Assessment of the Reading Level of Grade Ii Daisy; Basis for Action Plan

Abstract

INTRODUCTION

Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Reading is making meaning from print. It requires identifying words in print -a process called comprehension -and coordinating identifying words and making meaning so that reading is automatic and accurate -an achievement called fluency. Reading, in its fullest sense, involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important.

METHODS

This action research deals with the discussion of an action plan based on the assessment of pre and post-Phil-IRI test of Grade II Daisy SY 2016-2017. This study made use of quantitative design with descriptive approach. A request letter from the school principal was made for the approval in disclosing the learners’ information for research purposes. Records were gathered thoroughly. Form 137, SF1, SF5 and Pre and Post Phil-IRI results were gathered during the research to come up with solutions that will help the teacher the next school year.

RESULTS

Most of the respondents (58 %) were male and 42 % were female. Respondents with 75-78 General Point Average is 40 % which is the highest. Respondents with 79-82, the second in the ranking, have 35%, and only 25 %of them has 83-86 GPA which is the lowest. The respondent's educational attainment with 44 % among mothers who finished high school was first in the ranking. Next was 23 % who finished elementary, those who had college undergraduate units are 18% which is third in ranking and the least was those who graduated in College with only 15%. It can be gleaned that the grade point average and the mother's educational attainment have a significant relationship with the post-Phil-IRI test result.

DISCUSSIONS

Daily parent involvement and explicit teaching techniques are particularly effective for comprehension strategy instruction. The child learning through child play (by Marco A. Brazil) can be used as an introduction for a more strategic way of teaching pupils on learning how to read as compared to the traditional way. Most schools do not have the time to listen to each kid read every day.