. With these modules, a student’s learning gap is addressed. The child starts where he is, his level of comprehension works up to the higher level. The learner develops more self-confidence and can now interact in his different subjects. The modules are made up of six (6) levels contained in six boxes, color-coded as red (level 1), yellow (level 2), green (level 3), gray (level 4), blue (level 5), and brown (level 6). Each box has five (5) skills to develop: 1) noting details, 2) getting the main idea, 3) predicting outcome, 4) sequencing events, and 5) cause and effect relationships. Noting details is reading comprehension skill that involves picking out from a piece of text the particular piece or pieces of information to achieve a given purpose such as answering question in a test. Getting the main idea is getting important information that tells more about the overall idea of the paragraph or section. Predicting outcomes is telling what might possibly happen next in the story. Sequencing event is arranging events based on what you read.

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Cause and effect is a relationship between actions or events, such that one or more are the results of the other or others. There are 35 exercises per skill followed by questions that intends to test comprehension of the reader. The following are the guides and steps on how to use the modules/materials: 1. The grade level of pupils after administering the reading test is first determined. 2. Each learner is furnished with his or her own Individual Record Form. A sample of the form is enclosed in each box. 3. Based on the result of the reading test, the pupil is informed the color of the box that he or she is working on. There are six boxes, with each box having own levels as follows: a. Red

- Level 1

b. Yellow

- Level 2

c. Green

- Level 3

d. Gray

-Level 4

e. Blue

-Level 5

f. Brown

-Level 6

Each color-coded level is arranged according to the complexity of the exercises. The Red is the lowest level. It is the level wherein the pupils should start reading the different skills in the box. 4. Once the learner has identified the color of his or her box, he or she is instructed to start with skill A. Each box has 5 skills to develop namely: 36

A. Noting Details B. Getting the Main Idea C. Predicting Outcome D. Sequencing E. Cause and Effect 5. There are thirty-five (35) exercises per skill. The pupil is told which exercise to begin. He or she is instructed to read the story and then answer the questions after reading the story. As soon as the pupil has finished answering the questions, he or she can check his or her answers using the Key to Correction found at the back of each box. He or she is told to record his or her score on the Individual Record Form. Once the pupil gets a perfect score, he or she is then told to report it to the teacher. The pupil is now tested or told to the next higher skill. 6. Once the pupil has finished with all the skills in a particular box, then, he or she can proceed to the next higher level or box. 7. If a pupil gets a very low scores after 3 or exercises, that level is too difficult for the pupil. He or she will be told to go to the next lower level or color.

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C. Unpublished Materials Cablina, A.B.G. (2010). Content based instruction and students’ reading comprehension. Unpublished thesis. University of the Philippines, Diliman, Quezon City.

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Enriquez, J.O (2009). Effects of pupils developmental reading skills to solving worded problems in mathematics v. Unpublished thesis. Marinduque State College. Firma, J.B. (2011). Improving fourth graders reading attitude and comprehension through a literature based reading program. Unpublished thesis. University of the Philippines, Diliman, Quezon City. Gadgadan, A. (2004). Correlation between factors and level of reading comprehension of the grade II pupils in Aurora. Unpublished thesis. Benguet State University. La Trinidad Benguet. Lincallo, M.G. (2009). Selected techniques in teaching English v as tools in improving comprehension. Unpublished thesis. Marinduque State College, Boac, Marinduque. Lumayog, C.V. (1998). Reading interest associated with the reading comprehension of grade v pupils in the south district, Gingoog City division. Unpublished thesis. Cagayan Capitol College, Cagayan de Oro City, Misamis Oriental. Maglana, E.J.A. (2005). Relationship between study habits and reading comprehension skills of teachers education students. Unpublished thesis. Adventist university of the Philippines. Nangleg, D.T. (2006). Reading skills of selected public schools pupils in the restructured basic education curriculum (RBEC). Unpublished thesis. University of the Cordilleras, CAR. Pasiteng, M. (2005). Reading performance of the Grade III pupils in the private schools of Baguio City. Unpublished thesis. Baguio State University, Baguio City. Tizon, J.S. (2009). The reading competencies of the second year high school students of the selected high schools of Dipolog City division: Basis for a strategic reading program. Unpublished thesis. Adnres Bonifacio College, Dipolog City. Redondo, E. (2004). The Reading Proficiency of the First Year High School Students of MSU – Lanao Norte Agricultural College and a Proposed Functional Reading Program. Ozamiz City: La Salle University. 131pp.

D. Online References Adeniji, M. A. (2010). Teaching reading comprehension in selected primary schools in Oyo State, Nigeria. Retrieved December 2015 from http://unlib.unl.edu/LPP/adenijiomale.htm.

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Al Khateeb, O. (2010). The impact of using kwl strategy on grade ten female students' reading comprehension of religious concepts in Ma'an city. Retrieved December, 2015 from World Wide Web http://www.eurojournals.com/ejss_12_3_14.pdf. Importance of Reading Comprehension in Second Language Learning. (2009). Retrieved December 2015 from http://www.articlesbase.com/languages-articles/importanceofreading-comprehension-in-second-language-learning- 1325911.html. Jaum, V. (n.d.) Mental ability, gender, and reading comprehension in relation to pupils’ achievement in Mathematics. Retrieved December 2015, from http://www.hnu.edu.ph/main/publication/kinaadman/03 20061731.pdf Learning Rx Center. (1995). Reading to achieve reading comprehension. Retrieved December 2015 from World Wide Web http://www.learningrx.com/readingcomprehension. Htm. Ozdemir, A. (2010). The effect of reading comprehension abilities primary school students over their problem solving achievement. Retrieved January 2016, from http://findarticles.com/p/articles/mi_hb6516/is_2_46/ai_n32 067948/

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