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INTERNATIONAL JOURNAL
OF CURRENT RESEARCH
International Journal of Current Research
Vol. 10, Issue, 09, pp.73492-73497, September, 2018

ISSN: 0975-833X
RESEARCH ARTICLE

PHILIPPINE INFORMAL READING INVENTORY PERFORMANCES OF ELEMENTARY GRADERS: KEYSTONE

FOR INNOVATIVE 21ST CENTURY READING INTERVENTION PROGRAM
*Joji T. Recamara
Doctor of Education Management, Associate Professor 3, Jose Rizal Memorial State University, Main Campus,
Dapitan City, Province of Zamboanga del Norte, Mindanao, Philippines

ARTICLE INFO ABSTRACT

Article History: This study focuses on finding out the reading performances of elementary graders of San Vicente
Received 18th June, 2018 Elementary School as revealed in the Philippine Reading Inventory pre and post post- tests for the School
Received in revised form Year 2016-2017.The
2016 2017.The study is inclusive to all grades III to VI pupils of San Vicente Elementary
20th July, 2018 School. The consolidated PHIL IRI results for the School Year 2016 2016-2017 were utilized and the pupil
Accepted 15th August, 2018 respondents were made to answer a questionnaire for the demographi
demographic profiling as needed in the
Published online 30th September, 2018 study. It was found out that majority of the respondents belong to families with low level income.
Results also indicated that there is a significant difference in the reading performances of elementary
Key Words: graders in terms of silent
sile reading post and pre-teststests which were classified into two performance
Philippine Reading Inventory, Reading levels; the speed and comprehension levels. Noticeably, a significant difference existed in the reading
Performance, Speed Level, level of pupils which were classified under frustration, instructional and inde independent readers. As
Comprehension Level, Frustration categorized, a significant difference is as well noted in the respondents’ oral reading pre and post post-
Level, Instructional Leveland tests. The results therefore conclude that there is a significant difference of pupils’ performances
Independent Level. between the pre-tests
pre and post-tests.
sts. The positive change clearly illustrates that there is a great chance
to improve the reading performances of elementary graders on the area evaluated.
Copyright © 2018, Joji T. Recamara. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use,
distribution, and reproduction in any medium, provided the original work is properly cited.

Philippine Informal Reading Inventory Performances of Elementary Graders: Keystone for Innovative 21ST Century
Citation: Joji T. Recamara. 2018. “Philippine
Reading Intervention Program”, International Journal of Current Research, 10, (09), 73492-73497.

INTRODUCTION Good reading performance acts as a strong weapon for the

students to excel in life (Bashir & Mattoo, 2012). Reading is a
Reading Performance as a major concern is looked up to as a habit where pupils learn, gain knowledge and develop new
keystone for every learner to make connections and discover skills (Olivar, 2014). Unfortunately, however, many pupils are
new learning experiences as they undergo the changes in their deprived of their rights to learn and earn reading abilities due
growth and development and prepare themselves to become to manyy varied reasons or factors that attempt to halt their
responsible problem m solver and decision makers. As such chances of achieving better academic performances. It is a fact
reading abilities is as important as learning the lifelong skills that several problems and difficulties met by both teachers and
that each individual should master in battling the hard cores of learners were identified in some cases in the classroom.
life. In school reading abilities could be a stepping stone to any However, as timee changes, the commonly identified strategies
successful academic endeavor and is closely related by many to battle up these problems are no longer fitting to the present
researchers as relevant factor that gears towards academic needs of learners. Indeed, various researches on human
excellence. Reading and academic achievement are essential cognition have involved not only characterization of strategies
for research workers and educationists to know that every child and processes in as much aas abilities that contribute
whether he or she is gifted, average, ge, normal or backward understanding of what learning reading involves, but also to
should be educated in his or her own way but if he or she theoretical base for the measurement of what has been learned.
possesses good study habits, he or she can perform well in One of which is Philippine Informal Reading Inventory (PHIL
academic and in every situation. IRI) which is an initiative of the Bureau of Elementary
Education of the Department of Education that directly
addresses its thrusts to make every Filipino child a reader. To
*Corresponding author: Joji T. Recamara, foster understanding on the significance of reading and in line
Doctor of Education Management, Associate
ciate Professor 3, Jose Rizal with the implementation of the K to 12 Basic Education
Memorial State University, Main Campus, Dapitan City, Province of
Zamboanga del Norte, Mindanao, Philippines
Program,
ram, the Department of Education (DepEd) implemented
DOI: https://doi.org/10.24941/ijcr.32339.09.2018 “Every Child A Reader Program” or (ECARP),through DepEd
Memorandum No. 402, Series of 2004 and Administrative
73493 Joji T. Recamara, Philippine Informal Reading Inventory Performances of Elementary Graders: Keystone for
Innovative 21ST Century Reading Intervention Program

Order No. 324. It aims to teach public elementary pupils with pupils’ needs based on the identified difficulties as revealed in
planned training in reading and writing to make them the Philippine Informal Reading Inventory (PHIL IRI). This as
independent young readers and writers. Moreover, ECARP is well attempts to render support to the teachers on the field
also part of the ten-point education agenda of President through formulating an innovative reading enhancement
Simeon Benigno Aquino III to ensure that the country’s public framework which will be implemented through a proposed
schools produce well-equipped graduates who could cope to extension program of the English Faculty of JRMSU.
the different challenges in life. The PHIL IRI is then
strengthened through nationwide implementation in all public Significance of the Study
elementary schools. Its goal is to enable every child to
communicate both in English and Filipino through effective This study is deemed very significant to consider the following
reading instruction. On its deeper sense, PHIL IRI is an reasons:
assessment tool that evaluates the reading proficiency of the
elementary school pupils on various levels. It is the first  Primarily the study could help identify the needs of
validated instrument that intends to measure the pupils’ pupils to improve their reading skills.
reading comprehension level. The pupil’s word recognition  This study will be an avenue for teachers to make
and comprehension ability as well as his reading speed are innovative reading strategies in response to the
informally assessed quantitatively and qualitatively through implementation of the K to 12 Basic Education
stories and passages. The tools come in two forms, namely: Program of the Department of Education (DepEd),
Oral Reading Test and Silent Reading Test. The tool primarily focusing more on “Every Child A Reader Program” or
attempts to measure the pupil’s comprehension level with (ECARP), through DepEd Memorandum No. 402,
fluency within the context of oral assessment, while speed and Series of 2004 and Administrative Order No. 324.
comprehension attempts to measure the pupil’s comprehension  The results of this study could be a basis for the
level within time frame. Teacher Education, English faculty of JRMSU Main
Campus to design an innovative reading enhancement
The tool being conducted individually to pupils draws out framework which will then be implemented through the
reading performance levels of students characterized into four conduct of an extension program.
levels, namely: frustration level, instructional level,
independent level, and non-reader. Frustration Level is Review of Literature: The principle that literacy is associated
considered the lowest level where the pupil shows withdrawal with school achievement and self-fulfillment is widely held.
from reading situations by refusing to read. Instructional level Why then do students not read more? Some suggest that the
is the level at which the pupil can profit from instruction while way reading is taught is not conducive producing students who
independent level refers to the highest level at which the pupil love to read. In a study for UNESCO, Irving (1980) found that
can read independently and with ease without the help or most respondents made no association whatsoever between
guidance of the teacher. Moreover, non-reader is the level reading and pleasure. According to Anderson, Fielding, and
where the pupil is unable to recognize and produce the letter – Wilson (1988), students who begin reading a book in school
sound connections for single consonants, consonant blends and are more likely to continue to read outside of school than
other sound in keywords. Both tools are utilizing an students who do not begin a book in school. However, research
appropriate criterion for the teacher to use in rating the also suggests that some teachers are not knowledgeable about
individual performance of the students. Phil IRI being a tool children’s literature; they are not able to introduce students to
that identifies the pupil’s strength and weaknesses in reading is the wealth of books available, and they may not recognize the
administered in two different occasions for which a “pre-test” effects of their teaching methods on students’ attitude toward
is conducted in the months of July-August and the “post-test” reading (Short and Pierce 1990). Flojo (2007) emphasized that
in the month of February. The implementation of the program based on the Philippine Informal Reading Inventory, the
has earned however positive and negative feedbacks from strengths and weaknesses of students are determined. Her
teachers all over the country. Dr. Felicitas E. Pado, UP- study was done to analyze the existing learners’ difficulties in
Diliman Professor, member of the team who created the reading and defining the source of their difficulties in reading
assessment tool found out that teachers in the field are simply comprehension. The study revealed that learners should be
using the tool solely for documentation of the results of the guided to be more aware of their level of achievement as well
diagnostic test and no follow up has been made to help as specific strengths and weaknesses in reading. With
eradicate or at least lessen the identified reading difficulties of increased learners’ awareness, the instruction becomes more
children. No interventions were conducted either as teachers effective. It is very important to know the reading performance
find it very time consuming. of the pupils since this skill is considered the key for gaining
knowledge.
The same observation is true in Dapitan City Division. Most
teachers claimed that PHIL IRI is supposed to assesses the Theoretical Framework of the Proposed Project: This
learners reading abilities and interventions should follow. study is anchored on Morphett and Washburne’s concept on
However, there was no follow up intervention introduced by reading performance acquisition (1931) which states that
the higher authorities and it is left to the teacher to design children who received formal reading instruction when they
appropriate classroom intervention. Unfortunately, many were in the early age of school succeeded in learning to read
teachers undeniably say that no support interventions in the far more better than those who were independent readers.
classroom have taken place to consider the number of students During the 1930s and 1940s, educators believed that children
to attend to and teachers significantly run out of time due to the should not be taught to read until they were six and a half years
many other teaching related tasks to work with. Imbued with old and performed well on reading readiness tests.
the above premise, this study is conducted to find out the This was supported by the study of Morphett and Wasburne
elementary graders’ performance in reading and to address the which concludes that elementary school children aging 6 years
73494 International Journal of Current Research, Vol. 10, Issue, 09, pp.73492-73497, September, 2018

old are on the maturity stage to learn reading through the use aid of a questionnaire checklist to gather data on the
of printed texts in the form of passages and other articles suited respondents’ profile. Documentary technique was also
to their grade level. Inferences made from the study established employed utilizing the secondary data extracted from the
teaching practices for many years. Later researchers went results of the Philippine Informal Reading Inventory (PHIL
beyond simple chronological age and looked at the literacy IRI) of the pupil-respondents.
experiences children had during their early years (Wells,
1986). Data Analysis: Frequency count and percent will be used to
quantify the profile of the pupils, teachers, and school. Percent
Overwhelmingly, the studies showed that children from a will be calculated by getting the frequency of each category
variety of socioeconomic backgrounds learn to read early. divided by the total number of cases. The t - test for paired
Thus this proposed project intensely adheres to the fact that samples, on the other hand, will be employed to test the
school children with learning difficulties or most often difference of the reading performance of the pupils during the
regarded as nonreaders could be helped and eventually succeed pre-test and the post-test.
in their academic life if appropriate measures could be done. It
is wise therefore to note that characterization of their reading RESULTS AND DISCUSSION
performance should be a step to be undertaken to be able to
identify intervention programs that would cater, facilitate and
Problem No. 1. What is the profile of the pupils in terms of
address the needs of every poor or nonreaders.
sex, monthly income of parents, family source of income
and educational attainment of parents?
Research Questions: This study aimed to find out the reading
performances of elementary graders of San Vicente Sex: Table 1 shows the frequency and percent distribution of
Elementary School revealed through the conduct of Philippine pupils in terms of sex. As shown in the table, of 190 pupils
Informal Reading Inventory during the School Year 2016- there are 47 or 24.7 percent male and 143 or 75.3 percent
2017. Specifically, this study seeks compliance to the female. This implies that majority of the pupils enrolled during
following: the calendar year 2016 to 2017 are female. This goes to show
further that female are dominant in school than male
 What is the profile of the Grade 6 pupils in terms of counterpart.
sex, monthly income of parents, family source of
income, distance of school from home, and educational Table 1. Frequency and Percent Distribution of
attainment of parents; Pupils in terms of Sex
 What is the pre-test and post-test performance level of
the elementary graders in the Philippine Informal Sex Category Frequency Percent
Reading Inventory; Male 47 24.7%
 Is there a significant difference between the pre-test Female 143 75.3%
Total 190 100.0%
and post-test performance of the elementary pupils in
the Philippine Informal Reading Inventory in terms of
Table 2. Frequency and Percent Distribution of Pupils in terms of
Silent Reading Tests; and Monthly Income of Parents
 Is there a significant difference between the pre-test
and post-test performance of the elementary pupils in Monthly Income Bracket Frequency Percent
the Philippine Informal Reading Inventory in terms of Php5,000 & below 189 99.5%
Oral Reading Tests? Php5,001 – Php10,000 1 0.5%
Php10,001 – Php 15,000 - -
Php15,001 – Php20,000 - -
Research Hypothesis: The present investigation hypothesized Php20,001 & Above - -
that; Total 190 100.0%

There is no significant difference between the pre-test and Table 3. Frequency and Percent Distribution of Pupils in terms of
post-test performance of the elementary pupils in the Family Source of Income
Philippine Informal Reading Inventory in Silent and Oral
Reading Tests. Source of Income Frequency Percent
Vendor 47 24.7%
Fishing 40 21.1%
Scope and Limitation: This study focuses on finding out the Government/Private Employee 4 2.1%
reading performances of elementary graders of San Vicente Laborer 37 19.5%
Elementary School as revealed in the Philippine Reading Unemployed 62 32.6%
Inventory pre and post- tests for the School Year 2016-2017. Total 190 100.0%

Table 4. Frequency and Percent Distribution of Pupils in terms of

MATERIALS AND METHODS Parents’ Educational Attainment

Participants/Data Source: The study is inclusive to all grade Educational Attainment Frequency Percent
III to VI levels of San Vicente Elementary School. The Elementary Level 28 14.7%
consolidated PHIL IRI results for the School Year 2016-2017 High School Level 85 44.7%
College Level 19 10.0%
were utilized and the pupil respondents were made to answer a College Graduate 15 7.9%
questionnaire for the demographic profiling as needed in the Uneducated 43 22.6%
study. Total 190 100.0%
Data Gathering Procedure and Instrumentation: This study
employed the descriptive survey method of research with the
73495 Joji T. Recamara, Philippine Informal Reading Inventory Performances of Elementary Graders: Keystone for
Innovative 21ST Century Reading Intervention Program

Monthly Income of Parents: Table 2 reflects the frequency Table 6 shows the percentage of the pupils’ pre-test and post-
and percent distribution of pupils in terms of monthly income test performance level in the Philippine Informal Reading
of parents. As reflected in the table, there are 189 pupils or Inventory as to comprehension level. Comprehension level is
99.5 percent of them belong to the monthly income bracket classified into frustration, instructional and independent
Php5,000 and below while 1 of them or 0.5 percent with categories. As shown in the table, the percentage change along
monthly income ranging from Php5,001 to Php10,000 frustration category is ranging from 13.64 percent to 33.33
respectively. Therefore, majority of the pupils in this survey percent decrease in the number of pupils from Grade III to
have parent monthly income of Php 5,000 and below. Grade VI respectively. While in terms of instructional
category, the percentage change is ranging from 0 percent to
Source of Income: Table 3 presents the frequency and percent 18.75 percent increase in the number of pupils and there about
distribution of pupils in terms of source of income of family. 0 percent to 44.44 percent change of increase in the number of
As presented in the table, there are 47 or 24.7 percent whose pupils during pre and post-test performance of Philippine
parent’s source of income is from vending, while there are 40 Information Reading Inventory program. Table 7 shows the
or 21.1 percent got from fishing; there are 4 or 2.1 percent a percentage of the pupils’ pre-test and post-test performance
government/private employee; and there are 37 or 19.5 percent level in the Philippine Informal Reading Inventory in terms of
as laborer. Unfortunately, during the survey there are 62 or reading level. As shown in the table, there was a 23.08 percent
32.6 percent of the pupils whose parents are unemployed. This to 36.36 percent decrease in the number of pupils from Grade
can be seen from the table that most of the family sources of III to Grade VI level along frustration category of pupils.
income from vending and fishing. While there was a 0 percent to 25.00 percent increase on the
number of pupils along instructional category and about 18.18
Educational Attainment of Parents: Table 4 displays the percent to 33.33 percent increase in the number of pupils along
frequency and percent distribution of pupils in terms of their independent category of pupils. Therefore, there is an
parents’ educational attainment. As displayed in the table, improvement in the performance of pupils during the pre-test
there are 28 or 14.7 percent of parents who are elementary and post-test in the Philippine Information Reading Inventory
level; there are 85 or 44.7 percent who belong to high school as far as their reading test is concerned. Generally, there was
level; there are 19 or 10.0 percent with college level; there are decrease of about 32.39 percent decrease in the number of
15 or 7.9 percent who finished a bachelor degree. While there pupils along frustration category. However, there was a 12.68
are 43 or 22.6 percent of the pupils disclose that their parents percent increase in the number of pupils along instructional
did not go into formal education. Therefore, most of the and about 22.92 percent increase along independent category.
parents finished education at secondary level.
Problem No. 3 Is there a significant difference between the
Problem No. 2 What is the pre-test and post-test pre-test and post-test performances of the Grades III – IV
performance level of the pupils in the Philippine Informal pupils in the Philippine Informal Reading Inventory in
Reading Inventory in terms of silent reading? Silent Reading Tests?

Silent Reading Test: Reading performance is a major concern Table 8 presents the test of difference between the number of
for research workers and educationists to discover the pupil’s pupils during pre-test and post-test performance level in the
abilities. Once the pupils can acquire good reading Phil. IRI in terms of oral reading speed level test. As presented
performance this could be a stepping stone to any successful in the table, the p-value on the slow and fast level category is
academic endeavor and gears towards academic excellence. In less than the level of significance of 0.05. Therefore, there is a
this study, the researcher discusses the number of pupils during significant difference in the number of pupils between pre and
pre- test and post-test performance level which were post -test along slow and fast performer pupils. This indicates
categorized into silent reading test and oral reading test. Table that there is a change or improvement in the number of pupils
5 presents the percentage of pupil’s pre-test and post-test among slow performer and fast performer pupils between pre
performance level in the Philippine Informal Reading and post -test evaluation in the Phil IRI program. However,
Inventory in terms of speed level. Speed level is categorized as there is no significant difference between the number of pupils
slow, average and fast. The percentage change describes along average category during the pre and post-test silent
changes in the number of pupils before and after the Phil IRI reading intervention. The data did not provide sufficient
was introduced. It can be gleaned from the table; the evidence to conclude that the speed level of pupils among
percentage difference change varies across grade level with average reader significantly differs at 0.05 level of
respect to the speed level of pupils. In the slow reader significance. In comprehension level, the table revealed that
category, there was a 31.25 percent decrease in the number of there is a significant difference between the number of pupils
Grade III pupils; a 29.41 percent decrease in the number of during the pre and post-test evaluation at 0.05 level of
Grade IV pupils; a decrease of about 45.45 percent in the significance along frustration category. This means that data
number of Grade V pupils and 30.77 percent decrease in the provide sufficient evidence to conclude that there is a
number of Grade VI pupils after the Phil. IRI tool was significant change in the number of pupils in the frustration
introduced. It can be seen that the tool is very helpful in category as far as their reading comprehension is concerned.
improving the reading fluency of slow level category. On the other hand, there is no significant difference between
Furthermore, in the average category the percentage change the number of pupils during pre and post-test in the Phil IRI
varies from 0.00 percent to 18.75 percent respectively. While program along instruction and independent category.
among fast reader the percentage change is ranging from 18.18 Meanwhile, there is a significant difference in the pre and post-
percent to 50.00 percent increase in the number of Grade III to test performance in the number of pupils along frustration and
Grade VI pupils during the post-test on informal reading independent category with the aid of Phil IRI program as
inventory in terms of silent reading test. presented in Table 9. This means that there are changes in the
number of pupils during pre and post-test performance.
73496 International Journal of Current Research, Vol. 10, Issue, 09, pp.73492-73497, September, 2018

Table 5. Percentage of the Pupils Pre-Test and Post-Test Performance Level in the Philippine Informal Reading Inventory in terms of Speed Level

Grade Level Pupils Test Speed Level

Slow Average Fast
Pre Post Pre Post %Change Pre Post %Change Pre Post %Change
III 43 43 16 11 -31.25 16 19 18.75 11 13 18.18
IV 45 45 17 12 -29.41 18 18 0 10 15 50.00
V 57 54 22 12 -45.45 20 21 5.00 15 21 40.00
VI 45 45 13 9 -30.77 18 19 5.56 14 17 21.43
Total 190 187 68 44 -35.29 72 77 6.94 50 66 32.00

Table 6. Percentage of the Pupils Pre- Test and Post-Test Performance Level in the Philippine Informal Reading Inventory in terms of
Comprehension Level

Grade Level Pupils Test Comprehension Level

Frustration Instructional Independent
Pre Post Pre Post %Change Pre Post %Change Pre Post %Change
III 43 43 18 12 -33.33 16 18 12.5 9 13 44.44
IV 45 45 19 13 -31.58 16 19 18.75 10 13 30.00
V 57 54 22 19 -13.64 21 21 0 14 14 0
VI 45 45 13 11 -15.38 18 18 0 14 16 14.29
Total 190 187 72 55 -23.61 71 76 7.04 47 56 19.15

Table 7. Percentage of the Pupils Pre- Test and Post-Test Performance Level in the Philippine Informal Reading
Inventory in terms of Reading Level

Grade Level Pupils Test Reading Level

Frustration Instructional Independent
Pre Post Pre Post %Change Pre Post %Change Pre Post %Change
III 43 43 18 12 -33.33 16 19 18.75 9 12 33.33
IV 45 45 18 12 -33.33 16 20 25.00 11 13 18.18
V 57 54 22 14 -36.36 21 23 9.52 14 17 21.43
VI 45 45 13 10 -23.08 18 18 0 14 17 21.43
Total 190 187 71 48 -32.39 71 80 12.68 48 59 22.92

Table 8. Test of Difference Between the Pre-test and Post-test Performance of the Pupils in the Philippine Informal Reading Inventory as to Silent
Reading Test

Silent Reading Test Performance Paired t-test value p-value Decision Remarks
Indicator
Speed Level Slow 4.431 0.021 Reject Ho Significant
Average 1.987 0.141 Accept Ho Not Significant
Fast 4.382 0.022 Reject Ho Significant
Comprehension Level Frustration 4.123 0.026 Reject Ho Significant
Instructional 1.667 0.194 Accept Ho Not Significant
Independent 2.635 0.078 Accept Ho Not Significant
Reading level Frustration 5.578 0.011 Reject Ho Significant
Instructional 2.635 0.078 Accept Ho Not Significant
Independent 11.00 0.002 Reject Ho Significant
Level of significance set at 0.05

Table 9. Percentage of the Pupils Pre- Test and Post-Test Performance Level in the Philippine Informal Reading Inventory in terms of Oral
Reading Level

Grade Level Pupils Test Reading Level

Frustration Instructional Independent
Pre Post Pre Post %Change Pre Post %Change Pre Post %Change
III 43 43 20 12 -40.00 16 19 18.75 7 12 71.43
IV 45 45 23 13 -43.48 14 19 35.71 8 13 62.5
V 57 54 24 14 -41.67 18 23 27.78 15 17 13.33
VI 45 45 15 10 -33.33 18 19 5.56 12 16 33.33
Total 190 187 82 49 -40.44 66 80 21.21 42 58 38.10

Table 10. Test of Difference Between the Pre-test and Post-test Performance of the Pupils in the Philippine Informal Reading Inventory as to Oral
Reading Speed Level Test

Oral Reading Test Indicator Performance Paired t-test value p-value Decision Remarks
Speed Level Frustration 6.983 0.006 Reject Ho Significant
Instructional 3.656 0.035 Reject Ho Significant
Independent 5.657 0.011 Reject Ho Significant
Level of significance set at 0.05
73497 Joji T. Recamara, Philippine Informal Reading Inventory Performances of Elementary Graders: Keystone for
Innovative 21ST Century Reading Intervention Program

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change. There are still a few who need help to attain a Research Journal 27: 442–51.
favorable change in their reading performances. On this regard, Villanueva, A.S..&Delos Santos, R.L.(2008). Developmental
an innovative remedial reading program is recommended to reading 1. Quezon City: LORIMAR Publishing , Inc.
help pupils who are still in the slow reader category. In the
same manner those who fall under average reader category
could be helped to improve and get the chance to be in the fast
level category. Ensuring this positive change could help pupils
achieve more in their academic endeavor.

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