THE GRADE 10 STUDENTS’ LEVEL OF ENGLISH READING PROFICIENCY BASED ON
PHIL – IRI RESULTS: A BASIS OF READING INTERVENTION DESIGN
A Research Proposal
Presented to the
Schools Division Research Committee (SDRC)
For Evaluation and Approval
BERF 2020-2021
BY
MARIA DORIC C. CANALES
Malingin National High School
Daanbantayan I
DIVISION OF CEBU PROVINCE
July, 2020
I.
CONTENT AND RATIONALE
Reading is an integral part of every educational process as all the subjects taught at
all levels of the educational system involve reading (Cimmiyotti, 2013). Unlike other subjects,
like math and science, reading provides the students to explore other areas and an important
skills in learning. It is important because words spoken and written are building blocks of what
we become in the future. It has been proven that reading proficiency has a strong positive
correlation with mathematics and science abilities (Ercikan et al., 2015).
The Philippines’ fall from 14th place in 2018 to 20th in the 2019 English Proficiency
Index (EPI) is a cause for worry that the country’s education sector should immediately
address. The 2019 EPI result released in late October was Education First’s ninth edition
since it began publishing its survey in 2011 based on the test data from 1.7 million test takers.
The EPI result is significant because the Philippines has been known as one of the best
English-speaking countries in Asia, and English proficiency is one of its strengths that has
helped drive the economy and even made the country the top voice outsourcing destinations
in the world, surpassing India in 2012.The level of English proficiency affects the chances of
Filipinos getting jobs here and abroad. Employers would often turn away job applicants
because of their poor English skills. If the slide in ranking continues from 13th in 2016 to 14th
in 2018 and further down to 20th in 2019, it would have negative consequences for the
competitiveness of Filipinos in the global arena.( 2019 English Proficiency Index(EPI)).
The Department of Education (DepEd) supports Every Child a Reader Program, which
aims to make every Filipino child a reader and a writer at his/her grade level. Thus, the DepEd
through the Bureau of Learning Delivery-Teaching and Learning Division (BLD-TLD) shall
continue to administer the Revised Philippine Informal Reading Inventory (Phil-IRI)
assessment to learners in public elementary schools nationwide effective School Year 20182019. The Phil-IRI used as a classroom-based assessment tool aims to measure and describe
the learners’ reading performance in both English and Filipino languages in oral reading, silent
reading and listening comprehension. These three types of assessment aim to determine the
learner’s independent, instructional and frustration levels.
In the same year, the Revised PHIL – IRI was introduced in the secondary level
specifically in the Grade 7 as answer to decrease the growing statistics of non-readers both
in English and Filipino. To fully implement the program, the PHIL – IRI was conducted to the
higher grade up to Grade 10. The result of the PHIL-IRI was very important in making plans
or programs that will help and improve the reading skills of the students.
Malingin National High School implemented the PHIL –IRI from Grade 7 to Grade 10.
The PHIL-IRI result of 2019 -2020 revealed that from the 49 Grade 10 students, 23 males and
10 females fell under the frustration level in comprehension. This was an alarming result for
the Grade 10, because it is expected that upon reaching this grade, the reading ability of the
students is expected to be in the independent level or instructional in terms of comprehension.
And this data pushed the researcher to conduct this study. A challenge of her part since she
is the English teacher in Grade 10 at the same time the English Coordinator of the said school.
The primary purpose of this study is to find intervention design that will alleviate the
status of the students in reading proficiency based from the PHIL-IRI result.
II.
ACTION RESEARCH QUESTIONS
This study aims to find out the effect of parent involvement in the improvement of reading
ability of Grade 1 pupils.
Specifically, it answers the following questions:
1. What is the oral fluency level of the pupils based on EGRA Pre-Test in terms of;
1.1 Component 4(Familiar Word Reading)
1.2 Component 5(Invented Word Reading)
1.3 Component 6(Oral Passage Reading)?
2. After the intervention, what is the reading level of Grade 1 pupils based on the EGRA
Pre-Test in terms of;
2.1.
Component 4(Familiar Word Reading)
2.2.
Component 5(Invented Word Reading)
2.3.
Component 6(Oral Passage Reading)
3. Is there a significant difference between the relationship of EGRA Pre-Test Result and
EGRA Post-Test Result?
III.
PROPOSED INNOVATIONS, INTERVENTIONS AND STRATEGY
The researchers propose Project REHAP (Reading At Home Assistance Program). An
intervention program which aims to increase parent’s involvement and teaching them appropriate
procedures in conducting reading enhancement for the improvement of the oral fluency of the
children. This proposed intervention is anchored in McMahon’s study in 2010 in which she
provided a 10-week Workshop for the parents with a step by step procedure on how to improve
pupil’s reading ability. Another flagship program by which this intervention is anchored on the
Division of City of Bogo Rosalei Banner Project “MAMA” that capacitates parents and to actively
engage them in students’ academic performance. Below is the Proposed Project REHAP
Workshop Agenda for Parents. A Reading Log is also formulated by the researchers to monitor
parent’s involvement in the said intervention program. The said log is comprised of the reading
enrichment activities to be done at home and parent’s signature column which serve as proof that
parents are involved in the Reading At Home Assistance Program.
PROJECT REHAP(Reading At Home Assistance Program) WORKSHOP AGENDA for PARENTS
WEEK
DAYS
TOPIC
ONE
1
PARENTS’
ORIENTATI
ON
ACTIVITIES
1. Parents will
be called for
a
conference
to
RESOURCES
NEEDED
PERSONS
INVOLVED
MOVs
Laptop
School
Head
Attendance
Sheet
Projector
Documentation
2
PHONICS
Letter Sound
Knowledge
3
Beginning
Sound
Identification
(Phonics)
disseminate
information
on
the
Workshop
Agenda.
Snacks
1. Teach
parents the
vowel letter
and
consonant
letter sound
in
MTBMLE.
2. Parents will
produce
each letter
sound in the
pictures
flashed by
the teacher
using TextBased
Materials
and
Electronic
Resources.
3. Group
Activity
Laptop
1. Teach
parents to
identify and
produce the
correct
beginning
sound
of
the words
and names
of objects
presented
using textbased
materials
and
electronic
resources.
2. Activities
that will let
them
Researcher
s
Grade 1
Rose
Parents
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
Projector
Text-Based
Materials
Simulation
Electronic
Resources
And other
Grade 1
parents
who are
available
Laptop
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
Projector
Text-Based
Materials
Electronic
Resources
And other
Grade 1
parents
who are
available
Simulation
distinguish
each letter
sound from
the other.
3. Group
Activity
4
Medial
Sound
Identification
(Phonics)
5
Final Sound
Identification
(Phonics)
1. Teach parents
to identify and
produce
the
correct medial
sound of the
words
and
names
of
objects
presented
using
textbased materials
and electronic
resources.
2. Activities that
will let them
distinguish
each
letter
sound from the
other.
3. Group Activity
1. Teach
parents to
identify and
produce the
correct final
sound
of
the words
and names
of objects
presented
using textbased
materials
and
electronic
resources.
2. Activities
that will let
them
distinguish
each letter
sound from
the other.
Laptop
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
Projector
Text-Based
Materials
Simulation
Electronic
Resources
And other
Grade 1
parents
who are
available
Laptop
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
Projector
Text-Based
Materials
Electronic
Resources
And other
Grade 1
parents
who are
available
Simulation
3. Group
Activity
TWO
6 and
7
Phonics and
Blending
(Two Letter
Blending)
Examples:
Ma
Pe
Si
3.
4.
5.
6.
8 and
9
Three Letter
Blending
Examples:
Mag
Tag
Nga
mga
1. Teach
Parents to
blend two
letter
syllable
using
the
CV and VC
pattern.
2. Accurately
read
syllables
with
two
letter
blends or
open
syllables
using
the
Text-Based
Materials
and
Electronic
Resources.
Group Activity
Simulation
Oral Reading
Conduct
REHAP
at
Home
1. Teach Parents
to blend two
letter syllable
using the CVC
pattern.
2. Accurately read
syllables with
three
letter
blends or close
syllables using
the Text-Based
Materials and
Electronic
Resources.
3. Group Activity
4. Simulation
5. Oral Reading
Laptop
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Projector
Text-Based
Materials
Flash Cards
Word Chart
Electronic
Resources
Laptop
Simulation
Projector
Text-Based
Materials
Flash Cards
Word Chart
Electronic
Resources
Simulation
6. Conduct
REHAP
Home
10
THREE
11 and
12
Two Syllabic
Reading
Words with
Two
Consonant
Blends
(Beginning)
Examples:
Trapo
Plano
Plato
Grabe
Trabaho
at
1. Provide set of
words with two
to three letter
blends or open
and
closed
syllables
for
parents to read.
2. Drill
3. Group Activity
4. Simulation on
teaching
Pupils
in
reading open
and
close
syllabic words.
5. Conduct
REHAP
at
Home
1. Teach Parents
on how to read
words
with
beginning two
consonant
blends.
2. Accurately read
words
with
beginning two
consonant
blends
using
the Text-Based
Materials and
Electronic
Resources.
3. Group Activity
4. Simulation on
how to teach
pupils
in
reading words
with beginning
two consonant
blends
5. Conduct
REHAP
at
Home
Laptop
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Projector
Text-Based
Materials
Flash Cards
Word Chart
Electronic
Resources
Laptop
Simulation
Projector
Text-Based
Materials
Flash Cards
Word Chart
Electronic
Resources
Simulation
13 and
14
Words with
Two
Consonant
Blends
(medial)
Examples:
Bugsay
Lung-ag
gagmay
15
Words with
Final Two
Consonant
Blends
Examples:
Payong
Takong
1. Teach Parents
on how to read
words
with
medial
two
consonant
blends.
2. Accurately read
words
with
medial
two
consonant
blends
using
the Text-Based
Materials and
Electronic
Resources.
3. Group Activity
4. Simulation on
how to teach
pupils
in
reading words
with medial two
consonant
blends
5. Conduct
REHAP
at
Home
1. Teach Parents
on how to read
words with final
two consonant
blends.
2. Accurately read
words
with
medial
two
consonant
blends
using
the Text-Based
Materials and
Electronic
Resources.
3. Group Activity
4. Simulation on
how to teach
pupils
in
reading words
with final two
consonant
blends
Laptop
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Projector
Text-Based
Materials
Flash Cards
Word Chart
Electronic
Resources
Laptop
Simulation
Projector
Text-Based
Materials
Flash Cards
Word Chart
Electronic
Resources
Simulation
5. Conduct
REHAP
Home
FOUR
16
DRILL ON
WORD
READING
WITH
CONSONANT
BLENDS
17 and PHONEMIC
18
AWARENES
S
(WORD
RECOGNITI
ON)
19 and PHONEMIC
20
AWARENES
S
(WORD
RECOGNITI
ON)
at
1. Provide set of
words
with
consonant
blends
for
parents
to
accurately
read.
2. Drill
3. Group Activity
4. Simulation
5. Conduct
REHAP
at
Home
1. Drill on twothree
syllabic
words
found in the
reading
selection of
Grade 1 in
MTB-MLE.
2. Group
Activity
3. Oral
Reading
Simulation
4. Conduct
REHAP at
Home
1. Drill on four
to several
syllabic
words
found in the
reading
selection of
Grade 1 in
MTB-MLE.
2. Group
Activity
Laptop
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
Reading Log
Projector
Text-Based
Materials
Flash Cards
Word Chart
Electronic
Resources
Laptop
Simulation
Projector
Text-Based
Materials
Flash Cards
Word Chart
Laptop
Simulation
Projector
Text-Based
Materials
Flash Cards
Word Chart
Simulation
3. Conduct
REHAP at
Home
FIVE
SIX
21 to
25
26 to
30
ACCURACY 1. Orient parents to
AND
the
different
FLUENCY
techniques
in
promoting
(accuracy
accuracy
and
and fluency
fluency such as;
in word
a. Paired-peer
reading)
practice
b. Word
Recognition
Grid
c. 1
Minute
Dash
2. Crafting
of
Reading
Materials which
will be used for
supplementary
word reading.
3. Group Activity
ACCURACY
AND
FLUENCY
(accuracy
and fluency
in passage
reading)
1. Orient parents
to the different
techniques in
promoting
accuracy and
fluency such as;
a. Repeated
reading
b. Slide and
Glide
c. PeerAssisted
Learning
Students
d. Adult
Assisted
Reading
2. Group
Simulation on
the
different
techniques
who are
available
Laptop
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Researcher
s
Attendance
Sheet
Grade 1
Rose
Parents
Documentation
And other
Grade 1
parents
who are
available
Reading Log
Projector
Text-Based
Materials
Reading Chart
Printer
Laptop
Simulation
Projector
Text-Based
Materials
Reading Chart
Printer
Simulation
3. Conduct
REHAP
Home
SEVEN
and
EIGHT
at
31 TO Full
1. The
40
Implementati
researchers will
on
and
provide
Monitoring of
supplementary
REHAP
reading activity
sheets
for
parents to use
in the REHAP.
2. Monitor
the
Reading Logs
by the pupils
everyday
3. Involve
available
parents who
have
undergone the
workshop
agenda in the
remedial class.
Laptop
Text-Based
Materials
Reading Chart
Printer
Supplementary
Reading Activity
Sheets
Researcher
s
Documentation
Simulation
Grade 1
Rose
Parents
Reading Log
of each pupil
And other
Grade 1
parents
who are
available
READING LOG
Name of Pupil:_______________________________________________________________
Days/Date
ACTIVITIES TO BE DONE
(By the parent and Child)
1
Basaha ang mga silaba sulod sa usa (1)
minuto.
a. Ka
mo
si
la
to
b. Og
at
ay
an om
c. Ha
yu
de
na
wu
Parent’s Name and
Signature
IV.
d. Gu
ug
ri
so
ku
e. Ag
ut
ik
du
pu
RESEARCH METHODS
A. Sampling of Participants
The study takes place at Bogo Central School III. 33 pupils enrolled in Grade I Rose serves
as the subject of the study.
B. Data Gathering Method
Result from the Pre-Test and Post Test of EGRA in terms of Component 4(Familiar Word
Reading), Component 5(Invented Word Reading), Component 6(Oral Passage Reading)
will be the basis of the study to further examine the effect of parent’s involvement in the
improvement of Grade 1 pupils’ oral fluency.
C. Data Analysis
To analyze the data the researchers will use frequency, simple weighted mean, standard
deviation and t-test. Furthermore, a Quantitative Approach and Quasi-Experimental
Research Design will be employed.
D. Ethical Issues
a. The researchers made a proposal to the school head with regards to the Action
Research to be conducted.
b. The school head endorsed the proposed Action Research to the Division Office and
undergone a Research Design Hearing for Approval.
c.
This study is conducted in Bogo Central School III S.Y. 2018-2019. Grade 1 pupils of
Section Rose are the subject of the said study.
d.
It only focuses on the enhancement of oral fluency of the pupils in MTB-MLE as
parameters on the effectiveness of the proposed intervention.
e. Project REHAP is an intervention program from which parents will be equipped
through a Workshop on the appropriate ways in conducting reading enhancement at
home.
f.
However, it delimits on the parents’ capability and availability during the said
workshop. The researches will seek assistance from parents who are available and
capable to conduct the reading enhancement during remedial class.
V. ACTION RESEARCH WORKPLANS AND TIMELINES (GANNT CHART)
W4
W3
W2
W1
W4
9/17/18
W3
9/17/18
W2
9/14/18
W1
9/10/18
Action
Research
Output
Action
Research
Output
Accomplished
Accomplished
Accomplished
(Approved
Proposal)
Request
permission
from the
respondents
(Grade I
pupils and
their parents
(Approved
Proposal)
Orientation of
the
Respondents
Subject for
Approval
Data
Collection
*Profiling
of
Pupils
*Conduct
*Survey
*Distribute
Questionnaire
s
*Conduct
Interview
Subject for
Approval
W4
December
W3
November
Deliverables
W2
Activities
Subject for
Approval
W1
No
.
9/14/18
Remarks
Accomplished
W4
7
9/10/18
OCTOBER
Action
Research
Problem/Qu
estions
Approved
Letter
Request
W3
6
Request
Permission
from the
School Head
Crafting
Research
Proposal
Submission
of Research
Proposal for
Approval
SEPTEMBER
W2
5
9/7/18
Deliverable
s
W1
4
Finish
3
9/3/18
Finish
2
Start
1
Identification
of the
Problem
Activities
Start
N
o
.
Remarks
9
10
11
12
Remarks
W4
W3
W2
W1
February
W4
W3
W2
January
Deliverables
W1
Activities
Subject for
Approval
Finish
No
.
Testing of
Proposed
Intervention
Start
8
Tallying of
Results and
Treatment of
Data
Writing of the
summary of
findings,
conclusions and
recommendation
Subject for
Approval
Writing of the
Proposed
Action, Editing,
Proof Reading,
Binding
Subject for
Approval
Dissemination
and Utilization
Subject for
Approval
VI.
Subject for
Approval
COST ESTIMATES
Title of Research: IMPROVING ORAL FLUENCY OF GRADE 1 PUPILS THROUGH
PARENTAL INVOLVEMENT
FIRST TRANCHE (40%)
ESTIMATED
ACTIVITIES / CATEGORIES
COST
RESOURCES / MATERIALS
Snacks (134 x 20)
( Approved Proposal)
2 researchers
Orientation of the Respondents
P 2, 700.00
66 pupils
66 parents
Office Supplies (folder, stapler, staple
Data Collection
wire, printer’s ink, ball pen, bond paper,

Profiling of Pupils

Conduct Survey

Distribute Questionnaires
clips)
Printing of Materials (Questionnaire,
P 10, 000.00
Profiling Form)

Conduct Interview
Transportation Allowance
Internet
Tallying of Results and Treatment of
Snacks and Meals ( 2 x 200) x 10 days
Data
P 2, 000.00
Writing of Initial Findings
Writing of the summary of findings,
Snacks and Meals ( 2 x 200) x 15 days
conclusions and recommendation
P 3, 000.00
Writing of the Proposed Action
Editing, Proof Reading, Binding
Snacks and Meals ( 2 x 200) x 10 days
P 2, 000.00
Binding
P 4, 300
TOTAL FIRST TRANCHE
PhP 24,000.00
FIRST TRANCHE (40%)
ACTIVITIES / CATEGORIES
RESOURCES / MATERIALS
Communication and Endorsement (School,
Division, Regional l)
Registration Fee
ESTIMATED
COST
Php 4, 000.00
Presentation and Feedbacking of Results
(Region-Based)- Forum
Transportation Allowance
PUB/Gas Allowance
Php 2, 000.00
TOTAL SECOND TRANCHE
VII.
PhP 6,000.00
PLANS FOR DISSEMINATION AND UTILIZATION
a. The result of this action research will be disseminated through LAC Session with the other
grade one teachers and across other grade levels.
b. The proposed intervention PROJECT REHAP will be utilized by the other grade 1 sections
in aiding their problem on oral fluency.
c. During PTA General Assembly, parents will be informed on the PROJECT REHAP for
them to actively participate on reading enhancement at home and in assisting pupils in
school during remedial class.
d. And in every start of the school year, all grade 1 parents will have a workshop on the
PROJECT REHAP Intervention Program on the appropriate ways to assist reading
enhancement at home.
VIII.
References
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Early Childhood Educational Journal, 173-178.
Blair, S. L. (2013). Retrieved from Google Scholar:
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Bradley, F. C. (2010). Retrieved from Google Scholar:
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Colinares, N. E. (2010). 21st Century Trends, Issues and Challenges in Phillippine Education.
National Book Store.
Erlinda Galero-Tejero, P. (2010). Teaching Reading Methodologies. National Book Store.
Fan, X., & Chen, M. (2001). Retrieved from Google Scholar:
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Jaime B. Bunga, M. C. (2016). Principles of Teaching 2. Adriana Publishing Co., Inc.
McMahon, A. (2010). Retrieved from Google Scholar: dl.uncw.edu/Etd/20101/mcmahona/amymcmahon.pdf
McMahon, A. (2010). Impact of Parent Involvement of Children's Reading Achievement and
Effective Methods of Increasing Parent Involvement. Watson School of Education,
University of North CarolinaWilmington.
Mwangi, J. (2018). InternationalJournal of Scientific and Education Research. Retrieved from
InternationalJournal of Scientific and Education Research: http://ijsernet.org/
Natino, R. B. (2006). Laws on Education in the Philippines. Great Books Publishing.
Stone, B. N. (2016). Retrieved from Google Scholar: https://mdsoar.org/handle/11603/2853