The Oral Reading Performance of Grade 4 Learners Based on the 2018 Phil-IRI Test

Abstract

This study focused on the Philippine Informal Reading Inventory (Phil-IRI) 2018 Edition as a measurement of the oral reading performance and behavior of Grade 4 pupils. Respondents were from five selected elementary schools in the District of Quezon City: the Melencio M. Castelo Elementary School, the Commonwealth Elementary School, the Benigno Aquino Elementary School, the Manuel L. Quezon Elementary School, and the Payatas B. Elementary School. A total of 361 Grade 4 pupils participated as respondents of the study. A descriptive method was used in this study. Data were gathered using the adapted and validated reading materials test of Phil-IRI. To assess the Oral Reading Performance and Behavior of the 'respondent's frequency and percentage were utilized. The researcher measured the difference between test A and test B results using a T-test. In general, there is a no significant difference between oral reading performance results from test A and test B. Teachers should be more aware of their pupils' strengths and weaknesses when it comes to reading for them to develop the best approach to ensure maximum learning in each of the learners. Learners have different styles and abilities. Teachers should be aware of their pupils' mental and emotional capabilities. Having enough information on learners gives them an opportunity to review the quality of each learner's performance and design instruction accordingly. The results of Phil-IRI assessment must not be used as a means for making decisions regarding promotion nor retention. The data gathered must be used for designing reading instructions and interventions to help pupils in reading and improve their oral reading performance and reading behavior.