Republic of the Philippines

Department of Education
Region VI – Western Visayas
Division of Negros Occidental
EAST NEGROS ACADEMY
(A Diocesan – Parochial Catholic School)
Toboso, Negros Occidental

Reading Proficiency Level of Grade 7 Students of East Negros

Academy

Submitted by: Michael Andrie B. Libre

Submitted to: Ms.Ivory Joy P. Punzalan

ACKNOWLEDGEMENT

I would like to recognize the people who contributed an

invaluable assistance that provided during our study. I would

like to show my gratitude to Ms.Ivory Joy P. Punzalan my

Practical research 2 adviser for guiding us through this study

and for imparting us knowledge that we acquire so that we may be

able to finish our study. We would like to pay our special

regards to our friends who help in cheering us up when we feel

down due to hardships that we encounter during our journey in

this study. We are indebted to our parents also for supporting us

financially, thank you. To our dearest School principal Sr.Mary

Daisy Donado OP., we appreciate your great advice for our study

which proved monumental to this success. We would like to thank

our Dearest Father above for giving us wisdom that made this

study successful and for making us patient enough to trust the

process and timing that will make our study beyond success.
Table of Contents

ABSTRACT.............................................1

ACKNOWLEDGEMENT.......................................2

INTRODUCTION..........................................3

STATEMENT OF THE PROBLEM...............................4

SIGNIFICANCE OF THE STUDY..............................5

SCOPE AND DELIMITATION.......................6

REVIEW OF THE LITERATURE AND CONCEPTUAL

FRAMEWORK.............................................7

CONCEPTUALFRAMEWORK.................................8

RESEARCH HYPOTHESIS...................................9

DEFINITION OF TERMS.....................................10
CHAPTER I

Introduction

Background of the Study

In a technological age, most people are expected to possess basic

skills in reading, writing and arithmetic. Nobody could translate

one’s vision of a nation free from illiteracy without these basic

skills. Information and knowledge nowadays constitute power and

the skills required from a person to be able to access, interpret

and process information. Hence, problem-solver, creative

communicator and decision maker are the successful workers

in today’s time. Most industries and educational institutions

focus on the development of the overall potentials of its workers

or its students in order to develop the desired goods and offer

best Services to the populace.

mastery of the several study skills, habits and attitudes,

one can develop the enthusiasm necessary in the continual

persistence of learning. Therefore, one that is unable to

comprehend and communicate well in any forms is deprived of a

wonderful learning experience in the life as a person.

In this context, the necessity of assessment sprung from the

prime factor of need theory.

The assessment on the reading proficiency levels of the pupils

delve mostly on the internal

structure of one’s persons and to the degree of organization in

one’s thoughts .Accordingly, schools teach the children to

do these things rightly, however, several

Variables affect the degree of learning and the extent to what

should be learned. In the end, the

Effect causes several learning differences in the children and

creating vast problems in the total School system (Bryce, 2011).

Learning is defined as a process inferred from relatively stable

changes in behavior that result through practice or interaction

with and adaptation to the environment. Thus, an individual may

learn something when interactions of several cognitive,

psychomotor and affective variables enable one to perform certain

task different from the usual performance. In this regard,

comprehension and understanding becomes important tool in getting

to learn.

Generally, the academic achievement of children in public schools

st
is found to be weak to withstand the challenges in the 21

century (NAEP, 1988 as cited by Cabardo, 2008). Secretary

Andrew Gonzales, the former Department of Education (DepEd)

Secretary, admitted during the

Education Congress at Teacher’s Camp, Baguio City that poor

academic achievement is clearly shown in the low ratings they

receive in the National Achievement Test (NAT) which were

Administered by the National Education Testing and Research

Center (NETRC). Moreover, the

Results showed that most of the takers, both in elementary and

high school, were weak in the Reading Proficiency. This denotes

that learners had low reading proficiency.

In the classroom setting, most of the pupils who are good oral

communication are mostly performing well in their academic. But,

it should be noted that communication is just a part of the total

abilities to be developed in the learners. Hence, this study

would like to determine the reading proficiency levels of the

pupils both in silent and oral reading and to correlate this to

their academic performance. Consequently, the study would provide

the teachers with thorough knowledge on the intervention plans

that will be developed to address the things that need to be

addressed after the culmination of this research pursuit.

Statement of the Problem

1. What is the profile of the respondents in terms of:

a. Sex
 b. Age

c. Parents educational attainment

2. How proficient are the students?

3. Is there a significant relationship between the reading

ability to their capacity in combining words within seconds when

they are group together according to sex, age, and parents

educational attainment.

Significance of the Study

This, study may be important to students knowing their reading

abilities; they have the opportunity to improve their reading

proficiency skills and plan for a better instructional strategies

to improve their reading disabilities. It is also important to

teachers, since through the findings they could give priority

concern to the improvement of reading abilities of their students

as well as their strategies. Curriculum planners may also

consider the felt need in the secondary schools of the

establishment of a reading program that is realistic. It is hoped

that they will set new guidelines to improve to meet the reading

needs of first year high school students today. Further, school

administrators may gain insight on the problems affecting the

reading skills of the students and for them and the teachers to

make logical plans in the improvement of their student’s reading

skills. This study may serve as a related study for future

researchers in English especially in reading.

Scope and limitation

This study delimited to the Grade 7 students of EAST NEGROS

ACADEMY, to find out the profile of the respondents in terms of

their level of interest in reading and their parents’ highest

educational attainment. It is also tried to establish the level

or extent to which the English grade 7 display the reading

comprehension skills specifically on noting details, sequencing

events, and following precise directions and particularly on

vocabulary skills, getting the main idea and predicting outcomes.

Moreover, it determined if there is significance difference in

reading comprehension skills of the student-respondents when

grouped according to gender, parents’ educational attainment and

monthly family income.

CHAPTER II

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature

In this study the researcher will use descriptive correlational

design. According to Fox, this study is designed to help

researchers determine the extent to which different variables

relate to each other in the population of interest. The critical

distinguishing characteristic is the effort to estimate

relationship, as distinguished for simple description. Through

this study, one can ascertain how much variation is caused byone

variable in relation with the variation caused by another

variable. Measures of correlation will be used to determine the

magnitude and direction of relationship. In this study, one

collect one or two more sets of score on a sample of participants

and the relationship between these sets will be computed. The

general purpose of this study was to explore where related

variables are identified. Relating the reading PROFICIENCY of

students to some studies, they give different findings and

emphasis to both success and failures of students while in

schools. According to Maralinga [1984], he conducted a study to

find out the types of selections, if mental abilities of students

affect the comprehension abilities of students such skills as

noting details, drawing inferences and getting the main ideas.

The study revealed that types of selection and mental ability of

students affect comprehension. He found out that the respondents

performed better on noting details than on drawing conclusions

and better than on getting main ideas. Can schools close the gap?

The answer is yes. The International Center has had the

opportunity to work with selected schools that have experienced

substantial success in closing the gap, and we have learned much

from them. Among the lessons: " Schools need to share with

educators, parents, and the general public easy-to-understand

data (such as in the table) that explains the gap between where

students are and where they need to be. The instrument measures

four theoretically-consistent constructs related to strategies

for (a) the Evaluation and Integration of current text

information with previous text information and prior knowledge,

(b) Note-Taking, (c) Regulation, and (d) Help-Seeking. The scales

demonstrated adequate reliability and validity. Adequate

comprehends reported higher use of Evaluation/Integration and

Regulation strategies than struggling comprehends, while the use

of Help-Seeking and Note-Taking did not differ between these

groups. Students at higher grade levels reported greater use of

Evaluation/Integration and Regulation strategies than those in

lower grades. Females reported higher use of all strategy types

than males. Implications for theory, research, and practice are

discussed. Skilled and not-so-skilled reading: Good information.

The amount and complexity of reading that students must do

increase dramatically at the secondary level. Educators need to

initiate a preK-12 literacy plan for all students with a strong

emphasis on reading in the content area in grades 7. Schools need

to match students to instructional materials at appropriate

reading levels. Schools need to provide comprehensive, well-

focused, and sustained staff development on the need for reading

instruction that involves all teachers, with particular emphasis

on grade 7 teachers and the inherent benefits to their students’

performance in the content area. Schools need an ongoing reading

assessment system to measure students’ continuous progress (AYP)

in reading. Narrative proficiency is a perinatal linguistic

ability which is more intuitive than reading activity. Whether

there are specific shared brain regions for narrative

comprehension and reading that are tuned to reading proficiency,

even before reading is acquired, is the question of the current

study. We acquired fMRI data during a narrative comprehension

task at two age points, when children are age 5–7 (K-2nd grade)

and later when the same children were age 11 (7th grade). We then

examined correlations between this fMRI data and reading and

reading comprehension scores from the same children at age 11. We

found that greater frontal and supramarginal gyrus (BA 40)

activation in narrative comprehension at the age of 5–7 years old

was associated with better word reading and reading comprehension

scores at the age of 11. A shift towards temporal and occipital

activation was found when correlating their narrative

comprehension functional data at age 11, with reading scores at

the same age point. We suggest that increased reliance on

executive functions and auditory–visual networks when listening

to stories before reading is acquired, facilitates reading

proficiency in older age and may be a biomarker for future

reading ability. Children, who rely on use of

imagination/visualization as well as auditory processing for

narrative comprehension when they reach age 11, also show greater

reading abilities. Based on a decade of research, oral reading

fluency has been identified as the standard task for monitoring

reading progress within Curriculum-Based Measurement (CBM).

Although a technically sound and useful measure for monitoring

growth, collecting reading fluency on a routine basis can be

time-consuming for teachers. Moreover, its acceptability as an

index of comprehension has been questioned. Consequently, we have

conducted a research program investigating alternative reading

monitoring measures. The measures share two features: They are

suitable for automatic data collection and scoring using

computers, and they appear acceptable as measures of reading

comprehension. The goals of this study were to examine individual

differences in adolescents' reading comprehension strategy use

related to reading proficiency, grade level, and gender and to

investigate the factor structure and psychometric properties of a

newly-developed scenario-based self-report survey. Participants

were 1134 students in grades 7–12. The instrument measures four

theoretically-consistent constructs related to strategies for (a)

the Evaluation and Integration of current text information with

previous text information and prior knowledge, (b) Note-Taking,

(c) Regulation, and (d) Help-Seeking. The scales demonstrated

adequate reliability and validity. Adequate comprehends reported

higher use of Evaluation/Integration and Regulation strategies

than struggling comprehends, while the use of Help-Seeking and

Note-Taking did not differ between these groups. Students at

higher grade levels reported greater use of

Evaluation/Integration and Regulation strategies than those in

lower grades. Females reported higher use of all strategy types

than males. Implications for theory, research, and practice are

discussed. In the old maxim, men rely in reading, those

readingmakes men wise, meaningful and colorful. According to Trai

ler [2000], reading underlies all teaching in school, and has the

most pervasive influence in the student’s success in school and

adjustment in leaving. Besides, reading is the ingredient of

success in man’s life and according to McKee, reading is not only

an intellectual experience, but it is also appreciation,

happiness, excitement, ambition, fear action, even illness and

certainly hunger. The aim of the teacher, therefore, is to guide

the students to understand and enjoy what they are reading. The

teacher does this by a careful development of reading lessons,

whose effectiveness depend largely upon the kind of enrichment

materials the teacher will use. Despite a series of published

validation studies, questions about what CBM oral reading fluency

measures persist. This study examined the relation of CBM oral

reading fluency to the reading process from a theoretical

perspective. Reading models were tested using confirmatory factor

analysis procedures with 114 third-and 124 fifth-grade students.

Subjects were tested on tasks requiring decoding of phonetically

regular words and regular nonsense words, literal comprehension,

inferential comprehension, cloze items, written retell, and CBM

oral reading fluency. For third graders, a unitary model of

reading was validated with all measures contributing

significantly. The Philippine-Informal Reading Inventory (Phil-

IRI) materials were used in assessing the level of reading

proficiency of Years 1 to 3 students. The data were statistically

analyzed using frequency, mean, standard deviation, t-test for

independent sample and analysis of variance. All hypothetical

questions will be analyzed and interpreted at 5% level of

significance.

The results revealed that majority of the students belonged to

frustration level of reading proficiency in silent reading while

in instructional level for the oral reading in which majority of

the males are less proficient in reading compared to females in

both silent and oral reading.

There is no significant difference on the levels of reading

proficiency levels of students when analyzed according to their

year levels and gender. However, a significant difference on the

levels of reading proficiency of students in silent and oral

reading was found. . These findings suggest that the development

of English as a second language reading proficiency may be

accelerated by acquisition of the meanings of the most productive

affixes of English in conjunction with instruction in the

principles of morphological analysis.In this study, individual

performance in reading aloud was manipulated experimentally, and

the associated effects of these manipulations on comprehension

measures were examined for individual cases. Results revealed

that large but not small increases in reading aloud from text are

indicative of improved performance on traditional comprehension

tasks. Additional analyses revealed that criterion levels of oral

reading performance are related to accuracy in answering

comprehension questions. Low literacy among adolescents and

adults worldwide remains a serious problem, even in economically

developed countries. The consequences of low reading proficiency

levels can be harmful in many ways for both the individuals

concerned and their communities in terms of health, political,

social and economic outcomes. While large-scale international

assessments do assess reading proficiency, the data they provide

for the bottom end of the scale are still somewhat

undifferentiated. What is of particular concern to scholars and

policymakers alike is to better understand the nature of reading

difficulties among low-literate adolescents and adults.

Addressing this need, the authors of this article present a new

integrative process model which takes into consideration reader-

related, text-related and task-related factors along different

stages of the reading process that can cause reading

difficulties. The process model incorporates different traditions

of research on low reading proficiency: large-scale assessments,

cognitive psychology, and research on developmental precursors of

reading comprehension. It enabled the authors to identify core

difficulty-generating factors, in particular task and text

characteristics relevant in evaluating the difficulty of a

reading task and thus in determining whether low-literate readers

can solve it. The process model also proved suitable for

incorporation into standard-setting practice. Reading fluency has

traditionally been viewed as a goal of reading that is taught and

mastered in the elementary grades. In this article we challenge

that notion by exploring the role of reading fluency as a

contributor to reading proficiency and difficulty among

intermediate and middle grade students. We assessed reading

fluency development among a large number of third-, fifth-, and

seventh-grade students, using prosody (expressiveness in oral

reading) rather than reading rate (word recognition automaticity)

as a measure of reading fluency. We found moderately strong

correlations between fluency and silent reading comprehension as

measured by a standardized achievement test at all three grade

levels. Our findings suggest that reading fluency appears to be a

significant variable in upper elementary and middle grade

students' reading. Moreover, the findings add to mounting

evidence that prosody is an important component in the full

manifestation of reading fluency. Both components of fluency,

automaticity and prosody, should be considered in measures of

reading fluency and in instructional methodologies for improving

reading fluency. We suggest that more research is called for into

the role of reading fluency among adolescent students, especially

those students experiencing difficulty in achieving high levels

of literacy. We also call for continued research into the role of

prosody in students' reading achievement. Despite the recent

attention to text reading fluency, few studies have studied the

construct of oral reading rate and accuracy in connected text in

a model that simultaneously examines many of the important

variables in a multi-leveled fashion with young readers. Using

Structural Equation Modeling, this study examined the measurement

and structural relations of the rate and accuracy of variables

important in early reading: phonemic blending, letter sounds,

phonograms, decoding, single-word reading, reading comprehension

and text reading as well as reading comprehension among second

grade readers. The effects from phonemic blending fluency and

letter sound fluency to decoding were completely mediated by

phonogram fluency, decoding fluency, single-word reading fluency,

and reading comprehension had direct effects on the text reading

fluency of the second grade students. Understanding the

relationship among the many component skills of readers early in

their reading development is important because a deficiency in

any of the component skills has the potential to affect the

development of other skills and, ultimately, the development of

the child as a proficient reader. Parents need to become active

partners in reading initiatives. Our information-based society

demands high reading proficiency levels. We have data that

defines what those demands are, and successful practices have

been created to address them. Schools must use the resources

available and address this critical area. We believe that K-12

literacy may be the best investment of energy and resources that

schools can make. The human and economic consequences of not

closing the gap – for our students and our country – are too

severe to ignore. The goals of this study were to examine

individual differences in adolescents' reading comprehension

strategy use related to reading proficiency, grade level, and

gender and to investigate the factor structure and psychometric

properties of a newly-developed scenario-based self-report

survey. Participants were 93 students in grades 7. The real world

requires substantially higher levels of reading proficiency than

most students possess. States need to be sure that the reading

proficiency levels they set under No Child Left Behind reflect

not just traditional academic measures of reading need for

employability and success in life after graduation. This broader

view of reading competency is an example of the academic

proficiency that must become part of program improvement under

NCLB.In the old maxim, men relies in reading,

thatreadingmakes men wise, meaningful and colorful. According to 

Trailer[1984], reading underlies all teaching in school, and has

the most pervasive influence in the student’s success in school

and adjustment in leaving. Besides, reading is the ingredient of

success in man’s life and according to McKee, reading is not only

an intellectual experience, but it is also appreciation,

happiness, excitement, ambition, fear action, even illness and

certainly hunger. The aim of the teacher, therefore, is to guide

the students to understand and enjoy what they are reading. The

teacher does this by a careful development of reading lessons,

whose effectiveness depend largely upon the kind of enrichment

materials the teacher will use. Competence, but also the larger

picture of what individuals will be affected.

Reading can be a complex and very active process (Gildrie,2005).

It is complex because of the knowledge base it utilizes and

the mental activities are employs. Most people think immediately

of the importance of vocabulary knowledge in the reading process.

If one cannot pronounce numerous words or does not know their

meaning in a passage, reading becomes very difficult (Fries,

2002).Hudson (2007) as cited in Abbott (2012) emphasizes the

taxonomy of reading skills needed to be improved in each

learner. These skills include the recognizing of script of

language, inferring the meanings and use of words that are

unfamiliar to the reader, understanding explicitly stated

information in the text, understanding relation between parts of

a text through grammatical cohesion devices, the skills and

knowledge to understand how phonemes and speech sounds are

connected to print. Based on a massive body of research according

toBurgess&Lonigan (2006), phonological awareness is a critical

precursor, correlate, andpredictor of children’s reading

achievement. Discriminating units of language (i.e.,words,

segments, and phonemes) is strongly linked to successful reading

(NationalReading Panel Report, 2000). It is, however, as

described above, both a cause and aconsequence of vocabulary

development and learning to read (Ehri& Roberts, 2006).

Synthesis of RRL

Researchers have identified the five critical components of

reading and have concluded that they are all of equal

significance in the process of becoming a successful reader. When

students have trouble learning how to read the most important

factor is identifying these students early on and intervening.

This is their best chance for success. Small rural schools have

lower reading scores on achievement tests, and researchers have

found that there are reasons why. One strong correlation was that

of lower socioeconomic status and the lower achievement scores.

The other challenges rural school districts face include finding

highly qualified staff and having the resources to provide extra

services to help all students succeed. Some programs like Save

the Children have focused their work in rural areas, giving much

needed instruction and assets to the struggling students. One way

of intervening at an early stage is by using research-based

reading programs early on in the general classroom. However,

rural areas often do not have the necessary funds available. Many

times the training for the programs is not easily accessible

either, whereas the school districts in the cities have more

availability to resources and training. Despite this, technology

is beginning to allow easier access to these learning tools. This

especially benefits those rural districts which lack resources

and funding. There are many RTI programs that are effective with

similar characteristics. Researchers agree the best way to help

struggling readers is to identify and intervene with these

students at an early age, and the earlier the better (Coleman,

2007; Smith-Burke, 2002). The quality of teachers and their

training is a major factor in providing a comprehensive reading

program. Teachers who are trained in the programs they are

administering, who keep records and consistently evaluate their

students are the most successful at helping catch students who

are behind in reading up to their grade-level peers.

Administrators play a very crucial role in the success of

teachers and students. “A good administration supports teachers

in initial training and ongoing professional development

consistently increasing their skills”(Smith-Burke, 2002, p.16).

Another factor is time: students must be given ample

opportunities throughout the day to practice reading skills, and

the age appropriate materials must be available. If the two

previously mentioned factors are present, growth of a student in

the subject of reading will follow.

Theoretical framework

Reading is one of the fundamental knowledge of a student`s life.

As a basic tool for education, serious attention should be given

to it. Learning to read and comprehend English is of great

importance in the Philippines because English is the language of

the government. In fact, anyone who wishes to pursue higher

 education will depend largely on his ability to read and

understand the English language. But so far, our students have

not proficiently developed reading skills. A learner therefore

who lack necessary skills in reading is not likely to be

productive because he finds difficulty in acquiring knowledge and

may eventually become an inordinate inferior or superior

personality. With the fast pace of communication technology,

effective reading is a demand one has to cope with in order to be

properly adjusted to his social and intellectual life.

CONCEPTUAL FRAMEWORK

Reading Proficiency Level of Academic Performance

Grade 7 Students of Students
• Gender
• Grade Level

PROPOSED INTERVENTION
PLAN OF TEACHERS

Research Paradigm 

Dependent Variables Independent Variables

Noting Details
Short Story -Sequencing
Events

- Follow Precise
Direction
 Level of Literary
Proficiency Skills of
-Vocabulary Grade 7 Students
POEM
skills
-Getting the
main idea
-Getting the
main idea
-Predicting/
outcomes

Paradigm of the Study showing the hypothesized relationship

between the dependent and independent variable.

Hypotheses

The researcher found out in the profile of the Junior High School

students that mostly were exposed to Cebuano and Visayan language

as their first language spoken since it is the dominant dialect

spoken within the community. It was also noted that majority of

the respondents are Cebuano and Visayan. When grouped according

to exposure to reading materials, it was found out that most of

the junior high school students preferred information sources

like reference books and dictionaries. On the other hand,

television was also preferred for non-print reading material

Definition of Terms

The following were defined to guide and help the readers

understand the study.

PROFICIENCY -competent or skilled in doing or using something.

Following Precise Direction-is the skills in reading that

involves the doing of things in a guided way step by step.

Getting the Main Idea-is a skill that requires the students to

provide the main idea, general significance, theme or moral

lesson that is not explicitly stated in the selection. It depends

on the reader’s mastery of the mechanics on reading, breadth of

vocabulary and concepts, and background attitude. Noting Details-

is a skill in reading that involves recognizing facts stated in

the text. This is identifying such elements as names and

descriptions of character in the story, or the place where events

took place.
Reading, through which the reader attempts to reconstruct meaning

from the writer. Is an interaction between the reader and the

written language.

Reading Skill-means an ability that is essential to successful

performance in reading such as word recognition, organization

comprehension and remembrance. It is also the ability to decode,

print, understand and interpret what is read and use the ability

as a basic tool for further learning.

Sequencing Events-is a skill in reading that requires the ability

to recognize first thing events or events as coming before

others. This calls for the ability to locate or identify the

order of incidents or actions stated in the selection. The

activity involved here are rearranging sentences based on

sequence of occurrence.

Vocabulary-is a stock of words in a language used by an

individual who has skill in recognizing and interpreting meaning

using phonic keys.

References: Adler, Mortimer J. How to Read a Book: New York Simon

andSchuster, Rockefeller Center, Bagasol, Venelyn, Massters

Thesis,CSU, Sanchez Mira CagayanGonzales Andrew, ICS, The

Philippine Journal of education Volume LXX. No. 8(1992)

Marasigan, Rosario C.,The Reading Comprehension Level of Freshmen

of Laguna College.Olboc, Robert L., The Philippine Journal of

Education Volume No. LXXI, No.6 September 1992Ouano, Narcitas b.

Proposed Reading Program in English First Year High School

Students of CSU Sanchez Mira. Unpublished Master’s Thesis, St.

Paul University, Tuguegarao, Cagayan 1996.

https://englishforeveryone.org/Topics/Reading-

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