BIBLIOGRAPHY
DELMA H. SATURNO, April 2007. Oral Reading Levels of Grade III Pupils in
Tinoc, Ifugao. Benguet State University, La Trinidad, Benguet.
Adviser: Tomasa P. Buasen, Ed. D.
ABSTRACT

This study determined the oral reading levels of Grade III pupils in Tinoc, Ifugao
using Dolch Basic Sight Words; the oral reading word recognition levels of Grad III
pupils in Tinoc, Ifugao using Philippine Informal reading Inventory; the oral reading
comprehension levels using Philippine Informal Reading Inventory; and the
compensatory reading strategies employed by Grade III teachers in Tinoc, Ifugao.

Findings showed that there were no significant differences between the pre-test
and post test in oral reading levels using the Dolch Basic Sight Words. There were highly
significant differences between the pre-test and post test of the Grade III pupils in oral
reading word recognition levels. There were also highly significant differences between
the pre-test and post test of Grade III pupils in oral reading comprehension levels.

Finally, the leading compensatory oral reading strategies were grouping of pupils
according to their capabilities, conducting remedial reading, making a continuing
assessment of pupils’ reading abilities, providing reading materials which are to the
child’s interest and asking parents to spend quality time with their children.

---

TABLE OF CONTENTS







Page
Page
Bibliography
i
Abstract
i
Table of Contents
ii
INTRODUCTION
Background of the Study
1
Statement of the Problem
3
Objectives of the Study
4
Importance of the Study
4
Scope and Delimitation
7
REVIEW OF LITERATURE
Oral Reading Levels
9
Characteristics of Poor Readers
14
Strategies Used by Mentors in
Solving Oral Reading Problems
15
Types and causes of oral Reading
Problems
21
Assessing Reading Problems
23
Correcting Reading Problems
25
Other Related Readings
28
Conceptual Framework
29
Operational Definition of Terms
33
Hypotheses of the Study
38
ii

---

METHODOLOGY
Locale of the Study
39
Respondents
41
Instrumentation
42
Data Collection
42
Statistical Analysis
43
RESULTS AND DISCUSSION

Oral Reading Level of Grade III Pupils
Using the Dolch Basic Sight Words
45

Oral Reading Word Recognition Levels
of Grade III Pupils Using the Philippine
Informal Reading Inventory
48

Oral Reading Comprehension Levels
of Grade III pupils using Philippine
Informal Reading Inventory
51

Oral Reading Strategies Employed by
Grade III Teachers in Tinoc, Ifugao
54

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
60
Findings
61
Conclusions
61
Recommendations
62
LITERATURE CITED
64
APPENDICES
A. Communication
66
B. Dolch Basic Sight Words (220 Words)
70
iii

---

C. The Dolch Basic Sight
Words test - Part 1
71
D. Scoring Key of the Dolch
Basic Sight Words Test-Part 1
72
E. The Dolch Basic Sight Words
Test- Part II
73
F. Scoring Key of the Dolch
Basic Sight Words – Part II
74
G. Criteria for Computing Child’s
Score on Dolch Basic Sight Words
75
H. Philippine Informal Reading
Inventory (Passage)
78
I. Administration of the Graded
Passages of Philippine Informal
Reading Inventory
79
J. Word Recognition Miscue-Marking System
80
K. How to Compute Word Recognition
Level and Comprehension Level
81
L. Questionnaire on Compensatory
Oral Reading Strategies Employed
by Grade III Teachers
82
BIOGRAPHICAL SKETCH
83

iv

---

1
INTRODUCTION
Background of the Study

Deficiency in reading ability among children and adults has become an
increasing concern. In this day and age, school children from elementary grades
with reading deficiencies are unlikely to become successful in the secondary and
college levels. Aptly said, poor readers hardly find suitable employment (Bautro,
1988).

Ybanez (1985) was convinced that at least moderate reading ability is
needed to apply for most jobs. But even if employment is secured, advancement
for the severely retarded reader is difficult, if not impossible.

The presence of slow learners in the grade school has been traced to their
reading deficiencies. Most of these pupils hardly recognize symbols, letters, and
numbers. One reason for this disability has been failure of parent to put across to
their youngster the notion that reading can be a challenge and a delight. Parents
need to read aloud to their pre-school children to inculcate on them that reading is
fun. As such, they may start school with interest in reading and associating it not
with drudgery but with pleasure. With this, they might be in a hurry to learn to
read by themselves (Belisario, 1993).

The success of the teaching-learning process in general is dependent upon
the ability of the pupils to read. Elucidating this point, Bautrol (1988) stressed
that reading is a tool to successful school achievement.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

2

Failure to read, however, does not refer solely to the disability to
recognize letters or words. Rather it encompasses other difficulties related to it
such as oral reading difficulties and oral reading levels. It is therefore important
for a teacher to be a keen observer of these difficulties.

It is only when a mentor discovers these difficulties that remedial
measures can be planned and implemented. This then leads to the improvement
of the reading ability of the child, and the teaching-learning process as a whole.
This is the focus of the present study.

Reading instruction must change from an isolated skill to one that
emphasizes understanding (Giron 1955). This way, the teaching of reading
requires appropriate instruction, model and practice in the use of learning and
thinking strategies.

The numbers of children who experiences difficulty in learning to read, or
who never advance beyond the fifth-grade reading level, is estimated at 15 to 30
percent of the school population (Klausmeier and Goodwin, 1971).

Reading is a two-part perceptual process, visual and auditory (Modern
Teacher, 1999). By this time the normal child is four years old, he can perceive
visual objects and able to discriminate between fine details.

Strang (1976) being concerned with the outcome of the reading processes,
points to and emphasizes the teachers ability to give some remedial measures on
the difficulties made by the readers.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

3

With the special deficiencies in arithmetic, spelling, speech, or reading of
the slow reader or child is the major concern of the teachers in the elementary
level, especially in the primary grades (Blair et. al., 1962). This is because it is in
this level that they learn how to interpret symbols and read words.

A common observation of mentors among elementary grade pupils is their
difficulty in identifying written symbols, letter, and numbers. Apparently most
pupils cannot read well especially English words. Since reading is the most
essential tool in the teaching-learning process, pupils with oral reading difficulties
hardly read and comprehend what the teacher is writing. This observation is true
in all subjects taught in the grade school. Under this condition, the pupil finds it
difficult to read and understand his lessons. This leads to a communication gap
between the mentor and the learner, consequently, this creates a negative impact
on the teaching-learning process.

Apparently, this problem exists among Grade three pupils at Gumhang
Elementary School, Binablayan Elementary School, Tulludan Elementary School
and Wangwang Elementary School in Tinoc, Ifugao. However, as to what kind of
oral reading levels these problems are, there is a compelling need to be
empirically identified and corrected.
Statement of the Problem

This study focused in finding out the oral reading levels of Grades III
pupils in Tinoc, Ifugao.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

4

Specifically, it seeks to answer the following questions:
1. What are the oral reading levels of Grade III pupils using Dolch Basic
Sight Words tests?
2 What are the oral reading word recognition levels of Grade III pupils
using the Philippine Informal Reading Inventory?
3. What are the oral reading comprehension levels of Grade III pupils
using the Philippine Informal Reading Inventory?
4. What are the oral reading strategies employed by Grade III teachers in
Tinoc, Ifugao?
Objectives of the Study
Though this study the researcher aimed to:
1. Determine the oral reading levels of Grade III pupils using Dolch Basic
Sight Words test;
2. Determine the oral reading word recognition levels of Grade III pupils
using the Philippine Informal Reading Inventory;
3. Find out the oral reading comprehension levels of Grade III pupils;
4. Find out the oral reading strategies employed by Grade III teachers.
Importance of the Study

It has been admitted that one of the most critical problems of schools is the
improvement of the quality of instruction. But improvement of the quality of
instruction depends upon the pupil’s ability to read and to comprehend various
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

5
printed materials. Unless the pupils know how to read and interpret these
materials, they are practically barred from learning effectively the other subjects
of the curriculum.

Reading efficiency, however, is influenced by the pupil’s ability to
identify printed letters, words, and numbers. His ability to read groups of words
like phrases and sentences as well as paragraphs further contributes to his reading
efficiency.

It is therefore of prime importance to develop the reading skills and
competencies of the pupils to promote better comprehension. This turns aside a
communication constraint between the teacher and the learner.

The results of this research are addressed to different beneficiaries like
pupils, teachers, administrators, supervisors, researchers, and parents.

To the Pupils, eliminating the oral reading levels lead to a better and
fruitful teaching-learning process. This prepares the pupils to undertake higher
levels of learning. Improving the reading abilities of poor readers, however, can
only be successfully remedied and implemented if their oral reading difficulties
are properly and correctly identified and diagnosed. Early diagnosis as well as
proper implementation of remedial measures directed to the solution of the oral
reading difficulties improves the reading skills and comprehension of the
respondents. This learning device enhances their ability to recognize printed
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

6
letters, words, symbols and numbers. Further, this enhances their ability to
understand and interpret what they are reading.

Better decoding and comprehension skills instill in the child the love and
interest for reading which results in widened knowledge. In the final analysis,
this reduces the learner’s dependence on the teacher.

To the Teachers, correct diagnosis of the oral reading levels of pupils
helps the mentor find better ways and means of improving the reading
performance of her pupils. Improved decoding skills and comprehension of the
learner instill in the teacher the feeling of success and happiness. As such, she is
inspired to develop better teaching methods and strategies resulting in a more
efficient teaching-learning process.

To the guidance counselors, administrators, and supervisors, develop more
efficient teaching-learning processes to minimize problems on slow learners, thus
affecting faster turnover of graduates with better and more efficient education.
This minimizes problems of guidance counselors and administrators.

To the Researchers, the presence of slow learners serves as a challenge for
researchers to continue searching and developing more efficient teaching
methods, strategies/approaches, and techniques in order to improve or enhance the
reading skill and comprehension of poor readers.

To the Parents, this study makes parents appreciate the continuing efforts
of mentors in enhancing the reading abilities of their clienteles. Parents are also
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

7
encouraged to discover the constraints that hamper the ability of their children to
acquire a better education. Given the proper and correct dissemination about the
results of this study, parents are better informed about the reading problems of
their children.

With better information, parents are motivated to make or develop
strategies directed towards the improvement of the reading abilities of their own
children. This reduces the number of non- or poor readers among school children.
Scope and Delimitation of the Study

This research is concerned with the diagnosis of oral reading levels of
Grade III pupils in Tinoc, Ifugao particularly Gumhang Elementary School,
Binablayan Elementary School, Tulludan Elementary School and Wangwang
Elementary School using the Dolch Basic Sight Words test, oral word recognition
levels and oral comprehension levels using Philippine – Informal Reading
Inventory test.

.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

8
REVIEW OF LITERATURE
Deficiency in reading ability among children and adults has become an
increasing concern. In this day and age, school children from elementary grades
with reading deficiencies are unlikely to become successful in the secondary and
college levels. Aptly said, poor readers hardly find suitable employment (Bautro,
1988).
Reading problems should alarm parents and educators if they are
interested in the pupil’s well being and fulfillment. Belisario (1993) disclosed
that ignoring it, and letting it “merely take its course” could prevent children from
fully developing their talents and from becoming the whole person they are meant
to be. She also added that serious reading problems could develop serious
emotional and behavioral problems, ranging from poor self-concept to disruptive
behavior and in extreme cases, injury to self and others.
Relative to what Belisario, Ybañes (1985) reported that deficiency in
reading ability among children and adult has become an increasing concern. He
mentioned that physically capable young adults but severely retarded in reading
are unlikely to find suitable employment. Moreover, even if employment is
secured, advancement for the severely retarded reader is usually difficult if not
impossible.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

9
On the other hand, skill in reading is a fundamental factor that will enable
and will inspire the child to success in school and later on in his daily life
(Villanueva, 1995).
Oral Reading Levels

During the 1970’s a number of researchers used children’s reading errors
as a “widow onto the reading process at work” (Goodman and Goodman, 1977).

One question that can be answered by examining children’s reading errors
is whether or not they make use of sentence context in identifying particular
words (Klausmeier and Goodwin, 1971). Goodman, (1965) as cited by
Kausmeier and Goodwin (1971), stated that when children are asked to read
sentences containing words they have missed in reading word lists, they get most
of the words right, indicating that they are using sentence context.

Pronouncing words is not reading, but identifying words not known as
sight words is essential in independent reading. The more widely a child reads,
the less likely it is that he will know as a sight word every word he meets. A sight
vocabulary is made up of words that are not spelled the way they sound (e.g.,
know, they) but are recognized instantly by the child. Developing independence
in reading depends on acquiring methods of identifying words to get at meanings.
The clues used in identifying words include sight recognition, structural analysis,
context clues, language patterns, and phonic analysis (Heilman et.al., 1986).
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

10

Translating or decoding process stands at the core of reading. This
decoding process must be learned in early school years and later shaped to a
variety of purposes in learning other subject matters (Klausmeier and Lesgod et
al.(1978). On the other hand, he contend that in the early grades (I through III),
the most important determinant of reading skills is perceptual ability. At this
stage pupils are just learning to recognize letters (Anderson, 1985).

The visual components of the decoding process can be listed as follows:
matching, discrimination, and identification of a single letter and letter sequences,
including attention to orientation, grouping, and ordering and left-right processing
of information. The auditory components are the matching and discrimination of
single sounds and the association of symbols with sounds (Klausmeier and
Goodwin, 1971). Inability for visual and auditory discrimination on the part of
the pupils results to error in reading.

A sight vocabulary is made up of words that are not spelled the way they
sound (e.g., know, they) but are recognized instantly by the child. Applying
letter-sound relationships, recognizing word parts, knowing words on sight, and
using context clues are all important parts of the learning-to-read process
(Heilman et al., 1986).

Some learners read without understanding what they read, others have
difficulty in recognizing new or unfamiliar words, others read slowly and
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

11
laboriously, and still others read too rapidly and carelessly (Storm and Smith,
1930).

Hudgins et al. (1983) said that some children develop difficulty in
associating sound, meaning, and symbols. Words that look like are frequently
confused, or letters are reversed. Phonemes (or sound units) may be
mispronounced, omitted, or inappropriate relationships between letters, frequent
misspelling, letter inversion (made-wade), total reversal (dog-god), phoneme
reversal (animal-aminal), and structural confusion (happen-happy), and phoneme
intrusion (album-alblum).

Another factor associated with reading deficiency is error in reading the
symbols, a condition that Orlon (1925), as cited by Stroud (1946), has named
strephosysmbolia, meaning twisted symbols, a common form of which is the
making of reversals, as in the confusion between was and saw, on and no, b and d,
and others. It is agreed that poor readers are more prone to this kind of error than
are pleasant readers.

Children must learn, however, that a “b” is not a “d” not a “p” a “q” a
collection of blocks is still the same set of blocks when it is rearranged; “ab,”
however, is not the same as “ba.” Letters and words must be processed in left-
right order from line to line if letter-sound correspondences are to lead to
recognition of words, and whole-word correspondences are to lead to sentences.
This processing order is not innate for a child; three are, of course, languages that
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

12
are written and therefore also read from top to bottom (chinese) or right to left
(Hebrew) (Kausmeier and Goodwin, 1971).

In a study on the reading performance of the Grade V pupils of Malabbac
Elementary School, Lim (1998) found that the descending order of frequency of
errors were: mispronunciation, ignoring punctuation, repetition, substitution,
refusal to pronounce,, mumbling of words, improper expression and omission.

Milo (1966), as cited by Alcantara et al. (1988), reported a study of
common reading abilities and disabilities in public elementary schools of Manila.
The following disabilities in oral reading were noted: inadequacy of phrasing,
word-by-word reading, ignoring punctuation, habitual repetition, omissions, lack
of expression, poor enunciation, strained voice, stammering, reversed and
confused symbols and substitution of words.

Parayno (1962), as cited by Alcantara et al. (1988) undertook a study on
oral reading difficulties and found the most common errors: omission of final
letters, habitual repetition of word, disregard for punctuation and substitution of a
different word.

The influence of learning upon perception is an important consideration
for teachers. Cases of reading reversals distorted visual perceptions, and short
perceptual span structural defect may do little in solving such problems (although
structural factors may contribute) (Blair et al., 1962).
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

13

Ervin (1979) cited a child who had obvious symptoms of reading
disability. Ervin narrated that John was repeating third grade, and was still having
a terrible time learning to read. John had prevalent perceptual problems,
constantly reading “now” for “won,” he muddled up the order of the letters, and
even missed out letters, reading “back” for “black,” and he made the same
mistakes in his writing.

Goodman (1967) proposed that the number of semantically and
syntactically constrained errors indicate that some children can have problems
reading individual words but still can grasp the meaning of passages.

Shanweider and Liuberman (1972) recommended that the most common
focus of difficulty in early reading lies not at the passage level but at the single-
word level. They also found that vowels were more misread than consonants,
which they attributed to the more complex encoding of vowels in speech and the
greater difficulty of isolating vowels.

For noting errors, the following points must be considered:
1. The learner refuses to pronounce before pronouncing words. Such
refusal to pronounce indicates that he does not know the word well. This is a
pronunciation error. Count only the word as an error, not both, the refusal to
pronounce and the word.
2. The pupil does not know the word. It has to be pronounced by the
teacher. The pupil substitutes an incorrect word, like took for book.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

14
3. The pupil repeats the word twice. This is an error because he is unsure
of the next word and repeats the preceding word while trying to analyze the
unknown word (Alcantara et al., 1996).
Characteristics of Poor Readers

Poor readers are those who are not able to function as well in reading
ability as their general learning ability would indicate that they should. These are
pupils or students who have deficiencies in reading skills (Zintz, 1970).

Zintz (1970) further cited that most poor readers are crippled all the way
through the elementary school because they do not learn how to attack
polysyllabic words.

Although they do well with sight words, they find difficulties in
recognizing longer words because they do not know what a syllable is or how to
divide words in parts.

Furthermore, poor readers are also characterized as the overlay of the
ability to attend and prevent their learning on what the teacher teaches or have
organic problems currently labeled neurological, minimum brain dysfunction, or a
number of others.

Apparently, Bond and Tinker (1967) classify the poor readers as 1) simple
retardation cases, 2) specific retardation cases, 3) listening disability cases and 4)
complex disability cases.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

15

Moreover, poor readers are described as slow learners, reluctant readers
disadvantaged readers, disadvantaged readers, and retarded readers (Dechant,
1970). The slow learner’s ability to read is limited by general learning ability,
while the reluctant reader lacks the desire to read. On the other hand, the
disadvantaged reader fail to see the relevance of the school to his personal life,
and he may need to learn “how to learn,” while performance is below their
potential performance levels.

These accounts on the characteristics of poor readers which are essential
on the part of the reading teacher. These serve as guides in the determination and
assessment of oral reading difficulties of the pupils.
Strategies Used by Teachers in Solving Oral Reading Levels
According to the law of effect, a modifiable bond is strengthened if
satisfaction results and is weakened if annoyance results. The children who are
slow in reading continually experience annoyance because of their failure to cope
with the mechanics of reading. Thus, the acts of reading bring then dissatisfaction
rather than satisfaction and they eventually lose interest in the subject and
sometimes acquire a positive distaste for it. So the first step in remedial
instruction often resolves itself into the task of reviving the child’s desire to read
through some special appeal to his interests (Storm and Smith, 1930).
One effective way of helping the child desire to read is through the
effective guidance of reading activities related to a unit of work. Children seek
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

16
answers to their problem through various means, one of which is reading. When
children meet difficulties in reading in their search for answers to problems, they
should be encouraged to seek the help of the teacher or classmates. Such daily
experiences with reading to learn provide stimulation to establish goals for
reading (De Guzman, 1998).

Effective teachers of reading attend to classroom structure and direct
instruction to:
1. Maximize pupil’s involvement in tasks or academic activities related
specifically to lesson content and desired outcomes.
2. Control pupil behavior by the use of task-related comments rather than
criticizing or scolding pupils for not focusing on learning tasks.
3. Monitor and guide direction of pupils learning.
4. Vary the degree of structure and less direct instructions are employed
for inquiry or creative outcomes.
5. Utilize a pattern of instruction at the primary level that allows pupils to
be accessible to pupils to work in small that allows pupils to be accessible to
pupils, to work in small groups, and to use a variety of materials (Heilman et al.,
1986).
The area in which teachers most frequently encounter the need for
remediation efforts is reading, Kennedy (1977) identified eight general principles
of remedial reading instruction:
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

17
1. Beginning reading instruction on a level of understanding and
enjoyment.
2. Building a background for understanding and enjoyment.
3. Teaching new words thoroughly, and developing the meaning they
will have in the selection.
4. Taking plenty of time.
5. Helping pupils gain confidence in themselves.
6. Being systematic in planning for instruction.
7. Providing for regular practice using the skills taught.
8. Providing for extensive reading from conventional materials (Hudgins
et al., 1983).
Strang (1987), as cited by Valle (1999), concerned with the outcome of the
reading processes points to and emphasizes on the ability of teachers to give some
remedial measures on the difficulties made by the reader. Vale (1999) stated that
if the reading difficulty is primarily visual task, the concern will be with the
correction of visual defects and the provision of legible reading material if reading
is thought of as word recognition skill to drill on basic sight vocabulary and word
recognition skills is necessary (Valle,1999).
In addition, the following suggestions are recommended: presenting drills
on words and phrases, giving phonetic analysis, providing a strong motive for
reading, and working on speech defects with phonetics (Storm and Smith, 1930).
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

18
Remedial teaching comes in, when “what is” does not match with “what
should be”, insofar as the outcome of teaching is concerned. It is ideal for every
curricular problem providing basic education to always include a specific time
slot for remedial instruction.
Emphasis should be on prevention rather than cure. Reading problems
should be detected early and corrected before they deteriorate into failure-
frustration-reaction cases. However, excellent the instruction in schools, some
problems and immediate attention to children are cornerstones of effective
reading instruction. Obviously, the emphasis in schools is still on cure, not
prevention (Hillman et al., 1986).
Brooks (1926), as cited by Storm and Smith (1930), gave the following
principles underlying remedial work in oral and silent reading:
1. Interest and attention are indispensable aids.
2. Division of the class into small groups according to their reading
defects is an essential means of effective remedial work.
3. No one method is suited to all cases.
4. The unit of meaning is the phrase-not the individual word.
5. A well-balanced reading program is desirable.
6. At short intervals, informal tests of rate and comprehensive are given
to stimulate the child. At the end of the term or year, standardized
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

19
tests should be given to determine accurately the amount of
improvement made during the term or year.
Grouping together pupils of similar needs and abilities has proven
successful in the treatment of reading disability. The studies, chosen from a
number on this subject, reported convincing evidence of the value of this plan.
Dellone (1947), as cited by Heilman (1986), reported gratifying gains among
pupils from grades 4,5, and 6 who were grouped according to their needs and
reading levels without regard to grade classification. A similar plan for reading
instruction was described by Jones (1948), as cited by Woolf and Woolf (1957).
Storm and smith (1930) suggested that the teacher should remember to
commend, whenever possible, the effort which these children make.
Effective mentors of reading attend to maximizing pupils’ attention to and
engagement in learning tasks by:
1. Providing academic feedback to pupils about their work to increase
attention to tasks and amount of engaged time.
2. Incorporating positive reward systems to reinforce specific attending
behaviors, such as materialistic rewards, sincere teacher praise, tokens, and so
forth. Specific rewards are intended to reward pupils thinking and effort rather
than just correct answers (Hielman et.al., 1986).
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

20
At present, the literature on remediation indicates no technique that is
universally successful except, perhaps, a very simple one: spending extra time
working with children (Klausmeier and Goodwin, 1971).
Teachers who are willing to make a “total commitment” to beginning
reading will find that many of the approaches in beginning reading contain
elements, which are based upon sound psychological principles of learning
(Aukerman, 1976).
Lim (1998) gave the following recommendations on reading performance:
1. Teachers should always find time for individualized instructions and
remedial reading activities.
2. More reading materials should be provided in the learning resource
center for pupils to read.
3. A functional reading center in every classroom should be put up for
pupils to read.
4. Reading deficiencies of pupils should be properly identified for proper
instructions.
5. Contest in oral reading can be conducted among pupils in the
classroom.
6. Parents should also follow up the reading assignments of their children
to facilitate the classroom check-up.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

21
7. Teachers should have a continuing assessment of pupils’ reading
abilities so that proper assistance can be provided.
8. Corrective measures should be applied and made after proper diagnosis
of reading difficulties to avoid greater problems in the field of reading (Lim,
1998).
Types and Causes of Oral Reading Problems

On one account, McGinnis and Smith (in: Belisario, 1993) identified four
types of reading problems as 1) severe reading disability, 2) under achievement in
reading, 3) specific reading deficiencies, and 4) reading retardation related to
limited learning ability.

On the other hand, several causes of reading difficulties were pointed out
by Mondero (1995) and classified them as the following: a) causes inherent in the
child, such as inadequate reading skills and a psychological factor, i.e., too
passive attitude toward reading; b) causes emanating from the reading reaches
like ineffective reading teacher like ineffective reading methods, failure to give
positive motivation, and failure to teach the foreign/second language effectively;
c) causes that are home – and environment-related like indifferences of parents
towards the needs and problems of the child, overprotection of parents, negative
motivation of parents, undesirable home surroundings, and poor study conditions
in the home.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

22

The causes of oral reading levels due to the school and its programs are
inadequate materials such as charts and software, while those in teaching English
are due to in effective teaching methods, techniques and approaches, faulty word
study techniques and failure and/or insufficient implementation of a remedial
reading program.

Causes of reading failure are also rooted in physical factors such as vision
and hearing difficulties (Villanueva, 1995), physical limitations, poor general
health, lack of sleep and rest, substandard out-of-school environment, and
neurological impairments (Zintz, 1970).
Navarro
(1993)
pointed
out that deterioration of the quality of learning
among present – day school children could be traced to reading difficulties due to
level of comprehension reading.

Villanueva (1996) also disclosed that external factors such as emotional
maladjustment in the form of shyness and retiring behavior, environmental factor
such as neglect of sympathetic understanding, and negative attitudes toward
school, mentor, other children, and toward reading are some causes of reading
failures. In addition, low intelligence leads reading disability when the child is
not properly taught and developed during his foundation years.

Knowledge of the different types and causes of oral reading difficulties is
of prime importance in the diagnosis of reading problems among pupils. This is
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

23
an important tool for the reading teacher to effectively identify poor readers,
diagnose their reading weaknesses, and implement remedial measures.
Assessing Reading Problems

The Philippine - Informal Reading Inventory measures each individual
pupil’s ability to read graded material at independent, instruction, and frustration
levels of difficulty, and the difference between his ability to understand what he,
himself has read and his capacity for understanding material read to him, is an
estimate of the extent of his reading retardation (Zintz, 1970).

Zintz (1970) called this test of assessing the reading level of the child
Philippine-Informal Reading Inventory (Phil - IRI).

Accordingly, this test comes in several forms, like Standard Reading
Inventory by McCracken, (1966), Classroom Reading Inventory Silvarolli (1969),
diagnostic Reading Scale by Spache (1963), Graded Selections for Informal
Reading diagnosis, Grades 1-3 and Grade 4-6 by Smith (1959, 1963), The Botel
Reading Placement Test by Botel (1961), and, Pupil Placement Test by
Hollanderand Reisman (1970).

Another test that was developed to assess reading problems is the sight
word test. This test was designed to find out how extensive the child’s sight
vocabulary is and which word attack skills he has in phonetic and structural
analysis. One of the early sight word tests that was developed was the Gates
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

24
Primary Word List (Gate, 1926) of 1, 811 words. Stone (1950) composed another
list of about 1,900 words.

It has been a practice of most reading teachers to assess the reading
abilities of their pupils at the starting of the school year. In so doing, they conduct
inventories in a quick but superficial way, by asking pupils individually, by turns,
to read bits of story which he as selected and reviewed from the (Zintz, 1970).
Dolch (1953) called this procedure making a quick class survey.

It is expected that every child who performs below his expected reader
level needs corrective instruction. The teacher’s task then is to determine and
assess more accurately and efficiently than the quick class survey how well the
child can read. This is done by having the child read passages from different
levels in a reading series.

Dolch (1941) however, wanted a much shorter list that is more utilitarian
for the classroom teacher, especially in the primary grades and came up with 220
Basic Sight Words. This list of words is designed for the child to recognize “at
sight” that is, he showed not expect to “sound out” or otherwise hesitate on these
crucial service words.

If used appropriately, the Dolce Basic Sight Word List is extremely
valuable in remedial work in the classroom.

Other tests that are useful in the determining and evaluating reading
problems include Durrell Analysis of Reading Difficulty (Durrell, 1955),
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

25
Standford Diagnostic Reading Test (Karlsen, Madden, and Gradner, 1956), and
Doren Diagnostic Reading Test (Doren, 1956).

Gilmore (1968) developed the Reading Test that analyzes reading abilities
at grade levels one through eight. The test provides grade placement score for
accuracy of reading, comprehension of material read, and rate of reading.

Since diagnostic of difficulties is a persisting problem, further tests are
required to reveal specific weaknesses in the total pattern of reading skills. As
such, performance on standardized test at two different times, before and after
teaching, is important to show amount of progress and represent one measure of
success (Zintz, 1970).

It is along this purpose why Barbe (1960) prepared an excellent one page
checklist of reading skills to be achieved at each grade level in the elementary
school. These skills are vocabulary, word attack, and comprehension. The list is
called the Fourth Grade Reading Skills Checklist.

The availability of various materials or instruments relative to diagnostic
reading makes it easy for the mentor to conduct tests on his pupils’ reading
abilities and difficulties. Such tests if properly implemented provide the mentor
the ways and means of giving remedial teaching exercises to poor readers.
Correcting Reading Problems

Reading problems among grade school pupils are a major concern of most
educators. Since the grade school is the foundation of learning, the reading
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

26
abilities of the child must be well developed in this level. This is to prepare them
to undertake higher levels of education without difficulty. Reading problems of
the grade school pupils therefore must be recognized and readily corrected as
early as possible.

Zintz (1970) mentioned that the initial examination of reading problems of
the child necessarily involves the services of a school psychologist, a reading
diagnostician or a social worker that might, as a team, analyze why a child failed
to make particularly in the Philippines, do not provide the above mentioned
services.

The services of experts as mentioned by Zintz,(1970) in the preceding
tests are conducted on the subject and described in the following materials as a)
oral sight reading b) sight recognition of the common service words in reading, c)
pronunciation of compounds words, d) recognition of phonetic and structural
rules in word recognition e) paired words often confused, f) spelling, h) phonetic
elements, i) silent reading, j) summary and k) remediation of the problem.

After initial examinations of reading problems, it is necessary that
corrective measures must be implemented. Measures like remedial reading leads
to improvement of the reading abilities of poor readers. As Zintz (1970) stressed,
remedial is instruction of a corrective nature for people whose functioning leads
in reading is below their capacity level for reading.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

27

Basically this method of correcting oral reading levels is a similar process
as the first teaching of reading. The only difference is the fact that the subjects in
which this process is implemented have concomitant psychological problems to
be met (Zintz, 1970).

Accordingly, Zintz proposed three basic considerations for the successful
implementation of remedial reading:

First, start where the child is and build security and confidence; the first
teaching of reading, like building a basic sight vocabulary, teaching word attack
giving lots of easy practice; and third, build attitudes toward reading that will help
the pupil accept himself and his problems.

Similarly, successful implementation of corrective reading involves three
aspects (Zintz, 1970). These are a) developing attitudes of acceptance and
helpfulness on the part of the mentors, b) working at the level of achievement of
the child, and c) recommending specific methods of teaching word perception
skills. This aspect of corrective reading includes development of word
recognition, re-teaching word attack skills, and overcoming confusions and
reversals.

Reading is a complex cognitive-linguistic skill. It is influenced by a
variety of factors, such as intelligence level, language ability, and quality of
school instruction (Sattler, 1982). According to Gibson (1968), as cited by Sattler
(1982), the child goes through three sequential phases in the process of learning to
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

28
read: learning to differentiate graphic symbols, learning to decode the letters to
sounds, and learning to use higher-order units of linguistic structure.

Reading requires the transformation of visual symbols into verbal
language, be it audible or covert. Both the ability to analyze visual construct
(printed words) and acoustical skills. These abilities are derived from basic
perceptual processing skills and are essential in learning to read (Rosner, 1973 as
cited by Sattler, 1982). According to Baller and Charles (1961), reading is a high
– level skill; it is not learned by all children reading with ease. But the school
should regard no difficulties too great to overcome, in order that all children
might read.
In every normal classroom, there are children who can read well orally but
unfortunately, there are some children who have difficulties in reading.
According to Alcantara et al. (1996), children read well or poorly for certain
definite causes and a teacher must be able to analyze each case and determine the
points of strengths or weakness before she can intelligently give help.
Other Related Readings
Beck, Cook, and Kearney (1953) pointed out that reading is a skill without
which a pupil could not take advantage of the information carried by books,
magazines, and newspapers. Being able to read allows a person to have vicarious
experiences.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

29
Douglas and Others (1947) maintained that the emphasis on reading skills,
together with the realization, is a factor toward success in all subjects. They
further emphasizes that it is the responsibility of mentors of all subjects to teach
their pupils how to read the materials of their development of specific
vocabularies.
Gwynn (1960) added that reading is a problem in child development and
reading must be coordinated with the total school program for best results.
It is a significant fact that the modern curriculum with its changes calls for
a larger amount of reading serving a much under variety of purposes, such as
reading for understanding, for locating and utilizing needed information, for
securing data to solve problems, and for increasing technical skills (Gwynn,
1960).
Synthesizing these informations, the reading mentor can develop and
implement strategies related to diagnosis and identification of oral reading levels
among learners permits the development and implementation of efficient remedial
measures resulting in the solution of reading problems.
Conceptual Framework

Several studies have been done on factors affecting the teaching-learning
process. Majority of these studies have zeroed in on factors such as intelligence
quotient (IQ), socio-economic status, age, gender, and parental attitudes.
Although it has been recognized that the reading ability of the child is necessary
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

30
factor affecting the success of the teaching-learning process, little, research has
been conducted on this aspect.

Educators, however, recognize the need for more research on reading
abilities. The independent variable includes the problems related to the reading
abilities of the learner. The Dolce Basic Sight Words Test and the Philippine –
Informal Reading Inventory would further show their reading level of
performance. This help teachers determine the compensatory activities they
employ.

While it is true that some form of reading problems exist among learners,
the ordinary classroom mentor seldom gives attention to these. As such, no
compensatory measures are applied to correct and improve the problems. It is
however recognized that the reading ability of the child can be further improved if
some forms of reading exercises are regularly done.

Along the concept of giving compensatory measures, several tests and
exercises are available for the mentor with the aim of correcting and improving
the reading abilities of her learners. Some of these include time-tested
instruments like the Dolch Basic Sight Words (DBSW) and Philippine-Informal
Reading Inventory (Phil-IRI). While the basic sight words aim to develop the
recognition skills, the succeeding instrument are used to develop decoding and
comprehension skills of the reader.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

31

Improvement of the reading abilities of the learner through these tests
enhances teaching-learning process and may prove not only to the learner, but
beneficial also to the teacher. Hence, the dependent variables measured to the
following: The reading levels of the children were Pre – Primer Level, Primer,
First Reader, Second Reader or Above, and Third Reader or Above using the
Dolch Basic Sight Words Test; Independent, Instructional, and Frustration or
areas of oral reading levels using the Philippine – Informal Reading Inventory and
for the compensatory reading measures activities whether it is Very Effective,
Effective, Not Effective.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

32
INDEPENDENT VARIABLES
DEPENDENT VARIABLES

A. Dolch Basic Sight Words
A. 0 – 75 - Pre – Primer Level

76 -120 - Primer
(220
words)

121 – 170 - First Reader


171 – 210 - Second

Reader or Above


Above 210 - Third Reader

or Above


B. Philippine-Informal
B. 1. Word Recognition

Reading Inventory (Phil-
Levels

IRI)
Independent

Instructional

Frustration

2. Comprehension Levels

Independent

Instructional

Frustration


C. Compensatory Reading
C. 3 - VE - Very Effective

Measures / Activities

2 - E - Effective


1 - NE - Not Effective






Figure 1. Conceptual paradigm of the study


Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

33
Operational Definition of Terms

The following terms are defined as used in the study.

Compensatory reading education is defined as a remedial measure directed
to the improvement of the reading abilities of Grade three pupils. It was
undertaken for a period of eight weeks.
Comprehension is the act or fact of grasping the meaning, nature, or
importance of understanding what is read. It acquired knowledge of the readers.
Corrective reading is remedial reading practices applied by the regular
classroom teacher within the framework of the daily instruction (Zintz, 1970). In
this study, corrective reading was used as one of the basic tools in improving the
reading ability of the subjects.
Decoding refers to the ability to read connected text rapidly, smoothly,
effortlessly, and automatically with little conscious attention to the mechanics of
reading. The pupils read a short passage of words or list of words. It is also a
reading rate (speed) and word reading accuracy in oral reading has been
recognized as key components of fluent reading.
Deficient use of context clues refers to a child’s inability to read and
understand a word even when the word is used in a sentence. He is not capable of
getting meaning from the sentence.

Deficient use of phonetic clues refers to a child’s inability to distinguish
sounds of different consonant clusters.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

34

Dolch Basic Sight Words is a list of 220 service words, comprising 60
percent of all running words in the primary grade reading materials and 50
percent of the running words in the intermediate reading materials.

As a test, it can be administered as a recognition or recall test and can be
completed in one setting. In this study, it was used as one of the research
instruments to determine the ability of the subjects to recognize written symbols
or letters at sight.

There were five equivalent reader levels under the Dolch Basic Sight
Words:
1. Pre-primer – this is the level where the child scores 0 – 75 points out
of the 220 words.
2. Premier – it is the level where the child scores 76 – 120 out of the 220
words.
3. First reader – it is the level where the child has correct answers of 121
– 170 out of 220 words.
4. Second reader or above – this is the level where the child scores 171 –
210 out of 220 words.
5. Third reader or above - this is the level where the child got a score of
above 210 over 220 words.
Miscues are the errors made by the pupil as he reads orally the paragraphs
in the Philippine Informal Reading Inventory.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

35
Oral reading levels are the oral reading level ability of the child in the
grade classified as frustration, instructional and independent for the Philippine
Informal Reading Inventory and pre-primer, primer, First reader, second reader,
and third reader using the Dolch Basic Sight Words.
Oral reading passages are passages consisting of grade level paragraphs,
stories or poems they read. Sets of 5-10 questions for each grade follow each
passage. The questions are open-ended and are of higher order and critical
thinking in order to get a more complete picture of each pupil’s comprehension
skills.
Oral reading word recognition level refers to the obstruction that causes
the slow progress in reading development of the pupils. These types of miscues
include mispronunciation, substitution, repetition, omission, insertion, reversal,
and refusal to pronounce.
Philippine informal reading inventory is an authentic reading assessment
that attempts to evaluate reading in a way that more closely aligns to actual
classroom instruction. It determines pupils’ thinking processes as well as their
reading performance. Philippine Informal Reading Inventory is an informal
measure that can assess the child’s use of comprehension, vocabulary and word
identification strategies within context.
Philippine informal reading inventory is also a test which consists of a
series of graded reading ranging from least difficult to the most difficult material
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

36
that the pupil being tested might be expected to read. This is the kind of test that
was administered to individual readers to determine their reading skills and is
diagnostic in nature in that it reveals many specific areas of difficulty in reading
(silent reading abilities. It Zintz, 1970) such as:
1. Addition is a classification of reading difficulty that refers to the
pronunciation/reading of an added word that does not exist in the reading
exercises.
2. Insertion refers to inserting other letters within a word, or other words
within a phrase or sentence while reading, although such letters or words do not
exist in the reading material.
3. Omission is leaving out or neglecting a certain word or while reading
although such words actually exist in the reading material.
4. Repetition means pronouncing a word twice or several times in
succession while reading although such word appears only once within a
statement.
5. Reversal is reading a word backward. When a pupil reads saw as was,
star as rats, he starts reading the word backwards.
6. Substitution refers to replacing a sound or sounds of syllable with
another, letter with another letter within a word, or a word with another word
within a sentence while reading.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

37
Philippine informal reading inventory primarily focuses on the
development of oral reading assessment. This is to address the main issue of non-
readers.
Philippine informal reading inventory is intended to be used by pupils in
grades one (1) through six (VI). This instrument however, doesn’t preclude the
assessment of older or at risk readers. The method of reading is oral. It includes
observational notes that provide valuable information when needed. It also
indirectly ascertains information regarding attitude and interest.
Physical and physiological factors are two aspects referring to the pupil’s
mental and physical conditions that affect pupil’s ability or inability to read.
Prompt is a brief question, description, discussion as a motivation and
background of the passage to help the child read and understand it. It activates
prior knowledge of the child.
Psychological
factors refer to the emotional feelings as when he is scolded
or praised that affect pupil’s reading performance.
Reading refers to understanding the meaning of symbols, signs, gestures,
by looking at them and assimilating mentally (Bolander et al., 1944). Reading is
defined as understanding something written by interpreting the writing (Flexner,
1979). Reading too is enlightenment and enjoyment. Reading sweeps cobwebs
away, sketches and strains the muscles (Hodges, 1991).
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

38
Reading disability is the reading disability of an individual who is
achieving significantly below his capacity level for achievement and is a logical
candidate for remedial instruction (Zintz, 1970).
Remedial reading usually takes place outside the regular classroom
schedule. It may be within the school or outside the school. A mentor works with
one child or with a small group, usually fewer than six. Diagnosis and instruction
are focused on each individual child.
Role-playing is the activity in which the child will act out what had read.
Structural confusion is a reading difficulty in which a child will read a
word that is an adverb and change it into an adjective.
Hypotheses of the Study
1. There are significant differences between the pre-test and post test of
the Grade III pupils on oral reading levels.
2. There are significant differences between the pre-test and post test of
Grade III pupils on word recognition levels.
3. There are significant differences between the pre-test and post test of
the Grade III pupils on oral reading comprehension levels.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

39
METHODOLOGY
Locale of the Study

This study was conducted in Gumhang Elementary School, Binablayan
Elementary School, Tulludan Elementary School and Wangwang Elementary
School, Tinoc, Ifugao – where not as massive rice terraces are found.

Other municipalities in Ifugao have the massive rice terraces – Banaue,
Mayoyao, Hungduan, and Hingyon but they were not included as sources of
respondents.
Ifugao was formerly a part of the old Mountain Province. It was created as
an independent province on June 18, 1966 by virtue of Republic Act No. 4695.
The name is derived from the word “IPUGO”. Pugo means “hill” while the prefix
“I” means “from”. The Spaniards changed ""Ipugo"" to ""Ipugaw"" and it was
finally changed by the Americans to Ifugao.
For the Ifugaos, custom is the basis of all laws. But these customs would
mean nothing if not supported by ancestry knowledge. Among the Ifugaos,
extensive pedigrees exist. They are the graphic representation that puts in
evidence, one of the most basic principles of the Ifugao culture: “We can not but
do what our ancestors told us” (Lambretch CICM 1964).
Ifugao became the center of warfare during the last stages of World War
II. It was in Ifugao, particularly in Mt. Napulawan, where General Yamashita, the
known “Tiger of Malaya,” decided to put his last stand against the Filipino and
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

American forces. He informally surrendered to Captain Grisham of the 6th
US Army in the Philippines, based in Kiangan, Ifugao, before he was flown to
Camp John Hay where he formally surrendered.
Ifugao finally gained provincial status on June 18, 1966 with the
municipality of Lagawe as the capital town.
Respondents

The respondents of the study were 80 Grade III pupils enrolled in Tinoc,
Ifugao for the school year 2006 – 2007. They were chosen as the respondents
because the pupil population is relatively homogeneous in terms of social
economic and intellectual ability. They were given reading tests using Dolch
Basic Sight Words and Philippine – Informal Reading Inventory (Phil-IRI). In
each test, the oral reading levels of the respondents were determined.
Table 1. Respondents of the study
SCHOOLS PUPILS
TOTAL

Male Female

Gumhang Elementary School
14
12
26
Binablayan Elementary School
11
9
20
Tulludan Elementary School
2
5
7
Wangwang Elementary School
15
12
27
Total 42
38
80

---

42
Instrumentation
This study used the descriptive-normative survey. It was also a quasi-
experiment using time-series study, an elaboration of the four-group pre-test and
post test design (in: Sevilla, 1990). This was also used to define the oral reading
problems of the respondents based on the data collected and analyzed. Description
was combined with classification, comparison and contrast analysis, and
interpretation.
The Friedman’s Two Way Analysis of Variance by Ranks for correlated
samples was used to find the significance of the mean difference between the pre-
test and post test scores of the respondents along such dimensions as Dolch Basic
Sight Words (DBSW) and Philippine-Informal Reading Inventory (Phil-IRI).

Dolch Basic Sight Words Test was administered to each respondent as a
recognition or recall test. Two hundred twenty words are allotted for each
respondent to read at the very start of the study.

A pre-test of the Dolch Basic Sight Words was administered to the
respondents on August 2006 and the post test was on November 2006. The pre-
test of the Philippine Informal Reading Inventory was conducted on July 2006
and the pos ttest was administered on January 2007.
Data Collection

A pre-test of the Dolch Basic Sight Words was conducted on August 2006
and the post test was on November 2006. The pre-test of the Philippine-Informal
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

43
Reading Inventory (Phil-IRI) was administered to the respondents on July 2006
and January 2007, the post test. Data on oral reading levels both in kind and
number were recorded. Scores of the respondents were taken and recorded.

Remedial reading lessons were prepared based on the pretest data
collected, analyzed and interpreted. Remedial reading lessons were given to the
respondents for a period of 30 minutes daily. This was done for the whole
duration of the compensatory education period.

An achievement (post test) oral reading test was given to the respondents
at the termination of the compensatory reading education period of eight weeks.
It assumes that this period is sufficient for the respondents to improve their
reading abilities.

Similar sets of data were collected, after which the gained scores between
the oral reading pre-test and post test were taken. The data consist of such
variables as, 1) class of oral reading levels, 2) pupil’s score for each class of oral
reading levels, 3) pupils’ reading comprehension score, 4) teachers’ strategies
in the different oral reading tests.
Statistical Analysis
The difference between the pre-test and post test scores of the subjects was
compared using the Friedman’s Two Way Analysis of Variance by Ranks.
2
12
=
X

r
∑(R )2 −3N(K + )1
NK (K + )
1
1
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

44
Where:

2
X = Friedman’s Two Way ANOVA by ranks
r

N = Number of rows

K = Number of Columns

The significance of the gain scores determined whether their reading
abilities and skills improved or not after the compensatory reading education of
eight weeks. It further determined the effectiveness of the compensatory strategies
used by the teachers.
In this study, a pre-test was given to the respondents to assess their oral
reading levels using the data-gathering tools like the Dolch Basic Sight Words
and Philippine –Informal Reading inventory (Phil-IRI). The results of this
assessment served as the bases for giving a compensatory reading education that
upon evaluation in a post test, was expected to yield outputs on improve reading
skills like decoding and comprehension. The preceding concepts are illustrated in
a paradigm shown in figure 1.


Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

45
RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of data gathered based
on the objectives of the study. This includes the oral reading levels with the use of
Dolch Basic Sight Words; oral reading word recognition levels and oral reading
comprehension levels using the Philippine Informal Reading Inventory; and oral
compensatory reading strategies used by Grade III teachers in Tinoc, Ifugao.
Oral Reading Levels of Grade III Pupils in Tinoc,
Ifugao using Dolch Basic Sight Words Tests
Table 2. Oral reading levels of Grade III pupils in Tinoc,
Ifugao using Dolch Basic Sight Words

NO. OF PUPILS: MALE: 42 FEMALE: 38 TOTAL: 80
EQUIVALENT
PRE-TEST
POST TEST
READER LEVELS
(AUGUST 2006)
(NOVEMBER 2006)
1. Pre-primer
0
0
2. Primer
0
0
3. First Reader
18
8
4. Second Reader
47
35
5. Third Reader
15
37
Total
80
80

X2r = 0.20ns
X2.05 = 3.84
ns – Not significant
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

46

The oral reading level of the respondents using the Dolch Basic Sight
Words is presented in Table 2. Although the findings show that there were
differences between the pre-test and post test they were not significant because in
the pre-test, the pupils who belonged to the first reader were 18 and decreased in
the post test, they were only 8. This means that the 10 pupils were promoted to the
second reader or third reader. Likewise, the result in the second reader, there were
47 during the pre-test while there were 35 in the post test. The 12 pupils went to
the third reader. On the third reader, there were 15 pupils during the pre-test and
increased to 37 pupils on the post test. The 22 pupils added on the post test came
from the first reader and second reader.
The table shows that the oral reading levels during pre-test and post test
were not significantly different with respect to the frequencies of respondents who
were first reader, second reader and third reader, respectively. This result was
revealed by the Friedman’s two way analysis of variance by ranks computed
value of 0.20 which was lower than the tabular value which was 3.84. Therefore,
the hypothesis stating that there are significant differences between the pre-test
and post test of the pupils on oral reading levels is rejected.

As observed, the factors affecting the oral reading level in the Dolch
Basic Sight Words were absences, occupation of father and educational
attainment of parent. The variables such as number of family members, distance
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

47
of school, age and educational attainment of mother also were identified as
affecting reading.

For the pupils that were tested, mastery of the Dolch Basic Sight Words
was the most difficult. Their second reader in this skill was in contrast to the
findings of other researchers who observed learners to have shown in the third
reading levels with the Dolch Basic Sight Words (Simultog, 200, Martin, 2005).
Tocho (2001) also stated that most pupils cannot read Dolch Basic Sight Words
very well. She observed though that some teachers emphasized speed rather than
comprehension which should be corrected.

Dolch (1945) suggests 220 Dolch Basic Sight Words which should be
readily recognized by an average Grade III pupil. These words are composed of
prepositions, pronouns, conjunctions, adjectives, common verbs, and adverbs that
are often heard and met by the pupils as they read. Every child must learn to read
practically all these words. A pupil who shows a good mastery of the Dolch
Basic Sight Words in reading is usually an independent reader who is well
informed and eventually becomes a better citizen (Mondero, 1955). Research
conducted earlier (Toclo, 2001, Simultog, 2004, Martin, 2004) showed most
pupils to have used their knowledge of the Dolch Basic Sight Words belongs to
the first reader, second reader, and for some were even in the third reader.


Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

48
Oral Reading Word Recognition Levels
Table 3. Oral reading word recognition levels of Grade III pupils in Tinoc, Ifugao
using the Philippine Informal Reading Inventory (Phil-IRI).
TYPES OF
PRE-TEST
Reading Word POST TEST
Reading Word
MISCUES
(% Correct) Recognition Level (% Correct) Recognition Level
1. Mispronunciation
89%
Instructional 97% Independent
2. Substitution
91%
Instructional
98%
Independent
3. Insertion
80%
Frustration
90%
Instructional
4. Omission
85%
Frustration
99%
Independent
5. Reversal
0%

0%

6. Repetition
75%
Frustration
95%
Instructional
7. Refusal to




pronounce
0%
0%

Independent – 97% - 100%
X2r = 32.81 highly significant
Instructional – 90% - 96%
X2.05 = 11.345
Frustration – 88% - below

Table 3 shows the oral reading word recognition level scores of the
respondents in the Philippine Informal Reading Inventory. The error noted on
mispronunciation during pretest was 89% (frustration) and 97% (Independent)
during the posttest. Mispronunciation was one of the oral reading difficulties as
observed by the teachers. According to Hudgins et al. (1930) phonemes (or sound
units) may be mispronounced. Therefore, the children should be taught
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

49
thoroughly the proper pronunciation of the letters of the alphabet especially the
vowels, whether they have the long or short sounds and when they are combined.
These are the vowel teams oo, oi, ou, au, a, ie, ai, and ee.
The substitution of words committed by the respondents during the pre-
test was 91% (Instructional) and 98% (Independent) during the post test. The
words that were substituted by the children were sometimes very close to the
actual word that they are supposed to read. Other children said words that were
totally different from those in the selection that they were supposed to read.
Goodman (1967) and Weber (1970) found that most substitution errors are
syntactically and semantically constrained. Alcantara et al. (1996) stated that a
pupil substituted an incorrect word being read when he did not know the word.
Error on insertion of words noted was 80% (frustration) during the pre-test
and 90% (Instructional) for the post test. The observation taken was the
respondents inserted other letters within a word, or other words within a phrase or
sentence while reading, although such letters or words did not exist in the reading
material.
The error noted on the omission of words during the pretest was 85%
(frustration) and 99% (Independent) during the post test. This is supported by the
finding of Montemayor (2002) who found that the Grade V pupils of Baguio City
commit omission of letters and words when reading a selection. Montemayor
(2002) further stated the findings of Storm and Smith (1930) that some pupils
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

50
read without understanding what they read, others have difficulty in recognizing
new words or unfamiliar words, others read slowly and laboriously, and still
others read rapidly
The repetition of words committed by the 80 respondents during the pre-
test was 75% (frustration) and 95% (Instructional) during the post test. According
to Alcantara et al. (1996) stated that repetition of words is an error because the
pupil is unsure of the next word and repeats the preceding word while trying to
analyze the unknown word.
The lowest error was noted on the reversal and refusal to pronounce
words which was 0%; this means that all the respondents did not commit error on
this type of miscue.
The differences between pre-test and post test scores were highly
significant as shown by a computed value of 32.81 which was higher that 11.34 at
.01 level of significance. Thus the hypothesis stating that there are significant
differences between the pre-test and post test of pupils in word recognition is
accepted.


This would imply a highly significant improvement in the reading ability
of the respondents as a result of the reading exercises given.

This corroborate the finding of Alcantara et al., (1988) that learning to
read involves the word recognition and interpretation of abstract symbols. The
child must possess abilities to distinguish likeness and similarities and good
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

51
memory span.The findings of Alcantara et al., (1988) that the child should be
reading mentally. In addition, Ebbinghaus (1913) as cited by Kelly (1965) said
that forgetting takes place very rapidly immediately after the learning and then
becomes slower as time passes. Thus, teachers must give more meaningful
activities to the children because the law of exercise states that when a response is
accompanied by a satisfying state of affairs, the strengths of the connection is
increased.
Oral Reading Comprehension Levels of Grade III Pupils in
Tinoc, Ifugao using Philippine Informal Reading Inventory
Table 4. Oral reading comprehension levels of Grade III pupils in Tinoc, Ifugao
using Philippine Informal Reading Inventory (Phil-IRI)

NUMBER OF PUPILS: 80
READING COMPREHENSION LEVEL
PRE-TEST
POST TEST
Independent (80% - 100%)
37
55
Instructional (59% - 79%)
25
15
Frustration (58% - below)
18
10

X2r = 9.33**
X20.01 = 6.64
** Highly significant at 1%

Results of the pretest show that the respondents obtained very low scores
in oral reading comprehension levels with the used of questions taken from the
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

52
Philippine Informal Reading Inventory tests. The post test results revealed that as
oral reading comprehension levels of the Philippine Informal Reading Inventory
become higher, or increase, the respondents can better understand what they read.
However, higher values were noted in the post test of the respondents as
compared to the pre-test.

The observed improvement in the post test scores resulted in an increasing
difference between the pre-test. The increasing differences indicated the
respondents’ improvement in oral reading comprehension level. The result value
was 9.33 which were higher than the tabulated value which was 6.64. The result
of the pre-test and post test was quantitatively increased in favor of improved
comprehension.
This would suggest the acceptance of the hypothesis stating that there was
a highly significant difference between the pre-test and post test scores of the
respondents in oral reading comprehension levels.

This finding would imply that the activities given were highly significant
or very effective in enhancing the pupil’s ability to give and understand the
meaning on what they read.

In 1982 Mangeiri mentioned the following limitations to comprehension:
obviously if the pupils are not interested in the material, there will be a problem
on how well they will comprehend. However, it is not solely a matter of reader’s
reading only what they like; interests are to be taken into consideration, but lack
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

53
of purpose for reading can also typically hinder comprehension; and another
factor that often hinders adequate comprehension is an over reliance on word
recognition drill that can effectively destroy comprehension.

The low correlation between the ability to understand what one reads and
mental ability contradicts the result of Villamin’s et al. (2001) in his research
where he stated that highly significant positive correlations were noted between
intelligence and reading levels. Teachers must bear in mind that when working
with the mentally limited, it is necessary to adjust not only the difficulty of the
material to their abilities but also the kinds of questions one asks (Harris, 1986).
As pointed out by Roswell and Natchez (1977) vocabulary has always been the
avenue to people with reading disability. Thus, teachers must encourage pupils to
read suitable supplementary reading material. The following techniques for
teachers to aid in vocabulary development for their respective pupils are
suggested: encouragement of more varied vocabulary in speaking and in writing,
and the use of dictionary.

Keene (2001) suggested a procedure to successfully infer. First, people
should draw conclusions about what they read by connecting the text with the
background knowledge. Second, synthesize new ideas and information. Third,
create new understandings of the text read. Fourth, make predictions based on
textual information and text their developing comprehension of the text while
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

54
reading. Finally, extended comprehension beyond literal understandings of the
printed page.
Oral Reading Strategies Employed by
Grade III Teachers in Tinoc, Ifugao
Table 5. Compensatory oral reading strategies employed
by Grade III teachers in Tinoc, Ifugao
STRATEGIES WEIGHTED DESCRIPTIVE RANK
MEAN
EQUIVALENT




1. Grouping of Pupils according to their



capabilities
3.00
Very Effective
1




2.- Conducting remedial reading
2.75
Very Effective
2.5
- Monitoring and guiding the direction of



pupil’s learning

Very Effective
2.5

3.- Providing effective guidance in reading



activities related to a unit of work.
2.5
Very Effective
4.5
- Helping pupil’s build self-confidence
Very Effective
4.5




4.- Spending extra time working with children.
2.25
Effective
7
- Orienting parents regarding their child’s



reading difficulty

Effective
7
- Making a continuing assessment of pupil’s



reading abilities.

Effective
7




5.- Providing reading materials which are to



the child’s interest
2.00
Effective
11
- Maximizing pupil’s involvement in the



tasks or academic activities related



specifically to lesson content and described



outcomes.

Effective
11
- Teaching new words thoroughly through



games and other interesting activities.

Effective
11
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

55
Table 5. Continued…











STRATEGIES
WEIGHTED DESCRIPTIVE RANK

MEAN
EQUIVALENT





- Asking parents to spend quality time with



their children

Effective
11
- Commending the effort that the children


make.
Effective
11




6.- Providing for regular practice using the



skills taught.
1.75
Effective
14.5
- Making a functional reading contest among



pupils to say and write thoughts they want



to express.

Effective
14.5




7. Dramatizing the story read.
1.50
Not Effective
16




8.- Presenting oral reading games.
1.25
Not Effective
17.5
- Requiring routine examinations of vision,



hearing and other physical capabilities.

Not Effective
17.5




9. Referring the children to reading clinicians,



psychologists or reading specialists.
1.00
Not Effective
19




Average Weighted Mean
2.04
Effective


Arbitrary Statistical Limits
Descriptive Equivalent
2.33 – 3.00


Very Effective (VE)


1.67 – 2.32


Effective (E)

1.00 – 1.66


Not Effective (NE)


Table 5 presents the strategies employed by the Grade III teachers on oral
reading levels. Grouping of pupils according to their capabilities was ranked first
with the weighted mean of 3.00 which means very effective. This was usable by
the teachers because in grouping the pupils according to their capabilities, the
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

56
teacher can see the weaknesses and strengths of their clientele. This strategy
helps the pupils improve their reading abilities with the guidance of the teacher.
Grouping together pupils of similar needs and abilities has proven
successful in the treatment of reading disability. The studies, chosen from a
number on this subject, reported convincing evidence of the value of this plan.
Dellone (1947), as cited by Heilman (1986), reported gratifying gains among
pupils from grades 4,5, and 6 who were grouped according to their needs and
reading levels without regard to grade classification. A similar plan for reading
instruction was described by Jones (1948), as cited by Woolf and Woolf (1957).
Secondly, conducting remedial reading is also very effective because the teacher
can really remediate the pupils who have oral reading difficulty to improve their
reading. Remedial reading and diagnosis was considered one of the teacher’s
strategies which ranked 2.5. Strang, (1987) who was concerned with the outcome
of the reading processes points to and emphasizes on the ability of teachers to
give some remedial measures on the difficulties met by the reader (Valle,1999).
Heilman(1986) stated that it is ideal for every curricular program providing basic
education to always provide a specific time slot for remedial instruction. This was
followed by making a continuing assessment of pupils’ reading abilities using the
Dolch Basic Sight Words tests and Philippines Informal Reading Inventory (Phil-
IRI) tests were rank seventh with weighted mean of 2.5. Guillermo (1998)
believed that the parents who read aloud to their children at any particular period
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

57
of study may help them develop reading and talking skills, and their attention
given to these children may really develop the positive attitude towards good
study habits. Heilman (1986) claimed that effective instruction is based on
meeting pupil’s needs, and proper diagnosis is essential for identifying all pupil’s
strengths and weaknesses if they are to progress in reading at a level equal to their
abilities. He further states that reading problems should be detected early and
corrected before they deteriorate into failure frustration cases. Spending extra
time working with children was also ranked seventh with weighted mean of 2.5.
At present, the literature on remediation indicates no single technique that is
universally successful except, perhaps, a very simple one: spending extra time
working with children (Klausmeier and Goodwin, 1971). Woolf and Woolf
(1957) agreed that a change in attitude on the part of the parents can be very
helpful. The roots of some reading problems are found in the child’s home.
However, Ervin (1979) said that reading problems need not necessarily result
from lack of attention and care. Helping pupil’s build self-confidence was ranked
4.5 with a weighted mean of 2.5. Helping pupils build self-confidence in them,
providing for regular practice using the skills taught and providing opportunities
for pupils to write thoughts they want to express. Kennedy (1977), as cited by
Hudgins et al. (1983), stated the eight general principles of remedial reading
instruction. Helping the pupils gain self-confidence in them is one of the
principles. Teachers should make sure that, each day, pupils have an opportunity
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

58
to apply their reading skills for the purpose of enjoyment (Heilman, 1986).
Alcantara et al., (1988) mentioned emotional needs of a learner; and it includes a
sense of personal worth, for self-confidence and for success.
Providing reading materials which are to the child’s interest was the
eleventh rank whereas, reading materials that are interesting and within the child’s
level should be provided. It is through enjoyable stories that the children’s
interest in reading arises. According to Alcantara et al., (1988), to motivate and
stimulate interest among children, the teachers should provide some easy
interesting materials. Materials must be within the child’s level. It must also
follow the principle of “learning by doing” because children understand better if
there is manipulation of objects. The more senses used, the better the output. The
children are allowed to draw, act-out, or solve puzzles and the like

This has a bearing with the recommendation of Tiorisio (1988) that
teachers should provide enough reading materials. Enough reading materials can
help minimize the oral reading levels/difficulties of the pupils.

Alcantara et al., (1988) mentioned emotional needs of a learner; and it
includes a sense of personal worth, for self-confidence and for success.

The teacher should be now multi-armored teacher, a mentor-armored with
various instructional materials and devices that makes every lesson meaningful to
the children. However, materials should be within the levels of the children
(Jover, 1983).
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

59

Referring the children to reading clinicians, psychologists or reading
specialists was the least rank with the weighted mean of 1.00 (not effective). The
teachers cannot reduce the number of children for every classroom. The number
of children to be taught is dependent on the number of enrollees in the grade level
for the school year. Reading clinicians, psychologists or reading specialists were
used by the teacher respondents as the last option in helping children cope with
their reading levels. Presenting oral reading games and requiring routine
examinations or vision, hearing and other physical capabilities with weighted
mean of 1.25 is not effective. All the teacher-respondents seldom refer the
children with reading specialists. The teacher-respondents sometimes require the
routine examinations of vision, hearing and other physical capacities are essential
in any school system. When the school does not provide it, however, teachers
themselves should administer simple tests of vision and audition when these seem
appropriate (Blair, 1962). Dramatizing the story read was ranked sixteenth with a
weighted mean of 1.50 which means not effective because the time allotted in
reading was limited.

Summary of the strategies employed. Table 5 shows the summary of the
strategies employed by Grade III teachers in Tinoc, Ifugao. These are arranged in
ascending order.





Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

60
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This section presents the summary, conclusions and recommendations
based from the findings of this study.
Summary

A four-group pre-test - post test quasi-experiment was conducted to Grade
III pupils in Tinoc, Ifugao to determine their oral reading levels using time-tested
graded reading materials like the Dolch Basic Sight Words and Philippine
Informal Reading Inventory.

This study used the descriptive-normative survey using description
combined with analysis and interpretation. Sources of data were the reading
scores of the respondents.

Data were processed using pre-primer, primer, first reader, second reader,
third reader for the Dolch Basic Sight Word and Independent, Instructional, and
Frustration for the Philippine Informal Reading Inventory. Friedman’s Two Way
Analysis of Variance by Ranks was utilized to determine the differences between
the pre-test and post test of the respondents.

The study was conducted in Gumhang Elementary School, Binablayan
Elementary School, Tulludan Elementary School, and wangwang Elementary
School, Tinoc, Ifugao. There were 80 respondents and 4 Grade III classroom
teachers who answered the compensatory oral reading strategies that they
employed.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

61
Findings

The salient findings of the study are the following:
1. Most of the pupils were second readers in the pretest while in the
posttest they were mostly third readers.
2. The pupils were classified as instructional in mispronunciation and
substitution for the pre-test and became independent readers in the post test. On
insertion and repetition miscues, they were classified as frustration readers in the
pre-test and were elevated to instructional in the post test. For omission, the pupils
were in the frustration level in the pre-test and became independent readers in the
post test.
3. The pupils were mostly independent readers in the pre-test and became
independent readers in the post test for oral comprehension levels.
4. Grouping of pupils according to their abilities, conducting remedial
reading, providing effective guidance in reading activities were very effective
strategies employed by the Grade III teachers.
Conclusions

Based on the findings, the following conclusions are drawn:
1. There are no significant differences between the pre-test and post test
on oral reading levels of Grade III pupils using Dolch Basic Sight Words.

2. There are highly significant differences between the pre-test and post
test of Grade III pupils on oral reading word recognition levels.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

62

3. There are highly significant differences between the pre-test and post
test of Grade III pupils on oral reading comprehension levels.

4. The leading strategy used by Grade III teachers is grouping of pupils
according to their capabilities.
Recommendations

Based from the findings and conclusions of this study, the following
recommendations are formulated:

1. Teachers should focus on the correct way of teaching the basic sounds
of the letters of the alphabet. The Dolch Basic Sight Words should be given
emphasis. Teaching vowels and vowel sounds will enable the children to
distinguish how to pronounce the vowels in the word with a long sound or short
sound. Therefore, the Dolch Basic Sight Words should be taught and implement
thirty minutes daily to improve their oral reading difficulties.

2. The teachers must continue giving exercises from appropriate books
and dictionaries available for their pupils to read and increase their oral reading
word recognition levels. Correct reading habits should be encouraged by
motivating pupils to do a large amount of outside-class pleasure reading.

3. The pupils must maintain or increase their oral reading comprehension
levels. Pupils should be encouraged to acquaint themselves with entertainment
books, media, newspapers, broadcast, and other forms of literature. Children must
be introduced to the world of books during the foundation stage. They must
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

63
refrain themselves from the habit-forming effect of recreational games like video
games, and computer games, etc. Instead, they should start reading fiction,
nonfiction, humor, puzzles, riddles, and other cognitive enhancing comprehension
activities.

4. School practices should be more enhanced with innovative and creative
strategies so that whatever problems encountered will be properly given due
solutions. Teachers should be alert in joining seminars and in-service trainings on
strategies.

5. A further study on the alternative teaching strategies to solve oral
reading difficulties may be conducted such as dramatizing the story read,
presenting oral reading games, requiring routine examinations of vision, hearing
and other physical capabilities, and referring the children to reading clinicians,
psychologists, or reading specialists if necessary.








Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

64
LITERATURE CITED
ALCANTARA, RA. A. 1988. Teaching Strategies I for Teaching of
Communication Arts: Listening, Speaking, Reading, and writing. Quezon
City: Katha Publishing Co., Inc. P. 99.
BELISARIO, L.B. 1993. “Do you have a learning disabled child? The Modern
Teacher 41(8): 320-321.
BOND, G.L. and M.M. Tinker. 1967. Reading difficulties: their diagnosis and
corrections. New York Appleton-Century-Crofts.
BOTEL, M. 1961. The Botel reading placement test. Chicago: Follett
Publishing Co.
DOLCH, E. W. 1941. Teaching primary reading. Champaign: The Garrard
Press.
DOLCH, E.W. 1953 “How to diagnose children’s reading difficulties by informal
techniques,” The Reading Teacher 6:11.
DOLCH, E. W. 1945. A Manual for Reading. 2nd edition. Champaign, Illinois:
Garrand Press.
MILO, D.B. 1966. Common Reaching Abilities and Disabilities in Public
Elementary School of Manila. Remedial Reading A Handbook for
Teachers and Students. P.12
PIQUERRO, N.A. 1969. A study of Reading Comprehension in English for
Grade VI, Tagbilaran City, Unpublished Thesis, National Teacher’s
College, Manila.
ROMERO, R.C. 1985. Development Reading. Philippines: Rex Printing Co.,
Inc. Pp. 6, 8.
ROSETE, CECILIA. 1985. Common Reading Difficulties Identified and Treated
in the Remedial Reading Programs in the Division of Surigao.

Unpublished Dissertation, SLU, B.C. p.27
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

65
RUSSEL, D.E. and KARP. 1967. Reading Aids Through the Grades and
Phonetic Analysis in Reading. P. 36.
SALLATIC, C.L. 1998. Listening Ability Reading Speed and Comprehension of
Intermediate Pupils in the Decision of la Union. Unpublished Master’s
Thesis, BSU, La Trinidad Benguet. Pp. 36-41.
SANCHEZ, N.S. 1989. A Proposed Manual for Teaching Remedial Reading in
English in the Elementary Grades Pp. 34-48.
SPACHE, 1968. G.P., 1968. Reading in the Elementary School. New York:
Allyn and Bacon Publishing. P.9.
SPARROW, J. 1944. Accomplishment on the Dolch Basic Sight word as
measure of reader level, Master’s Thesis, State University of Iowa, Iowa
City.
VILLANUEVA, C.A. 1996. “Action research in reading,” The Philippine
Journal of Education 74(8): 342-380.
YBAÑEZ, H.B. 1985. “Why read?” The Modern Teacher 34(16): 163.



















Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

66

APPENDICES


A. COMMUNICATION



Benguet
State
University
Graduate
School
La
Trinidad,
Benguet


July
1,
2006


Dear Respondents,


I am a graduate school student of Benguet State University, La Trinidad,
Benguet. I am conducting a study on “Oral Reading Levels of Grade Three
Pupils in Tinoc, Ifugao” in partial fulfillment of the requirements of the degree
Master of Arts in Education major in Elementary Education.



In this connection, may I ask your support by accomplishing the attached
questionnaires honestly? Rest assured that the data will be kept confidential and
shall be used solely for research purposes.


Thank you very much. Your contribution shall go a long way in the
completion and recognition of this study.




Very
truly
yours,









DELMA H. SATURNO








Researcher

Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

67
Republic of the Philippines
Department of Education
Cordillera Administrative Region
Ifugao Division
Tinoc, Ifugao


July
1,
2006


Jerry Quihao
Principal
Tulludan Elementary School
Tinoc District, Tinoc, Ifugao


Sir:


I have the honor to request that I be permitted to conduct a study on the
“Oral Reading Levels of Grade Three Pupils in Tinoc, Ifugao” for the school year
2006-2007. This is a partial fulfillment of the requirements for Master of Arts in
Education, which I am presently pursuing at Benguet State University, La
Trinidad, Benguet.


Attached is a copy of the questionnaires for your guidance and
information.


Your favorable consideration and approval of this request is highly
appreciated.



Very
truly
yours,









DELMA H. SATURNO








Researcher

Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

68
Republic of the Philippines
Department of Education
Cordillera Administrative Region
Ifugao Division
Tinoc, Ifugao


July
1,
2006


Daniel Pinkihan
Principal
Wangwang Elementary School
Tinoc District, Tinoc, Ifugao


Sir:


I have the honor to request that I be permitted to conduct a study on the
“Oral Reading Levels of Grade Three Pupils in Tinoc, Ifugao” for the school year
2006-2007. This is a partial fulfillment of the requirements for Master of Arts in
Education, which I am presently pursuing at Benguet State University, La
Trinidad, Benguet.


Attached is a copy of the questionnaires for your guidance and
information.


Your favorable consideration and approval of this request is highly
appreciated.



Very
truly
yours,









DELMA H. SATURNO







Researcher

Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

69
Republic of the Philippines
Department of Education
Cordillera Administrative Region
Ifugao Division
Tinoc, Ifugao


July
1,
2006

Vilma T. Allatis
ESHT – III
Binablayan Elementary School
Tinoc District, Tinoc, Ifugao


Madam:


I have the honor to request that I be permitted to conduct a study on the
“Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao” for the school year
2006-2007. This is a partial fulfillment of the requirements for Master of Arts in
Education, which I am presently pursuing at Benguet State University, La
Trinidad, Benguet.


Attached is a copy of the questionnaires for your guidance and
information.


Your favorable consideration and approval of this request is highly
appreciated.




Very
truly
yours,









DELMA H. SATURNO







Researcher



Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

70
APPENDIX B

The Dolch Basic Sight Words
(220 Words)

a about
after
again
all always
am an and

any
are
around as ask
at
ate
always be
because been

before best better big
black blue both bring brown but
buy by
call came can carry clean cold
come could
cut did do does done don’t
down
draw
drink eat
eight every fall far
fast
find
first
five
fly
for
found four from full
funny gave get
give
go
goes
going good got green grow had
has
have he
help
her here him
his hold hot how hurt I

if
in into is it its jump just keep
kind know
laugh let
light like little live long look made make
many may me much must my myself never new no
not now of off old on once one
only open
or out out
over
own pick
play please
pretty
pull
put ran read
red ride right
round
run

said

saw
say see seven
shall she show
sing sit
six sleep
small so
some soon start stop take tell ten
thank
that the their
them then there these they think this
those three to today together too
try
two under up
upon us
use very walk want warm was
wash we
wall went were
what when where
which white

who
why
will wish with
work would
write yellow
yes you your
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

71
APPENDIX C
THE DOLCH BASIC SIGHT WORD TEST (PART 1)



(Test to determine the reading level)
Name: ________________________________

Date: __________
1.
by at
a it
2.
in my
be
big
3.
did good
do
go
4.
all are
any
an
5.
had
have
him
drink
6.
its if
into
is
7.
ask
may
as
am
8.
many
cut
keep
know
9.
does
goes
going
and
10.
has
he
his
far
11.
but jump
just
buys
12.
black
kind
blue
find
13.
fast
first
ate
eat
14.
help
hot
both
hold
15.
brown
grow
bring
green
16.
four
every
found
eight
17.
from
make
for
made
18.
around
funny
always
because
19.
long
let
little
look
20.
away
again
after
about
21.
cold
can
could
clean
22.
call
fell
five
fly
23.
before
best
better
been
24.
live
like
laugh
light
25.
her hero
how
hurt
26.
down
done
draw
don’t
27.
give
get
gave
got
28.
came
carry
call
come


Score:
First
trial
_________
Second
trial
_________
Third
trial
_________
Fourth
trial
_________
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

72
APPENDIX D
THE DOLCH BASIC SIGHT WORD TEST (PART 1)
(Scoring
Key)

First Trial
Second Trial
Third Trial Fourth Trial

1. a

1. it


1. at

1. by
2. my

2. be

2. in

2. big
3.
go

3.
did
3.
do
3.
good
4.
all

4.
any
4.
are
4.
an
5.
drink
5.
have
5.
him
5.
had
6.
is

6.
if

6.
its
6.
into
7.
as

7.
ask
7.
am
7.
may
8. cut

8. many

8. many

8. know
9.
and

9.
goes
9.
he
9.
does
10.
has

10.
far
10.
he
10.his
11.
just

11.
but
11.
buy 11.
jump
12. black

12. blue

12. kind

12. find
13.
first

13.
eat
13.
fast
13.
ate
14. hold

14. hot

14. both

14. help
15. brown

15. green

15. grow

15. bring
16. found

16. four

16. eight

16. every
17. made

17. make

17. from

17. for
18. funny

18. always

18. because
18. around
19. little

19. let

19. long

19. look
20. away

20. about

20. after

20. again
21. clean

21. cold

21. can

21. could
22. call

22. five

22. fly

22. fell
23. best

23. better

23. before

23. been
24. laugh

24. like

24. light

24. live
25. hurt

25. hero

25. how

25. her
26. draw

26. done

26. down

26. don’t
27. give

27. got

27. gave

27. get
28.
come
28.carry 28.
call
28.
came



Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

73
APPENDIX E


THE DOLCH BASIC SIGHT WORDS TEST – II
Name:




Date:
______________
School:


1. sit

no
to
the
2. not

of
we
so
3. red

too
seven
walk
4. six

start
show
stop
5. put

round
right
pull
6. no

on
or

old
7. yellow
you
your
yes
8. please
pick
play
pretty
9. take
ten
they
today
10. my
much
must
together
11. own
under
off
over
12. out

now
new
our
13. open
one
only

once
14. try

myself
never
two
15. us

up
upon
use
16. with
white
was
wash
17. shall
she

sleep
small
18. who
write
would
shy
19. some
very
sing
soon
20. then
tall
their
them
21. ran

read
run
ride
22. ran

tall
their
them
23. see

saw
say
said
24. that
there
these
three
25. when
which

where
what
26. thank
those
this
think
27. warm

want
went
were


Score 1st trial


2nd trial


3rd trial


4th trial



Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

74

APPENDIX F

DOLCH BASIC SIGHT WORDS TEST – PART II
(Scoring Key)


1st Trial
2nd Trial
3rd Trial
4th Trial

1. to

the


no


sit
2. of

we


not


so
3. walk

red


seven

too
4. six
show
start
stop
5. round
pull
put
right
6. or
no
old
on
7. yes
your
yellow
you
8. pretty
pick
play
please
9. take today
ten
they
10. must my
together much
11. own off
under
over
12. now our
out
new
13. once one
only
open
14. myself
never
try
two
15. upon up
use
us
16. wash
white
with
was
17. she
sleep
small
shall
18. would
write
who
shy
19. some
soon
sing
very
20. tall
their
then
them
21. read run
ride
ran
22. ran

tall


their

them
23. say
see
said
saw
24. that there
these
three
25. which
what
when
where
26. think
this
those
thank
27. were

went
warm
want

Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

75
APPENDIX G

Criteria for Computing Child’s Score on Dolch Basic Sight Words Test
1. The child should respond within 10 seconds or less. If he does not, he should
be encouraged to go on to the next word.
2. The teacher may indicate children’s responses in the following ways:
a. If the word is called properly, draw a line through it.
b. If the word is miscalled, then corrected before going on, write above the
word what the child said and then indicate with a “C” in front of the word
that he corrected it
c. If the word is miscalled but not corrected, write the child’s pronunciation
above the word.
d. If the child is willing to “skip” a word or move on without identifying in
any way, do not mark it.
e. If the child makes several guesses and seems to get the word right only by
guessing, write down the mispronunciations but do not draw a line through
the word.
f. The child’s score on the total test is the number of words lined through.
g. If the child makes pertinent comment about the words, as he goes along, it
is wise to jot them down on the margin of the page, for example:
(1) Spelling out each word: “c-a-n, that’s a can”
(2) “Oh I know it but I just can’t say it.”
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

76
(3) “I had that word it spelling, just this week”
(4) “It’s ‘on’ or ‘no’ but don’t know which.”
(5) “Am I doing all right? Is this good?
3. The scale for determining reader level on the basis of this score is shown
below.
Scale for Determining Reader Level on the Basis of Score
Obtained in the Dolch Basic Sight Words Test
Dolch Words Known
Equivalent Reader Level


0 – 75
Pre-Primer

76 – 120
Primer

121 – 170
First Reader

171 – 210
Second Reader or Above

Above
210
Third Reader or Above


Sources: Eckstein, C. 1944; Sparrow, 1944

Standards for Individual Dolch Basic Sight Words Test
1. The criteria upon which a child is given credit for knowing a word are:
b. If he can pronounce at sight.
c. If he can sound it out and then pronounce it on the first trial.
d. If he corrects himself immediately after miscalling it and then pronounces
it correctly.
2. In no case is the child given credit for knowing a word if any of the following
happens.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

77
a. if he miscalls it, and then after correcting pronouncing one or several
others, on the list, comes back to that word and gives it correctly.
b. If he takes more than one trial of sounding to get it.
c. If he miscalls it and gives more than the one original mistaken world
before finally getting the right one.
Example: If for the word could a child says called, cold, could, he is give
the credit.
d. If he omits the word and then later comes back and gives it correctly.
e. If he hesitates more than 15 minutes before giving the word.
General Guidelines
1. If a child makes many errors, don’t continue.
2. If a child knows very few of the words at the top of test I, he not continue.
3. Younger children, or less successful ones who work slowly, may complete
successive parts of the 220-word test over more than one week period, or they
may identify the words on flashcards presented a few at a time.
4. Errors committed by the child may be tabulated as follows prior to
interpretation:

Wrong beginnings, wrong middles, wrong endings, reversals,
wrong several parts, omissions.

Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

78
APPENDIX H

Philippine - Informal Reading Inventory (Passage)

Grade III

Prompt: Do you know what a nurse is? Find out what she does in school.

Are You Growing?

Miss Loy is a school nurse.
“Hello, children,” she smiled.
“Let’s see if you’re growing.
Use the measuring tape for your height and
the weighing scale for your weight
Write it on your card.”
“Rico, are you ready?”
Hurray! I grew taller by two centimeters and
heavier by three kilos.
Questions:

Literal
1. Who is Miss Loy?
(School nurse/nurse)

Inferential
2. Why do we need to measure our height?
(To see if we are still growing.)

3. Why is the weighing scale important?
(To get our weight to show how heavy we are.)

Critical
4. How did you know that Rico is taller?
(He got taller by two centimeters.)

5. If you’re happy, what do you usually do aside from shouting?
(I jump, I box my palm, I embrace, I hug.)
Valuing
6. What trait did Rico show when his teacher told him to write in his card?
(Honesty)
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

79

APPENDIX I

Administration of the Graded Passages of Philippine Informal Reading Inventory
Tell the pupils what will be
expected during the assessment process.


Preset the pupil’s copy of the passage to the pupil and read the prompt.

Ask the pupil to read the passage orally. Mark all miscues on the teacher’s cop
as the pupil reads. Refer to Word Recognition Miscue/Marking System.
Remove the passage from the pupils view and ask the accompanying
comprehension questions (or if you prefer, pupil retell the passage and then
follow-up the retelling by asking any comprehension questions that were not
covered in the retelling.
Record incorrect response for analysis.
(Give 1 point for each correct response in comprehension questions) Refer to
“recording graded passage.”
Record the answer and analyze the findings. Interpret the results (qualitatively or
quantitatively).
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

80
APPENDIX J

Word-Recognition Miscue-Marking System

Miscue
Marking
Comment
Mispronunciation
Wert
The student attempts to pronounce the
went
word but produces a nonsense word;
rather than a real one.
Substitution
want
The student substitutes a real world that
went
is correct.
Refusal to
TP
The student neither pronounces the
pronounce
went
word nor attempts to do so. The teacher
pronounces the word so that testing can
continue.
Insertion
On
The student inserts a word or a series of
sent ^ to
words that does not appear in the text.


The student omits a word or a
Omission
to the school
continuous sequence of words in the
text but continues to read.


The student repeats one or more words
Repetition
In the little house that have been read. Groups of adjacent
words that are repeated count as one
repetition.


The student reverses the order of words
Reversal
that he saw
or letters.


Note: if the student makes a miscue and then corrects it without prompting from
the teacher, the teacher should place a check (⁄) beside the miscue to indicate a
spontaneous correction and not include the miscue in the error count.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

81
APPENDIX K

How to Compute Word Recognition Level and Comprehension Level

READING
WORD
COMPREHENSION
LEVEL
RECOGNITION
Independent
97 – 100%
and
80 – 100%
Instructional
91– 96%
and
59 – 79%
Frustration
89% – below
or
58% – below

No. of Words - 64



Word Recognition: No. of Major Miscue M
x 100 = % of M



No. of Words in the Passage N








% correct = 100% - % of M

2
Example:
100
x
= %
3 (M)
64

%
correct
=
100%
-
3%
M

%
correct
=
97%
(Independent)

Comprehension: No. of Correct Answers x100 = % of CR



No. of questions




5

Example:
% of CR =
100
x

7




% of CR = 71% (Instructional)








Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

82

APPENDIX L

QUESTIONNAIRE

Teacher’s Name (Optional):





School:








Compensatory Oral Reading Strategies Employed by Grade III Teachers.
Please put VE (Very Effective), E (Effective) and NE (Not Effective) on the
blanks provided to indicate the mechanisms that you use to cope up with pupils
with oral reading difficulties and oral reading levels.

_____1. Grouping of pupils according to their reading capabilities.
_____2. Commending the effort that the children make.
_____3. Providing reading materials which are to the child’s interest.
_____4. Providing effective guidance of reading activities related to a unit of
work.
_____5. Maximizing pupil’s involvement in tasks or academic activities related
specifically to lesson content and described outcomes.
_____6. Monitoring and guiding the direction of the pupil’s learning.
_____7. Teaching new words thoroughly through games and other interesting
activities.
_____8. Helping pupil’s build self-confidence.
_____9. Providing for regular practice using the skills taught.
_____10. Conducting remedial reading.
_____11. Dramatizing the story read.
_____12. Spending extra time working with the children.
_____13. Asking parents to spend quality time with their children.
_____14. Orienting parents regarding their child’s reading difficulty.
_____15. Presenting oral reading games.
_____16. Referring the children to reading clinicians, psychologists or reading
specialist.
_____17. Requiring routine examinations of vision, hearing and other physical
capacities.
_____18. Making a functional reading contest among pupils to say and write
thoughts they want to express.
_____19. Making a continuing assessment of pupils’ reading abilities.
_____20. Others (please specify).
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

83
BIOGRAPHICAL SKETCH

The author was born in Binablayan, Tinoc, Ifugao on May 1, 1980. She is
the second child of Mr. Donato L. Humiwat and Mrs. Rosa P. Balinggan. She has
one brother (Dienzo) and one sister (Dora).

She finished her elementary education at Binablayan Elementary School,
Binablayan, Tinoc, Ifugao in March 1993 and her secondary education at Saint
Joseph’s School, Kiangan, Ifugao in March 1997. She obtained the degree of
Bachelor in Elementary Education on April 3, 2001 at Nueva Vizcaya State
University, Bayombong, Nueva Vizcaya.

The writer passed the Licensure Examination for Teachers on August 31,
2003 at Baguio City. Her first teaching experience was a Grade six substitute
teacher from June 2004 – July 2004 at Binablayan Elementary School, Tinoc,
Ifugao. Secondly, she was hired as a contractual Grade six classroom teacher at
Gumhang Elementary School, Tinoc, Ifugao from August 2004 to March 2005.
She continued teaching Grade V pupils at the same school from June 2005 to
March 2006 still as a contractual classroom mentor. Since Gumhang Elementary
School lacked teacher to handle Grade V classes, the Parent Teacher Community
Association (PTCA) paid her from June 2006 to July 2006. Lastly, the author was
hired again as a Grade I substitute teacher from November 2006 to January 2007
at Gumhang Elementary School, Tinoc, Ifugao.
Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

84

The writer pursued her Master of Arts in Education major in Elementary
Education and minor in Educational Administration and Supervision at Benguet
State University, La Trinidad, Benguet. Through the guidance of her adviser and
the panel members, she finally graduated in April 2007.


The writer is married to Mr. Rafael P. Saturno of Santiago, Isabela and
Kesbeng, La Trinidad, Benguet. She was blessed with one incomparable child,
Yvonne Valerie.

Oral Reading Levels of Grade III Pupils in Tinoc, Ifugao / Delma H. Saturno. 2007

---

Document Outline

• Oral Reading Levels of Grade III Pupils inTinoc, Ifugao
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF LITERATURE
    • Oral Reading Levels
    • Characteristics of Poor Readers
    • Strategies Used by Teachers in Solving Oral Reading Levels
    • Types and Causes of Oral Reading Problems
    • Assessing Reading Problems
    • Correcting Reading Problems
    • Other Related Readings
    • Conceptual Framework
    • Conceptual paradigm of the study
    • Operational Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
  • RESULTS AND DISCUSSION
    • Oral Reading Levels of Grade III Pupils in Tinoc,Ifugao using Dolch Basic Sight Words Tests
    • Oral Reading Word Recognition Levels
    • Oral Reading Comprehension Levels of Grade III Pupils inTinoc, Ifugao using Philippine Informal Reading Inventory
    • Oral Reading Strategies Employed byGrade III Teachers in Tinoc, Ifugao
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary
    • Findings
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • APPENDICES

---