CHAPTER 1 PROBLEM AND ITS SCOPE Revised

 

“English Reading Comprehension in Relation to Academic Performance of Grade 5 Pupils, Pilar  Central Elementary School, Bohol”

ADVANCE RESEARCH AND METHODOLOGY

RESEARCHERS: Joevarie I. Junio Darlyn V. Olmillo Lorelyn G. Caluyo Baby Angelie R. Cerencio Mary Ann P. Balistoy

 

CHAPTER 1 THE PROBLEM AND ITS SCOPE Introduction

Reading is the foundation of learning. It is the foundation children need to be successful in all other areas of education. Children must attain this skill at an early age because acquiring literacy becomes more difficult as they grow older. That is, if strong foundation skills are not acquired early on, gaps in learning outcomes grow larger over  time (Gove, 2011). Studies suggest that without quality instruction, a child who reads poorly in the early grades will continue to read poorly in the upper grades and will require more and more instructional intervention in order to catch up (Juel, 1988).

In an effort to strengthen the reading proficiency of every learner and help nurture a culture of reading which considered a requisite skill in all content areas, DepEd Dep Ed ann announ ounced ced the “Ha “Hamon mon:: Baw Bawa’t a’t Bat Bata a Bum Bumasa” asa” (3B (3Bs) s) ini initia tiativ tive. e. Educ Educati ation on Secretary Leonor Briones, in DepEd memorandum no. 173 s. of 2019, said that the 3Bs initia ini tiativ tive e wil willl hel help p str strengt engthen hen the Eve Every ry Chi Child ld a Rea Reader der Pro Progra gram m (EC (ECRAP RAP)) whi which ch primar pri marily ily aim aimss to “eq “equip uip lea learne rners rs wit with h rea readin ding g ski skills lls to mak make e the them m pro profic ficien ientt and independent readers in their grade level and all offices at the Central, Regional and Schoolss Division Offices School Offices as well as in school levels levels to respon respond d to the 3Bs initiatives initiatives by “intensifying their advocacy for reading” and by “pledging their commitment to make every learner a reader at his or her grade level.” Moreover, also directed all DepEd offices and school levels to “align their priorities towards the promotion of culture of 

 

reading as a key step in closing achievement gaps.” on the recent results of national assessments for student learning, learners were struggling to meet learning standards in early language, literacy and numeracy, there are also “low achievement levels” in English, Math and Science which “appear to be caused by gaps in learners reading compre com prehens hension ion.. In ord order er to add addres resss the these se gaps gaps,, Dep Deped ed und unders erscor cored ed the nee need d to “strengthen the proficiency of every learner” – among others.  According to Jaum (2004), it has been reported by EDCOM in 1991 that the typical elementary school graduate had a competency level equivalent only to what is expected at the third grade level. This dismal situation long time ago is exactly the same situation happened in Pilar Central Elementary School. Last March 2019 Oral Reading Verification Test (ORVT) in English were conducted to all grades four to six pupils in the school. Sixty percent of the grade five learners did not pass the test. When ORVT Oral Reading Verification Test was conducted to this pupils, most of them are frustration reader. And more disappointingly there exist a non-reader in that class. Even in the previous previ ous school years there have been non-readers non-readers in grade five class. This peren perennial nial problem in this institution could be possible hindered if strong foundational skills are acquired in the early grades. This yearly problem on pupils’ academic performance of the school made the researcher decide to undertake this study and exerted an effort to gather data on reading competencies in grade five through Oral Reading Verification Test. These Oral Reading Assessment aim to identify the state of learning outcomes for this grade five learners in terms of reading comprehension. Learners at this level are expected to

 

attend the basic skills in reading upon which the researcher believes all learnings in the higher grades are strongly founded. Thus, Th us, resul resultt of the study study is our ke keyy pur purpo pose se,, fo forr us to fi find nd out The English Reading Comprehension Level on this Modular Distance Learning of Pilar Central Elem Elemen enta tary ry Sch Schoo ool, l, in orde orderr to asses assesss the the stud student entss le lear arni ning ng,, per perfo form rman ance ce an and d achievement and to determine whether the modular teaching is more effective than traditional methods. Modular teaching is a new approach in classroom setting in this school year due to the Covid-19 pandemic which affects the education system. Schools are adapting this new normal set-up for pupils to still get quality education. The system of taking in modules has turned into a piece of all level of instructions in all subjects which includes English subject. Teaching through modules is a self-taking in bundle managing one particular topic. It could be utilized within any setting which is helpful to the learner and may be finished at the learner’s own particular pace. The gathered data from these assessments will be used as ground for appropriate intervention for the continuous improvement of both the teachers and learners, hoping that the perennial dilemma in the higher grades will be prevented and remediated as early as possible.

THEORITICAL BACKGROUND

“Learn to read” before “read to learn”. This notion implies that basic literacy is the foundation a person need to be successful in all other areas of education, such as English. Jaum (2004) expressed in her study that one of the most crucial skills that have to be developed in the individuals’ initial stage of formal education is reading. The nature of present day life of a person can hardly exist without being able to read.

 

Belisario (1993) (as cited in Jaum, 2004) stated that reading is the magic key to the world of enlightenment an enjoyment. It is the basic tool for learning in the other subject areas.

Tovani, who also worked with Keene and Zimmermann, is a teacher and literacy coach in Denver. In this book, she discusses why many children who have learned how to recite the words on the page still struggle with comprehension. She believes struggling readers need to see how good readers think as they read. To promote thinking, Tovani asks children to write down what’s on their minds as they read. Tovani says writing makes readers pay attention to their “thinking voice,” the thoughts they have as they try to understand the text. By recording their thinking thinking in the margin -- or on another piece of paper -- students create a permanent record of their  attempts to understand the text. Readers can return to their thinking, revise their ideas and accumulate information needed to build comprehension. There are three types of theories of reading comprehension. They are mental repres rep resent entati ations, ons, cont content ent litera literacy, cy, and cog cognit nitive ive pro process cesses. es. Jou Journa rnall of Stu Studie diess in Education ISSN 2162-6952 2016, Vol. 6, No. 2 233 www.macrothink.org/jse 5.1 Mental Representations Van Oostendorp and Goldman (1998) expressed that when a reader is reading a text, he can create a mental representation of the text that explains how the reader understands the text.  According to Kintsch (1998), when a reader is reading a text, three various levels of mental representation are created. They are the surface component, the text-base, and the situation model. Kintsch (1998) continued that when the words and phrases and

 

not the meaning of the words and phrases, are encoded in the mental representation, this is defined as the surface component of mental representation. The text-base indicates the meaning of the text and is composed of those parts and connections that are arose from the text itself without increasing anything that is not clearly identified in the text. A text-base can be made without any memory of the accurate words or  phrases from the text. In a pure text-base, the reader applies previous knowledge to create cre ate a mor more e per perfec fectt and cons consist istent ent men mental tal rep repres resent entati ation. on. Acco Accordi rding ng to Kin Kintsc tsch h (1998), the situation model is a structure that combines the text-base and the related features of the reader's knowledge. In order to create a text-base, some previous knowledge is required but this knowledge is a more general one that is necessary for  decoding texts in general, while the previous knowledge in the formation of a situation model is more specific regarding the content of the text. 5.2 Content Literacy Content literacy is the ability to read, understand, and learn from texts from a particular matter. There are three types of content literacy: general literacy abilities, content-specific literacy abilities, and previous knowledge of content. The general and the contentspecific literacy abilities indicate some more general type of knowledge that does not hinge on the detailed content of a particular text. This knowledge is applied to make a te text xt-b -bas ase e in th the e me ment ntal al repr repres esent entat atio ion n (M (McK cKen enna na & Ro Robi bins nson, on, 19 1990 90). ). Pr Previ eviou ouss knowledge of content is the knowledge that is related to the content of a particular text and is applied to make a situation model in the mental representation. For example, it is not obvious that mathematics makes a necessity for content-specific literacy abilities and the reading comprehension in mathematics hinges on more general literacy abilities and previous knowledge. It can be stated that the symbolic language in mathematics is

 

the main cause for the need of content-specific literacy skills (McKenna & Robinson, 1990). 5.3 Cognitive Processes The application of syntactic and semantic rules together  with the activation of more particular previous knowledge occurs automatically and unconsciously unconsc iously.. Vari Various ous cognit cognitive ive proces processes ses are more or less conscious. Percepti Perception on is defined as the highly automatic and unconscious processes. For instance, when we see a dog and directly know it as a dog; we are conscious of the outcome of the process but there isn’t any active and conscious thought processes for this identification (Kintsch, 1992). Problem solving deals with active thinking when we want to remember the name of a person we see and know. Accordingly, when we read a text without Journal of  Studies in Education ISSN 2162-6952 2016, Vol. 6, No. 2 234 www.macrothink.org/jse having hav ing any diffic difficult ulties ies in comp compreh rehend ending ing wha whatt we rea read, d, the pro proces cesss is rel relate ated d to perc pe rcep epti tion on th than an prob proble lem m so solv lvin ing g be beca caus use e the the pr proc oces esss of co comp mpre rehe hend ndin ing g is unconscious. This is comprehension is located somewhere between perception and problem solving (Kintsch, 1992)

Legal Basis

 As stated in Sustainable Development Goals (SDG), specifically goal number 4 which ensures inclusive and equitable quality education and promote lifelong learning opportunities for all. Targets would be, by 2030 eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulner vul nerabl able e inc includ luding ing per persons sons wit with h dis disabi abilit lities ies,, ind indige igenou nouss peo people pless and chi childr ldren en in vulnerable vulner able situatio situations. ns. And by 2030, ensure ensuress that all youth and a subst substantia antiall propo proportion rtion of adults both men and women achieve literacy and numeracy.

 

 According to United Nations as stated in SDG 617 million youth worldwide lack basic mathematics and literacy skills and some 750 million adults remain illiterate in 2016 half of the global illiterate population lives in South Asia and a quarter lives in subSaharan Africa. Education enables upward socioeconomic mobility and is a key to escaping poverty. Over the past decade, major progress was made towards increasing access to education

and

school

enrollment

rates

at

all

levels,

particularly

for 

girls. Nevertheless, about 260 million children were still out of school in school  in 2018 — nearly one fifth of the global population in that age group. And more than half of all children and adolescents worldwide are not meeti meeting ng minim minimum um profi proficiency ciency standards standards in  in readi reading ng and mathematics. In 2020, as the COVID-19 pandemic spread across the globe, a majority of  countries announced the temporary closure of schools, impacting more than 91 per cent of students students world worldwide. wide... The globa globall pandem pandemic ic has far-reachi far-reaching ng consequ consequences ences that may  jeopardize hard won gains made in improving global education. In an effort to foster  International Collaboration and ensure that education never stops UNESCO is mounting a response with a set of initiatives that includes the global monitoring of national and localized school closures. To protect the well-being of children and ensure they have access to continued learning UNESCO in March 2020 launch the COVID-19 Global Education Coalition, a multi sector partnership between the UN family, civil society organizations, media and IT partners to design and deploy innovative solutions together  theyy hel the help p cou countr ntries ies tac tackle kle con conten tentt and conn connect ectivi ivity ty gap gapss and fac facili ilitat tates es inc inclus lusive ive

 

lear learni ning ng oppo opport rtun unit itie iess for for chil childr dren en an and d yout youth h du duri ring ng this this pe peri riod od of sud sudde den n and unprecedented educational disruption.  As stated in the Philippine Constitution Article XIV, Section 1; the state shall protect and promote the right of citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. In addition to this Republic  Act of the Philippines No. 7743 was enacted to promote the moral and intellectual wellbeing of the Filipino by increasing the literacy rate and emphasizing the significant role of education in nation building through the establishment of public libraries and reading centers in all local government units. Republic Act No. 10556, an act declaring every 27 th day of November as “Araw ng Pagbasa” a regular working holiday. This Republic act recognizes and supports endeavors that promote reading and literacy, motivate awareness and uphold our  Filipino heritage and culture Education Secretary Leonor Briones, in DepEd memorandum no. 173 s. of 2019, said that the 3Bs initiative will help strengthen the Every Child a Reader Program (ECRAP) which primarily aims to “equip learners with reading skills to make them proficient and independent readers in their grade level and all offices at the Central, Regional and Schools Division Offices as well as in school levels to respond to the 3Bs initiatives by “intensifying their advocacy for reading” and by “pledging their commitment to make every learner a reader at his or her grade level.” Moreover, also directed all DepEd offices and school levels to “align their priorities towards the promotion of culture of reading as a key step in closing achievement gaps.” on the recent results of national

 

assessments for student learning, learners were struggling to meet learning standards in early language, literacy and numeracy, there are also “low achievement levels” in English, Math and Science which “appear to be caused by gaps in learners reading compre com prehens hension ion.. In ord order er to add addres resss the these se gaps gaps,, Dep Deped ed und unders erscor cored ed the nee need d to “strengthen the proficiency of every learner” – among others through implementing DepEd Memo No. 362 s.2017 on Guidelines on the conduct of ORVT form Grades Grades 1 to 10 and its corresponding quadrants to assess pupils reading comprehension.

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

 As stated on the book published by Tovani, she believes that in order to build comprehension the reader that has a difficulty reading needs to learn how good readers think as they read and that readers be able to convey, revise their ideas and gather  information needed.  According to Reading Study Group (RAND) (2002), they believe that compre com prehens hension ion is a way of obt obtain aining ing and pro produc ducing ing mea meaning ning thr throug ough h int intera eracti ction. on. McNamara and Magliano (2009) emphasized that this approach is a task of both reader  and   and text factors that happen within a larger social context. Duke (2003) stated

that comprehension is a way in which readers generate meaning by interrelating with text through metacognition, information in the text, and the views of readers related to the tex ext. t. Ki Kint ntsc sch h (19 199 98) and va van n Di Dijk jk an and d Ki Kint ntsc sch h (1 (198 983) 3) de defi fine ned d re read adin ing g comprehension as the process of producing meaning from the text in order to obtain meaningful learning rather than tto o acquire meaning from individual words or sentences.

 

The results of reading comprehension is the cognitive representation of a text meaning that is combined with the readers’ previous knowledge. This is called a mental model (Johnson-Laird, 1983) or a situation model (Kintsch, 1998). This model defines what has been learned (RAND Reading and Study Group, 2002). Keenan, Betjemann, Betjemann, and Olson (2008) states that reading comprehension requires the attainable expansion and association of a lot of lower-and higher-level procedures and skills. Accordingly, there are many sources for possible comprehension break and these sources are different based on the skill levels and age of readers.  According to Jaum (2004), it has been reported by EDCOM in 1991 that the typical elementary school graduate had a proficiency level equivalent only to what a third-grade level competency aquired. (Juel, 1988). This Study suggest that without quality instruction, a learner who reads poorly in the early grades will continue to read poorly in the next higher levels that requires more and more instructional intervention in order to catch up Refi Re fine ned d re read adin ing g co comp mpre rehen hensi sion on sk skilills ls ar are e vi vita tall no nott on only ly to aca academ demic ic an and d professional success, but also to a productive communication in all aspects. These ability builds the capability to learn independently, to digest information on a variety of  topics,, to readin topics reading g enjoya enjoyable, ble, and to experi experience ence liter literature ature more meani meaningful. ngful. regardless regardless the increasing demand for well- educated workers in today today's 's infor informatio mationn- and servic serviceerelated economies, it is reported that the proportion of American adults are classified as “instr “in struct uction ional al rea reader ders’’ s’’ rem remain ained ed con consist sistent ent bet betwee ween n 199 1992 2 and 200 2003. 3. Thi Thiss gui guide, de, developed by a panel of experts, presents a set of evidence-based exercise that teachers and other educators can use to successfully teach reading comprehension to

 

young readers. The panel believes that students who read with wide range at an early age gain approach to a broader range of texts,   cognition, and educational chance fostering early reading comprehension instruction particularly critical.

Reading comprehension is dependant’s on some cognitive and linguistic proces pro cesses ses.. Ver Verho hoeve even n an and d Per Perfe fetti tti (2008 2008)) dis distin tingu guish ish let lette terr- and wor word-l d-leve evell procedures and above-the-word-level comprehension processes. At the letterlevel and word-level, readers have to be able to study precisely and fluently.  Also, information of the phrases in the textual is integral to apprehen apprehend d a textual con co ntent (e (e..g., Ho Hoo ove verr & Go Gou ugh, 1990 1990)). At above ve-t -th he-w -wo ord le leve vel, l, the comp co mpre rehe hend ndin ing g of in info form rmat atio ion n fr from om th the e te text xtua uall co cont nten entt an and d in inte tegr grat atio ion n of  backgrou back ground nd info informati rmation on is req required uired.. The These se pro procedu cedures res invo involve lve meta metacogn cognitive itive approach (Daneman & Merikle, 1996 1996). ). According to Pressley (2002 (2002), ), excellent textual content comprehension emerges if a reader is be able to predict what the textual content is all about, relates facts in the text to prior knowledge, asks questions while reading the grasp of the text, and summarizes what is being read.  According to Jacqueline Comas, the professor of literacy at George Geo rge Washington University, reading comprehension skills is the capability of a person to recognize texts in a content. Literacy typically maintain in their memory 60 percentage of what they read. rea d. A lit litera eratur ture e rev review iew fr from om Lau Lauric rice e M. Jos Joseph eph,, the capacity capacity to dis displa playy one one's 's own comprehension is an integral skill for deriving which means from text. Self-questioning at some point of studying is an approach that allows readers to screen their reading

 

comprehension and increases their potential to study independently. We assess the concept conc eptual ual and emp empiri irical cal lit litera eratur ture e on the rel relati ation on bet betwee ween n ora orall rea readin ding g rat rate e and analyz ana lyzing ing com compre prehen hensio sion. n. Thr Three ee tra traces ces of con concept ceptual ual ana analysi lysiss conv converg erge e on thi thiss relati rel ation: on: (a) app applic licati ation on of sim simple ple beh behavi avior or anal analyti yticc sta standar ndards ds sug sugges gests ts tha thatt flu fluent ent decodin deco ding g nee need d to pro produc duce e bet better ter stu studyin dying g com compre prehen hensio sion n thr thru u dir direct ect and obl obliqu ique e relations, (b) behavior analytic grasp of the significance of the rate of conduct as developed through Skinner, Lindsley and Haughton implies that greater reading chance contrib cont ribute utess to imp improv roved ed com compre prehens hension ion,, and (c) cogn cogniti itive ve con concep ceptt of aut automa omatic ticity ity expl ex plic icit itly ly st stat ates es th that at ex exce cess ssiv ive e ra rate te an anal alyz yzin ing g se sets ts th the e st stag age e fo forr hi high gh qu qual alit ityy comprehension. A wealth of correlational evidence shows that studying studying and analyzing comprehension covary. These consequences have been replicated across fundamental grades and throughout a variety of measures of analyzing comprehension. However, experi expe riment mental al anal analyses yses hav have e no lon longer ger con convin vincin cingly gly con confir firmed med a fun functi ctiona onall rel relati ation on between the two. Many research investigated analyzing comprehension difficulties amongst students. Chawwang, (2008) investigated English analyzing issues amongst Thai EFL learners. The learn about determined that most of the students face difficulties in analyzing English texts. Inadequate vocabulary knowledge used to be diagnosed as one of the important issues (Gunning,2002). Vocabulary information performs an vital position in perc pe rcep epti tion on co comp mple lexx st study udyin ing g su subst bstanc ances es su such ch as te text xtbo books oks,, sp spec ecif ific ical ally ly th thes ese e containing technical expressions (Carlisle, 2000; Qian, 2002). This is due to the fact reader rea derss wit with h bad voca vocabul bulary ary kno knowle wledge dge fac face e dif diffic ficult ulties ies in app apprec reciat iation ion tec techni hnical cal phra ph rase sess su such ch as su supe pero rord rdin inat ate, e, sy syno nonym nyms, s, an anto tonym nyms, s, or ph phra rase sess wi with th mu mult ltip iple le

 

connotations (Nuttall, 2000; Carlisle, 2000;Vilenius ‐Tuohimaa, Aunola, & Nurmi, 2008). Text complexity influences studying comprehension. Meaning that, learners’ fluency in language enables them to have extra in-depth appreciation of text. Hence, oral capacity is distinguished when it comes to apprehend how professional a reader can be for the reas re ason on th that at re read ader erss ga gath ther er ne new w vo voca cabul bular aryy th thro roug ugh h lilist sten ening ing.. Ha Havi ving ng ad adequ equat ate e vocabulary helps readers in clarifying the extraordinary phrases by using concerning them with the context in in which they used (Dennis,2008). In the past decade, there has been accelerated hobby in tutorial vocabulary and itss re it rela lati tive ve si signi gnifi fica cance nce to lang languag uage e an and d lite litera racy cy comp compet etenc encie iess an and d ex exte tens nsiv ive e educational achievement (e.g., Nagy & Townsend, 2012 ; Ogle et al., 2016 ; Townsend et al., 2012 ). There is a developing attention of the importance of students' information

and use of tutorial language to support analyzing comprehension ( Nagy & Townsend, 2012). Specifically, data has shown that understanding of academic words predicts a

great gre at amo amount unt of var varian iance ce in edu educat cation ional al succ success ess thr through oughout out mul multip tiple le disc discipl iplines ines (Townsend et al., 2012 ). In one such study (Townsend et al., 2012 ), academic word kn know owle ledg dge e accou account nted ed for for 19 19%– %–34 34% % of the the vari varian ants ts ob obse serv rved ed in pe perf rfor orma manc nce e on fu fulf lfilillm lment ent me meas asur ures. es. Un Unde derl rlyi ying ng supp suppor orts ts by me mean anss of a robu robust st lilite tera ratu ture re bas base e subs su bsttant antiat atiing

con onne nect ctiion onss

be bettwe ween en

lan ang gua uage ge

co comp mprreh ehen ensi sion on,,

stud studyi ying ng

comprehension, and educational fulfillment (e.g., Foorman, Koon, et al., 2015 ).  According to Hanandyo Dardjito on Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context Metacognition is a psychological individual potential in regulating the procedure to acquire technique goal. It is the capability to establish a way of questioning or cognition (Asy’ari & Ikhsan,

 

2019). Additionally, metacognition is a psychological technique monitoring the cognition which, in refers to literacy, activating reading strategies (Braga & Busnardo, 2017). In rela re lati tion on to meta metaco cogn gnit itio ion, n, me meta taco cogn gnit itiv ive e ana analy lyzi zing ng focu focuss is an char charac acte terr re read ader  er  recognition of using his/her questioning technique to achieve studying comprehension. This recognition is to manage a reader’s cognitive or comprehension manner which leads lea ds to his his/he /herr stu studyi dying ng str strate ategie giess (A (Ahma hmadi di et al., al., 201 2013). 3). Met Metacog acognit nitive ive rea reading ding cognizance is additionally defined as the focus of individuals in the use of their cognitive procedure which allows them to be more knowledgeable readers (Girli & Öztürk, 2017) Ba Base sed d on th the e in intr trod oduc ucti tion on of BrandBrand-Gruwe Gruwell and collea colleagues gues (Bra (Brand-Gr nd-Gruwel, uwel,  Aarnoutes & Van der Boss, 1998:65) state that ‘reading comprehension is a notably complex procedure which operates on decoded language at various linguistic levels’. Besides this, quite a number other cognitive and meta-cognitive tactics additionally play a principal function in the studying comprehension system (Hugo, 1993; Swanson & De La Paz, 1998; Chan, 1991; Cross & Paris, 1988; Bos & Vaughn, 1994; Mastropieri, Scruggs, Bakken & Whedon, 1996). Which means that comprehension is a method which needs to be taught and learned.

 

THE RESEARCH FLOW

Theories

 

Legal Bases



Mental Representaon Representaonss



Van Oostendorp and Goldman (1998) Theory Content Literacy Theory



Cognive Processes Theory



__________________ 

Intermediate Grade Pupils (Grade V)

 

Oral Reading Verifcaon Test (ORVT) 

Independent Reader



Instruconal Reader



Frustraon Reader



Non Reader

SDG Goal No.4 Quality Educaon



DepEd Order # 173, s.2019



DepEd Order # 362. s. 2017



Republic Act No. 10556

 

Connuous Improvement Plan

Figure 1 Theoritical Framework THE PROBLEM Statement of the Problem

This study primarily aimed to determine the effectiveness of modular distance learning on English reading comprehension with Grade V Pupils in selected elementary schools of Pilar District:

Specifically, this study sought to answer the following questions: 1. What is the profile of the Grade V pupils in terms of: 1.1 age; 1.2 sex? 2. What is pupils’ level of reading comprehension according to the following dimensions: 2.1 Independent Reader; 2.2 Instructional Reader;

 

2.3 Frustration Reader; 2.4 Non-Reader? 3. What is the level of academic performance of the respondents? 4. Is there a significant degree of relationship between profile of the respondents and the following: 4.1 reading comprehension; 4.2 academic performance? 5. Is there a significant degree of correlation between reading comprehension and academic performance in English of the respondents? 6. What recommendations can be crafted based on the findings of this research? STATEMENT OF THE HYPOTHESIS

Ther Th ere e is no sign signiifica ficant nt dif differen erence ce in pu pupi pils ls mea ean n scor scores es in re read adin ing g comprehension when categorized according to their gender and age from previous school year to the recent school year utilizing modular distance learning.

SIGNIFICANCE OF THE STUDY

The researcher believes that this study can greatly improve the educational system in the country. This research will find out the effectiveness of modular approach in teaching in order to assess the student learning, performance and achievement and to deter determine mine whether the modula modularr teachi teaching ng is more effectiv effective e than traditio traditional nal methods.

 

This will inform the government and donors regarding system needs for improving instruction. Moreover, this study is favorable to the following persons: School Sch ool Admini Administra strator tors. s. This study would made them aware of the pupil’s

reading status in Grade V. This would enlighten them on what proper solutions to be employed in order to assist pupils improve their reading comprehension skills. Teachers. It provides them the basis on their choice of techniques and strategies

that are suitable to the different needs of the learners which are applicable in this new normal set-up using modular distance learning. Pupils. The results of this study help the pupils realize that they need to exert

more mo re ef effo fort rt in impr improvi oving ng thei theirr read readin ing g skil skills ls by stud studyi ying ng ha hard rder er to impr improv ove e thei their  r  academic performance in English. Parents. The findings on this study is a good feedback for them on their child’s

level of reading comprehension skills. Having been informed, they can make a thorough follow-up on their child’s reading skills inorder to improve the academic performance on their children even we are in modular distance learning as mode of delivery. Future Researchers. Researchers. This study would serve as basis for future researchers to

conduct a similar study in other factor factorss and other areas of concern related to learners’ learners’ performance in their reading comprehension.

SCOPE AND LIMITATION

 

This study focuses only on the result of the Oral Reading Verification Test of  Grad Gr ade e Fi Five ve pu pupi pils ls en enro rolllled ed du duri ring ng the the scho school ol ye year ar 20 2020 20-2 -202 021 1 in Pi Pila larr Ce Cent ntra rall Elementary School. The result of this study is true only to the Grade Five pupils of the said school. The Oral Readi Reading ng Verif Verificatio ication n Test (ORVT) are conduct conducted ed consec consecutivel utivelyy for the Grad Gr ade e Five Five pup pupililss in thei theirr resp respect ectiv ive e ad advi vise sers rs.. Th The e resu result ltss in OR ORVT VT ar are e us used ed to determine their level of reading comprehension whether the pupils is independent, instructional, frustration and non-reader.

RESEARCH METHODOLOGY Research Design

This study focuses on the correlational analysis between pupil’s level of reading comprehension and academic performance in English. The process involve in the study include the gathering of ORVT results from respective advisers in Grade Five. Presentation, analysis and interpretation of the data was made and finally, the coming up with the findings and conclusions. Research Environment

This study will be conduct conducted ed at Pilar Centr Central al Elementar Elementaryy School. It is situated in Poblacion Pilar, Bohol along the town proper. It is a complete elementary having two section per grade level. It has 22 classroom teachers and 1 principal. The school’s total

 

population at present 490 pupils. Every grade in this school has struggling readers who need appropriate intervention. Research Respondents

The subjects of the study are the 63 Grade Five pupils of the said school for the school year 2020-2021. Grade five section 1, 31 pupils and Grade Five section 2, 32 pupils. For the total of 75 respondents.

Table 1 shows the specific breakdown of the number of respondents per section. Table 1 Distribution of Respondents in the Study

Grade Five Section 1 Section 2 TOTAL

Boys 16 16 32

Girls 15 16 31

Total 31 32 63

Research Instrument

Oral Reading Verification Test (ORVT) tool was utilized u tilized to assess level of reading comprehension compre hension in Englis English h of Grade Five pupils whether they are independen independentt reader readerss or non-readers. It consist of this level of reading comprehension ability in English based on these dimensions; independent reader, instructional reader, frustration reader and non-reader. Tool 1

 

Oral Reading Verification Test (ORV) Grade 5 –Pre Test ( 1st Quarter) Name: __________________________

Grade and Section: _______________ 

 Age: ___________________________ Sex: _____________________  Prompt: In this selection, the pupil will learn about the Sun as the center of the solar

system.

  The Center of the Solar System  

The solar system includes the Sun, the Moon and all the planets. Its center

is the Sun which is made up o gases that release heat and light energy. The part o the Sun that we see is called the photosphere. Its colored ring is called chromosphere. Its solar ares shoot out or thousands o miles. They make plants, animals, and people on Earth warm enough. The Sun makes lie on Earth possible.

Grade V No. of Words: 73

  Questions:

1. What ar are e includ included ed in the solar ssystem ystem iin n the sto story? ry? Nam Name e at lea least st two.   Answers: * the sun, the moon and all planets (any of the three answers) 2. What do you call tthe he par partt of the ssun un th that at we see?  Answer: photosphere 3. Wh What at iiss a chro chromo mosph spher ere? e?   Answer: colored ring of the sun 4. Wh Whyy d do o we ne need ed tthe he ssun un? ? Possible Answer: * It keeps animals, plants and people warm   * It gives us light  

* It helps plants grow

 

5. What would happen if the the sun does n not ot hav have e gase gases? s?   Possible Answers: * We will not have heat or light energy   * Earth will be cold   * We will die 6. What wo would uld be tthe he effec effectt of too much exp exposure osure tto o sunli sunlight ght to on one’s e’s heal health? th?   Possible Answers:   * I might have skin cancer.   * If I look at it directly, it might blind me   * I will feel thirsty   * I will faint   * Sunburn 7. If you wer were e a scienti scientist, st, wha whatt possib possible le invent inventions ions coul could d you do that wi willll use the sun’s energy?   Possible Answers: * Batteries that will absorb the sun’s energy   * Things that will move using heat and light energy.   * Solar lights

Tool 2

GUIDELINES ON ORAL READING VERIFICATION (ORV) PROGRAM Operating Principles

1.

The ORV shall be administered every one week after the written quarterly assessment in the four rating periods.

2.

Exam Examin iner ers s for a cert certai ain n grad grade e leve levell are are the teac teache herr of the the next next grad grade e level (example: Grade 1 teacher will conduct Grade 2 and so on.)

3.

Gra rad de 1 ORV ass assess essment ent in Eng English wil will sta start a aft fte er the the 3 rd  Quarterly Assessment, since English will be taught on the 3 rd Quarter.

 

4.

The ORV ORV test/ test/pa pass ssag ages es are are the uni unifi fied ed ORV ORV passa passag ges comp compo osed sed by assigned writers which was validated during the division write shop and will be used by the whole division.

5.

The The ORV ORV test test sha shall ll incl includ ude e thre three e to fiv five e ques questi tion ons s for for Grad Grade e 1 & 2 , fiv five e to seven questions for Grade 3-6 and 8-11 8-11 questions for Grade 7-10.

6.

Ques Questi tion ons s from from Grad Grade e 1-7 1-7 wil willl be be an answ swere ered d oral orally ly by the the lea learne rners rs,, whi while le questions from Grade 8-10 will be answered orally through a multiple choice answers.

7.

Numb Number er of word words s wil willl inc incre reas ase e bas based ed on the the gra grade de leve level. l.

8.

The rati tin ng shall be descr scriptive and and impre res ssionisti stic, i.e. with lett tte er  representation (see attached indicators to further explain this:

9.

Si Simi millarl arly, th this is type type of exami examina nati tion on coul could d be cond conduc ucte ted d by th the e sch choo ooll prin princi cipa pals ls,, distr distric ictt supe superv rvis isor ors, s, and and educ educati ation on supe supervi rviso sors rs at th the e school, district or division level during their supervisory visits, utilizing their own prepared oral examination pieces. Regional supervisors will have to validate the results/ORV data submitted by the divisions during their visit.

10.. 10

Si Simi mila larl rly y, this this type type of exami examina nati tion on could could be cond conduc ucte ted d by the schoo schooll prin princi cipa pals ls,, distr distric ictt supe superv rvis isor ors, s, and and educ educati ation on supe supervi rviso sors rs at th the e school, district or division level during their supervisory visits, utilizing their own prepared oral examination pieces. Regional supervisors will

 

have to validate the results/ORV data submitted by the divisions during their visit.

11.

The The schoo schooll princ princip ipal als s are requ requir ired ed to advi advice ce thei theirr teach teachers ers to to creat create e a corn co rner er fo forr Read Readin ing g

Quadr uadran ants ts in th thei eirr cla classro ssroom oms s beari earing ng th the e

representatio repres entation n of the number number of learners learners per quadran quadrantt based on on their  reading level. Pupils will eventually be transferred to the next quadrant as he / she improves his reading level, and so on. This technique will motivate children to strive harder to improve his reading skills.

Tool 3

 

Tool 4

 

Tool 5

 

S co SAMPLE QUADRANT 

re 5

4

3

s

2

1

0

60 55 50    d   a   e    R   s    d   r   o    W    f   o  .   o    N

 

45 40 35 30 25 20

C

D

15 10 5  A – Reads fast and Comprehends well B – Reads slow but Comprehends well C – Reads fast but poor Comprehension D – Reads slow and comprehends poorly Scores:   0-1-2 – Frustration 3-4 – Instructional 5 – Independent

Reading Skills:   0-20 words – Slow 25-35 – Average 35-60 – Fast

 

Status:   Independent + fast = Independent Independent + Ave. = Instructional Independent + Slow = Frustration Instructional + Fast = Instructional Instructional + Ave. = Instructional Instructional + Slow = Frustration Frustration + Fast = Frustration Frustration + Ave. = Frustration Frustration + Slow = Frustration

Data Gathering Procedure

The resea research rcher er wil willl use of the Or Oral al rea readin ding g Veri Verific ficati ation on Tes Testt (ORV (ORVT) T)

as too tooll and

conduct assessm assessment ent to a grad grade e five pupils as our respon respondents dents and we’ we’re re ran randomly domly selected select ed through through a piece of paper place it in empt emptyy box and th the e leader will rrandoml andomlyy pick 13 ( 6 Males and 7 Females) respondents and the members will randomly pick 12 respondents respon dents ( 6 Males and 6 Femal Females) es) with the permi permission ssion of the school Princ Principal ipal and Parents of Pilar Central Elementary School through signing the letter consent provided by the researchers.

DEFINITION OF TERMS

 Reading Comprehension -is  -is the  the act of understanding of what you are reading. Academic performance -  is the knowledge and skills that students have mastered in a

subject or a course. It’s basically a measure of how well students have performed or understand in the various assessment items such as essays, tests, reading, and examinations

 

Oral Reading Verification Test (ORVT)

Oral Reading test is individually administered oral test that will help determine a pupil’s reading rate and accuracy for placement in a given level.

Independent Reader 

Can read independently with ease without the help and guidance of the teacher. Can read fluently with comprehension.

Instructional Reader 

Reads haltingly with comprehension. Slow reader good comprehension.

Frustration Reader 

Read haltingly with little or no comprehension.

Non-reader 

Cannot read. The pupils is unable to recognize and sound out letter connections of single consonants and some consonants blends.