Phil IRI-Based Reading Test on the Level of Word Recognition and Reading Speed of Grade 5 Pupils at Cawongan Elementary School: A Basis for a Proposed Reading Intervention Program

Abstract

INTRODUCTION

The researchers were motivated to conduct this study to improve the performance in Oral Reading in English of Grade Five pupils in Cawongan Elementary School. A common observation of mentors among elementary grade pupils is their difficulty in identifying written symbols, letters, and numbers. Most pupils cannot read well especially English words thus making them slow readers that leads to a communication gap between the teacher and learner creating hindrance in the effective teaching-learning process.

METHODS

The descriptive type of research was used in the study to find out the level of word recognition and reading speed of the pupils. Frequency, Percentage, and Rank were the statistical tool used. The authors had a closed discussion and interpretation of the result of the Pre and Post Reading Assessment set by the Philippine Informal Reading Inventory (Phil-IRI) as a basis. This study was limited to 64 Grade Five pupils in Cawongan Elementary School in the District of Padre Garcia that focused on the level of word recognition and reading speed of pupils in English based on the standard set in the Phil IRI Reading Assessment.

RESULTS

Based on the collected data, findings revealed that in the reading assessment done at Cawongan Elementary School, miscues on mispronunciation and repetition of words were identified among Grade Five pupils. There were significant differences between the pre-test and posttest of the Grade Five pupils in oral reading word recognition and reading speed. Thus, based on the findings, a proposed reading intervention including Peer Tutoring, Bata, Buklat, Basa Program, and Follow-up of Parents were developed to improve the oral reading skills and reading speed by the Grade Five pupils in Cawongan Elementary School.

DISCUSSIONS

Most Grade Five pupils encountered miscue in mispronunciation and repetition of words in English but were improved after applying remediation and interventions based on the standard set by the PHIL-IRI in terms of word recognition. In terms of reading speed, reading interventions and enrichment activities should be done religiously by the teacher such as using activity sheet and applied multi-media / learning episodes to further learning reading words and paragraphs. The teacher should use PowerPointpresentation and video clips in teaching as a form of his strategy to motivate and catch up pupil’s attention and be more interested in reading.