Research Title: Development of a School-Based Assessment Tool on the Reading

Readiness Level of Grade 1 Pupils at Munlawin Elementary School

Research Proponent: Juanita D. Catanyag
Division: Batangas Province
School: Munlawin Elementary School

I. Title Development of a School-Based Assessment Tool on the Reading

Readiness Level of Grade 1 Pupils at Munlawin Elementary School
II. Context and Rationale

Teaching young children to read is the cornerstone of improving educational

outcomes and has far-reaching implications. Unless they learn to read at an early age,

children cannot absorb more advanced skills and content that rely on reading. Children

who do not learn to read in the early grades risk falling further and further behind in later

ones, as they cannot absorb printed information, follow written instructions, or

communicate well in writing. These challenges, rooted in poor reading skills, lead to

disappointing results and often early dropout from the education system. In the aggregate,

reading and learning achievement are central to economic productivity and growth.

Recent research reveals that it is learning rather than years of schooling that

contributes to a country’s economic growth: a 10 percent increase in the share of students

reaching basic literacy translates into an annual growth rate that is 0.3 percentage points

higher than it would otherwise be for that country. (Hanushek & Woessman, 2009).

It is common knowledge that knowing how to read and write is an indicator that

one is educated. It is also an accepted phenomenon that reading is a very relevant part in

the development of an individual’s whole being. Reading is said to be the training of the

mind and the means to attain deeper meaning of reality. Reading is a habit where students

learn, gain knowledge and develop new skills (as cited in Gillaco, 2014). Understanding the
significance of reading and in line with the implementation of the K to 12 Basic Education

Program, the Department of Education (DepEd) implemented “Every Child A Reader

Program” (ECARP),through DepEd Memorandum No.402.s.2004 and Administrative Order

No. 324. This aims to teach public elementary pupils with planned training in reading and

writing to make them independent young readers and writers. Moreover, ECARP is also

part of the ten-point education agenda of President Simeon Benigno Aquino III to ensure

that the country’s public schools produce well-equipped graduates who could cope to the

different challenges in life. In order to develop an effective design to educate public school

pupils with reading skills, assessment is done to find out the status of their reading

proficiency. One of the assessment tool used is called Philippine Informal Reading

Inventory (Phil-IRI). It measures the reading proficiency of pupils through word

recognition and reading comprehension of pupils in English and in Filipino, specifically, by

getting the percentage of word recognition accuracy and percentage of correct answers to

comprehension questions based on the set of criteria for reading levels.

Based on the Phil-IRI scale, the students are categorized into four levels: Nonreader,

frustration, instructional and independent. Pupil under the frustration reading level tends

to withdraw himself to read by refusing it. In the instructional reading level, the pupil can

only read when being guided while in the Independent reading level, the pupil can read

alone with ease without the guidance of the teacher.

III. Review of Related Literature

 The study of Monter (as cited by Gillaco, 2014) revealed the reading comprehension

level of Grade six pupils of Morning Star Montessori, Inc. through the use of the Scholastic

Reading Inventory Program. Indicators, such as, pupils’ demographic profile, reading

attitude and environmental factors i.e., teacher factor, school factor and home factor were

used to find out the significant relationship with the reading performance of the pupils. It

was found out that only the teacher factors did not significantly relate with the pupils’

performance.

Assessment data of early grade literacy in low-income countries, although still

limited, reveal that many students are not mastering the basic skills of reading. In some

countries a majority of students at the end of grade 2 are unable to read a single word of a

simple paragraph in the language in which they are being taught (Gove & Cvelich, 2011).

According to Seymour et al. (2003), for alphabetic languages, learners acquire

reading in three phases. In the first phase, basic skills such as letter-sound knowledge (the

ability to map each letter to its corresponding sound or sounds), word recognition

(logographic process), and simple decoding of letters into sounds (alphabetic process) are

established. The learner is acquiring a knowledge of the smallest building blocks of reading,

by recognizing letter sounds (grapheme-phoneme correspondence) and their combination

into simple words. Crucial to the development of the foundation laid in this first phase is

identifying and storing familiar words by creating a bank of automatic or “sight” words—

those that children can recognize on sight. Equally important is the establishment of fluent

decoding, the ability to decipher new or unfamiliar words through an understanding of

letter-sound correspondence.
 In the second and third phases, children encounter printed text that reinforces and

helps them internalize language complexities—including rules and language patterns that

they may know from the oral form of the language. Learners build an orthographic

framework as they acquire a full understanding of the spelling system and fluency with

rimes (larger units of letter-sound correspondence). Subsequently, learners progress to

fluency with morphemes (an association of phonemes with semantic meaning), building a

framework that involves not only decoding letters into sounds but also, crucially,

attributing meaning to written text.

Flojo (as cited by Gillaco, 2014) emphasized that based on the Philippine Informal

Reading Inventory, determined the strengths and weaknesses of students. Her study was

done to analyze the existing learners’ difficulties in reading and defining the source of their

difficulties in reading comprehension. The study revealed that learners should be guided to

be more aware of their level of achievement as well as specific strengths and weaknesses in

reading. With increased learners’ awareness, the instruction becomes more effective. In

addition, her study showed that repeated inventories at periodic intervals in the beginning

and end of the school year would make it possible to determine changes in the level of

reading achievement and in the development of more specific skills and strategies. In this

manner, a clear measure of child’s development and progress could be gained. Intervention

programs were done to cater individually the needs of pupils with difficulty in reading.

IV. Research Questions

 The study sought information regarding the reading readiness level among Grade 1

pupils at Munlawin Elementary School and be able to use this as basis for the development

school-based assessment tool in reading.

Specifically, the researchers would like to answer the following research questions:

1. What is the reading readiness level of Grade 1 pupils in terms of:

1.1 physical factors

1.2 literacy factors?

2. What is the reading performance of the Grade 1 pupils in terms of:

2.1 syllables

2.2 words

2.3 phrases

2.4 Sentences?

3. What is the proposed reading assessment tool in assessing pupils’ reading

readiness level?

V. Scope and Limitation

The study covers the development of a school-based assessment tool to be used by

the teacher to improve the reading readiness level of the pupils.

Sources of data were limited to the researches conducted by the researcher. This

study was conducted during the school year 2016-2017.

The study was delimited to other Grade one pupils who are not part of the study.

VI. Methodology and Research Design

 The descriptive method of research was used by the researcher in this study. As

explained by Javier, (2005) descriptive research involves the description, recording,

analysis, and interpretation of conditions that now exist. It often involves some types of

comparison or contrast and may attempt to discover a cause-effect relationship that exists

between non-manipulative variables.

It is designed for the investigator to gather information about the present existing

conditions. It has two principal aims, namely: (1) to describe the nature of situation as it

exists at the time of the study, and (2) to explore the causes of particular phenomenon.

Hence, the researcher employed this method for she wants to find out present situation

regarding the reading readiness level of the grade one pupils in Munlawin Elementary

School.

The design of the research followed the three phases namely the pre-design stage;

the design stage and the post-design stage. The pre-design stage includes gathering of

literature about the physical factors and literacy background of the respondents; treatment

of the gathered data and the identification of the respondents of the study. The design stage

includes the drafting of the research; administration of the Oral Reading Test and

presentation and analysis of the result. Lastly, the post-design stage includes the

development of the school-based assessment tool on the reading readiness of the pupils.

The entire procedure is presented in Figure 1.

PRE-DESIGN DESIGN POST-DESIGN

STAGE STAGE STAGE
gathering of drafting of the development of
the school-
 FEEDBACK

These procedures were religiously followed by the researcher in order to attain

good and reliable results of the study so that the development of the school-based

assessment tool in reading will best serve its purpose.

In gathering the data on the physical factors and literacy background of the

respondents in reading the researcher made use of the researches and observation of the

researcher regarding the physical factors that affect the reading readiness of the pupils and

the result of the Oral Reading Test administered to the pupils also known as the PHIL IRI

Test (Philippine Informal Reading Inventory).

VII. Workplan

Table 1
Timetable for the Preparation of Action Research
Duration
Activity From To
Administration of the Oral Reading Test July 5, 2016 July 5, 2016
Drafting of the research
July 6, 2016 Sept. 12, 2016
Gathering Literature
Formulating Objectives Sept. 13, 2016 Sept. 14, 2016

Analyzing and drafting literature Sept. 15, 2016 Sept. 23, 2016

Presentation and analysis of the result Sept. 24, 2016 Sept. 30, 2016
Development of the school-based assessment Oct. 1, 2016 Oct. 20, 2016
tool on the reading readiness
Drawing conclusions and writing Oct. 21, 2016 Oct. 22, 2016
recommendations
Finalizing the introduction , review of related Oct. 23, 2016 Oct. 25, 2016
literature, results and discussion, bibliography
Encoding and polishing the entire paper Oct. 26, 2016 Nov. 2, 2016

Submission of the action research Nov. 3, 2016 Nov. 3, 2016

VIII. Cost Estimates

Table 2
Budget Allotment
Budget Items Budget Requirement

Bond paper 150 x 2 reams = 300

Printing 2000
Food (snacks and lunch outside) 500
Gasoline (transportation) 1000
Total 3800

IX. Action Plan

Table 3
Action Plan
Research Output Scheme of Dissemination Resources Needed
School-Based Assessment Administration of PHIL IRI PHIL IRI Oral Reading Test
Tool in Reading Test Material

X. Results and Discussion

This part of the action research presents the results and the discussion made by the

researcher to answer the research questions presented in this study.

1. Reading Readiness Level of Grade 1 Pupils

Table 4
Reading Readiness
Items Frustration Capacity Instruction Independent
A.Physical Factors
a. Family 27 0 0 0
b. School 21 0 0 0
Environment
Total 48 0 0 0

Table 4 presents the reading readiness level of the Grade 1 pupils in Munlawin

Elementary School in terms of the physical factors surrounding the respondents of the

study. Through observation and informal interviews conducted by the researcher among

the parents of the pupils, she came up with two important factors that place placed the

pupils in the frustration level when it comes to reading. These factors are family and school

environment.

The informal interview conducted by the researcher revealed that there is a poor

parental involvement in the children’s learning when it comes to making and giving follow

ups to pupil’s progress at home.

Most parents failed to identify a regular contact time with their children to do

homework and home reading, thus their children just depend on the kind of instruction

they get from school. Parents need to read to their young and encourage them to pay
attention to what they are reading. This is a very crucial role that parents should fulfill in

order to help their children read at home. They should serve as the role models in reading

and other school related activities participated by their children.

Educators agree that children can do better in school when their parents get

involved in their learning. Success in education can’t be achieved in just a blink of an eye. It

requires a unified effort among teachers, students and parents. Educators shared their

thoughts and knowledge to those young minds for the learners to be equipped with the

necessary knowledge and skills needed to keep abreast with this fast changing generation

of today. More importantly, parents must also take their part in the educative process. As

parents, it’s not enough that they could only give the needs of their child in terms of money

what their children need more is their time, attention and involvement in their education.

On the hand another physical factor came out in the duration of the researcher’s

interview and observation. This was the school environment. Pupils were also affected by

what they see and hear in school. Though Munlawin Elementary School belongs to a rural

community wherein the environment could be characterized as serene, there are still

factors that could be considered to pupils’ frustration level in reading. One of the most

important place a school must have is its library. The researcher’s school does not have a

library that could supply and stimulate pupils’ interest in reading. There should plenty of

books and other reading materials that could answer the needs of the pupils when it comes

to reading. The ventilation of the classroom is another physical factor to consider because

the room is not that well ventilated. Pupils must feel comfortable whenever they read.

Table 5
Reading Readiness
 Items Frustration Capacity Instruction Independent
B.Literacy Background
27 0 0 0
21 0 0 0
Total 48 0 0 0

Table 5 reveals the literacy background of the chosen respondents of the study who

are the Grade 1 pupils of Munlawin Elementary School. It could be gleaned from the table

that the pupils belonged under the frustration level after the pre-test for the PHIL IRI was

administered to the pupils at the beginning of the school year. It is therefore observed and

experienced by the researcher the difficulties encountered by the pupils when it comes to

reading.

2. Reading Performance of the Grade 1 Pupils

Table 6
Reading Performance
Items Frustration Capacity Instruction Independent
A. Syllables 0 0 28 20
Total 48
B. Words 3 13 25 7
Total 48
C. Phrases 15 14 12 7
Total 48
D. Sentences 22 14 3 9
Total 48

Table 6 reveals the reading performance of the pupils in terms of reading readiness

when reading syllables; words; phrases and sentences. It could be gleaned from the table

that after the teacher-researcher administered an oral reading test that tested the reading

performance of the pupils it was found out that the pupils performed very well in reading

syllables. Their phonemic awareness is developed during their kindergarten years. Most of
them or the frequency of 28 belonged in the instructional level while 20 of them are in the

independent level. This, however is good indicator that pupils know how to read.

As the level of their reading performance changed from reading and recognizing

syllables to reading and recognizing words their reading performance also changes. Three

(3) of them belonged in the frustration level; 13 in the capacity; 25 in the instruction and 7

in the independent level. These results indicated that the pupils have already been

experiencing difficulty combining syllables and reading them altogether.

As indicated, the pupils who belonged in the frustration level increased as they read

phases. There were 15 of them already. Phases are combinations of syllables and words

already. There were 14 of them in the capacity level; 12 in the instruction and 7 still in the

independent level. The difficulty in reading is now very evident among the pupils.

Lastly, pupils were asked to read sentences already. The result was indeed very

obvious, the reading performance of the pupils fell mostly in the frustration level. Their

reading performance is already very poor.

3. Proposed School-Based Assessment Tool in Reading for Grade 1 Pupils

Phonemic Awareness

This is NOT a timed exercise and THERE IS NO PUPIL SHEET. Read aloud each set of

words once and have the pupil say which word begins with a different sound.

Read these instructions to the child:

This is listening exercise. I’m going to say THREE words. ONE of them begins with a

different sound, and you tell me which word BEGINS WITH A DIFFERENT SOUND
1. For example: “lost”, “map”, “like”. Which word begins with a different sound?

[If correct:] Very good, “map” begins with a different sound.

[If incorrect:] “lost”, “map”, “like”. “map” begins with a different

sound than “lost” and “like.”

2. Now try another one: “train”, “trip”, “stop”. Which word begins with a different

sound?

[If correct:] Very good, “stop” begins with a different sound.

[If incorrect:] “train”, “trip”, “stop”. “stop” begins with a different sound than “train”

and “trip.”

Do you understand what you are supposed to do?

Pronounce each set of words once slowly (about 1 word per second). If the child

does not respond after 3 seconds, mark it no response and move on.

Early stop rule: If the child gets the first 5 sets of answers incorrect or no response,

draw the line through each of the 5 first rows, discontinue this exercise, and check

the box at the bottom of this page and go on to the next exercise.

Which word begins with a different sound? [repeat each set ONCE]

boy ball cat [cat] Correct Incorrect No Response

man can mad [can] Correct Incorrect No Response

pan late pin [late] Correct Incorrect No Response

back ten tin [back] Correct Incorrect No Response

fjsh fat cat [cat] Correct Incorrect No Response

boat bit coat [coat] Correct Incorrect No Response

day bag dot [bag] Correct Incorrect No Response

can girl cold [girl] Correct Incorrect No Response

run race sand [sand] Correct Incorrect No Response

leg make lay [make] Correct Incorrect No Response

Exercise was discontinued as child had no correct answers in the first five sets of

words.

Familiar Word Identification

Show the child the sheet of words on the second page of the student assessment.

Say,

Here are some words. I would like you to read me as many words as you can

(do not spell the words, but read them). For example, this word is: “CAT”.

1.Now you try: [point to the word “mat” and say]please read this word:

[If correct]:Good, this word is “mat.”

[If incorrect]: This word is “mat.”

2.Now try another one: [point to the word “top”]please read this word :

[If correct]: Good, this word is “top.”

[If incorrect]: This word is “top.”

Do you understand what are you supposed to do? When I say “begin,” read the

words as best as you can. I will keep quiet and listen to you, unless you need help.

Ready? Begin.

Start the timer when the child reads the first word. Follow along with your pencil

and clearly mark any incorrect words with a slash ( ).Count self-corrections as

correct. Stay quiet, except when providing answers as follows: if the child hesitates

for 3 seconds, read the word, point to the next word and say
 “Please go on.” Mark the word you read to the child as incorrect.

WHEN THE TIMER REACHES 0, SAY, “stop.” Mark the final word read with a bracket

( ).If the learner finished in less than 60 seconds, enter the remaining time.

Early stop rule: If the child gives no correct answers on the first line, say,

“Thank you!” discontinue this exercise, draw the line through the words in the

first row, check the box at the bottom of the page, and go on to the next exercise.

But time in the also 5

Make no its said were 10

Came very do after long 15

water as all for even 20

her was three been more 25

that must can around it 30

another words back called work 35

could an him on see 40

than get not where what 45

you if their through when 50

Time left on stopwatch if student completes in LESS than 60 seconds:

Exercise was discontinued as child had no correct answers in the first line.

Source: USAID, EGRA Plus: Liberia, EdData II, 2010

XI. Conclusions and Recommendations

In view of the following results and discussions the following conclusions are

hereby formulated:
 1. The Grade 1 pupils of Munlawin Elementary School reading readiness level is

affected by the physical factors such as family and school environment and by

the literacy background of the pupils wherein most of them belong in the

frustration level.

2. The reading performance level of the pupils vary as their reading material

changes. They can read well if they read syllables while they belong mostly in the

frustration level when they read sentences already.

3. The developed school-based reading assessment tool would be a useful tool in

improving the reading capabilities of the pupils.

The following recommendations are hereby offered:

1. It is recommended that Munlawin Elementary School should have a library

where pupils can read worthwhile and meaningful reading materials suited to

their needs and interest.

2. The administrators of MES should seek for parents’ cooperation in order to be

their partners in educating their children.

3. The teachers and administrators of MES should work hand in hand in order to

raise the reading performance of the pupils.

4. Parents should work hand in hand with the teachers and administrators of the in

order to monitor the progress of their children’s reading performance. Follow

ups should be a constant routine at home.

5. A further study concerning the topic being studied should be done to find out

other solutions to the problems encountered in reading.

XII. References
Gillaco, M. (2014), level of Word Recognition and Reading Comprehension: A Basis for a

Reading Program. Asia Pacific Journal of Education, Arts and Sciences, Vol.1, No.5,

November, 2014

Gove, A., & Cvelich, P. (2010). Early reading: Igniting education for all. A report by the Early

Grade Learning Community of Practice. Research Triangle Park, North Carolina: RTI

International. Retrieved January 17, 2011, from RTI International website:

http://www.rti.org/pubs/early-reading-report_gove_ cvelich.pdf

Hanushek, E. A., & Woessmann, L. (2009). Do better schools lead to more growth? Cognitive

skills, economic outcomes, and causation. Working Paper 14633. Cambridge,

Massachusetts: National Bureau of Economic Research.

Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in

European orthographies. British Journal of Psychology, 94, 143–174.