Intervention strategies to enhance reading efficiency of public elementary pupils.
Type
Thesis
Authors
Category
Pages
172
Abstract
This study aimed to formulate intervention strategies to enhance reading
efficiency of the public elementary pupils in the Division of Caloocan City during the
More specifically, it sought answers to the following questions:
1. What is the result of Phil-IRI in five years in terms of:
1.1 Non-Readers;
1.2 Frustration level; and
1.3 Instructional level?
2. Is there significant difference in the result of Phil - IRI in the aforementioned
variables?
3. Based on the findings of the Phil-IRI, which of the components are weak?
3.1 Reading comprehension;
3.2 Word recognition, and
3.3 Speed?
4. Is there significant difference between and among the weaknesses of the
Phil-IRI?
5. From the finding of the study, what reading intervention maybe formulated?
In the light of the given sub-problems, it was hypothesized that:
1. There was no significant difference in the result of the Phil-IRI for five years starting 2003 in terms of: non-readers, frustration and independent level.
2. There were significant differences between and among reading components of either oral or silent reading.
This study used the descriptive-analysis design. It is a type of design which determines or describes the nature of an object by separating it into its parts. Its purpose is to discover the nature of things. By analyzing which component in reading
is weak, the researcher could exactly formulate what intervention is needed.
The salient findings of the study were as follows:
1. Based on the results of Division Reading Level of Phil-IRI Oral Reading for five years; frustration has the highest percentage of 52.17 followed by instructional level, 25.84 percent; and non-readers with 6.97 percent.
2. The computed Friedman test (X2) value obtained was 8.40 which was insignificant at 1 percent level of confidence because the computed X2 value was lesser than tabular value of 9.12 with degrees of freedom (df) of 2. This means that the result of Phil-IRI in terms of non-readers, frustration, and instructional level for five years was almost the same.
3. Based on the findings of the Philippine Informal Reading Inventory test. grade three pupils has the highest percentage of frustration level with an average of 57.73 (rank 1) followed by grade one with an average of 56.75 (rank 2); grade six with an average of 52.22 (rank 3); grade two with an average of 48.91 (rank 4); grade five with an average of 48.46 (rank 5); and grade four with an average of 47.95 (rank 6). The least grade was grade three and the weak component was the reading comprehension.
4. Significant differences were obtained between and among the components
of both oral and silent reading of the Philippine Informal Reading Inventory. a. The z-value of 9.91 for word recognition and reading comprehension of oral reading was significant because the z-value was greater than 2.58 (tabular value) at
.01 level of significance;
b For speed and reading comprehension of silent reading, the computed z- value was 4.38 which was also greater than 2.58 (tabular value) at .01 level of significance. Thus, the z-value obtained was significant;
c. For the significant difference between the reading comprehension of oral reading and reading comprehension of silent reading, the computed z-value is 2.26 which was greater than 1.96 (tabular value) at .05 level of significance. Thus, there was significant difference and null hypothesis was rejected; d. The significant difference was also obtained between the word recognition of oral reading and speed of silent reading with the computed z-value of 11.02 which is greater than 2.58 (tabular value) at .01 level of significance;
e. The null hypothesis was rejected because the computed z-value of 30.05 was greater than 2.58 (tabular value) at 01 level of significance. Thus, there was significant difference between the word recognition of oral reading and reading comprehension (RC) of silent reading; and
f. The computed z-value of 6.31 was greater than 2.58 (tabular value) at 01 level of significance. Thus, there was significant difference between the speed of silent reading and reading comprehension (RC) of oral reading.
5. From the finding of the study, to improve the reading efficiency of the pupils, the intervention strategy to be formulated should focus on the reading comprehension of the grade three pupils. Reading materials used were fairy tales, bible stories and science news or trivia which was based from the result of the survey.
efficiency of the public elementary pupils in the Division of Caloocan City during the
More specifically, it sought answers to the following questions:
1. What is the result of Phil-IRI in five years in terms of:
1.1 Non-Readers;
1.2 Frustration level; and
1.3 Instructional level?
2. Is there significant difference in the result of Phil - IRI in the aforementioned
variables?
3. Based on the findings of the Phil-IRI, which of the components are weak?
3.1 Reading comprehension;
3.2 Word recognition, and
3.3 Speed?
4. Is there significant difference between and among the weaknesses of the
Phil-IRI?
5. From the finding of the study, what reading intervention maybe formulated?
In the light of the given sub-problems, it was hypothesized that:
1. There was no significant difference in the result of the Phil-IRI for five years starting 2003 in terms of: non-readers, frustration and independent level.
2. There were significant differences between and among reading components of either oral or silent reading.
This study used the descriptive-analysis design. It is a type of design which determines or describes the nature of an object by separating it into its parts. Its purpose is to discover the nature of things. By analyzing which component in reading
is weak, the researcher could exactly formulate what intervention is needed.
The salient findings of the study were as follows:
1. Based on the results of Division Reading Level of Phil-IRI Oral Reading for five years; frustration has the highest percentage of 52.17 followed by instructional level, 25.84 percent; and non-readers with 6.97 percent.
2. The computed Friedman test (X2) value obtained was 8.40 which was insignificant at 1 percent level of confidence because the computed X2 value was lesser than tabular value of 9.12 with degrees of freedom (df) of 2. This means that the result of Phil-IRI in terms of non-readers, frustration, and instructional level for five years was almost the same.
3. Based on the findings of the Philippine Informal Reading Inventory test. grade three pupils has the highest percentage of frustration level with an average of 57.73 (rank 1) followed by grade one with an average of 56.75 (rank 2); grade six with an average of 52.22 (rank 3); grade two with an average of 48.91 (rank 4); grade five with an average of 48.46 (rank 5); and grade four with an average of 47.95 (rank 6). The least grade was grade three and the weak component was the reading comprehension.
4. Significant differences were obtained between and among the components
of both oral and silent reading of the Philippine Informal Reading Inventory. a. The z-value of 9.91 for word recognition and reading comprehension of oral reading was significant because the z-value was greater than 2.58 (tabular value) at
.01 level of significance;
b For speed and reading comprehension of silent reading, the computed z- value was 4.38 which was also greater than 2.58 (tabular value) at .01 level of significance. Thus, the z-value obtained was significant;
c. For the significant difference between the reading comprehension of oral reading and reading comprehension of silent reading, the computed z-value is 2.26 which was greater than 1.96 (tabular value) at .05 level of significance. Thus, there was significant difference and null hypothesis was rejected; d. The significant difference was also obtained between the word recognition of oral reading and speed of silent reading with the computed z-value of 11.02 which is greater than 2.58 (tabular value) at .01 level of significance;
e. The null hypothesis was rejected because the computed z-value of 30.05 was greater than 2.58 (tabular value) at 01 level of significance. Thus, there was significant difference between the word recognition of oral reading and reading comprehension (RC) of silent reading; and
f. The computed z-value of 6.31 was greater than 2.58 (tabular value) at 01 level of significance. Thus, there was significant difference between the speed of silent reading and reading comprehension (RC) of oral reading.
5. From the finding of the study, to improve the reading efficiency of the pupils, the intervention strategy to be formulated should focus on the reading comprehension of the grade three pupils. Reading materials used were fairy tales, bible stories and science news or trivia which was based from the result of the survey.
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