The document analyzes the results of the Early Grade Reading Assessment (EGRA) and PHIL-IRI pre-test given to students at Sta. Cruz Integrated School. It found that 45.76% of grade 1-2 students and 22.22% of grade 3-6 students in Filipino are non-readers. Students scored lowest in reading comprehension and highest in word recognition. Factors like lack of support, attention disorders, and learning disabilities were found to affect reading abilities. In response, the school designed a reading program called "Kaupo Ko, Kabasa Ko" to address students' reading problems.
The document analyzes the results of the Early Grade Reading Assessment (EGRA) and PHIL-IRI pre-test given to students at Sta. Cruz Integrated School. It found that 45.76% of grade 1-2 students and 22.22% of grade 3-6 students in Filipino are non-readers. Students scored lowest in reading comprehension and highest in word recognition. Factors like lack of support, attention disorders, and learning disabilities were found to affect reading abilities. In response, the school designed a reading program called "Kaupo Ko, Kabasa Ko" to address students' reading problems.
The document analyzes the results of the Early Grade Reading Assessment (EGRA) and PHIL-IRI pre-test given to students at Sta. Cruz Integrated School. It found that 45.76% of grade 1-2 students and 22.22% of grade 3-6 students in Filipino are non-readers. Students scored lowest in reading comprehension and highest in word recognition. Factors like lack of support, attention disorders, and learning disabilities were found to affect reading abilities. In response, the school designed a reading program called "Kaupo Ko, Kabasa Ko" to address students' reading problems.
The document analyzes the results of the Early Grade Reading Assessment (EGRA) and PHIL-IRI pre-test given to students at Sta. Cruz Integrated School. It found that 45.76% of grade 1-2 students and 22.22% of grade 3-6 students in Filipino are non-readers. Students scored lowest in reading comprehension and highest in word recognition. Factors like lack of support, attention disorders, and learning disabilities were found to affect reading abilities. In response, the school designed a reading program called "Kaupo Ko, Kabasa Ko" to address students' reading problems.
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Department of Education
Region 02 (Cagayan Valley) Department of Education
Region 02 (Cagayan Valley) Schools Division Office of Isabela San Manuel District STA. CRUZ INTEGRATED SCHOOL - 501615 Purok 5, Sta. Cruz, San Manuel, Isabela 3317
ANALYSIS OF THE EGRA
(EARLY GRADE READING ASSESSMENT) AND PHIL-IRI PRE-TEST RESULT S.Y. 2022-2023
Reading is a complex developmental challenge that we know to be intertwined with
many other developmental accomplishments: attention, memory, language, and motivation Table 1 shows the EGRA result in grades 1 and 2. It consists of six parts: alphabet knowledge, letter sound knowledge, letter sound identification, initial sound identification, familiar word reading and story reading. Out of 59 learners tested, 27 learners or 45.76% are non-readers. The PHIL-IRI pre-test in Filipino was taken by grades 3-6 and English was taken by grades 4- 6. It comprises three parts: word recognition, reading comprehension and reading profile per passage. Table 2 shows the result of pre-test in Filipino. Out of 117 learners tested, 26 learners or 22.22% are non-readers. In word recognition, 33 learners belong to frustration level, 33 in instructional level and 25 in independent level. In reading comprehension, 45 learners belong to frustration level, 11 in instructional level and 35 in independent level. In reading profile per passage, 59 learners belong to frustration level, 19 in instructional level and 13 in independent level. Table 3 shows the result of pre-test in English. Out of 94 learners tested, 17 learners or 18.09% are non-readers. In word recognition, 32 learners belong to frustration level, 18 in instructional level and 27 in independent level. In reading comprehension, 45 learners belong to frustration level, 16 in instructional level and 16 in independent level. In reading profile per passage, 53 learners belong to frustration level, 14 in instructional level and 10 in independent level. In many schools, including Sta. Cruz Integrated School, difficulty in reading is a common problem. A lot of learners struggle with reading in some ways. And since it is such an important skill, reading difficulties can cause trouble in other areas of learning, including writing, spelling, fluency, and comprehension. These barriers make it very hard for students to perform well in school and often lowers self-esteem. Based from the results, SCIS found out some factors such as lack of support, attention disorder, differences in learning styles and learning disabilities which affected the reading abilities of the learners. With the collaboration of the School Head and all the teachers, the school has designed a school reading program, Kaupo Ko, Kabasa Ko which aims to address the learners’ reading problems.