Phil-Iri (Oral Reading) Supplementary Based Instructional Materials for Grade Four Pupils at Tadlac Elementary School

Abstract

INTRODUCTION

Assessment is the process of collecting, synthesizing and interpreting classroom information. Once the information is gathered, the teacher has the opportunity to review the quality of each learner's performance and design instruction accordingly. In the first quarter of this school year, the researcher has observed that the pupils of Grade four have difficulty in understanding their lessons in English. They also have difficulty in formulating sentences as well as in paragraph writing. Further, the researcher has observed that a number of them can recognize words in printed materials but have difficulties in answering when asked about the printed material read.

METHODS

This is descriptive research that aims to identify the recognition skills of Grade Four pupils. Also, the data gathering on the common miscues of Grade Four pupils and the proposed instructional materials to be designed to enhance the reading level of the Grade Four pupils. The researcher used data gathering through PHIL-IRI Teacher's Recording Sheet to get the word recognition skills and common reading miscues of grade four pupils. Focus group discussion with the school faculty members is done to gather some proposed instructional materials that will enhance the reading level of grade four pupils.

RESULTS

In data gathering, the pupils recording sheet is tallied to determine the word recognition skills of the pupils as well as the common reading miscues to track their common miscues during the reading test. In a focus group discussion, data gather highlights on the group suggestions regarding the different instructional materials that will be used to enhance the reading level of the grade four pupils. Data gathered were encoded and are written in italicized format.

DISCUSSIONS

Based on the data gather, 16% of the pupils fall under the independent level, 32% under the instructional level and the greatest percentage fall under frustration level with 52%. Based on the data gathered, 84% of the pupils have mispronunciation miscues which rank first among the commonly identified miscues. Next in rank is the substitution miscue with 80%. Third in rank is the repetition miscue with 60%, omission with 28% rank 4th, insertion with 24% rank 5th, reversal miscue rank 6th with 16%. The last in rank is the refusal to pronounce with 12%. Results show that the top three common reading miscues of grade four pupils are mispronunciation, substitution, and repetition.