“English Reading Comprehension in Relation to

Academic Performance of Grade 5 Pupils, Pilar

Central Elementary School, Bohol”

ADVANCE RESEARCH AND METHODOLOGY

RESEARCHERS:

Joevarie I. Junio

Darlyn V. Olmillo

Lorelyn G. Caluyo

Baby Angelie R. Cerencio

Mary Ann P. Balistoy

 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Reading is the foundation of learning. It is the foundation children need to be

successful in all other areas of education. Children must attain this skill at an early age

because acquiring literacy becomes more difficult as they grow older. That is, if strong

foundation skills are not acquired early on, gaps in learning outcomes grow larger over

time (Gove, 2011). Studies suggest that without quality instruction, a child who reads

poorly in the early grades will continue to read poorly in the upper grades and will

require more and more instructional intervention in order to catch up (Juel, 1988).

In an effort to strengthen the reading proficiency of every learner and help

nurture a culture of reading which considered a requisite skill in all content areas,

DepEd announced the “Hamon: Bawa’t Bata Bumasa” (3Bs) initiative. Education

Secretary Leonor Briones, in DepEd memorandum no. 173 s. of 2019, said that the 3Bs

initiative will help strengthen the Every Child a Reader Program (ECRAP) which

primarily aims to “equip learners with reading skills to make them proficient and

independent readers in their grade level and all offices at the Central, Regional and

Schools Division Offices as well as in school levels to respond to the 3Bs initiatives by

“intensifying their advocacy for reading” and by “pledging their commitment to make

every learner a reader at his or her grade level.” Moreover, also directed all DepEd

offices and school levels to “align their priorities towards the promotion of culture of
reading as a key step in closing achievement gaps.” on the recent results of national

assessments for student learning, learners were struggling to meet learning standards

in early language, literacy and numeracy, there are also “low achievement levels” in

English, Math and Science which “appear to be caused by gaps in learners reading

comprehension. In order to address these gaps, Deped underscored the need to

“strengthen the proficiency of every learner” – among others.

According to Jaum (2004), it has been reported by EDCOM in 1991 that the

typical elementary school graduate had a competency level equivalent only to what is

expected at the third grade level. This dismal situation long time ago is exactly the same

situation happened in Pilar Central Elementary School. Last March 2019 Oral Reading

Verification Test (ORVT) in English were conducted to all grades four to six pupils in the

school. Sixty percent of the grade five learners did not pass the test. When ORVT Oral

Reading Verification Test was conducted to this pupils, most of them are frustration

reader. And more disappointingly there exist a non-reader in that class. Even in the

previous school years there have been non-readers in grade five class. This perennial

problem in this institution could be possible hindered if strong foundational skills are

acquired in the early grades.

This yearly problem on pupils’ academic performance of the school made the

researcher decide to undertake this study and exerted an effort to gather data on

reading competencies in grade five through Oral Reading Verification Test. These Oral

Reading Assessment aim to identify the state of learning outcomes for this grade five

learners in terms of reading comprehension. Learners at this level are expected to

attend the basic skills in reading upon which the researcher believes all learnings in the

higher grades are strongly founded.

Thus, result of the study is our key purpose, for us to find out The English

Reading Comprehension Level on this Modular Distance Learning of Pilar Central

Elementary School, in order to assess the students learning, performance and

achievement and to determine whether the modular teaching is more effective than

traditional methods. Modular teaching is a new approach in classroom setting in this

school year due to the Covid-19 pandemic which affects the education system. Schools

are adapting this new normal set-up for pupils to still get quality education. The system

of taking in modules has turned into a piece of all level of instructions in all subjects

which includes English subject. Teaching through modules is a self-taking in bundle

managing one particular topic. It could be utilized within any setting which is helpful to

the learner and may be finished at the learner’s own particular pace. The gathered data

from these assessments will be used as ground for appropriate intervention for the

continuous improvement of both the teachers and learners, hoping that the perennial

dilemma in the higher grades will be prevented and remediated as early as possible.

THEORITICAL BACKGROUND

“Learn to read” before “read to learn”. This notion implies that basic literacy is the

foundation a person need to be successful in all other areas of education, such as

English. Jaum (2004) expressed in her study that one of the most crucial skills that have

to be developed in the individuals’ initial stage of formal education is reading. The

nature of present day life of a person can hardly exist without being able to read.
Belisario (1993) (as cited in Jaum, 2004) stated that reading is the magic key to the

world of enlightenment an enjoyment. It is the basic tool for learning in the other subject

areas.

Tovani, who also worked with Keene and Zimmermann, is a teacher and

literacy coach in Denver. In this book, she discusses why many children who have

learned how to recite the words on the page still struggle with comprehension. She

believes struggling readers need to see how good readers think as they read. To

promote thinking, Tovani asks children to write down what’s on their minds as they

read. Tovani says writing makes readers pay attention to their “thinking voice,” the

thoughts they have as they try to understand the text. By recording their thinking in the

margin -- or on another piece of paper -- students create a permanent record of their

attempts to understand the text. Readers can return to their thinking, revise their ideas

and accumulate information needed to build comprehension.

There are three types of theories of reading comprehension. They are mental

representations, content literacy, and cognitive processes. Journal of Studies in

Education ISSN 2162-6952 2016, Vol. 6, No. 2 233 www.macrothink.org/jse 5.1 Mental

Representations Van Oostendorp and Goldman (1998) expressed that when a reader is

reading a text, he can create a mental representation of the text that explains how the

reader understands the text.

According to Kintsch (1998), when a reader is reading a text, three various levels

of mental representation are created. They are the surface component, the text-base,

and the situation model. Kintsch (1998) continued that when the words and phrases and
not the meaning of the words and phrases, are encoded in the mental representation,

this is defined as the surface component of mental representation. The text-base

indicates the meaning of the text and is composed of those parts and connections that

are arose from the text itself without increasing anything that is not clearly identified in

the text. A text-base can be made without any memory of the accurate words or

phrases from the text. In a pure text-base, the reader applies previous knowledge to

create a more perfect and consistent mental representation. According to Kintsch

(1998), the situation model is a structure that combines the text-base and the related

features of the reader's knowledge. In order to create a text-base, some previous

knowledge is required but this knowledge is a more general one that is necessary for

decoding texts in general, while the previous knowledge in the formation of a situation

model is more specific regarding the content of the text. 5.2 Content Literacy Content

literacy is the ability to read, understand, and learn from texts from a particular matter.

There are three types of content literacy: general literacy abilities, content-specific

literacy abilities, and previous knowledge of content. The general and the content-

specific literacy abilities indicate some more general type of knowledge that does not

hinge on the detailed content of a particular text. This knowledge is applied to make a

text-base in the mental representation (McKenna & Robinson, 1990). Previous

knowledge of content is the knowledge that is related to the content of a particular text

and is applied to make a situation model in the mental representation. For example, it is

not obvious that mathematics makes a necessity for content-specific literacy abilities

and the reading comprehension in mathematics hinges on more general literacy abilities

and previous knowledge. It can be stated that the symbolic language in mathematics is
the main cause for the need of content-specific literacy skills (McKenna & Robinson,

1990). 5.3 Cognitive Processes The application of syntactic and semantic rules together

with the activation of more particular previous knowledge occurs automatically and

unconsciously. Various cognitive processes are more or less conscious. Perception is

defined as the highly automatic and unconscious processes. For instance, when we see

a dog and directly know it as a dog; we are conscious of the outcome of the process but

there isn’t any active and conscious thought processes for this identification (Kintsch,

1992). Problem solving deals with active thinking when we want to remember the name

of a person we see and know. Accordingly, when we read a text without Journal of

Studies in Education ISSN 2162-6952 2016, Vol. 6, No. 2 234 www.macrothink.org/jse

having any difficulties in comprehending what we read, the process is related to

perception than problem solving because the process of comprehending is

unconscious. This is comprehension is located somewhere between perception and

problem solving (Kintsch, 1992)

Legal Basis

As stated in Sustainable Development Goals (SDG), specifically goal number 4

which ensures inclusive and equitable quality education and promote lifelong learning

opportunities for all. Targets would be, by 2030 eliminate gender disparities in education

and ensure equal access to all levels of education and vocational training for the

vulnerable including persons with disabilities, indigenous peoples and children in

vulnerable situations. And by 2030, ensures that all youth and a substantial proportion

of adults both men and women achieve literacy and numeracy.

 According to United Nations as stated in SDG 617 million youth worldwide lack

basic mathematics and literacy skills and some 750 million adults remain illiterate in

2016 half of the global illiterate population lives in South Asia and a quarter lives in sub-

Saharan Africa.

Education enables upward socioeconomic mobility and is a key to escaping

poverty. Over the past decade, major progress was made towards increasing access to

education and school enrollment rates at all levels, particularly for

girls. Nevertheless, about 260 million children were still out of school in 2018 — nearly

one fifth of the global population in that age group. And more than half of all children

and adolescents worldwide are not meeting minimum proficiency standards in reading

and mathematics. 

In 2020, as the COVID-19 pandemic spread across the globe, a majority of

countries announced the temporary closure of schools, impacting more than 91 per cent

of students worldwide.. The global pandemic has far-reaching consequences that may

jeopardize hard won gains made in improving global education. In an effort to foster

International Collaboration and ensure that education never stops UNESCO is mounting

a response with a set of initiatives that includes the global monitoring of national and

localized school closures. To protect the well-being of children and ensure they have

access to continued learning UNESCO in March 2020 launch the COVID-19 Global

Education Coalition, a multi sector partnership between the UN family, civil society

organizations, media and IT partners to design and deploy innovative solutions together

they help countries tackle content and connectivity gaps and facilitates inclusive
learning opportunities for children and youth during this period of sudden and

unprecedented educational disruption.

As stated in the Philippine Constitution Article XIV, Section 1; the state shall

protect and promote the right of citizens to quality education at all levels and shall take

appropriate steps to make such education accessible to all. In addition to this Republic

Act of the Philippines No. 7743 was enacted to promote the moral and intellectual well-

being of the Filipino by increasing the literacy rate and emphasizing the significant role

of education in nation building through the establishment of public libraries and reading

centers in all local government units.

Republic Act No. 10556, an act declaring every 27 th day of November as “Araw

ng Pagbasa” a regular working holiday. This Republic act recognizes and supports

endeavors that promote reading and literacy, motivate awareness and uphold our

Filipino heritage and culture

Education Secretary Leonor Briones, in DepEd memorandum no. 173 s. of 2019,

said that the 3Bs initiative will help strengthen the Every Child a Reader Program

(ECRAP) which primarily aims to “equip learners with reading skills to make them

proficient and independent readers in their grade level and all offices at the Central,

Regional and Schools Division Offices as well as in school levels to respond to the 3Bs

initiatives by “intensifying their advocacy for reading” and by “pledging their commitment

to make every learner a reader at his or her grade level.” Moreover, also directed all

DepEd offices and school levels to “align their priorities towards the promotion of culture

of reading as a key step in closing achievement gaps.” on the recent results of national
assessments for student learning, learners were struggling to meet learning standards

in early language, literacy and numeracy, there are also “low achievement levels” in

English, Math and Science which “appear to be caused by gaps in learners reading

comprehension. In order to address these gaps, Deped underscored the need to

“strengthen the proficiency of every learner” – among others through implementing

DepEd Memo No. 362 s.2017 on Guidelines on the conduct of ORVT form Grades 1 to

10 and its corresponding quadrants to assess pupils reading comprehension.

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

As stated on the book published by Tovani, she believes that in order to build

comprehension the reader that has a difficulty reading needs to learn how good readers

think as they read and that readers be able to convey, revise their ideas and gather

information needed.

According to Reading Study Group (RAND) (2002), they believe that

comprehension is a way of obtaining and producing meaning through interaction.

McNamara and Magliano (2009) emphasized that this approach is a task of both

reader and text factors that happen within a larger social context. Duke (2003) stated

that comprehension is a way in which readers generate meaning by interrelating with

text through metacognition, information in the text, and the views of readers related to

the text. Kintsch (1998) and van Dijk and Kintsch (1983) defined reading

comprehension as the process of producing meaning from the text in order to obtain

meaningful learning rather than to acquire meaning from individual words or sentences.
 The results of reading comprehension is the cognitive representation of a text

meaning that is combined with the readers’ previous knowledge. This is called a mental

model (Johnson-Laird, 1983) or a situation model (Kintsch, 1998). This model defines

what has been learned (RAND Reading and Study Group, 2002). Keenan, Betjemann,

and Olson (2008) states that reading comprehension requires the attainable expansion

and association of a lot of lower-and higher-level procedures and skills. Accordingly,

there are many sources for possible comprehension break and these sources are

different based on the skill levels and age of readers.

According to Jaum (2004), it has been reported by EDCOM in 1991 that the

typical elementary school graduate had a proficiency level equivalent only to what a

third-grade level competency aquired.

(Juel, 1988). This Study suggest that without quality instruction, a learner who

reads poorly in the early grades will continue to read poorly in the next higher levels that

requires more and more instructional intervention in order to catch up

Refined reading comprehension skills are vital not only to academic and

professional success, but also to a productive communication in all aspects. These

ability builds the capability to learn independently, to digest information on a variety of

topics, to reading enjoyable, and to experience literature more meaningful. regardless

the increasing demand for well- educated workers in today's information- and service-

related economies, it is reported that the proportion of American adults are classified as

“instructional readers’’ remained consistent between 1992 and 2003. This guide,

developed by a panel of experts, presents a set of evidence-based exercise that

teachers and other educators can use to successfully teach reading comprehension to
young readers. The panel believes that students who read with wide range at an early

age gain approach to a broader range of texts, cognition, and educational chance

fostering early reading comprehension instruction particularly critical.

Reading comprehension is dependant’s on some cognitive and linguistic

processes. Verhoeven and Perfetti (2008) distinguish letter- and word-level

procedures and above-the-word-level comprehension processes. At the letter-

level and word-level, readers have to be able to study precisely and fluently.

Also, information of the phrases in the textual is integral to apprehend a textual

content (e.g., Hoover & Gough, 1990). At above-the-word level, the

comprehending of information from the textual content and integration of

background information is required. These procedures involve metacognitive

approach (Daneman & Merikle, 1996). According to Pressley (2002), excellent

textual content comprehension emerges if a reader is be able to predict what the

textual content is all about, relates facts in the text to prior knowledge, asks

questions while reading the grasp of the text, and summarizes what is being

read.

According to Jacqueline Comas, the professor of literacy at George Washington

University, reading comprehension skills is the capability of a person to recognize texts

in a content. Literacy typically maintain in their memory 60 percentage of what they

read. A literature review from Laurice M. Joseph, the capacity to display one's own

comprehension is an integral skill for deriving which means from text. Self-questioning

at some point of studying is an approach that allows readers to screen their reading
comprehension and increases their potential to study independently. We assess the

conceptual and empirical literature on the relation between oral reading rate and

analyzing comprehension. Three traces of conceptual analysis converge on this

relation: (a) application of simple behavior analytic standards suggests that fluent

decoding need to produce better studying comprehension thru direct and oblique

relations, (b) behavior analytic grasp of the significance of the rate of conduct as

developed through Skinner, Lindsley and Haughton implies that greater reading chance

contributes to improved comprehension, and (c) cognitive concept of automaticity

explicitly states that excessive rate analyzing sets the stage for high quality

comprehension. A wealth of correlational evidence shows that studying and analyzing

comprehension covary. These consequences have been replicated across fundamental

grades and throughout a variety of measures of analyzing comprehension. However,

experimental analyses have no longer convincingly confirmed a functional relation

between the two.

Many research investigated analyzing comprehension difficulties amongst students.

Chawwang, (2008) investigated English analyzing issues amongst Thai EFL learners.

The learn about determined that most of the students face difficulties in analyzing

English texts. Inadequate vocabulary knowledge used to be diagnosed as one of the

important issues (Gunning,2002). Vocabulary information performs an vital position in

perception complex studying substances such as textbooks, specifically these

containing technical expressions (Carlisle, 2000; Qian, 2002). This is due to the fact

readers with bad vocabulary knowledge face difficulties in appreciation technical

phrases such as superordinate, synonyms, antonyms, or phrases with multiple

connotations (Nuttall, 2000; Carlisle, 2000;Vilenius‐Tuohimaa, Aunola, & Nurmi, 2008).

Text complexity influences studying comprehension. Meaning that, learners’ fluency in

language enables them to have extra in-depth appreciation of text. Hence, oral capacity

is distinguished when it comes to apprehend how professional a reader can be for the

reason that readers gather new vocabulary through listening. Having adequate

vocabulary helps readers in clarifying the extraordinary phrases by using concerning

them with the context in which they used (Dennis,2008).

In the past decade, there has been accelerated hobby in tutorial vocabulary and

its relative significance to language and literacy competencies and extensive

educational achievement (e.g., Nagy & Townsend, 2012; Ogle et al., 2016; Townsend

et al., 2012). There is a developing attention of the importance of students' information

and use of tutorial language to support analyzing comprehension (Nagy & Townsend,

2012). Specifically, data has shown that understanding of academic words predicts a

great amount of variance in educational success throughout multiple disciplines

(Townsend et al., 2012). In one such study (Townsend et al., 2012), academic word

knowledge accounted for 19%–34% of the variants observed in performance on

fulfillment measures. Underlying supports by means of a robust literature base

substantiating connections between language comprehension, studying

comprehension, and educational fulfillment (e.g., Foorman, Koon, et al., 2015).

According to Hanandyo Dardjito on Students’ Metacognitive Reading Awareness

and Academic English Reading Comprehension in EFL Context Metacognition is a

psychological individual potential in regulating the procedure to acquire technique goal.

It is the capability to establish a way of questioning or cognition (Asy’ari & Ikhsan,

2019). Additionally, metacognition is a psychological technique monitoring the cognition

which, in refers to literacy, activating reading strategies (Braga & Busnardo, 2017). In

relation to metacognition, metacognitive analyzing focus is an character reader

recognition of using his/her questioning technique to achieve studying comprehension.

This recognition is to manage a reader’s cognitive or comprehension manner which

leads to his/her studying strategies (Ahmadi et al., 2013). Metacognitive reading

cognizance is additionally defined as the focus of individuals in the use of their cognitive

procedure which allows them to be more knowledgeable readers (Girli & Öztürk, 2017)

Based on the introduction of Brand-Gruwel and colleagues (Brand-Gruwel,

Aarnoutes & Van der Boss, 1998:65) state that ‘reading comprehension is a notably

complex procedure which operates on decoded language at various linguistic levels’.

Besides this, quite a number other cognitive and meta-cognitive tactics additionally play

a principal function in the studying comprehension system (Hugo, 1993; Swanson & De

La Paz, 1998; Chan, 1991; Cross & Paris, 1988; Bos & Vaughn, 1994; Mastropieri,

Scruggs, Bakken & Whedon, 1996). Which means that comprehension is a method

which needs to be taught and learned.

 THE RESEARCH FLOW

Theories Legal Bases

 Mental Representations  SDG Goal No.4 Quality
Van Oostendorp and Education
Goldman (1998) Theory  DepEd Order # 173, s.2019
 Content Literacy Theory  DepEd Order # 362. s. 2017
 Cognitive Processes __________________  Republic Act No. 10556
Theory

Intermediate Grade Pupils

(Grade V)

Oral Reading Verification Test (ORVT)

 Independent Reader
 Instructional Reader
 Frustration Reader
 Non Reader
 Continuous Improvement Plan

Figure 1 Theoritical Framework

THE PROBLEM

Statement of the Problem

This study primarily aimed to determine the effectiveness of modular distance

learning on English reading comprehension with Grade V Pupils in selected elementary

schools of Pilar District:

Specifically, this study sought to answer the following questions:

1. What is the profile of the Grade V pupils in terms of:

1.1 age;

1.2 sex?

2. What is pupils’ level of reading comprehension according to the following

dimensions:

2.1 Independent Reader;

2.2 Instructional Reader;

 2.3 Frustration Reader;

2.4 Non-Reader?

3. What is the level of academic performance of the respondents?

4. Is there a significant degree of relationship between profile of the respondents

and the following:

4.1 reading comprehension;

4.2 academic performance?

5. Is there a significant degree of correlation between reading comprehension

and academic performance in English of the respondents?

6. What recommendations can be crafted based on the findings of this research?

STATEMENT OF THE HYPOTHESIS

There is no significant difference in pupils mean scores in reading

comprehension when categorized according to their gender and age from previous

school year to the recent school year utilizing modular distance learning.

SIGNIFICANCE OF THE STUDY

The researcher believes that this study can greatly improve the educational

system in the country. This research will find out the effectiveness of modular approach

in teaching in order to assess the student learning, performance and achievement and

to determine whether the modular teaching is more effective than traditional methods.
This will inform the government and donors regarding system needs for improving

instruction. Moreover, this study is favorable to the following persons:

School Administrators. This study would made them aware of the pupil’s

reading status in Grade V. This would enlighten them on what proper solutions to be

employed in order to assist pupils improve their reading comprehension skills.

Teachers. It provides them the basis on their choice of techniques and strategies

that are suitable to the different needs of the learners which are applicable in this new

normal set-up using modular distance learning.

Pupils. The results of this study help the pupils realize that they need to exert

more effort in improving their reading skills by studying harder to improve their

academic performance in English.

Parents. The findings on this study is a good feedback for them on their child’s

level of reading comprehension skills. Having been informed, they can make a thorough

follow-up on their child’s reading skills inorder to improve the academic performance on

their children even we are in modular distance learning as mode of delivery.

Future Researchers. This study would serve as basis for future researchers to

conduct a similar study in other factors and other areas of concern related to learners’

performance in their reading comprehension.

SCOPE AND LIMITATION

 This study focuses only on the result of the Oral Reading Verification Test of

Grade Five pupils enrolled during the school year 2020-2021 in Pilar Central

Elementary School. The result of this study is true only to the Grade Five pupils of the

said school.

The Oral Reading Verification Test (ORVT) are conducted consecutively for the

Grade Five pupils in their respective advisers. The results in ORVT are used to

determine their level of reading comprehension whether the pupils is independent,

instructional, frustration and non-reader.

RESEARCH METHODOLOGY

Research Design

This study focuses on the correlational analysis between pupil’s level of reading

comprehension and academic performance in English.

The process involve in the study include the gathering of ORVT results from

respective advisers in Grade Five. Presentation, analysis and interpretation of the data

was made and finally, the coming up with the findings and conclusions.

Research Environment

This study will be conducted at Pilar Central Elementary School. It is situated in

Poblacion Pilar, Bohol along the town proper. It is a complete elementary having two

section per grade level. It has 22 classroom teachers and 1 principal. The school’s total
population at present 490 pupils. Every grade in this school has struggling readers who

need appropriate intervention.

Research Respondents

The subjects of the study are the 63 Grade Five pupils of the said school for the

school year 2020-2021. Grade five section 1, 31 pupils and Grade Five section 2, 32

pupils. For the total of 75 respondents.

Table 1 shows the specific breakdown of the number of respondents per section.

Table 1

Distribution of Respondents in the Study

Grade Five Boys Girls Total

Section 1 16 15 31
Section 2 16 16 32
TOTAL 32 31 63

Research Instrument

Oral Reading Verification Test (ORVT) tool was utilized to assess level of reading

comprehension in English of Grade Five pupils whether they are independent readers

or non-readers. It consist of this level of reading comprehension ability in English based

on these dimensions; independent reader, instructional reader, frustration reader and

non-reader.

Tool 1
 Oral Reading Verification Test (ORV)

Grade 5 –Pre Test ( 1st Quarter)

Name: __________________________ Grade and Section: _______________
Age: ___________________________ Sex: _____________________
Prompt: In this selection, the pupil will learn about the Sun as the center of the solar
system.

The Center of the Solar System

The solar system includes the Sun, the Moon and all the planets. Its center
is the Sun which is made up of gases that release heat and light energy. The
part of the Sun that we see is called the photosphere. Its colored ring is called
chromosphere. Its solar flares shoot out for thousands of miles. They make
plants, animals, and people on Earth warm enough. The Sun makes life on
Earth possible.

Grade V
No. of Words: 73
Questions:
1. What are included in the solar system in the story? Name at least two.
Answers: * the sun, the moon and all planets
(any of the three answers)

2. What do you call the part of the sun that we see?

Answer: photosphere

3. What is a chromosphere?
Answer: colored ring of the sun
4. Why do we need the sun?
Possible Answer:
* It keeps animals, plants and people warm
* It gives us light
* It helps plants grow
 5. What would happen if the sun does not have gases?
Possible Answers:
* We will not have heat or light energy
* Earth will be cold
* We will die

6. What would be the effect of too much exposure to sunlight to one’s health?
Possible Answers:
* I might have skin cancer.
* If I look at it directly, it might blind me
* I will feel thirsty
* I will faint
* Sunburn

7. If you were a scientist, what possible inventions could you do that will use
the sun’s energy?
Possible Answers:
* Batteries that will absorb the sun’s energy
* Things that will move using heat and light energy.
* Solar lights

Tool 2

GUIDELINES ON ORAL READING VERIFICATION (ORV) PROGRAM

Operating Principles

1. The ORV shall be administered every one week after the written

quarterly assessment in the four rating periods.

2. Examiners for a certain grade level are the teacher of the next grade

level (example: Grade 1 teacher will conduct Grade 2 and so on.)

3. Grade 1 ORV assessment in English will start after the 3 rd Quarterly

Assessment, since English will be taught on the 3 rd Quarter.

4. The ORV test/passages are the unified ORV passages composed by

assigned writers which was validated during the division write shop and

will be used by the whole division.

5. The ORV test shall include three to five questions for Grade 1 & 2 , five

to seven questions for Grade 3-6 and 8-11 questions for Grade 7-10.

6. Questions from Grade 1-7 will be answered orally by the learners, while

questions from Grade 8-10 will be answered orally through a multiple

choice answers.

7. Number of words will increase based on the grade level.

8. The rating shall be descriptive and impressionistic, i.e. with letter

representation (see attached indicators to further explain this:

9. Similarly, this type of examination could be conducted by the school

principals, district supervisors, and education supervisors at the

school, district or division level during their supervisory visits, utilizing

their own prepared oral examination pieces. Regional supervisors will

have to validate the results/ORV data submitted by the divisions during

their visit.

10. Similarly, this type of examination could be conducted by the school

principals, district supervisors, and education supervisors at the

school, district or division level during their supervisory visits, utilizing

their own prepared oral examination pieces. Regional supervisors will

 have to validate the results/ORV data submitted by the divisions during

their visit.

11. The school principals are required to advice their teachers to create a

corner for Reading Quadrants in their classrooms bearing the

representation of the number of learners per quadrant based on their

reading level. Pupils will eventually be transferred to the next quadrant

as he / she improves his reading level, and so on. This technique will

motivate children to strive harder to improve his reading skills.

Tool 3
Tool 4
Tool 5
 S
co
SAMPLE QUADRANT
re
5 4 3 s2 1 0
60
55 A B
50
45
No. of Words Read

40
35
30
25 C D
20
15
10
5
A – Reads fast and Comprehends well
B – Reads slow but Comprehends well
C – Reads fast but poor Comprehension
D – Reads slow and comprehends poorly

Scores: Reading Skills:

0-1-2 – Frustration 0-20 words – Slow
3-4 – Instructional 25-35 – Average
5 – Independent 35-60 – Fast
 Status:

Independent + fast = Independent

Independent + Ave. = Instructional
Independent + Slow = Frustration
Instructional + Fast = Instructional
Instructional + Ave. = Instructional
Instructional + Slow = Frustration
Frustration + Fast = Frustration
Frustration + Ave. = Frustration
Frustration + Slow = Frustration

Data Gathering Procedure

The researcher will use of the Oral reading Verification Test (ORVT) as tool and

conduct assessment to a grade five pupils as our respondents and we’re randomly

selected through a piece of paper place it in empty box and the leader will randomly

pick 13 ( 6 Males and 7 Females) respondents and the members will randomly pick 12

respondents ( 6 Males and 6 Females) with the permission of the school Principal and

Parents of Pilar Central Elementary School through signing the letter consent provided

by the researchers.

DEFINITION OF TERMS

 Reading Comprehension -is the act of understanding of what you are reading. 

Academic performance - is the knowledge and skills that students have mastered in a

subject or a course. It’s basically a measure of how well students have performed or

understand in the various assessment items such as essays, tests, reading, and examinations
Oral Reading Verification Test (ORVT)

Oral Reading test is individually administered oral test that will help determine a

pupil’s reading rate and accuracy for placement in a given level.

Independent Reader

Can read independently with ease without the help and guidance of the teacher.

Can read fluently with comprehension.

Instructional Reader

Reads haltingly with comprehension. Slow reader good comprehension.

Frustration Reader

Read haltingly with little or no comprehension.

Non-reader

Cannot read. The pupils is unable to recognize and sound out letter connections

of single consonants and some consonants blends.