READING PROFICIENCY OF THE JUNIOR HIGH SCHOOL STUDENTS: TOWARDS AN INTERVENTION PROGRAM by MITCHELLE M. PERNITO-AMOR, MAED-ELT

PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
READING PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS 0

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
1.1 Introduction
Comprehension becomes especially important to students in the later elementary
grades since it plays a significant part in one‗s achievement and provides the foundation
for further learning in secondary school (Sweet & Snow, 2003). A student‘s academic
progress is profoundly shaped by the ability to understand what is read. Students who
cannot understand what they read are not likely to acquire the skills necessary to
participate in the 21st century workforce. Globalization has significant influence on the
level of youth literacy development (Omerin and Faremi, 2011). Adolescents in the 21st
century will read and write more in the civilized world because they will need advanced
levels of literacy to perform their jobs (Rumbold, 2006).
However, a vast amount of evidence supports problems with literacy in many
aspects of high schools. The Organization for Economic Cooperation and Development‘s
report on January 2016 shows that literacy rates among young people are among the
lowest in the developed world. Despite the fact that the student began with texts at
reading levels 5 and 6 years below his/her actual grade level, the comprehension remains
a challenge. Several factors contributed to the complexity of the task for the student
(Bejos, 2009).
In the Philippines, although there is a decrease in youth illiteracy of 3.77 % from
2013 to 2015, still data show that there are still 349, 974 from ages 15 to 24 who can not

both read and write with understanding a short simple statement on their everyday life
(Knoema.com, 2015).
Despite the efforts to aid the reading skills of the students such as Every Child A
Reader Program (ECARP) of the Department of Education (DepEd) and declaring
November as National Reading Month of every year which mainly aimed to promote
reading and literacy among the learners to name a few, still, many learners are at the
frustration level of reading. The latest result of Philippine Informal Reading Inventory
(PHIL-IRI) conducted in June 2017 at Calaitan National High School of Bayugan City
Division showed a poor performance in reading of the Junior High School students. Of
the 326 junior high students, only 91 or 28% were classified independent readers. These
learners were the ones who could access the text very quickly with 100% accuracy when
reading. On the other hand, 125 students belong to frustration level. These data reveal
that these learners have reading difficulties. They read below their grade level and they
exhibit low level of comprehension. To add, the school has no reading intervention
program that would aid the learners‘ difficulties in reading.
The K-12 curriculum is literature- based therefore students should have a good
grasp of these reading skills. In every grade level, literature is emphasized with its scope
and difficulty as the student progresses to each level. Grade 7 focused on Philippine
Literature, Grade 8 and 9 explore on Afro-Asian Literature and British and American
Literature respectively, and Grade 10 students read the World Literature (Department of
Education, 2012).

The aforementioned situation affects the students and the school‘s performance
especially that one of the indicators is the National Achievement Test results where most
of the areas are using English as the medium. The school should therefore initiate an
action to address the reading challenges among the struggling readers. Thus, as the head
of the English Department, the researcher feels the necessity in conducting this research
as basis in designing and institutionalizing an appropriate Reading Intervention Program
to be used as possible solution to the existing problem.
1.2 Theoretical and Conceptual Framework
The study on the reading proficiency of junior high school is anchored to
Vygotsy‘s Zone of Proximal Development which suggests that development cannot be
separated from its social and cultural context, so the only way to explore mental
processes is through understanding the concept of mediation that made a breakthrough in
our understanding of learners‘ development. The theory is that the learners are given the
support they need while learning something new. Through the process of scaffolding, the
learners stand a better chance of using the acquired knowledge independently through the
use of mediating semiotic and environmental tools and capable adult or peer facilitation.
Optimal learning takes place in a space between what is currently comfortably achievable
for an individual and what cannot be achieved without another‘s direct help. The theory
gives emphasis on guided reading as an indispensable component of a well-balanced
literacy program within the primary classroom (Dowhower, 1999).
In the course of scaffolding, Kinberg (2006) states that it provides students with
support in their learning. He also adds that, these supports are designed to be temporary

and they serve the purpose of assisting the students until they can complete the task
independently. It helps the child create meaning out of the text being read (Graves and
Braaten, 2010). Scaffolds can take many forms; some of these are hand-outs, wall charts,
graphic organizers, and verbal reminders. Like physical scaffolding, once the learner has
mastered the task, the level of temporary supports is gradually removed as the students no
longer needed, and the responsibility of learning shifts from the teacher to the student
(Harvey &Goudvis, 2000).
Bruner also describes ‗scaffolding‘ as cognitive support given by teachers to
learners to help them solve tasks that they would not be able to solve working on their
own. Grant (2016) supported the idea through the concept of scaffolding reading
instruction. Through this model, the teacher will involve variety of teaching methods that
would also depend on the needs of the learners and available resources in order to address
the learners‘ demonstrated difficulties in reading comprehension.
The cognitive constructivism of Piaget claims that learners are active constructors
of their world view and discoverers of knowledge, on the other hand Vygotsky‘s social
constructivism which is built on Piaget‘s ideas of active learners focuses on social
interaction in learning and development (Mascolo & Fischer, 2005). The quality of
teacher-learner interaction is seen as crucial when scaffolding learner‘s learning
(Bodrova& Leong, 1996).Constructivism assumes that all knowledge is constructed from
the learner‘s previous knowledge, regardless of how one is taught. Thus, in constructing
new knowledge, one must involve active listening to a lecture (Ertmer, & Newby, 1993).
Reading teachers on the other hand, should be familiar to the fact that explicit instruction

and teacher-directed strategy training are more effective and that this is especially true for
at-risk children, children with learning disabilities, and for children with special needs
(Alegrid, 2016).
Villamin (2001) said that as the reader reads, s/he passes judgment on the quality,
consistency, relevance, accuracy and intellectual worthiness of the material. Hence, the
reader must read critically and must go beyond the literal and inferential details found in
the surface of the text for beyond the superficial meaning lies a new learning. She pointed
out that the skills in reading should start in pre-school which continues through the
years-primary, intermediate, high school, and beyond. These skills include the
following: using phonetic analysis, using contextual clues, vocabulary building:
idioms and figurative language, finding the main idea and finding the supporting
details, inferring meanings and drawing conclusions, following directions, using
parts of a book, using dictionary, and using the encyclopedia and other reference
materials. These should be taught and should be considered by the reading teacher for
the attainment of reading proficiency of the students .
Teaching reading is complex and in addition to the components reviewed,
teaching reading effectively requires a well-designed system of training, support, and
accountability in order to ensure the greatest reading success for all students (Bergeson,
2004). Alumbro (2001) cites that good reading does not happen overnight. It can only
result from a carefully planned program of instruction with evaluation as its indispensable
component. Reading intervention programs without effective instruction will not close
the achievement gap. It takes scientifically based materials, well-informed teachers, and

focused informed leaders to make the needed changes that result in a significant
improvement in reading achievement. Krashen (1993) even asserts that the amount of
reading that students do both in school and at home correlates strongly with high
proficiency in reading. Not only stories but also magazines and picture books can also be
great text sources for struggling readers. Text that is short and relevant to students‘ lives
is captivating. Preliminary research conducted with adult education students also found
that comprehension skills increased when using television with captions, even after one
viewing. Zunguze (2011) pointed out the factors such as levels of education of parents,
child entry at school, reading habit at home, family socio-economic status, preschool
experience, language of initial instruction, and the language spoken at home are
encountered as aspects that may contribute to low reading level.
Ethnicity is another important factor that many studies showed have relationship
on academic proficiency. Van Praag and Hoogendoorn (2012) find that ethnic diversity
has a positive impact on the test scores of minority students, in particular for language
skills. They pointed out that ethnic diversity stimulates language proficiency and
increases the time students spend studying.
These concepts and theories have bearing in the present study and became the
bases in evaluating the significant factors that affect the reading proficiency level of the
Junior High School students of Calaitan National High School.
Figure 1 shows the research paradigm of the study. The first box shows the
reading skills that were tested during the Reading Test. The second box contains the
identified least mastered reading skills based on the diagnostic test and the last box is the

output of the study which is a development of reading intervention program based from
the result of the profile and the scores of the respondents from the test.
Figure 1.Research paradigm of the study on reading proficiency of the junior high
school students.
READING PROFICIENCY OF THE
JHS STUDENTS
1. Using Phonetic Analysis
2. Using Structural Analysis
3. Using Contextual Clues
4. Using Idiomatic Expressions
5. Getting the Main Idea
6. Identifying Facts and Opinions
7. Predicting Outcomes
8. Drawing Conclusions
9. Following Directions
10. Sequencing of Events
11. Using Parts of a Book
12. Using the Dictionary, the
Encyclopedias and other
reference books
13. Using the Internet
PROFILE OF THE RESPONDENTS
1. Ethnicity
2. First Language Spoken
3. Exposure to reading materials and resources
4. Grade Level
LEAST
MASTERED
READING SKILLS
OF JHS
READING
INTERVENTION
PROGRAM
ACROSS ALL
LEVELS

1.3 Statement of the Problem
This study examined and analyzed the reading proficiency level of Junior High
School students of Calaitan National High School. Specifically, the study sought to
answer the following specific questions:
1. What is the profile of the Junior High School students of Calaitan National High
School in terms of the following:
1.1 Ethnicity;
1.2. First language spoken;
1.3 Exposure to reading materials and resources (print and non-print) in terms of:
1.3.1 availability at home;
1.3.2 number of kinds of reading materials;
1.3.3 type of language use;
1.3.4 type of information sources consulted first;
1.3.5 frequency of reading the materials; and
1.4 Grade Level?
2. What is the reading proficiency of the Junior High School students in the following
skills:
2.1 using phonetic analysis;
2.2 using structural analysis;
2.3 using contextual clues;
2.4 using idioms;
2.5 getting the main idea;

2.6 identifying facts and opinions;
2.7 predicting outcomes;
2.8 drawing conclusions;
2.9 following directions;
2.10 sequencing of events;
2.11 using parts of a book;
2.12 using the dictionary, the encyclopedias and other reference books; and
2.13 using the internet when grouped according to their profiles?
3. What are the least mastered reading skills of the Junior High School students when
grouped according to their profile?
4. Based on the findings of the study, what reading intervention program can be
designed?
1.4 Significance of the Study
The findings of this study are considered beneficial to the community considering
that reading plays an important role in the literature-based K to 12 curriculum in Junior
High School. This study is significant to the following:
Students. This will provide struggling readers an avenue to overcome reading
difficulties since they will be the recipient of the Reading intervention program. They
could also be directed to focus on any of the reading skills identified as weak among
them. Thus, they may able to perform well in other subject areas where English is the
medium of instruction.

Teachers. Finding the students proficiency level will help the teachers to utilize
the designed intervention program for the learners. Through this, the teacher will achieve
their goal to make the frustration level reader be independent.
Teachers of other subject areas. This intervention program will be cascaded
down to the teachers of different subject areas that will help students read across areas.
Parents. This will guide them in choosing the reading materials that should be
displayed at home and in providing appropriate parental guidance. They will participate
in the process of developing the reading skills of the learners through doing follow up
reading at home for their children.
School Administrators. The result of this study could be used to address
issues on students‘ reading problem as a reference in formulating school policies and
programs. They can also propose and initiate in-service trainings and seminars for the
teachers.
Material Developers. The findings and result of this study may suggest the
development of appropriate reading materials as an aid in conducting the reading
instruction to help solve the problem on students‘ reading comprehension difficulties.
Researchers .The study can be used as basis for further studies on reading
proficiency level of the students. Other researchers who wish to undertake similar study
for development may find this as good source of information.
1.5 Scope and Limitation of the Study
The study concentrated on determining the reading proficiency of the Junior High
School students of Calaitan National High who are currently enrolled for school year

2017-2018 particularly using phonetic analysis, using contextual clues, using idioms,
getting the main idea and identifying facts and opinions, predicting outcomes, drawing
conclusions, following directions, using parts of the book, and using dictionaries,
encyclopedia and other reference materials and using the internet. The said skills were
adapted from Villamin‘s Skills Ladder in Reading, however, the researcher did not
include the skills on using figurative language, classifying and organizing facts and
finding the supporting details as these skills are incorporated in using idioms and getting
the main idea. The skill on using the internet is further added since the 21st
century skills
include Media and Information Literacy that empowers citizens to access, retrieve,
understand, evaluate and use information and media content in all formats (UNESCO).
The Philippines is among the first country to adapt Media and Information Literacy as
part of basic education curriculum.
The participants of the study were the 322 junior high school students. The study
is also concerned on determining whether the following variables: ethnicity, first
language spoken, exposure to reading materials and grade level have influence on their
reading proficiency level by looking into the least mastered reading skills when
respondents are grouped accordingly. The instrument on the Student‘s Profile Part was
adapted from Lawian (2017), however, some parts are omitted as per suggestion from the
panel.
Also, the researcher prepared a180-item reading proficiency test which is
comprised of thirteen (13) reading skills that assessed the reading proficiency of the

respondents. This was validated by the experts who are teaching reading for more than 10
years. The researcher identified the items labeled ‗very high valid‘ to compose the
50-item reading proficiency test. The said test did not undergo pilot testing and it was
directly administered to the target respondents.
Further, the output of the study is a workplan for the reading intervention program
and the learning modules per reading skill to be used in the conduct of the program.
1.6 Definition of Terms
To give a better understanding of the study, the significant terms are operationally
defined:
Diagnostic Test. This is a 50-item test used to assess the Junior High School
students‘ reading proficiency.
Exposure to reading materials. This refers to the students‘ personal encounter
with reading materials, both print and non-print.
First Language Spoken (L1).This refers to the language that the respondents
first knew/exposed to when born.
Least MasteredReading Skills. This refers to the reading skills which have a
mean percentage score of below 60%.
Literacy. This refers to the ability of the students to understand and use printed
and written information in daily activities in order to achieve one‘s goals and to develop
one‘s knowledge and potential. It requires word level reading skills and higher-level
literacy skills.

Reading Intervention Materials. These are the researcher-developed reading
modules that would aid in elevating the reading level of the students and improve their
reading performance.
Reading Intervention Program. A reading program developed by the researcher
that consists of selected vocabulary, comprehension and study skills that would help
improve the reading proficiency level of students.
Project REAL (Reading Enhancement Across Levels).This is the
designed reading intervention program developed by the researcher that address
the least mastered reading skills of the Junior High School students of Calaitan
National High School.
Reading Proficiency Levels. These refer to the reading ability of the students
based on the result of the reading proficiency test. This is based on DepEd Order No. 31,
s. 2012.
Advanced (A). This suggests that the students‘ reading skill is spontaneous
with mean percentage score of 86.75% above.
Proficiency (P).This level suggests that the students can now read
independently and with mean percentage score of 73.50 % to 86.74%.
Approaching Proficiency (AP).This denotes the student‘s reading skill
need a little assistance from the teacher or peers and with mean percentage score
from 60% to 73.49%.
Developing (D).This level denotes that the student‘s reading skill is just
enough and needs assistance from the more knowledgeable other and with mean

percentage score of 30.25% to 59.99%.
Beginning (B).This level denotes that the student‘s reading skill is
struggling with mean percentage score from 0.00 % to 30.24 %.
Reading Skills. These are the skills to be tested in order to identify the reading
proficiency level adapted from Villamin‘s Skills Ladder in Reading with the inclusion of
the skill in using the internet. The skills include:
Using Phonetic Analysis. This refers to the skill of the respondents in
analyzing and determining the meaning of the word through employing
speech sounds.
Using Structural Analysis. This refers to the method on how words
convey certain ideas of the author by sentence and word organization within a
work.
Using Context Clues. This is utilizing the parts of a piece of writing or
speech that precede or follow a word that contribute to its full meaning.
Using Idiomatic Expressions. This refers to a word, phrase, or expression
that contains figurative meaning and that the meaning should not be interpreted
literally.
Getting the Main Idea. This refers to finding the most important or central
thought of a paragraph or selection.
Noting Details. This is factual type of reading comprehension in which
the reader is directly concerned with remembering items within the passage.

Drawing Conclusions. This is the skill that the reader has to conclude or
derive something by reasoning on the basis of the details or premises presented
and read.
Making Generalization. This refers to the process of combining the
important elements within a passage to form a significant conclusion.
Following Directions. It refers to the skill of which the students are
required to follow steps or procedure to achieve the desired results.
Using Parts of Books. This skill refers to the ability of the respondents to
determine what part of the book to be used in locating specific information.
Using Reference Books. This refers to the skill of the respondents in
being able to determine and use proper reference book needed in finding
information.
Using the Internet. This refers to the students‘ ability to read articles and
search topics on websites using the internet.
Struggling readers. This refers to the students with least mastered reading
skills.
Type of Reading Materials. This refers to reading materials the respondents
preferred to read. This is classified into two:
Non-Print Reading Materials. These are the materials which are not
printed, cannot be held or touched in pages, but come along with the aid of any
audio visual material such as films, videos, records, tapes, and internet.

Print Reading Materials. These are the materials which students can hold
or touch, intended to be read such as dictionaries, magazines, novels and books.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
The literature reviewed in this section focuses on the central theme of reading
performance to provide an understanding of the complexities and influences involved in
the development of reading skills and how they relate to other factors. The literature also
includes correlational studies on reading strategies and the development of other
academic skills.
2.1 Conceptual Literature
This section presents significant concepts on the important skills that are related
to early language and literacy achievement.
Nature of Reading. Reading can be a complex and very active process (Gildrie,
2005). It is complex because of the knowledge base it utilizes and the mental activities
are employs. Most people think immediately of the importance of vocabulary knowledge
in the reading process. If one can not pronounce numerous words or does not know their
meaning in a passage, reading becomes very difficult (Fries, 2002).
Hudson (2007) as cited in Abbott (2012) emphasizes the taxonomy of reading
skills needed to be improved in each learner. These skills include the recognizing of
script of language, inferring the meanings and use of words that are unfamiliar to the
reader, understanding explicitly stated information in the text, understanding relation
between parts of a text through grammatical cohesion devices, the skills and knowledge
to understand how phonemes and speech sounds are connected to print.

Phonological awareness. Based on a massive body of research according to
Burgess & Lonigan (2006), phonological awareness is a critical precursor, correlate, and
predictor of children‘s reading achievement. Discriminating units of language (i.e.,
words, segments, and phonemes) is strongly linked to successful reading (National
Reading Panel Report, 2000). It is, however, as described above, both a cause and a
consequence of vocabulary development and learning to read (Ehri& Roberts, 2006).
Phonics is the relationship between sound and spelling patterns which a reader
may use to decode words (Rasinski, Reutzel, Chard, & Linan-Thompson, 2010). Phonics
instruction focuses on the sounds produced by both vowels and consonants and blending
of these sounds by also paying attention to root words. With good phonics instruction,
learners may develop automatic word recognition (Pressley, 2006). Pressley continues to
say that phonics instruction leads to skilled reading to enable readers recognize words
effortlessly and not mere sounding-out words. With phonics instruction, learners are able
to use their new knowledge to read words and text.
Letter Knowledge. Consequently, letter knowledge may reflect a greater
underlying knowledge and familiarity with literacy related skills such as language and.
Exposure to letters is a primary vehicle for alphabet knowledge. Children who participate
frequently in adult-child writing activities helps them notice that logos contain letters and
words and eventually have better alphabet knowledge relative to those who may spend
time on other activities like shared reading (Aram & Levin, 2004).
Vocabulary. Vocabulary may mean words which are used in a language.
Children‘s vocabulary is enriched with words which they learn through social

interactions. McIntyre (2011) indicates that in their interactions with learners, teachers
should provide rich and varied language experiences with deliberate effort to include new
and challenging words. Different subject areas have different terms and concepts which
learners come across as they learn such subjects. As learners interact with different texts,
they may come into contact with words from various subject areas. Pressley (2006) has
also pointed out the challenges that second-language readers face due to their limited
vocabulary and linguistic knowledge. Joshi (2006) emphasized that there is a close
relationship between vocabulary and comprehension; hence, individuals with poor
vocabulary have difficulty understanding written text. Therefore, effective reading
comprehension instruction should encompass all the necessary components to maximize
learners‘ attainment of the skills.
Reading comprehension. Pretorious (2000) contends that decoding skill does not
necessarily lead to gain an overall understanding of what is described in the text. There
are readers who are able to decode text but are unable to find meaning in the written
word. Thus, on the basis of comprehension, one can begin to distinguish between a good
reader and a poor reader. A reader who has good decoding skills but poor comprehension
skills is essentially a poor reader because he is unable to find meaning on what they have
read. In understanding read text information, children use developmental models, or
representations of meaning of the text ideas during the reading process. Reading
comprehension is therefore an interactive process between the writer and the readers with
the expression and reception of meaning as the primary goal of both sides.
Without comprehension, reading is a senseless exercise in word calling. It is no

exaggeration to say that how well students develop the ability to comprehend what
they read has a profound effect on their entire lives. The reader must be able to attach
meaning to what he is reading and he will do this largely as a function of his experience,
context, knowledge and language proficiency (Texas Educational Agency, 2002).
Morrow (2003) added that reading is not only a skill to be mastered, but also a
crucial tool for further learning. In agreement, Izizinga (2000) points out those
comprehension skills enable learners to learn other subjects with ease. That is to say, the
ideas gained from text are used to meet particular needs in particular situations (Frankel,
Pearson, & Nair, 2011). In other words, comprehension gives the ability to apply the
information attained through reading to different situations.
Socio-cultural background. Villamin (2010) pointed out that the home
environment of the reader is likely to have an influence on his reading ability as well as
on his attitude towards reading. The attitude of parents towards reading can play a
significant role. If parents themselves read, if they make age-appropriate reading material
available to their children and if they are actively involved in and supportive of their
child's reading, it is likely that the child will develop a positive attitude toward reading.
Umali (2007) further stressed the attitude of students towards reading is also a
great factor that affects their reading comprehension performance. Most likely, students
would be able to understand the selection if they are interested with what they are
reading. The variability in reading comprehension can be a result of differences in these
capabilities and dispositions. In addition, individual differences may also be a result of

differences in social-cultural environments; the context in which learners live, and where
they learn to read.
Exposure to reading materials. Focusing on student interests in selecting
reading materials may be more beneficial if the students are actively involved in the
process than focusing on the reading level (Sellers, 2014). This means that interest is far
more significant than readability. When students have strong interest in what they read,
they can frequently transcend their reading level (Miller, 2003). Hidi (2001) found that
all types of interests – topic and situational – serve as powerful determinants that
contributed to students‘ increased recognition, comprehension, and recall. Interest was a
clear indicator of the quality of learning derived. Further, Stevens (2001) described
interest as a motivational device to encourage reading growth among students. If a gifted
student has an interest in a particular topic, he/she tends to read easily and voraciously,
with amazing speed and incredible comprehension. For them, reading is not the mere
process of translating symbols into meanings but an intense need to explore, investigate,
fantasize, and make connections with concepts and ideas.
Krashen (2004) firmly established that more access to books results to more
reading and that better reading leads to literacy and development. Shared book reading
activities, such as dialogic reading and repeated readings have been widely studied and
identified as an important source of knowledge about vocabulary, about letters, and about
the characteristics of written language. Recent studies (Beck & McKeown, 2007) also
highlight the importance of introducing children to a wide variety of books in different

genres such as information books, poetry, and popular folk tales.
Essentially, schools should provide reading materials to their learners through
having a functional library in the institution. Dale and Tyler (2000) stressed that the
inadequacy of appropriate materials which the learners are exposed to do constitute one
of the major cause of deficiency in reading. Students who have less exposure to reading
materials tend to demonstrate reading difficulties.
Remedial reading instruction. For many children experiencing difficulty with
reading, reading remediation or a reading program might become an option. Nutbrown
(2001), note that in every classroom there will be some children with reading problems.
They believe that children with minor reading problems should be given a motivating
reading program which is designed to accelerate reading development for struggling
readers by supplementing more holistic classroom language arts programs but when the
reading problems are of a more serious nature, the child should receive remedial aid
outside of the classroom situation. The earlier such intervention takes place, the better.
Definitely, teacher served as the students‘ source of knowledge and gives them
learning experiences for them to be able to develop their skills especially in reading.
The teacher needs to provide temporary supporting structures to the readers to develop
new understanding, new concepts, and new abilities (Hammond & Gibbons, 2005).
Gardner (1993) describes remedial teaching as differing from normal teaching in
that the emphasis is firstly on the background of the child and on underlying causes of the
specific problem. The resulting remedial program needs to be specific, realistic and
attainable. It should concentrate on one or two areas at a time as opposed to many, as this

is more likely to ensure success. Foorman and Torgesen (2001) state that children at risk
for reading failure acquire reading skills more slowly than other children but they need to
acquire the same set of skills in order to become good readers.
Scaffolding. Warford (2011) describes zone of proximal teacher development
(ZPTD) as the distance between what teaching candidates can do on their own without
assistance and a proximal level they might attain through strategically mediated
assistance from more capable others (i.e. methods instructor or supervisor). The teacher
then needs to be aware of the level of support and assistance that can be used to examine
the phases of learning both a new discipline and particular skills, and understand and
enhance approaches to teaching. The model of the ZPD developed by Gallimore and
Tharp provide a guideline to those who are shaping instruction at the child's
development. Their model introduces four stages within the zone of proximal
development, each stage requiring varied levels of support. At the first stage, the teacher
assists the child in performing the task and provides explicit directions with much direct
response and feedback to the child's performance. The teacher is always responsive to the
specific learning needs of the child.
Rogoff (2003) has explained that adults support, assist, and guide their children as
they develop intellectually and has condensed it to guided participation. This guidance is
performed by more knowledgeable adults or peers. In classroom situation, this can mean
teachers and fellow learners.
There are a number of research-based principles of best practices in reading which
have been proven to be effective to all learners (Morrow, 2003). Effective reading

instruction depends upon the teachers‘ knowledge of the content, their experiences in the
field, the ability to make decisions about the instruction, and flexibility to interact with
other teachers for collaboration (Brownell, 2011). Therefore, what is required is for
teachers to know their learners and use strategies which will be applicable to their
individual needs and most important is to follow the balanced approach which may
comprise whole-language approach and skills instruction. As such, teachers should use a
variety of reading comprehension strategies such as collaborative strategic reading
(Klinger, 2004).
Media Literacy. Brown as cited by Tagupa (2017) postured that in this
globalization era, many schools use technology as teaching media to support the teaching
and learning process. It also happens in the English language teaching-learning process.
He emphasized that an educational institution has a promising new technology that could
offer linguistic input and output, feedback, students‘ collaboration interactivity, and fun.
Today‘s students are living in a world that is based on technology. They are
exposed to a wide variety of technology that has become a prominent influence in their
lives. Incorporating these technologies into reading instruction helps motivate students to
essentially further their reading ability, thus ensuring success in their future literacy
endeavors.
Intervention Program. Connor and Morrison in Martizano (2017) stressed that
the quality of intervention program is connected with the meaning of child success. It is
when the goals of the program differ, the meaning of child success and the measured
results also differ. Thus, to be able to design a high-quality intervention programs,

teachers, administrators and policy makers need a clear sense of what the program should
accomplish. Denton (2010) further elucidated that quality reading instruction is a
powerful instrument in shaping the students‘ reading proficiency. Though there are no
quick fixes on this problem, he added that the efforts of the teacher are very crucial.
Quality reading instruction with certain research validated characteristics can make a
difference for struggling readers.
2.2 ResearchLiterature
The following are the research literature which served as the bases in the current
study. This section presents some international and local researches and studies
conducted related to the present study. These studies served as reference ground for
examining comprehension instruction.
Since it is already a fact that non-readers are a perennial problem in the
educational system, the magnitude of reading education should not be underestimated.
Teachers must be aware of this because they are the central figures in all teaching
activities. The challenge for a brighter future of our school children depend on the
teachers. So teachers must accept the challenge and perform our duties and
responsibilities honestly and devotedly (Villacortes, 2008).
Alcantara (2012) of Faigal Elementary School Nueva Ecija, Philippines
conducted an assessment with regards to the quality of English reading instruction under
the ―NO READ, NO PASS policy of DepEd. It is a stringent measure to upgrade the
quality of instruction in our country. For this reason, greater responsibility has been
placed on teachers to develop all pupils to become good readers in their perspective

grade level at the end of the school year. The action research premise was conceptualized
in order to determine the quality of English reading instruction in the aforementioned
place.
A study conducted in the ten schools in Chadiza and Chipata districts of the
Eastern province of Zambia by Mwanamukubi (2013) looked into reading difficulties of
grade six learners and challenges faced by teachers in teaching reading. She found out
that most of the grade six pupils were not able to read fluently as expected of their grade
level. As they read, they committed errors such as mispronouncing, substituting, adding
and omitting some words. The teachers had their own perceptions of the causes of
reading difficulties and these factors are language and communication problems,
psychological factors and others.
Hsu (2010) examined the reading comprehension difficulties encountered by
junior high school students in Taiwan and came up with three suggestions from her
findings: (1) JHS English teachers should put more emphasis on the teaching of reading
comprehension such as instructing the use of reading strategies, and doing more English
comprehension practices. (2) Teachers should help the students get ready to read through
the use of reading strategies effectively, with practical guidance in how to learn reading
comprehension effectively from English reading programs at school. (3) English teachers
should provide various types of reading comprehension practices and related reading
materials to help students extend their interest in reading comprehension.
Lasaten and Racca (2016) also conducted an action research which aimed to
identify the English Language Proficiency and Academic Performance of Philippine

Science High School Students. The study reveals that the students‘ academic
performance in Science and Mathematics fall under the very good level while good level
in English. Likewise, the study concludes that there is a significant relationship between
the students' English language proficiency and their academic performance in each of the
subjects. The higher the English language proficiency levels of the students are the higher
their academic performance levels in Science, Mathematics and English. Thus, the study
further stresses that students‘ English language proficiency could be a predictor in the
students‘ academic performance in Science, Mathematics and English since the medium
of instruction used in the teaching of the said subjects is English and therefore, English
language program in school should be prioritized.
Kirsch (2012) asserted that achieving proficient reading skill is imperative
since this is essential to the achievement of lower and upper secondary students but after
seven or eight years of elementary education, many students will lack sufficient
proficiency as readers, and many adolescents continue to perform at an unacceptable
level. As Chen (2005) suggested, students‘ reading comprehension performance may
depend on different types of comprehension questions. The study revealed that senior
high school students can do well in inference questions, compare to junior high school
students. Besides, the used of explicit explanations, demonstrating, and guided practice
should also be examined for the benefit of reading comprehension instruction.
In addition, Martizano (2017) investigated the Reading Difficulties of Grade 7
students of Prosperidad National High School and found out that inferring meaning and
drawing conclusions, using phonetic analysis, vocabulary building: idioms and figurative
language, finding the main idea and supporting details, using context clues, using parts of

the book, using dictionaries, encyclopedia, and other reference books and following
directions were the least mastered reading skills. Thus, opted the researcher to design a
reading intervention program to address the problem.
Romero (2015) disclosed that the reading comprehension skills of the participants
had improved from the frustration level to zero frustration, on the three identified least
mastered competencies namely: identifying the main idea, vocabulary development and
making inferences after employing the EReCoS (Enhancing Reading Comprehension
Skills). These are reading materials which are consist of diverse activities namely, simple
identification, guided identification, word box, context clues, reading between the lines,
and valid or invalid that helped address the identified least mastered reading skills among
the respondents.
Teposo (2016) discussed in her study that the significant difference exists on the
students‘ exposure to reading materials as an affecting factor to the students‘ reading
proficiency level. There is also a significant difference on the status of the
implementation of the reading program on the reading proficiency level of the students.
Meanwhile, Hernando (2012) identified the reading comprehension difficulties of grade
six at-risk readers. The study showed that a reading program must be given an emphasis
in every school in order to equip the children with the necessary skills.
The study of Aton (2015) also showed that the implementation of an intervention
Program would give a good result and a reasonable progress on the student‘s reading
level. Likewise, in the study conducted by Marcon (2014) highlighted that reading
teachers or language teachers should consider the type of materials used in the reading

sessions or reading subjects. They should use varied reading materials. Moreover,
libraries in the school must also have different kinds of reading materials not only books
so that students will be exposed to different reading materials and their learning and
interest needs will be catered. Further, teachers and parents must provide the students
with more reading materials in English.
Plaza (2005) identified the reading comprehension difficulties of grade six at-risk
readers. She used teacher-made diagnostic test in reading, prepared teacher‘s observation
and listed the problems encountered by the teachers in relation to teaching English and
reading. Thus, enable her to create a school-based remedial reading program. She had
mentioned in her papers about a reading program which must be given an emphasis in
every school in order to equip the children with the necessary skills.
Coyne, Issacs, and Schwartz (2013) explained that the intervention program
should operate with a framework that allows for modifications of instruction based on
student mastery and needs. Using a pull out model, the teacher works with a small group
of six to eight students who are reading on the same level. Individualized attention is
given and differentiated specific instruction of skills is taught in the small group format.
Through assessment the teacher can modify instruction as needed based on student
performance.
The Eurydice Network Report (2011) into European practices noted that
effective literacy programs should also help parents building literacy at home. Further,
the Australian Committee for the National Inquiry into the Teaching of Literacy

(DEST,2005) also recommended that programs and workshops be provided to parents
should support and teach their children specific literacy skills.
Research has proven that an important consideration in calculating the efficacy of
any intervention program is to look at the amount of time given by students to learning
and the amount of teacher time required to deliver the program (Sze, 2009). A lot of
research and theories about reading focus on strategy interventions. The assumption is
that there are effective ways to learn how to read and that some people use them better
than others (Moss & Fenster, 2002). Likewise, Chavkin (2013) affirmed the benefits of
family educational involvement have for students, their families and schools. For
children, research has established the positive influence family involvement has on
children‘s achievement. Numerous studies have demonstrated the benefits of students'
exposure to various reading materials at home and family support for students' school and
literacy efforts can play a critical role in students' growth as readers (Goldenberg, 2002).
Much research has been conducted in the area of remedial reading programs and
in general findings seem to indicate that if carried out effectively, remedial intervention
can have a positive effect on a child's reading ability. Villaume & Brabham (2013)found
that explicit teaching reading or imparting new information to students through
meaningful teacher–student interactions and teacher guidance of student learning will
improve reading ability as well as pupils ‗academic achievement‘. Foorman and Torgesen
(2001) show that research with children at risk for reading failure provides evidence that
phonemica1ly intensive explicit intervention are needed immediately and are more
effective than interventions that are less phonemically explicit. They emphasize that

effective interventions should contain strongly explicit instruction in the knowledge and
skills needed to read words accurately and fluently. National Reading Panel (2010)
revealed that using the student generated questioning strategy and integrated text
segments thereby improve reading comprehension.
Furthermore, Scruggs and Mastropieri as cited in Rosal (2017) reviewed the
effectiveness of peer tutoring with tutors and tutees with special needs, and concluded
tutors benefit less academically if there is no cognitive challenge for them, participants
benefit more if progress is continuously monitored, participants benefit more when
carefully selected and trained. In addition, improved interactions with partners outside
tutoring sessions are frequent, improved attitudes to the curriculum area are frequent, and
more generalized attitudinal or interactive gains are less consistent.
Subsequent to the intervention, performance on reading comprehension tests
showed significant performance advantages for these pupils. Some of the work carried
out in remedial reading programs is around instructing the child in reading strategies.
Peterson and Van Der Wege (2002) developed a reading model to guide children to be
strategic readers. Allinder (2001) investigates oral reading instruction contrasting the
effects of a specific oral reading strategy with generic encouragement to do well.
Results showed that there was a positive effect for remedial intervention on the students‘
reading ability and students who used specific reading strategy made significantly greater
progress in reading.
The concepts and studies mentioned support on the importance of conducting a
reading intervention program that is research-based. This study focused on identifying the

reading proficiency of Junior High School students of Calaitan National High School.
The results of the study conducted will be the basis in creating a reading intervention
program addressing the least mastered reading skills of the respondents. This study will
also give additional inputs for the language teachers on the importance of conducting
reading intervention program that would address reading issues.

Chapter 3
RESEARCH METHODS
This chapter presents the research design, participants of the study, setting of the
study, the research instruments, the data gathering procedure and the analysis of the data.
3.1 ResearchDesign
This study used a descriptive-developmental method of research with specific
survey techniques in gathering the data from the questionnaire which filled out by the
student-respondents. The descriptive method is employed to describe the profile of the
respondents in terms of ethnicity, first language spoken, exposure to reading materials
and grade level. Further, the study is developmental since the study is primarily done to
determine the current reading proficiency level of the junior high students of Calaitan
National High of which a school-based reading intervention program will be developed.
3.2 Participants of the Study
The participants were the identified learners who have low reading proficiency
level base on the reading diagnostic test result among the 326 junior high school students
of Calaitan National High School. However, only 296 students were able to successfully
participate in this research. Table 3.1 shows the number of respondents used in the study.
3.3 Setting of the Study
Calaitan National High School was once an annex school of Noli National High
School for ten years. It became a national school on 2012.CNHSis geographically located
at the Northern interior part of the city of Bayugan which is approximately 8 kilometers

Table 3.1
Population of Junior High School Students
Level No. Of Students
Grade 7 99
Grade 8 94
Grade 9 61
Grade 10 42
TOTAL 296
away from the district and division office. CNHS is the only high school of West l
District in the Division of Bayugan City offering the following electives in the senior
high school curriculum: Shielded Metal Arc Welding (SMAW), Electrical Installation,
Beauty Care and Nail Care, and Cookery. The teachers handling these courses are
certified national certificate holders. The school has 14 teachers with 1 school head and 1
Administrative Assistant. The school can be reached by motorcycles, motorized vehicles
and four-wheeled cars. However, during heavy rain, the area is not passable due to
landslide.
CNHS is a small school occupying a 2.6 land-hectare with 9 classrooms catering
389 students of six grade levels. 322 are Junior High School learners and 67 are Senior
High students. These learners came from the neighboring barangays of Calaitan namely
New Leyte, New Bohol, and Bukasaw. These barangays are recipients of Indigenous
Peoples Education since most of the residents here are Manobos.

Majority of the students in Calaitan National High School are indigenous peoples
and are below the poverty line. Most of them live in communities far from the heart of
the barangay where the school is located. Every day, the students have to take a walk for
kilometers just to get into school. Almost 50% of the total population are 4Ps (Pantawid
Pamilyang Pilipino Program) beneficiaries. The families who were given a conditional
cash transfer from the 4Ps were the identified parents whose income is P50.00-P200.00
pesos a day (DSWD Compliance Verification Form, 2017).
Figure 2 shows the map of Bayugan City Division and the location of Calaitan
National High School where the study was conducted.

Figure 2.Map of Bayugan City Division

3.4 ResearchInstrument
The researcher utilized one set of instrument in conducting the study which is
composed of two parts. The first part of the instrument crafted by the researcher was
adapted from Lawian (2017) with some modifications suggested which include:
(1) exclusion of the questions letter B and C under first language spoken profile; and (2)
change of item where profile of the participants in terms of ethnicity was transferred to
question number one. The second part was the Reading Proficiency Test developed by
the researcher and was validated by the experts who were teaching reading for more than
ten years. The test focused on the different reading skills presented by Villamin. Only
the skill in identifying basic sight words was not included in the test construction
because it was introduced and developed already at elementary levels.
The researcher crafted the research instrument in a form of a 180-itemreading
proficiency diagnostic test using the categories adapted from Villamin (2002) .The skills
include the following: using phonetic analysis, using contextual clues, vocabulary
building: idioms and figurative language, finding the main idea and finding the
supporting details, inferring meanings and drawing conclusions, following directions,
using parts of a book, using dictionary, and using the encyclopedia and other
reference materials and using the internet with a table of specifications (TOS) as the
blueprint in the test construction. The 180-item diagnostic test was then forwarded to the
groups of experts for content validation.

3.5 Data Gathering Procedure
The data needed in this study were gathered through the conduct of the reading
proficiency test to the group of respondents. The data were then collected, tabulated and
submitted for analysis and interpretation using the appropriate statistical treatment.
The researcher utilized the procedures below in conducting the study.
Phase 1. Development Research Instrument. The researcher prepared the
instrument which consisted of two parts: students‘ profile and the 180-item reading
proficiency test which comprised the thirteen (13) reading skills that assessed the reading
proficiency of the respondents.
Phase 2. Validation of Research Instrument. A set of experts were
consulted for comments and suggestions for the validation of the instruments. The
experts then evaluated the instruments and noted some comments. The instrument on the
reading proficiency test were then validated by three (3) English professors of Philippine
Normal University – Mindanao Campus and two (2) English teachers from Bayugan City
Division. The suggestions for modification were applied by the researcher (See Appendix
F).
Phase 3. Administration and Retrieval of Instruments. The questionnaire was
administered to the junior high school students who were the respondents of the study.
The researcher gave them a time limit of one-hour to ensure that they will read the whole
content of the test within the time given. The collection of questionnaire was done by the
researcher to ensure a high percentage of retrieval and the respondents were asked to sign

the attendance sheet to keep track those learners who haven‘t taken the test during the test
administration.
3.6 Data Analysis
The following descriptive statistical tools were used in this study:
1. Percentage and Frequency. These tools were used to describe the profile of
the junior high school students.
2. Meanand MeanPercentage Score (MPS). These tools were used to
determine the reading proficiency level of the respondents. The rubrics for the reading
proficiency level of the respondents are shown in table 3.2. Reading skills with an MPS
of below 60 % are considered least mastered.
Table 3.2
Rubrics for the Reading Proficiency Level
Mean percentage score Level
86.75 % above Advanced (A)
73.50 % to 86.74 % Proficiency (P)
60 % to 73.49 % Approaching Proficiency (AP)
30.25 % to 59.99 % Developing (D)
30.24 % below Beginning (B)

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the profile and the Reading Proficiency of the Junior
High School students of Calaitan National High School for school year 2017-2018. The
data are presented in tables with their corresponding analyses and interpretation in
relation to the problems presented earlier in Chapter 1.
4.1. Profile of the Junior High School Students
The profile of the respondents is determined in terms of ethnicity, first
language spoken, exposure to print and non-print reading materials and grade level.
4. 1.1. Ethnicity. The profile of the respondents on ethnicity reflects that the
population in the community is predominantly composed of Visayan specifically
Cebuano. Although, Manobo are the natives of the locality, data show that they are
outnumbered by Cebuano people because of migration.
Table 4.1
Profile of the Respondents in Terms of Ethnicity
Ethnicity Frequency Percentage
Cebuano/Visayan
Manobo
145
107
48.99 %
36.15 %
Others (Waray,Surigaonon,Ilonggo) 44 14.86 %
Total 296 100 %
4. 1.2. First Language spoken. The profile of the Junior High School students of
Calaitan National High School based on their First Language spoken is presented in
Table 4.2.As table 4.2 shows, Cebuano ranks first with 76.69 % of the students who
speak the language. It can be posited that CNHS learners are exposed to Cebuano as their

first language spoken (L1).This is followed by Manobo with 17.91 %. Though Calaitan
is community of IP, the respondents are more exposed to Cebuano since both parents are
not pure Manobos and their families have influences from the Visayan Region. It can also
be noted that in terms of ethnicity, majority of the respondents are Cebuano and therefore
they are more exposed to Cebuano language.
The result of the present study is congruent with the study of Robles (2015) where he
found that the percentage of the indigenous peoples such as the Manobo decreased. This
is attributed to the intermarriages between immigrants and natives. Others in category
refer to the language such as, Tagalog, Ilocano and Higaonon.
Table 4.2
Frequency and Percentage Distribution of the First Language Spoken of the Respondents
First Language Spoken Frequency Percentage
Cebuano/Visayan
Manobo
227
53
76.69 %
17.91 %
Others (Tagalog,Ilocano,Higaonon) 16 5.41 %
TOTAL 296 100 %
4.1.3. Exposure to reading materials and resources (print and non-print).The
profile of the respondents in terms of the exposure to reading materials and resources,
both print and non-print is presented in Table 4.3. The data show that 42.91 % of the
respondents were exposed to both print and non-print reading materials while 15.54 % of
them were not exposed to either print or non-print reading materials. Although the
materials are present at home, but their interest to read could be possibly attributed to
different factors such as time and household chores, hence, they are not exposed to any
reading resources. On the other hand, 21.62 % of the total respondents were exposed to

print reading materials only while 19.93 % of them were exposed to non-print reading
materials only. The result shows that a number of the junior high school students are
exposed to both print and non-print reading materials.
Table 4.3
Exposure to Reading Materials and Resources(print and non-print)
Response Frequency Percentage
None
Print only
Non-print only
Print and non-print
46
64
59
127
15.54 %
21.62 %
19.93 %
42.91 %
Total 296 100 %
The profile of the respondents in terms of the exposure to reading materials and
resources, both print and non-print, is presented in terms of the availability of materials at
home, number of kinds, type of language use, type of information sources consulted first,
and frequency in reading the materials.
4.1.3.1 Availability of materials at home. Illustrated in table 4.4 is the profile of
the respondents in terms of availability of materials at home. The data show that 89.53 %
of the total respondents have available printed reading materials at home while 10.47 %
of them do not have any printed reading materials available at home. On the other hand,
46.96 % of the total respondents have available non- print reading materials at home
while the remaining 53.04 % does not have any non-print reading materials available at
home.
The data revealed that majority of the students have more access to print than
non-print reading materials. This is attributed to the fact that the school provides learning
materials for use of which the students bring at home.

Table 4.4
Availability of Reading Materials at Home
Kind of reading
materials YES NO TOTAL
Print
Non-print
Frequency
265
139
%
89.53
46.96
Frequency
31
157
%
10.47
53.04
100 %
100 %
4.1.3.2. Kinds of reading materials at home. Table 4.5 shows the percentage
distribution of the kinds of materials at home of the respondents. The participants have
different reading materials in their homes. There are 90 respondents who are exposed to
books while 76 note to have dictionaries and 21 have the combination of thesaurus,
encyclopedias and magazines. From the data, it can be posited that students have various
types of reading materials at home considering that in school every student is given books
in each subject and they bring them in their houses.
Roskos (2002) have revealed the powerful influence of access to literacy tools on
young children‘s involvement in literacy activities. This research indicates that in settings
carefully constructed to include a wide access of literacy tools, books, and play materials,
children read more and engage more in literacy-related play themes with resulting effects
on literacy improvement.
Table 4.5
Kinds of reading materials available at home
Kinds ofReading
Material
Frequency Percentage
Books
Dictionaries
Newspapers
Novels
Yearbooks
Others (Thesaurus,Encyclopedia, Magazines)
90
76
41
36
32
21
30.41 %
25.68 %
13.85 %
12.16 %
10.81 %
7.09 %
Total 296 100 %

4.1.3.3. Types of language used in the choice of reading materials. Table 4.6
shows the profile of the respondents in terms of their exposure to both print and non-print
reading materials in terms of the type of language used in the choice of reading materials.
Languages like English, Filipino and Visayan were considered in the study.
Table 4.6
Types of language used in the choice of reading materials
Language
Choice PRINT NON-PRINT
English Only
Filipino Only
Visayan Only
English &
Filipino
English, Filipino
& Visayan
Frequency
71
94
12
103
16
%
23.98 %
31.76 %
4.06 %
34.79 %
5.41 %
Frequency
74
83
13
87
39
%
25.00 %
28.04 %
4.39 %
29.39 %
13.18 %
Total 296 100 % 296 100 %
The data reveal that 34.79 % of the total respondents chose print reading materials
which are presented in English and Filipino languages while 4.06 % of them chose print
reading materials which are presented in Visayan language. On the other hand, 29.39 %
of the respondents chose non-print reading materials which are also presented in English
and Filipino languages while 4.39 % of them chose non-print reading materials which are
presented in Visayan language only. As shown in the table, students usually prefer
materials which are presented in either English or Filipino materials because books that
they have are in English and Filipino.

4.1.3.4. Types of information source/s usually consulted first. The percentage
distribution of the most preferred information sources of the respondents is presented in
the Table 4.7.The data show that the respondents who were exposed to print reading
materials have consulted books (37.16 %) first among any other materials.
The result correlates with the result of the study of Marcon (2014) which revealed
that most of the respondents chose books, as preferred reading material, and ranked
first among the choices with the percentage of 73.6 %. The data below imply that
majority of the junior high school students usually consulted books first than any other
printing sources since these materials are already available at home. On the other hand,
other references can only be accessed in the school library which further explains why the
learners preferred books.
It can also be posited that when it comes to non-print materials, 58.12 % of the
respondents watched television since this is the most available item in the community.
Table 4.7
Type of Information Source/s usually Consulted First
Information
sources
Frequency Percentage
PRINT
Books
Dictionary
110
86
37.16 %
29.05 %
Newspaper
Novel
Encyclopedias
53
30
10
17.91 %
10.14 %
3.38 %
Thesaurus 4 1.35 %
Others 3 1.01 %
Total 296 100 %
NON-PRINT
Television
Videotapes
172
33
58.12 %
11.15 %
CDs 30 10.14 %
Computers
Records
Films
27
19
15
9.12 %
6.41 %
5.06 %
Total 296 100 %

4.1.3.5. Frequency of reading the materials. Table 4.8 presents how often the
students read the reading materials present in their homes. As it can be gleaned in the
table, 64.19 % of the respondents sometimes read those print reading materials available
in their respective homes while 2.37 % of them noted that they never read the non-print
reading materials available at home.
This can be noted that the respondents are not motivated to read the reading
materials because they only read them sometimes. Although the materials are already
available at home but time, household activities, and financial needs may be the
contributing factors that affect the students‘ interest to read.
Washington (2001) notes that children from homes characterized by poverty, lack
of stability, inadequate nutrition and medical care and inconsistency in care, are subject
to levels of environmental stress that can affect their functioning.
Table 4.8
Frequency of Reading the Materials
Responses Print materials Non-Print
materials
Always
Sometimes
Often
Seldom
Never
Frequency
78
190
9
7
12
%
26.36
64.19
3.04
2.36
4.05
Frequency
96
175
10
8
7
%
32.43
59.12
3.38
2.70
2.37
Total 296 100 % 296 100 %
4.1.4. Grade Level. Table 4.9 shows the distribution of respondents by grade
level. Students from Grade 7 and Grade 8 had the most number of respondents with
33.45 % and 31.76 % respectively. On the other hand, 20.61 % of the respondents are
Grade 9 and14.19 % are Grade 10.

The data shows that the number of participants reduces as they move to the next
grade level. This decreasing percentage of cohort-survival rate can be attributed to
different factors such as migration, early marriage, teenage pregnancy and child labor.
Table 4.9
Numbers of Respondents per Grade Level
Grade Level Frequency Percentage
Grade 7 99 33.45 %
Grade 8
Grade 9
Grade 10
94
61
42
31.76 %
20.61 %
14.19 %
Total 296 100 %
4.2 Reading Proficiency of the Junior High School Students of CNHS.
The reading proficiency result is presented in the table 4.10. The skills are using
phonetic analysis, using structural analysis, using contextual clues, using idioms, getting
the main idea, identifying facts and opinions, predicting outcomes, drawing conclusions,
following directions, sequencing of events, using parts of the book, and using the
dictionaries, encyclopedia and other reference books and using the internet. It can be
gleaned in the table that only the skill identifying facts and opinions fall under beginning
level having a mean percentage score of 27.75 %.Moreover, the other twelve (12) reading
skills fall under developing level because these skills have the mean percentage score
between 30.25 % - 59.99 %.Using phonetic analysis got the highest mean percentage
score of 51.25 %. This was followed by using structural analysis with a mean percentage
score of 49.25 %; following directions with 48.25 %; using parts of the book 45.67 %;
using contextual clues and predicting outcomes with 43.25 %.

Description
2.05
1.97
1.73
1.39
1.65
1.11
1.73
1.50
1.93
1.33
1.37
1.29
0.98
52 %
2.05
1.97
1.73
1.39
1.65
1.11
1.73
1.50
1.93
1.33
1.37
1.29
0.98
In addition, getting the main idea gained a mean percentage score of 41.25 % and
drawing conclusions with 37.50 % and using idiomatic expressions with 34.75 %.
Moreover, other skills such as sequencing of eventswith33.25 %, using the internet with
32.67 % and using the dictionaries, encyclopedia, and other reference books with
32.25 % are also labeled under developing level of reading proficiency.
Overall, the mean percentage score of 52 % denotes that the Junior High School
students‘ reading skills are on developing level. These skills are considered as least
mastered skills where they still need the assistance of the teacher.
Table 4.10
Reading Proficiency Level of the Respondents in the Different Reading Skills
4.3 Least MasteredReading Skills of the Junior High School Students When
Grouped According To Their Profile
This section discusses the students‘ least mastered reading skills determined
according to its identified profile such as their ethnicity, first language spoken, exposure
to print and non-print reading materials and resources and grade level. This further
Skills Items Mean
score
Mean percentage
score (MPS)
I.
II.
III.
Using Phonetic Analysis
Using Structural Analysis
Using Context Clues
4
4
4
51.25 %
49.25 %
43.25 %
Developing Level
Developing Level
Developing Level
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
Using Idioms
Getting the Main Idea
Identifying Facts vs.Opinion
Predicting Outcomes
Drawing Conclusions
Following Directions
Sequencing of Events
Using Parts of Book
Using Reference Books
Using the Internet
4
4
4
4
4
4
4
3
4
3
34.75 %
41.25 %
27.75 %
43.25 %
37.50 %
48.25 %
33.25 %
45.67 %
32.25 %
32.67 %
Developing Level
Developing Level
Beginning Level
Developing Level
Developing Level
Developing Level
Developing Level
Developing Level
Developing Level
Developing Level
Total 50 1. 56 Developing Level

describes which of the following respondents‘ profiles have bearing to their reading
proficiency level.
4.3.1 Ethnicity. The different reading skills grouped according to ethnicity is
revealed in Table 4.11. The data show that when respondents are grouped according to
their ethnicity, most of the reading skills fall under developing level and only the skill on
identifying facts and opinions has the verbal description of beginning level with total
mean percentage score of 27.75 %. However, in identifying facts and opinions only
Cebuano, Visayan and Manobo fall under the beginning level while the rest of the
ethnicities fall under developing.
The table further reveals that the skill in using dictionary and other reference
books, only the other ethnicities (Waray,Surigaonon,Ilonggo) fall under the beginning
level with a mean score of 1.20 or mean percentage score of 30% whereas the skill in
using the internet, the Manobo group got the lowest mean score with verbal description
of beginning level gaining an mean percentage score of 30%. This implies that there is a
difference in the mean scores of the ethnic groups in some reading skills and that these
groups should be given more inputs to master those skills.
The data further revealed that their ethnicity has an influence to their reading
proficiency.

Table 4.11
Least Mastered Reading Skills of the Junior High School Students When Grouped
According to their Ethnicity
Reading
Skills
Ethnicity N Mean
score
MPS Description
Using Phonetic
Analysis
Cebuano/Visayan
Manobo
Others(Waray,Surigaonon,Ilonggo)
Overall
145
107
44
296
2.06
1.98
2.16
2.05
51.50%
49.50%
54.00%
51.25%
Developing
Developing
Developing
Developing
Using Structural
Analysis
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.97
1.91
2.09
1.97
49.25%
47.75%
52.25%
49.25%
Developing
Developing
Developing
Developing
Using Context
Clues
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.72
1.66
1.91
1.73
43.00%
41.50%
47.75%
43.25%
Developing
Developing
Developing
Developing
Using Idiomatic
Expressions
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.37
1.38
1.48
1.39
34.25%
34.50%
37.00%
34.75%
Developing
Developing
Developing
Developing
Getting the Main
Idea
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.68
1.64
1.57
1.65
42.00%
41.00%
39.25%
41.25%
Developing
Developing
Developing
Developing
Identifying Facts
and Opinions
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.10
1.04
1.36
1.11
27.50%
26.00%
34.00%
27.75%
Beginning
Beginning
Developing
Beginning
Predicting
Outcomes
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.77
1.66
1.80
1.73
44.25%
41.50%
45.00%
43.25%
Developing
Developing
Developing
Developing
Drawing
Conclusions
Following
Directions
Cebuano/Visayan
Manobo
Overall
Cebuano/Visayan
Manobo
Others (Waray,Surigaonon,Ilonggo)
Overall
145
107
44
296
145
107
44
296
1.59
1.38
1.48
1.50
1.87
1.93
2.09
1.93
39.75%
34.50%
37.00%
37.50%
46.75%
48.25%
52.25%
48.25%
Developing
Developing
Developing
Developing
Developing
Developing
Developing
Developing
Sequencing of
Events
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.39
1.23
1.39
1.33
34.75%
30.75%
34.75%
33.25%
Developing
Developing
Developing
Developing
Using Parts of
Book
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.42
1.25
1.48
1.37
47.33%
41.67%
49.33%
45.67%
Developing
Developing
Developing
Developing
Using Dictionary,
Reference Books
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.33
1.28
1.20
1.29
33.25%
32.00%
30.00%
32.25%
Developing
Developing
Beginning
Developing
Using the Internet
Cebuano/Visayan
Manobo
Overall
145
107
44
296
1.06
0.90
0.93
0.98
35.33%
30.00%
31.00%
32.67%
Developing
Beginning
Developing
Developing

4.3.2 First Language Spoken. Table 4.12 illustrates the least mastered reading
skills of the respondents when grouped according to their First Language spoken. The
data show that when respondents are grouped according to their first language, all
categories of reading skill fall under the description of developing level and only the skill
on identifying facts and opinions got the lowest mean percentage score of 27.75 % with
verbal description of beginning level.
Further, in identifying facts and opinions only Cebuano, Visayan and Manobo fall
under the beginning level with an MPS of 27.75 % and 27 %, respectively. On the other
hand, the respondents whose first language is Tagalog,Ilocano,Higaonon fall under
developing. In using the dictionary and other reference books, Cebuano and Visayan
earned the highest mean score of 1.32, while Manobo got 1.28 and others got the lowest
score of 0.94 which fall under beginning level.
This means that their first language spoken influence their reading proficiency.
This implies that the reading intervention program or materials may vary depending on
the mean score got by each group in every reading skill. The result is in contrast with the
result of the study of Teposo (2016) of which the study revealed that the reading
proficiency level did not significantly differ when respondents were grouped according to
the first language spoken.
Table 4.12

Least Mastered Reading Skills of the Junior High School Students When Grouped
According to their First Language Spoken
Reading
Skills
L1 N Mean
Score
(MPS) Description
Using Phonetic
Analysis
Cebuano/Visayan
Manobo
Others(Tagalog,Ilocano,Higaonon)
Overall
227
53
16
296
2.06
1.92
2.25
2.05
51.50%
48.00%
56.25%
51.25%
Developing
Developing
Developing
Developing
Using Structural
Analysis
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.98
1.92
1.94
1.97
49.50%
48.00%
48.50%
43.25%
Developing
Developing
Developing
Developing
Using Context
Clues
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.77
1.57
1.62
1.73
44.25%
39.25%
40.50%
43.25%
Developing
Developing
Developing
Developing
Using Idiomatic
Expressions
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.40
1.32
1.44
1.39
35.00%
33.00%
36.00%
34.75%
Developing
Developing
Developing
Developing
Getting the Main
Idea
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.61
1.81
1.75
1.65
40.25%
45.25%
43.75%
41.25%
Developing
Developing
Developing
Developing
Identifying
Facts and
Opinions
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.11
1.08
1.25
1.11
27.75%
27.00%
31.25%
27.75%
Beginning
Beginning
Developing
Beginning
Predicting
Outcomes
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.77
1.62
1.62
1.73
44.25%
40.50%
40.50%
43.25%
Developing
Developing
Developing
Developing
Drawing
Conclusion
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.49
1.51
1.56
1.50
37.25%
37.75%
39.00%
37.05%
Developing
Developing
Developing
Developing
Following
Directions
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.89
2.02
2.19
1.93
47.25%
50.50%
54.75%
48.25%
Developing
Developing
Developing
Developing
Sequencing of
Events
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.27
1.58
1.38
1.33
48.25%
31.75%
39.50%
33.25%
Developing
Developing
Developing
Developing
Using Parts of
Book
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.39
1.26
1.37
1.37
46.33%
42.00%
45.67%
45.67%
Developing
Developing
Developing
Developing
Using Dictionary,
Reference Books
Cebuano/Visayan
Manobo
Overall
227
53
16
296
1.32
1.28
0.94
1.29
33.00%
32.00%
23.50%
32.25%
Developing
Developing
Beginning
Developing
Using the Internet
Cebuano/Visayan
Manobo
Overall
227
53
16
296
0.99
0.94
1.00
0.98
33.00%
31.33%
33.33%
32.67%
Developing
Developing
Developing
Developing

4.3.3 Exposure to print and non-print materials and resources. The
percentage distribution of the reading skills of junior high school students when grouped
according to the type of exposure to reading materials is shown in Table 4.13. The data
show that 12 out of 13reading skills fall under developing level with 51.25 % for the
using phonetic analysis, 49.25 % for using structural analysis, 43.25 % for using
contextual clues, 34.75 % using idioms,41.25 % for getting the main idea, 43.25 % for
predicting outcomes,37.50 % for drawing conclusions,48.25 % for following directions,
33.25 % for sequencing of events, 45.67 % for using parts of the book, and 32.25 % for
using the dictionaries, encyclopedia and other reference books and 32.67 % for reading
through the internet. Otherwise, identifying facts and opinions is the only skill which fall
under ‗beginning level‘ with a mean percentage score of 27.75 %.
The result of the study showed that the respondents who are exposed to both print
and non-print reading materials and resources got the highest mean score in most of the
reading skills. This further explains that exposure to reading materials affects the reading
proficiency of the students. General Teaching Council for England (2006) cited that
students having limited exposure to reading materials do count as a factor in the difficulty
in reading of learners.

Table 4.13
Least Mastered Reading Skills of the Junior High School students When Grouped
According to their Exposure to Print and Non-print Reading Materials and Resources
Reading
Skills
Reading
Materials
N Mean
Score
(MPS) Description
Using Phonetic
Analysis
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
2.05
1.98
2.07
2.13
2.05
51.25%
49.50%
51.75%
53.25%
51.25%
Developing
Developing
Developing
Developing
Developing
Using Structural
Analysis
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.65
1.92
1.86
2.15
2.05
41.25%
48.00%
46.50%
53.75%
49.25%
Developing
Developing
Developing
Developing
Developing
Using Context Clues
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.41
1.70
1.66
1.88
1.73
35.25%
42.50%
41.50%
47.00%
43.25%
Developing
Developing
Developing
Developing
Developing
Using Idiomatic
Expressions
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.41
1.19
1.55
1.58
1.39
35.25%
29.75%
38.75%
39.50%
34.75%
Developing
Beginning
Developing
Developing
Developing
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.41
1.70
1.62
1.68
1.65
35.25%
42.50%
40.50%
42.00%
41.25%
Developing
Developing
Developing
Developing
Developing
Identifying Facts and
Opinions
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
0.82
1.24
0.97
1.10
1.11
20.50%
31.00%
24.25%
27.50%
27.75%
Beginning
Developing
Beginning
Beginning
Beginning
Predicting Outcomes
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.41
1.84
1.66
1.73
2.05
35.25%
46.00%
41.50%
43.25%
43.25%
Developing
Developing
Developing
Developing
Developing
Drawing Conclusions
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.50
1.45
1.34
1.60
1.50
37.50%
36.25%
33.50%
40.00%
37.50%
Developing
Developing
Developing
Developing
Developing
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
2.05
1.98
2.07
2.13
2.05
34.50%
48.50%
49.25%
52.00%
48.25%
Developing
Developing
Developing
Developing
Developing
Sequencing ofEvents
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.38
1.35
0.97
1.40
1.33
34.50%
33.75%
24.25%
35.00%
33.25%
Developing
Developing
Beginning
Developing
Developing
Using Parts ofBook
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.29
1.28
1.24
1.53
2.05
43.00%
42.67%
41.33%
51.00%
45.67%
Developing
Developing
Developing
Developing
Developing
Using Dictionary,
Reference Books
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.21
1.18
1.31
1.45
1.29
30.25%
29.50%
32.75%
36.25%
32.25%
Developing
Beginning
Developing
Developing
Developing
Using the Internet
None
Print Only
Non-print only
Print and non-print
Overall
106
29
34
127
296
1.00
0.94
0.86
1.06
0.98
33.33%
31.33%
28.67%
35.33%
32.67%
Developing
Developing
Beginning
Developing
Developing

4.3.4 Grade level. Table 4.14showsthat when respondents are grouped according
to their grade levels, the reading proficiency level of the respondents varies accordingly.
Out of thirteen (13) reading skills, the Grade 7 participants has a description of
developing level in the following reading skills: using phonetic analysis, using contextual
clues, using idioms, getting the main idea, predicting outcomes, drawing conclusions,
following directions, using parts of the book, and using the internet. The rest of the skills
fall under ‗beginning level‘.
On the other hand, Grade 8 participants have a developing reading level in most
skills except for identifying facts and opinions, sequencing of events and using the
internet which fall under ‗beginning level‘. The Grade 9 respondents reading proficiency
also fall under developing level except for using phonetic analysis and using structural
analysis which has an MPS of 61 % and 62.75 % labeled as approaching proficiency
respectively while identifying facts and opinions has only 30 % MPS with a description
of beginning level.
The Grade 10 respondents gained approaching proficiency level in using
phonetic analysis and following direction with an MPS of 62 % and 63 % respectively.
The other reading skills fall under developing level except for identifying facts and
opinions which is in the beginning level. It can be gleaned in the table that the common
least mastered skill of the respondents is identifying facts and opinions. This implies that
an intervention program on this reading skill should be designed to all junior high school
students.

Table 4.14
Least Mastered Reading Skills of the Junior High School students When Grouped
According to their Grade Level
Reading Skills Grade Level N Mean MPS Description
Using Phonetic
Analysis
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.66
2.01
2.44
2.48
41.50%
50.25%
61.00%
62.00%
Developing
Developing
Approaching Proficiency
Using Structural
Analysis
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.64
1.82
2.51
2.29
41.00%
45.50%
62.75%
57.25%
Developing
Developing
Developing
Using Context Clues
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.51
1.65
1.95
2.10
43.93%
43.88%
61.11%
65.96%
Developing
Developing
Developing
Developing
Using Idiomatic Expressions
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.37
1.31
1.41
1.57
34.25%
32.75%
35.25%
39.25%
Developing
Developing
Developing
Developing
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.48
1.57
1.72
2.12
37.00%
39.25%
43.00%
53.00%
Developing
Developing
Developing
Developing
Identifying Facts and
Opinions
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.16
1.01
1.20
1.12
29.00%
25.25%
30.00%
28.00%
Beginning
Beginning
Beginning
Beginning
Predicting Outcomes
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.47
1.51
1.46
1.71
36.75%
34.50%
57.75%
57.25%
Developing
Developing
Developing
Developing
Drawing Conclusions
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.42
1.51
1.46
1.71
35.50%
37.75%
36.50%
42.75%
Developing
Developing
Developing
Developing
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.63
1.76
2.26
2.52
40.75%
44.00%
56.50%
63.00%
Developing
Developing
Developing
Sequencing ofEvents
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.51
1.61
2.97
3.26
43.93%
43.88%
61.11%
65.96%
Beginning
Beginning
Developing
Developing
Using Parts ofBook
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.35
1.11
1.72
1.46
45.00%
37.00%
57.33%
48.67%
Developing
Developing
Developing
Developing
Using Dictionary, Reference
Books
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.05
1.21
1.70
1.48
26.25%
30.25%
42.50%
37.00%
Beginning
Developing
Developing
Developing
Using the Internet
Grade 7
Grade 8
Grade 9
Grade 10
99
94
61
42
1.03
0.82
1.08
1.07
34.33%
27.33%
36.00%
35.67%
Developing
Beginning
Developing
Developing

4.4 Reading Intervention Program to Address the Least MasteredReading
Skills of the Junior High School students
REAL, which means Reading Enhancement Across Levels, is a school-based
reading program crafted as a form of response to the least learned reading skills revealed
in this study. The program name primarily advocates reading enhancement through
providing students with vast activities and worksheets in every reading skill for all levels
in Junior High School.
This program was crafted in consideration of the students‘ profile, such as first
language spoken, ethnicity, exposure to print and non-print reading materials, and
grade level.
REAL provides students with various engaging tasks which are all geared towards
the improvement of thirteen reading skills namely using phonetic analysis, using
structural analysis, using contextual clues, using idioms, getting the main idea,
identifying facts and opinions, predicting outcomes, drawing conclusions, following
directions, sequencing of events, using parts of the book, and using the dictionaries,
encyclopedias and other reference books and using the internet.
The program will run for the whole school year as its implementation time frame
utilizing the remedial class period which takes place twice a week. Table 4.15 below
presents the workplan for the REAL program reflecting the specific time frame, learning
objectives, activities, specific modules and worksheets. Its figures for logistics and the
materials needed for the implementation are also presented in such matrix. A pre-test and
post-test, adapting the validated reading proficiency test used in this research, shall be

administered before and after the program implementation in order to determine the
student‘s progress. Moreover, ―REAL‖ utilizes the methodologies such as process-based
teaching, cooperative learning, peer reading, F3- Formal Face-to-Face; peer tutoring;
coaching; mentoring; one on one reading session; outdoor activities applying reading
skills and other activity-based learning methods. The respective roles and working
committees of the teachers and school administrators are also depicted in the program. It
also involves the school external linkages and stakeholders such as parents and barangay
local government unit.
Finally, this program shall be evaluated every after its implementation using the
M&E tool and the result of the post-test. There will feedbacking from the school
administrator, language teachers and parents in order to sustain and improve the program.
Table 4.15
Work Plan for the Intervention Program
TIME FRAME LEARNING
OBJECTIVES
ACTIVITY PERSONS
INVOLVED
MOV
LOGISTICS/
RESOURCES/
MATERIALS
NEEDED
JUNE 2018
(3rd Monday of
the Month)
Determine the
reading
proficiency of the
Junior High
School students.
Orientation to parents and
stakeholder should be done to
gain the full support and to
successfully implement the
reading program.
School
administrator and
teaching staff,
Junior High
School students,
Parents,
Stakeholders
Documentation;
Attendance Sheet;
Minutes during the
Orientation
Php100.00
Photocopies ofthe
Workplan for the
Intervention
Program
JULY 2018
(6 days)
Develop the
students‘ skills in
producing sounds
correctly.
MODULE 1: Using Phonetic
Skills
WORKSHEET 1
Speech Improvement:
/ey/ and /ε/
WORKSHEET 2
Speech Improvement:
/a/ and /ӕ/
WORKSHEET 3
Speech Improvement:
/I/ and /iy/
WORKSHEET 4
Speech Improvement:
/ͻ/ and /ow/
WORKSHEET 5
Speech Improvement:
/ε/ and /I/
Language
teachers,
Grade 7 and
Grade 8 students;
Documentation
Attendance Sheet
Php 1,000.00
Photocopies ofthe
Worksheets/
Manila Paper and
Felt-tip-pens;
Downloaded
videos
Note: *Grade 7and 8 students should be given more attention in the process ofthe development ofthe skill.

TIME
FRAME
LEARNING
OBJECTIVES
ACTIVITY PERSONS
INVOLVED
MOV
LOGISTICS/
RESOURCES/
MATERIALS
NEEDED
AUGUST
2018
(3 days)
Develop vocabulary
skills by finding the
meaning of words
through analyzing
their structures.
Identify the
meaning of the
words based on the
context clue.
MODULE 2: Using
Structural Analysis
WORKSHEET 1
Prefixes that Mean
“Not”
WORKSHEET 2
Prefixes that Indicate
Location or Spatial
Relationship
WORKSHEET 3
Helpful Roots
WORKSHEET 4
Root Cues
WORKSHEET 5
Suffixes
MODULE 3: Using
Contextual Clues
Structural Analysis
WORKSHEET 1
Types of Context
Clues
WORKSHEET 2
Mark my twin
WORKSHEET 3
Pick Me Right
WORKSHEET 4
Find the Hint
WORKSHEET 5
Fill Me In
Language
teachers,
Grade 7, 8
and 10
students
Language
teachers,
All JHS
students
Documentatio
n Attendance
Sheet
Documentatio
n Attendance
Sheet
Php500.00
Photocopies of
the
Worksheets/
Manila Paper
and
Felt-tip-pens
Php 1,000.00
Photocopies of
the
Worksheets/
Manila Paper
and
Felt-tip-pens
Note: *Grade 7 students should be given more attention in theprocess of the development of the skill.
AUGUST
2018
(3 days)
Enrich the students‘
vocabulary skills
through
understanding
idioms.
MODULE 4: Using
Idiomatic Expressions
WORKSHEET 1
Pics Can Tell
WORKSHEET 2
Complete the Story
WORKSHEET 3
Vocabulary in Action
WORKSHEET 4
Idioms in Action
WORKSHEET 5
Idioms in Action
Language
teachers,
All JHS
students
Documentation
Attendance
Sheet
Php 1,000.00
Photocopies of
the
Worksheets/
Manila Paper
and
Felt-tip-pens
Note: *Manobo language speakers are also given more attention to this skill.
*Students whose ethnicity is Cebuano/Visayan should be also given more attention in theprocess of the
development of the reading skill.
*Students in theGrade 7 are also given more attention to this skill.

READING PROFICIENCY OF THE JUNIOR HIGH SCHOOL STUDENTS: TOWARDS AN INTERVENTION PROGRAM by MITCHELLE M. PERNITO-AMOR, MAED-ELT

READING PROFICIENCY OF THE JUNIOR HIGH SCHOOL STUDENTS: TOWARDS AN INTERVENTION PROGRAM by MITCHELLE M. PERNITO-AMOR, MAED-ELT

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READING PROFICIENCY OF THE JUNIOR HIGH SCHOOL STUDENTS: TOWARDS AN INTERVENTION PROGRAM by MITCHELLE M. PERNITO-AMOR, MAED-ELT