Abstract

This study attempted to determine the reading miscues Grade X students of

Aplaya National High School. The researcher used a validated and standardized

instrument developed by the Department of Education office to assess the

students’ miscues for meaningful instruction. The data were taken from the

scores of 44 Grade X students from the two sections of the institution. The Phil-

IRI tally list was used to determine the students’ performance on oral reading.
 Acknowledgement

The researcher would like to express her heartfelt gratitude to the following

persons who made this study possible and successful:

The researcher acknowledges her dependence to the almighty, invisible God

through whom all was created and existed now and forever. He has been her

faithful guide and companion through every difficulty, from the incredible

adventures for the future and the researcher was thrilled at the prospect.

To her colleagues who have supported and reminded the researcher in many

ways through this endeavor: Ms. Flora Pacilita, Ms. Michelle, Ms. Janette, Ms.

Ruth, Ms. Rosita, Ms. Phoebe, Ms. Liberty, Ms. Genevil, Mr. Rommel, Mr.

Millard, Mr. Ike Noah, Mr. Manolito and Mr. Leoniesis. Also, the researcher’s

school principal, Ms. Pura G. Villar, who encouraged not just the researcher but

everyone in the institution to finish the research. They are supporters and

provider of encouragement to the researcher.

To her family who has been very supportive, especially to her mother, Ms.

Sherlita, who always listens and encourages her. She is an amazing confidant,

advocate, and friend. The researcher is very blessed to have her as a mother.

To her own family especially to her husband who is very willing to support her

financially and emotionally together with their son who gives light and more

inspiration to the researcher.

To her respondents, Grade 10 - Creativity and Contentment students, who

participated actively during the online reading.

 Introduction of the Research

English as an international language plays an important role in many aspects

of life like education, economy, international relationship, technology, etc.

Consequently, the teaching of English became an International enterprise. The

widespread need for English as second or foreign language needs a

considerable pressure on the educational resources of many countries. Related

to the problems in teaching English, DepEd introduces English since in

elementary school as a local content, to give English to children as early as

possible in order to prepare them in covering the globalization era. English

becomes a compulsory subject in Junior High School, Senior High School and

College/University.

In English, there are five skills: listening, speaking, reading, viewing and

writing. The students are expected to have ability in those language skills, which

cover receptive and productive language use.

However, study showed that 5.3 million Filipinos (Philippine Star, 2012)

cannot read. Further research states that Filipinos belong to high literacy rate but

some Filipinos can barely read and write. Luz (2007) asserts that anybody can

be knowledgeable but not necessarily a reader because reading, as a skill,

entails the development of a routine that must be used daily if it is to be

preserved and improved. Over the last 10-year period based on a population of

80 million, 6.6 percent illiteracy translates into 5.3 million Filipinos who cannot

read and write; a number that grew by about 1.6 million (Philippine Star, 2012).

Professor Dina Ocampo of the University of the Philippines School of Education

says that literacy is really about the ability “to construct and create meaning from
or through written language”. In other words, with low-level literacy comes poor

reading skill; with poor reading comes poor learning.

The K-12 program covers the 12 years of basic education to guarantee

students’ capability in any field and mastery of concepts as they move to the next

level. It comprises six (6) years of schooling in elementary and high school. Its

reading competencies engages the students to become familiar with,

appreciative of, and critical towards the backgrounds, features and sample

translated texts of literature and other parallel selections which differ in every

quarter (Ocampo, 2012). These require students to use and utilize different

predictive and anticipatory devices/tasks to activate prior knowledge, and use

information to evaluate and to express critical ideas. In Bologna and Washington

Accords, a 12-year curriculum is found to be the sufficient period for education

under fundamental learning and is a prerequisite for acknowledgment of

professionals abroad.

In relation to these programs, the Department of Education regularly

conducts a Philippine Informal Reading Inventory (Phil-IRI). This is anchored on

the ECARP (Every Child a Reader Program), which develops learners’ reading

skills both in English and Filipino through effective reading instruction. As a

validated instrument, Phil-IRI evaluates the learners’ reading skill levels in early

formal years. It intends to measure the pupils’ reading comprehension skills. It is

packaged in two sets, Phil-IRI – Oral Test (English and Filipino); and Speed and

Comprehension also in English and Filipino. There are series of short reading

texts followed by a comprehension check wherein the students were given seven
(7) – eight (8) questions. These are used to identify the learners’ strengths and

weaknesses in applying the reading strategies. Each Phil-IRI assessment tool

focuses on evaluation of specific pupils’ reading ability - frustration, instruction,

and independent.

Literature Review

There are various studies that are relevant to the current study. Tanalgo

(2003) conducted a study on the level of reading skills of freshmen students of

San Nicolas College and its compilation to the reading program. She found out

that the level of the reading skills of entering freshmen varied. Some were

classified as well-equipped in almost all of the reading skills, few were equipped

in almost all of the reading skills, and few were equipped but mostly were less-

equipped.

Del Rosario (1994) conducted a study on the proficiency in English of third

year high school students in the Bukidnon National High School of Home

Industries. Her study involved among others identification of the reading level of

the third year students using the Informal Reading Inventory process. The results

of the study indicated that the third year high school students had satisfactory

level.

Saligumba (1998) conducted a study on the Informal Reading Inventory (IRI)

Reading Levels of the high school students in Surigao. She found out that the

second year and third year high school students with frustration IRI reading

levels in English have contributed to the decline in literacy in secondary

education. That a high school student on the frustration level has quiet weak and

deficient reading comprehension abilities. The findings of this study signify the

used to strengthen the reading instruction in the secondary schools to cope up

with crucial and immediate needs of the present educational system of

secondary education.

Moreover, Borres (2001) study revealed that the first year students who

generally belong to frustration level need much attention from administration and

the curriculum to meet the needs of the students. Teachers too, must be

knowledgeable or exposed to the nature of think-aloud and be guided with

reading activity.

These studies have determined the reading skills of the second language

learners of different year levels and districts, along with their reading difficulties.

But then researchers failed to prepare intervention programs in order to

remediate the said difficulties of the frustration level students.

Research Questions

Given this gap, the purpose of this study is to ascertain the reading ability

level of Grade IX students in Aplaya National High School and subsequently,

propose a reading intervention plan. Specifically, this attempts to investigate the

following questions:
 1.) Given with the monitored miscues, how many students committed the

following: mispronunciation; omission; substitution; insertion; repetition;

transposition; and reversal?

2.) What are the common miscues that Grade 10 students commit?

Scope and Limitation

Aside from identifying the student’s reading level, the researcher monitored

as well the Grade 10 students’ miscues while reading. In doing so, she used the

Phil-IRI which is highly recommended when measuring the student’s reading

improvement.

This study involved the Grade 10 students of Aplaya National High School

under the division of Misamis Oriental. There are two sections of Grade 10

students and one reading teacher is handling them. The test was conducted

through online since face to face classes is not possible. Since this study

confined to Aplaya National High School only, its result has a limited application.

Research Methodology

This portion presents the description of the sampling, data collection, ethical

issues, and plan for data analysis.

Sampling

Out from the total number of grade 10 students of Aplaya National High

School only 30 students were selected through purposive sampling. Students

who belong to 10th grade were the respondents of this study.

Data Collection

In administering the research instrument to the respondents of the study, the

following procedures were observed:

A formal permission to conduct the study was sought from the Aplaya

National High School principal through a letter of permission. The researcher

then was given an approval to administer the research instrument with the

consent of the reading teacher. The students were directed to read the selection

and answer the questions found at the end of the selection.

The weighted scale set found in the scoring criteria of the Phil-IRI test

manual were followed. Each score has a corresponding number of points as

provided. The total mean score of the students determine their reading level.

While reading the researcher jotted down the miscues that the student

committed.

After establishing the reading ability level, an interview with the reading

coordinator followed. Asking her what might be the reason why does a student

ever committed such miscues.

Discussion of Results and Recommendations

This section presents the findings and interpretation, conclusion, and

recommendations.
Given with the monitored miscues, how many students committed the following:

mispronunciation; omission; substitution; insertion; repetition; transposition; and

reversal?

Reading ability refers to an individual’s standing on some reading

assessment (Perfetti, 2001). Reading ability level comes in different level:

independent, instructional, and frustration. Yet, in this research, the miscues

committed by the student while reading were monitored.

Table 1 below shows the value of every miscues that the student committed

MISCUES COMMITTED NUMBER OF STUDENTS

Mispronunciation 14

Omission 22

Substitution 4

Insertion 12

Repetition 25

Transposition 1

Reversal 2

TOTAL 80

As can be seen, only fourteen students committed mispronunciation. This

means that out from thirty (30) learners, only 40% of the learners mistakenly
spoken the words they read in the selection. In addition, twenty two (22) of them

did not speak a particular letter or word while reading the material. Which means

that, 60% of the respondents committed omission as a miscue. Hence, only four

(4) learners did substitution. This denotes that only 2% of the total respondents

would faultily substitute letter while viewing and/or reading them. However, there

are twelve (12) students who made insertion while reading orally. More so,

twenty five (25) students executed repetition. This miscue marked the highest

among others. Which may implies that a student is not sure of how will he/she

read the word, especially if the word is not familiar to him/her (Saligumba, 2010).

On the other hand, only one (1) student committed transposition (interchanging

of letters within a word) and two (2) students did reversal (changing of words).

According to the reading administrator, the student could hardly read the

reading passage fit for their level based on the screening test. Definitely, blaming

a teacher nor a student nor the administration will not help solve this matter. The

bottom line is, these students need assistance and aid in developing positively

their reading skills orally as well as comprehensibly.

There are different factors that may affect the students’ ability or performance

in the classroom. The existence of reading ability level is really indispensable in

the learner’s performance in language learning. Reading is good for language

acquisition: it promotes better spelling, better writing skills, high comprehension,

and more advance vocabulary (Krashen, 1988). Kral (1988) finally asserted that,

mastery of reading skills leads to language proficiency.

What are the common miscues that Grade 10 students commit?

 Based on the results and findings, it can be gleaned that the commonly

miscue committed by the Grade 10 student is the Repetition. Since, among

others it has the highest value. Also, as what the researcher was observed, the

students would hesitate to read a word which is not familiar or he/she is not sure

how to pronounce it. That is why, they tend to repeat a word thinking that they

committed a mistake the first time they read it.

Recommendations

The researcher recommends the following for further actions related to the

study:

1.) The school administration may have remedial instructions beyond the

classroom setting to ensure that the students’ needs were catered

individually. This is to monitor also the reading progress of the learner as

day passes by. Implementing of programs that promote reading can be an

effective way of cultivating good sustainable reading habits in students

and improving their reading ability level.

2.) The reading teacher may use daily reading activities to improve students’

habits and ability in reading. This is to sharpen, improve, and assess their

needs as being part of a particular reading level.

 Dissemination and Advocacy Plans

This study is expected to aid students whose oral is of low chart.

Furthermore, proposing an intervention plan may suggest a remedy to the

readers who are not vocabulary oriented. Hopefully, with its classroom-based

activities, teaching-learning pace among the students and teachers is at reach.

Hence, anyone can implement the said reading intervention plan activities for the

identified learners.
 References:

Book

Flores, M., et al. Proficiency in English k to 12 Edition. Manila, Philippines: Rex

Book Store, Inc. 2012. Speech Improvement Activity 10. page 67.

Flores, M., et al. Proficiency in English k to 12 Edition. Manila, Philippines: Rex

Book Store, Inc. 2012. Guided Practice Activity 4. page 360.

Ignacio-Paez, D.C., Coronel, R.A. Linking The World Through English. Makati

City: DIWA SCJOLASTIC PRESS, INC. 2002. Grammar In Action. page 311.

Journal

Bashir , I.& Mattoo, N. H.(2012) A Study on Study Habits and Academic

Performance Among Adolescents (14-19) years . International Journal of

Social Science Tomorrow. Vol.1, No. 5, pp. 1-5.

Burgoyne, K.K., Kelly nee Hutchinson, J.M., Whiteley, H. E., & Spooner, A. A.

(2009). The Comprehension Skills of Children Learning English as an

Additional Language. British Journal of Educational Psychology, 79(4),

735-747.

Unpublished Thesis
Borrero, J. (1966). The Silent Reading Comprehension Skills of Grade Six Pupils

of the Pilot Schools of Albay. (Unpublished master's thesis).

Bukidnon State University, Malaybalay City, Philippines.

Cabello, C. (1973). A Study of the Reading Difficulties of the Intermediate Pupils

in Calaca, Aguinaldo District, Division of Batangas (Unpublished master's

thesis). University of Sto. Tomas, Manila, Philippines.

Cartmill, V. A. (2003). A Comparative Study of Two Treatment Approaches for

improving Middle School Students' Reading Comprehension. Retrieved

from http://etd.1su.edu/docs/available/etd-0409103-111757/unrestricted/

Cartmill_thesis.pdf

Espenido, Ester (2015). Improving Students’ Reading Ability by Using Print

Media. (Classroom Action Research). San Isidro National High School,

Surigao del Norte, Philippines.

Friedman, A. (2012). Adolescent Literacy (Doctoral dissertation, Bukidnon State

College, Malaybalay City, Philippines). Retrieved from

http://www.readingnavigator.com/mkt/assets/comprehension.pdf

Webpages

Education.com, Inc. (2012). Retrieved from:

http://www.education.com/definition/graphic-and-semantic-organizers.

IRA Board of Directors (2009). Retrieved from:

http://reading.org/Libraries/Resources/RTI_brochure_web.pdf.
International Reading Association (2009). Retrieved from:

http://abbyowens.wiki.westga,edu/file/view/Reading+Intervention+Model+

Challenges+of+classroom+support+and+separated+instruction.pdf.

National Reading Panel (2000). Retrieved from:

http://www.nationalreadingpanel.org/Press/press_rel_4_13_00.htm.

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http://www.napervillw203.org/asstes/literacydictionary.pdf.

Luz, J. (2007, June 7). A Nation of Nonreaders. The Philippine Star. Retrieved

from: http:pcij.org/stories/a-nation-of-nonreaders/

Financial Report

This section presents the financial report of this research. Furthermore, the

following expenses were from the personal account of the researcher.

Bond Paper - 100.00

Folder and Fastener - 15.00

Respondents’ Online Subscription - 600.00

715.00
 Basic Research

I. Title Page

II. Abstract

III. Acknowledgment

IV. Introduction of the Research

V. Literature Review

VI. Research Questions

VII. Scope and Limitation

VIII. Methodology

a. Sampling

b. Data Collection

IX. Discussion of Result and Recommendations

X. Dissemination and Advocacy Plans

XI. References

XII. Financial Report

SUBMITTED BY:

CHARISSE M. TOCMO
Teacher I

RECOMMENDING APPROVAL: APPROVED BY:

JANETTE B. MONTECILLO PURA G. VILLAR

School Research Coordinator School Principal I

NOTED BY:

CYDEL P. VALMORES
PSDS, Jasaan District