ABSTRACT
Reading Performance on Phil-Iri in Filipino Among Grade Three Learners examines the impact of face-to-face classes on the reading proficiency development of grade three learners during the 2022-2023 school year. Using the PHIL-IRI reading assessment, it assesses the reading skills of students in East I District, Division of Cagayan de Oro City, focusing on the aftermath of the pandemic's impact on reading abilities. The research aims to determine the assessment level of respondents, analyze word reading and comprehension reading levels in the Phil-Iri post-test, and explore the relationship between reading skills and parent-child engagement, availability of reading materials at home, and attitude towards reading. The population includes 160 learners from East City Central School, with findings indicating instructional levels in word reading and comprehension reading. The study emphasizes the importance of quality reading time with parental engagement, the availability of resources, and positive attitudes for successful reading skill development. Recommendations include increased parent-child engagement in reading at home, emphasizing the need for consistent time and practice, and applying monitored oral reading for improved fluency and overall performance.
Keywords: Reading Proficiency, Phil-Iri Reading Assessment
INTRODUCTION
The study explores the impact of the pandemic on the reading development of grade three learners, highlighting challenges faced by students, families, and teachers. With a focus on the Philippines, it addresses the alarming deficiency in reading abilities, emphasizing the importance of parental involvement in fostering reading habits at home. The study delves into the national educational policies, including the K to 12 Program and the participation in international assessments like PISA. It introduces the PHIL-IRI program as a tool for assessing and improving reading proficiency, aligning with the researcher's motivation to study the reading performance of grade three learners in East 1 District. The theoretical framework draws on Piaget's Cognitive Development theory, particularly the Concrete Operational stage. The study aims to determine assessment levels in parent-child engagement, availability of reading materials, and attitudes toward reading, while evaluating word reading and reading comprehension levels. The findings are anticipated to benefit City Division personnel, school administrators, teachers, parents, and serve as a benchmark for future research. The scope is limited to Grade 3 learners in East 1 District, focusing on reading indicators measured by PHIL-IRI.
METHODOLOGY
Research Design and Setting
The research employed a descriptive research design, focusing on conditions, relationships, opinions, processes, and observable effects. This design is suitable for studying universal validity and involves the observation and recording of events. The study explores the interplay of dependent and independent variables, with data explained by underlying concepts. The main data gathering tools were the adapted ERAS questionnaire and Phil-Iri, employed to identify and establish relationships among variables.
The research was conducted in East City Central School, East I District, Division of Cagayan de Oro City, an elementary public school with a history dating back to 1948. The school, located on Claro M. Recto Avenue, has a total enrollment of 3,346 students for the academic year 2022–2023. Led by Elementary School Principal III Sir Angelito U. Felisilda and supported by a teaching staff of 109, the school is part of the Department of Education's committed and friendly-learning environment schools in Cagayan de Oro. The study setting provides a clear educational mission, positive learning environment, and teachers dedicated to enhancing students' reading performance through innovative approaches.
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