Reading Profile Assessment: Basis for Designing Reading Intervention Materials

Abstract

INTRODUCTION

In line with the implementation of the K to 12 Basic Education Program, Department of Education implemented "Every Child a Reader Program" through Department of Education Memorandum No. 402 s 2004 and Administrative Order No. 324. ECARP is a national program that addresses the advocacy of Department of Education to make every Filipino child a reader at his/her own level. It is designed to equip elementary pupils with strategic reading and writing skills to make them independent young readers and writers. It is to ensure that the public schools of the country will produce well-equipped graduates who could cope to the different challenges in life. In this study, the reading profile of Grade IV pupils of Macalamcam Elementary School were determined through their level of word recognition (in terms of correct pronunciation, reading speed, and reading miscues) and the level of reading comprehension to design reading intervention materials best suited to the reading needs of the pupils.

METHODS

The researchers used the descriptive method which allowed the collection and statistical analysis of data needed to realize the main goal of the study. The study determined the level of word recognition and reading comprehension of the Grade IV pupils enrolled during the school year 2016-2017 at Macalamcam Elementary School. The data on word recognition was obtained through the Dolch's list of basic sight words with checklist for the pupils' response while the reading comprehension test was used to measure the four levels of reading comprehension.

RESULTS

By using the Dolch Basic Sight words, most of the respondents showed mastery in reading the basic sight words; few miscues were identified. In terms of reading speed, less than half of the participants were considered fast reader, the rest of the participants were considered average and slow. For reading comprehension, majority of the respondents were considered under the instructional level which means that they would still benefit from the designed reading intervention materials.

DISCUSSIONS

The results showed the need for the respondents to be more exposed to relevant reading materials. In order to uplift the reading performance and enhance the confidence to read independently, the participants also need to be exposed to different teaching methods and strategies in reading. The designed intervention reading materials, varied techniques, strategies, exercises in executing reading activities would enable the participants achieve the highest level of reading according to standards set by Department of Education.