Abstract :

This study determined the reading level of intermediate pupils of Tagaytay Elementary School for the school year 2019-2020. The findings revealed that out of 76 pupil-respondents, in the word recognition area, 28 or 37% were at the frustration level, 27 or 36% were at the instructional level, and only 21 or 27% were at the independent level. On word recognition, the intermediate pupils were at the frustration reading level. In the Phil IRI Pre-test result in reading comprehension, out of 76 pupil-respondents, 41 or 54%, were in the frustration level; 21 or 28% were in the instructional level; and 14 or 18%, were in the independent level. In the second part, the results obtained in the Phil-IRI pre-test showed that more intermediate pupils were at the frustration level. There was a reading intervention action plan proposed and a book entitled “On your mark, get set… READ!” based on the results of the study. For the Phil-IRI pre- and post-test results of the intermediate pupils in the area of word recognition level, the following were found: In the frustration reading level, from 37%, it decreased to 20%; in the instructional reading level, from 36%, it increased to 43%; and for the independent reading level, from 27%, it successfully increased to 37% for Phil IRI pre- and post-test results of Intermediate pupils in the area of reading comprehension level. For the frustration reading level, it decreased from 58% to 32%; for the instructional reading level, it increased from 28% to 42%; and for the independent reading level, it increased from 18% to 26%. The statistical comparison proved that there was a significant difference in the Phil-IRI pre- and post-test results of the intermediate pupils. From word recognition to reading comprehension, there was an improvement after the reading intervention was implemented.

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Keywords :

reading level, intermediate pupils, frustration, reading comprehension

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