De la Salle University
Manila
EFFECTIVENESS OF THE PHONOLOGICALLY-BASED
READING INTERVENTION PROGRAM FOR CHILDREN WITH
READING DIFFICULTIES IN PUBLIC SCHOOL
AN ACTION RESEARCH PROPOSAL
SUBMITTED TO THE FACULTY OF THE COLLEGE OF EDUCATION
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
FREDALINE ABAD CASTILLO
OCTOBER 2013
TABLE OF CONTENTS
Chapter 1
The Problem and Its Background
1.1
Introduction
1
1.2
Review of Related Literature
A. Reading Problems in the Philippines
B. Reading Assessment Tools
C. Children with reading difficulties
D. Intervention for children with reading difficulties
E. Phonologically-based reading intervention
2
1.3
1.4
Statement of the Problem
The Framework
A. Theoretical Framework
B. Conceptual Framework
Significance of the Study
Scope and Limitations
8
9
1.5
1.6
Chapter 2
2.1
2.2
2.3
11
11
Methodology
Data Collection Procedures
Procedures for Measuring Variables
Data Analysis Procedures
12
12
13
APPENDICES
A. Appendix A – Intervention Schedule Plan
B. Appendix B – Student Skills Profile
C. Appendix C – Week 1 Sample Reading Exercises
D. Appendix D – Week 2 Sample Reading Exercises
E. Appendix E – Week 3 Sample Reading Exercises
F. Appendix F – Week 4 Sample Reading Exercises
G. Appendix G – Week 5 Sample Reading Exercises
H. Appendix H – Week 6 Sample Reading Exercises
I. Appendix C – Sample Phil-IRI Passage
J. Appendix D – Summary Phil-IRI Individual Record
K. Appendix E - School Readiness Assessment
L. Appendix F – Letter of Consent
16
17
18
19
20
21
22
23
24
25
26
27
REFERENCES
28
EFFECTIVENESS OF THE PHONOLOGICALLY-BASED READING INTERVENTION
PROGRAM FOR CHILDREN WITH READING DIFFICULTIES IN PUBLIC SCHOOL
Fredaline Abad Castillo
De la Salle University, Manila, 2013
Chapter 1
The Problem and its Background
1.1 INTRODUCTION
Reading skills is a major concern of the Philippine educational system and one of the
problems that needs to be addressed (Philippine Education for All 2015). In the year 2008, only
86.4% are functionally literate or those with basic reading, writing, and computational skills
(NSO, 2013). In public schools, reading skills of the pupils is one of the problems. There are
pupils who are having difficulty in reading and there are those who can read but are having
difficulty understanding what they are reading. These pupils are characterized as struggling
readers. They bring with them this difficulty as they go to higher grade level. If they are having
difficulty reading in Filipino more so in reading other language such as English. They
mispronounce simple English words. They cannot answer questions based on what they have
read. They have difficulty answering questions in English such as “How are you today?” “What
grade are you?” “Where do you live?”
It is challenging for these pupils to encounter words they cannot read and understand
because it would be hard for the pupils to understand the lessons and what the lessons are all
about (McElvain, 2005). Eventually, because of the difficulty in reading the pupils would not be
able to cope up with their lessons and would lack interest towards their subjects. This often leads
to dropping out of school. One of the reasons for dropping out is having difficulty coping up
with school work (Orbeta 2010). The pupils are not encouraged to go to school because of
difficulty understanding the lessons which boil down from difficulty in reading. Low quarterly
2
test results, achievement tests and diagnostic tests prove that there are pupils who have difficulty
in reading.
This study seeks to find a way to help children with reading difficulties improve their
reading skills through phonologically based reading intervention program.
Phonological
awareness is important for a child to be proficient in reading and it is useful in any other
languages (Anthony & Francis, 2005). Likewise, it is said that the most effective way of
improving student learning is by using the mother tongue as the language of instruction. It is in
the basic premise of starting to learn where the learners are and from what they already know
(Nolasco 2009 as cited in Gallego & Zubiri, 2011). As such, the pupils will be given reading
intervention in Filipino. They should learn to read and understand their first language first and
eventually learn other to read and understand their second language.
1.2 REVIEW OF LITERATURE
Reading problems in the Philippines
One may think how come despite of the high literacy rate, many Filipinos can hardly read
and write. How are literacy and reading related? Literacy is a level of competence whereas
reading is a skill. For a reading skill to be retained or enhanced, it needs to be a habit
that must be done and exercised every day. They say poor reading comes poor learning.
Therefore, the key to learning is better reading skills not only in English but in any language or
dialect a person uses in his or her everyday life (Luz, 2007).
Several factors lead to reading problems. Either the students may not be able to read the
word themselves, they cannot understand how the words come together, or the student may read
the words and sentences but fail to understand what they are reading (McNamara, 2009). Such is
3
the case in a public school. There are pupils who can read but cannot understand what they are
reading.
Reading Assessment tools in Philippine Public Elementary Schools
To help read every pupil in the Philippines, the Department of Education designed a
program called “Every Child A Reader Program (ECARP).” It is a national program aims to
make every child a reader at his or her age level. It provides assessment tools that will help the
school determine the reading level of the students and would find ways to help improve the
reading skills of the pupils. One of which is the Phil-IRI or the Philippine Informal Reading
Inventory which assesses the reading level and measures the reading comprehension of all public
elementary pupils in the Philippines. It consists of stories and comprehension questions and is
given individually. It gives teachers information on the level of their pupils’ reading skills
through actual observation. Through this, the pupils are categorized as: independent readers
which means they are able to read the passage well and answered all the questions; instructional,
wherein pupils can read with few miscues and able to give 75%-89% correct answers; and
frustration, these are slow readers and able to give 74% and below correct answers. Its goal is to
make every Filipino child communicate effectively both in English and Filipino through
effective reading instruction. It is given to Grade 1 to 6 pupils twice, at the start and towards the
end of the school year (DepEd Order No. 70. S. 2011).
Another assessment tool is the School Readiness Assessment (SReA) which is given to
the incoming grade 1 public school pupils and the year-end assessment is given towards to end of
the school year. One of the domains is the language domain wherein the pupils are asked to
identify the sounds, words that rhyme, and read 2-3 word syllables (DepEd). The result of the
4
assessment is important for Grade 1 teachers because it provides readiness profile of the children
which will address the specific learning needs of the pupils. Mother tongue is used in
conducting this assessment. It is not an entrance exam, therefore, a child will not be refused to
grade 1 based on the result of the assessment (DepEd)
Children with Reading Difficulties
Who are these children with reading difficulties? Children with reading difficulties are
those who did not develop the age appropriate literacy skills and are lagging behind in literacy
development (Shauna & Lonigan, 2010). Students who are characterized as having difficulty in
reading are those who have difficulty recognizing letter cluster in words, they read using visual
features, having difficulty modifying sound patterns, having difficulty reading unfamiliar words
and difficulty remembering how to say written words (Munro 1995). Comprehension is one of
the components of reading. Therefore, children with poor reading skills also have poor
comprehension (Cayubit, 2012).
It is a fact that the ability to read determines student’s success or failure in their studies
and in their life as whole. Children with limited English proficiency (LEP) affects oral
communication and academic learning and may even face academic and social challenges in
school because they have a hard time understanding the lessons and even what the teachers are
talking about. (Huennekins, 2010, German, 2002). Learners who are being taught in a second
language would experience difficulties understanding the lessons because the language taught
are unfamiliar to them. When these children do not understand the language used in teaching,
they are unsure of what is the discussion all about and would not understand the lessons
(Myburgh, Poggenpeol, & WM Van, 2004).
5
Reading problems cause distress to children as well as to the parents. They cannot
participate actively and properly in classroom activities because they cannot understand what the
teachers is talking about and would not be able to understand the lessons. They are not
motivated to learn. They feel frustrated because they cannot also express their thoughts
(McElvain, 2005). As a result, they cannot progress not only in English subject but in all other
subjects (Sylva & Hurry, 1996).
Definitely, children with sufficient reading skills would have greater chances compared
to those with poor reading skills (Cayubit, 2012). It is important for all children to learn to read
within the first few years of schooling because children who will not be able to read in the first
few grades will have difficulty in later grade level (Gove, & Cvelich, 2010). These children at
risk for early reading difficulties can be effectively identified at the beginning of kindergarten
(Vellutino, Scanlon, Zhang, & Schatschneider, 2007).
According to Duff, Hayiou-Thomas and Hulme (2011), those lacking in phonological
aspects of oral language have difficulty in reading. Attention is needed for the children to be
effective in reading. Limitations in attention also cause reading problems (Verhoeven, Reitsma,
& Siegel, 2010).
Interventions for children with reading difficulties
There have been a lot of researches made for the different strategies and reading
intervention program. It is important to know the different factors affecting the reading skills of
the pupils in order to find the appropriate reading intervention program. If there is no early
intervention, it could affect the child’s academic, social and psychological development
(Cayubit, 2012). If children can be given interventions to successfully deal with reading
6
difficulties, troubled readers may decrease and there will be an increase of successful readers
(Aina, 2000). Eventually this will help reach the goal of the DepEd’s “Education for All 2015”
target which is aimed towards reducing poverty, hunger, diseases, and illiteracy (Gove &
Cvelich, 2010).
Vellutino, Scanlon, Zhang, & Schatschneider, 2007 research stated that most children at
risk for early reading difficulties can be effectively identified at the beginning of kindergarten.
Therefore, intervention should be available in the early school years. And if given the
appropriate intervention, such as low cost and small group supplementary intervention program,
these children can be promoted to the next grade level. In the Philippines, non-profit
organizations put up reading programs to help public school pupils improve their reading skills.
“Sa Aklat Sisikat” which started in 2001 is a non-profit organization that works with public
schools throughout the country by providing locally published books such as “Ibong Adarna” to
inspire pupils and make reading their habit. While “Eskwelahan sang Katawhan” which started
in 2002, produces workbooks to improve reading skills of the public school publics in Negros
Occidental. (Luz, 2007).
To help these struggling readers, it is important for the teachers to help these struggling
pupils set goals that are specific and challenging but achievable (Kai Yung, Heward, Heng,
2006). A study conducted by Vadasy, P., Jenkins, R., & Pool, K. (2000) shows that clear and
well-defined training in phonological skills improves word level reading and spelling skills.
Also, direct instruction, which involves specific ways of teaching can definitely improve
student’s performance in English (Al-Shammari, Al-Sharoufi, & Yawkey, 2008). Given the
7
appropriate reading materials, conducive environment, and adequate qualified teachers, pupils
will have good reading skills and can perform well in other subjects (Adeneji & Omale, 2010).
Reading Intervention Program which emphasizes on the link between phonological
awareness and reading helps improve the reading abilities of struggling readers. As such,
phonological reading intervention program addresses the foundation for literacy development
(Duff, Hayiou-Thomas & Hulme, 2011).
Phonologically based reading intervention
Phonological awareness is important for the development of the reading skills of a child
because it is being aware of the sounds of the letters.
It is the ability of the child to recognize,
discriminate and manipulate the sounds in any language. It includes blending sounds together,
separating words into sounds, combining sounds of words, and identifying if the pair of words
have same sounds. This skill can be seen as early as preschool and early elementary school years
(Anthony, & Francis, 2005). Children who have this ability can identify and produce rhyme
words, syllabicate words, identify the initial, middle and final sounds of the words, break words
into sounds, blend sounds, delete phonemes, and substitute one phoneme from another. Children
with poor phonemic awareness have difficulty in spelling and reading and would eventually lead
to reading difficulties. (Cracking the ABCode, n.d.).
Phonetic analysis is a blending and sounding out words. It is a universal practice wherein
students learn to read words through letter-sound relationship. Students who use phonetic
analysis read better than students who do not have mastered the skills and that students who can
phonetically decode words are more fluent in reading. (Aina, 2000). Phonics improves word
reading skills for kindergarten, first graders and struggling readers. It is more effective than
8
nonsystematic or no phonics instruction programs and is effective for children of different ages,
abilities and socioeconomic background (Kang Liu, 2010).
The study conducted by Duff and Hayiou-Thomas (2011) revealed that Phonologicallybased Reading Intervention when delivered in realistic and appropriate way shows improvement
in literacy skills. It also shows effectiveness when given in an appropriate and right amount of
time and attention (Lovett, Palam, Fritjers, Steinback, & Temple, 2008). Petropoulos (2012)
states that clear instructions and procedures in letter-sound relationship is important for
beginning readers. For a child to read well, five basic skills are needed: phonemic awareness,
phonics, fluency, vocabulary, and comprehension. Students should have mastery of these skills
one after the other. The focus of Grade 1 learners are sounds and symbols, breaking codes, and
figuring out words by decoding (Gove, & Cvelich, 2010).
For average students and those exhibiting difficulties in reading, same teaching strategies
are useful but only differ in the process. For students with reading difficulty, the strategies must
be more intense, slower, and direct (Aina, 2000). The same principles of clear phonologically
based intervention are effective for struggling readers regardless of language status, for as long
as the basic level of English – language competence had been achieved (Lovet, Palma, Fritjers,
Steinbac, & Temple, 2008).
1.3 STATEMENT OF THE PROBLEM
This study focuses on one of the strategies which is the use of phonologically based
reading intervention program for grade 1 pupils with reading difficulties.
This study seeks to explore the effectiveness of phonologically based reading
intervention program for children with reading difficulties in a public school.
9
The study seeks to answer the question:
1.
How effective is the phonologically based reading intervention program in
improving the reading skills of children with reading difficulties?
1.4. THEORETICAL FRAMEWORK
Charles Fries Three Stages of Reading Growth is learning to read in a first language
situation. Transfer Stage is learning from auditory signs to a set of visual signs. Stage of
Productive Reading is responding automatically to the written symbols or visual patterns. Stage
of Vivid Imaginative Realization is when reading becomes automatic (Romero & Romero,
2008). Parallel to Charles Fries’ three stages of reading growth, Mother Tongue-Based
Multilingual Education (MTB-MLE), a fundamental educational policy program stands on a
premise that learners should start from what they are and what they already know. It is said to be
the most effective way of improving how students learn. To be academically competent, a
student must have a strong understanding of his native or first language. For the students to
understand the lessons, it should be presented in a way that they will easily understand it by
using their native language (Gallego & Zubiri, 2011).
One Second of Reading Model (Gough, 1972) describes that reading follows a sequence
or logical order. It begins by translating the letters into sounds, then putting the sounds together
to form words, then putting the words together to understand its message (Alvemann, Unrau, &
Ruddell, 2013)
Being able to read well requires five basic skills: phonemic awareness, recognizing
sounds and putting it together orally; phonics, linking letter to sounds; fluency, accuracy in
reading; vocabulary, knowing words and their meaning; and comprehension, understanding what
10
one have read. Pupils learn to read in different ways and definitely will progress when they go
through different stages of reading development. Grade 1 pupils’ phase is awareness of sound
and symbol relationships. They can identify sounds, putting sounds together to form syllables
and words, and decode words (Gove & Cvelich, 2010).
Phonological awareness is important for a child to start reading well. Those lacking
phonological awareness find it difficult to read. Phonological awareness skills includes blending
sounds together, combining and recombining sounds of words, and identifying if two words have
the same sound (Anthony & Francis, 2005).
CONCEPTUAL FRAMEWORK
Pretest 1
Post test 1
*SReA post test
* Phil-IRI pretest
Phonologically
based reading
intervention
Pretest 2
Classroom
Observation
Post test 2
* SReA pretest
* SReA pretest
* Phil-IRI pretest
Traditional
way of
learning
* Phil-IRI post
test
*SReA post test
* Phil-IRI post
test
Philippine Informal Reading Inventory (Phil-IRI) and SReA pretest will be given as preassessment tools. Phonologically based reading intervention will be given by the researcher to
the selected pupils for 6 weeks. Pupils will be given different levels of reading phonologically
11
starting with sound recognition, rhymes, blending syllables, phoneme blending, words, phrases,
then reading sentences (See Appendix A & B for Reading Intervention Plan and Skills Profile).
Parents of the participants will be oriented before the intervention begins for them to be aware of
the intervention that will be given as well as for them to understand the situation of their children
with regards to reading skills.
Philippine Informal Reading Inventory (Phil-IRI) post-test and SReA will be given as
post-assessment tools.
1.5 SIGNIFICANCE OF THE STUDY
The result of the study can affirm how important reading intervention is to pupils who
have difficulty in reading and would encourage teachers to regularly conduct reading
intervention to pupils. The result of the study may also provide teachers the teaching strategies
that will help improve the reading skills of the struggling readers. The phonologically based
reading intervention program used in this study can be applied to other pupils in other grade
level. Likewise, the results of this study are expected to provide more information on how
phonological awareness is the basis of reading skills of the early graders.
1.6 SCOPE AND LIMITATIONS OF THE STUDY
This study aims to help lessen struggling readers in a public school. Thus, this study
focuses on phonologically-based reading intervention program for grade 1 public school pupils
with reading difficulties. Nonetheless, it has the following limitations: First, the participants are
limited to Grade 1 pupils with early childhood education experience. Second, the participants
are limited to grade 1 public school pupils. Third, the reading intervention will last for only 6
weeks. For some, 6-weeks might not be enough.
Chapter 2
Methodology
2.1 PROCEDURES FOR MEASURING VARIABLES
RESEARCH DESIGN
Quasi-experimental design will be used in this study (Fraenkel & Wallen, 2000). The
participants are selected based on the pre-assessment results; those who got low scores in the
Readiness Assessment, characterized as frustration readers in Phil-IRI reading inventory, and
who are observed by the teachers as slow readers and lacks comprehension. The pupils selected
will be divided into two groups; the experimental group, which will be given the reading
intervention for six weeks, and the control group will also be observed but will not given be
given the reading intervention. Both groups will have the pretest and post test and results will be
compared.
2.2 DATA COLLECTION PROCEDURES
The participants are grade 1 public school pupils with early childhood education
experience (kindergarten) and still having reading difficulties. These are pupils who can read
slowly and has poor comprehension.
Grade 1 pupils to be given an intervention are selected based on the following:
 Pupils who got low scores in the Language Development Domain of School
Readiness Assessment (SReA)
 Pupils who are categorized as frustration readers in the Philippine Informal Reading
Inventory Assessment (Phil-IRI)
 reading capabilities of the pupils based on teachers’ assessment for the first quarter
Out of 400 grade 1 pupils for school year 2013-2014, forty (40) pupils from sections 3 to
8 are diagnosed with reading difficulties at the end of the second quarter. Twenty pupils (20)
13
will be under the experimental group while the other twenty will be a control group. A 6-week
reading intervention using the pull-out system will be implemented for the experimental group.
The researcher will gather the participants for a reading intervention for a one hour per session,
three sessions per week, for six weeks. The researcher will record the skills achieved by the
pupils after each session. The control group will be observed in the classroom within the 6 –
weeks period. After the intervention, SReA and Phil-IRI post assessment tests will be given.
The results of which will be compared to the pre-test given at the start of the intervention.
Since the participants are grade 1 pupils, medium of instruction is in Filipino following
the Mother Tongue Based – Multilingual Education Approach (MTB-MLE). The
implementation of DepEd Order No.60 s.2008 recognizes the use of mother tongue as a language
of instruction.
2.3 DATA ANALYSIS PROCEDURES
Data Gathering
Qualitative and quantitative data gathering will be used in this study. Qualitative data
will be gathered through the following: teachers’ evaluation of the reading skills of the pupils
and School Readiness Assessment (SReA) results. Quantitative data will be gathered through
Phil-IRI pre-test and post-test results as well as the skills acquired during intervention such as the
number of pupils who were able to recognize sounds, blend sounds, blend syllables, read words,
phrases, and sentences.
Time series analysis (Senter, n.d.) will be used to monitor the skills acquired by the
pupils. Each pupil will be observed after each session and such observation will be written in the
Skills Profile (See appendix B).
14
Assessment Tools
Learning to read is effective if done one level at a time. That is, level one, phonetic
sound; level 2, reading words; level 3, reading sentences; and level 4, reading paragraphs (Greer,
2002). To master the reading skills, pupils are being introduced to different phonological
awareness skills starting from sound recognition, rhyme identification, syllable blending,
phoneme isolation, phoneme blending, phoneme segmentation, reading phrases, reading
sentences, to reading paragraphs (Phonological Awareness Introduction and Scientifically Based
Reading Research (n.d). The skills to be acquired in the intervention are parallel to the skills
pupils need to achieve in the assessment wherein the pupils need to read fast and confident and
with understanding on what they are reading.
School Readiness Assessment (SReA) is given to incoming grade 1 public school pupils.
Part of the assessment is the language development domain. Learning competencies required in
the domain are: identifying letters, identifying sounds of the letters, identify words that rhyme,
reading 2-3 word syllables. The pupils to get the low scores are placed under the remedial
program.
Philippine Informal Inventory Reading Assessment (Phil-IRI) is an assessment tool that
evaluates the reading proficiency level of elementary public school pupils. It intends to measure
the reading comprehension of the pupils and assess the word recognition, comprehension, and
reading speed through stories and passages. In this reading assessment tool, pupils are asked to
read paragraphs then answer questions based on the paragraph read. Phil-IRI pre-test is given to
the pupils during the first month of the school year while post test is given at the end of the third
quarter or towards the end of the school year (DepEd).
15
A book entitled “Pagpapaunlad ng kasanayan sa Pagbasa 1” which is one of the reading
books for grade 1 will be used during intervention specifically on week 5 and 6 wherein pupils
will be asked to read passages in Filipino and have to answer questions based on what they have
read.
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Appendix A
INTERVENTION SCHEDULE PLAN
Intervention Schedule Plan
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Skills
Sound recognition / Rhyme identification
Syllable blending
Phoneme Isolation (Initial – Final sounds)
Phoneme Blending/Phoneme Segmentation
Reading phonemic phrases/sentences in
Filipino
Reading paragraphs in Filipino
17
Appendix B
SKILLS PROFILE
Pupil’s Name:_______________________________________________________________
Skills
Sound
recognition
Instruction
Date
Date
Date
Date Mastered
Pupils would identify the
sounds of the letters of the
alphabets
Rhyme
Pupils identify if the pair of
identification
words do rhyme
bed bad
Syllable
Pupils read the syllables
blending
together
ba na na
Phoneme
Teacher says a word and the
isolation
pupils identify the first sound
(Initial)
that they hear
Phoneme
Teacher says a word and the
isolation (Final) pupils identify the last sound
that they hear
Phoneme
Pupils put together the
blending
sounds to form a word
b–e–d
bed
Phoneme
Teacher says a word, pupils
segmentation
identify the sounds that they
hear
bed
b–e-d
Reading
Pupils read phrase
phrases
Ex. mataas na puno
Reading
Pupils read sentences
sentences
Ex. Ang bata ay mataba.
Reading
Reading simple and short
paragraphs
paragraphs
A book “Pagkatuto sa
Pagbasa 1” will be used.
(based on Phonological Awareness Introduction and Scientifically Based Reading Research
(n.d.)
18
Appendix C
Week 1 Reading Exercises
Sound recognition
a
c
v
b
l
g
e
m
w
d
t
j
i
n
x
f
o
r
z
h
u
s
p
q
y
k
19
Appendix D
Week 2 Reading Exercises
Syllable blending
ba
ca
da
ha
ja
de
he
le
te
re
mi
si
di
hi
bi
so
do
mo
ro
lo
mu
tu
ru
hu
wu
bata
labi
lima
misa
banana
papaya
haligi
binata
20
Appendix E
Week 3 Reading Exercises
Phoneme isolation
Teacher reads a word. Pupils will identify the first sound that they hear.
c
a
t
h
e
n
t
i
p
m
o
p
s
u
n
Teacher reads a word. Pupils will identify the last sound that they hear.
21
Appendix F
Week 4 Reading Exercises
Phoneme Blending
Pupils put together the sounds to form a word.
Phoneme Segmentation
Teacher says a word, pupils identify the sounds that they hear.
22
Appendix G
Week 5 Reading exercises
Reading phonemic phrases/sentences
dalawang lobo
matamis na atis
anim na bata
Pitong taon na si Obet.
Nag-aaral na siya.
Nasa unang baiting na siya.
(taken from the book “Pagpapaunlad sa Kasanayan sa Pagbasa 1”)
23
Appendix H
Week 6 Reading Exercises
Reading paragraphs
Laging malinis si Lani.
Malinis ang kanyang damit.
Malinis ang kanyang kamay.
Malinis ang kanyang gamit.
Mga Tanong:
1. Anong uri ng bata sa Lani?
2. Maganda ba ang batang malinis?
3. Dapat ba nating tularan si Lani?
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Appendix I
(Sample Phil-IRI passage for Grade 1)
Phil-IRI Form 1
Name: _______________________________ Grade and Section: __________
GRADE LEVEL PASSAGE RATING SHEET
Pagganyak: Naranasan mo na bang magkasakit? Paano ka gumaling? Basahin at alamin kung
paano gumaling ang batang maysakit.
Mahiwagang Kamay
May sakit si Luis. Mahiwagang kamay ang kailangan niya.
“Hihilutin ko ang ulo mo,” sabi ni Hinlalaki.
“Pupunasan ko ang iyong pawis,” sabi naman ni Palad at mga Daliri.
“Yayakapin ko siya,” dagdag pa ni Braso.
Idinilat ni Luis ang kanyang mga mata. Nasa tabi niya ang kanyang ina.
Magaling na si Luis.
Gr.1
Bilang ng Salita: 53
Tanong:
Literal
1. Ano ang nagpagaling kay Luis?
2. Anu-ano ang ginawa ng mahiwagang kamay?
3. Sino ang nasa tabi niya paggising?
Pagpapakahulugan
4. Bakit nagging mahiwaga ang kamay ng nanay?
5. Bakit hindi maaaring si Palad o sina Daliri lamang ang pupunas ng pawis ni
Luis?
Paglalapat
6. Naniniwala ka ba na nakapagpapagaling ng sakit ang mga kamay ng iyong ina?
Bakit?
7. Bakit kaya ang ina ang laging tinatawag ng mga anak kung maysakit sila?
(DepEd)
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Appendix J
Phil-IRI Individual Summary Record
Types of Miscues
(Uri ng Mali)
Miscue
Mispronunciation
Substitution
Insertion
Omission
Reversal
Refusal to
Pronounce
Total
Reading Level
(DepEd)
frustration
Post test
(Panapos na Pagtataya)
No. of Miscue
Major Miscue
Instructional
Independent
Self-corrected
Non-reader
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Appendix K
School Readiness Assessment Pupil Rating Sheet
DOMAINS
Language
Development
Score: scale of 1-10
1 – lowest
10 – highest
LEARNING COMPETENCIES
Knows that print is read from left to
right
Identifies upper and lower cases letters
Identifies words that rhyme/sound alike
Copy letter and word
Read 2-3 word syllables
Says the sound that a letter represents
Sequencing events
SCORE
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Appendix L
Letter of Consent
Petsa: _________________
Mahal naming magulang:
Ang inyong anak na si ______________________ na nasa baiting 1 pangkat ___ ay
hinihiling na lumahok sa isang pagsasasaliksik sa paraan ng pagkatuto sa pagbabasa. Ito ay
isang pag-aaral na makakatulong para sa mga mag-aaral sa unang baiting na bumasa. Ang lahat
ng impormasyon na makakalap ay magiging pribado.
Ang pagsasaliksik sa pagbabasa ay gaganapin sa ika-_____ ng Oktubre hanggang ika
_____ ng Nobyembre, 2013, mula sa ika-10 hanggang ika-11 ng umaga, tuwing Lunes,
Miyerkules at Biyernes.
Inaasahan naming ang inyong pahintulot sa pagsasaliksik na gagawin.
FREDALINE A. CASTILLO
Gurong tagapagpananaliksik
__________________________
Gurong tagapayo
__________________________
Punung-guro
______________________________________________________________________________
PAHINTULOT
Petsa: _________________
Nabasa at naunawaan ko ang gawaing ito sa pagsasaliksik. Ako ay:
_____ pumapayag na sumali ang aking anak sa gawaing ito.
_____ hindi pumapayag na sumali ang aking anak sa gawaing ito.
____________________________
Pangalan at lagda ng Magulang
28
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Comments and Suggestions from the panel:
1.
title
From “Effectiveness of the Phonologically-Based Reading Intervention Program for
Children at-risk of Reading Difficulties in a Public School” to “Effectiveness of the
Phonologically-based Reading Intervention Program for Children with Reading
Difficulties in a Public School”
2.
Include the assessment tools such as School Readiness Assessment and Philippine
Informal Reading Inventory in the Related Literature
3. Since the design is quasi-experimental, there should be a control group. Data analysis is
time – series analysis
4. From reading English, it was changed to reading in Filipino following the MTB-MLE.
Since the sample is in grade 1, language to teach should be in Filipino to align with the
MTB-MLE
5. Should include the theory of Charles Fries where learning is learned first through hearing