Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Multigrade schooling is a worldwide phenomenon in most of the rural areas. Multigrade teaching is a result of financial constraints, non-availability of teachers, scarcity of infrastructures or lack of resources. Multigrade teaching refers to the teaching of different ages, grades and abilities in the same group. It is referred to variously in the literature as ‘multilevel’, ‘multiple class’, ‘composite class’, ‘vertical group’, ‘family class’, and in the case of one-teacher schools, ‘unitary schools’(Veenman, 1995). Multigrade classes are commonly found in sparsely populated areas in rural setting or in areas with high pupil population but few teachers. Honestly speaking, it is very hard to teach pupils with combined levels and different age groups. Sometimes it is where the slow readers can be found because it is really hard to teach the pupils individually especially when the teacher has many multi grade pupils. A skill for reading is very significant that one must acquire in gaining access and understanding the printed text. It is a skill that is very important for every learner for if he/she doesn’t have this skill, the learner is automatically in trouble. But if the learner has this skill, surely he/she may become an independent learner. It is generally accepted that the ability to read is an important skill that a learner must possess for the reason that all kinds of learning activities, reading is a tool by which a learner gains success to the different fields of study(Campo, 2001.) Every human endeavour utilizes the skills in reading. Everywhere in the community requires reading as a tool for understanding. Yet, the country is facing a huge problem regarding proficiency in reading. Philippine curriculum is always in motion for changes and still it is left behind by other south-east Asian countries like Singapore and Malaysia. Reading is a means of language acquisition, of communication, and of sharing information and ideas. It is an interactive process between the text and the reader resulting in comprehension. Anderson et al. (2005) claimed that one of the most surprising findings of classroom research today’s young generation was the small amount of time that children spent actually reading texts. Estimates ranged from 7 to 15 minutes per day from the primary to intermediate grades. An individual who read books everyday have better reading comprehension performance than those who do not (Josefina, M. et al,(2012). Every teacher of course aims to teach every pupil the best way they wanted to. But before teaching them different lessons, one must test the ability of each pupil in reading. The Department of Education had always been experimenting on different ways to upgrade the public education. Various programs were used to enhance the skills of pupils particularly in reading. Examples are the Project DEAR(Drop Everything And Read), Project ECARP (Every Child A Reader Program), Project ROWD (Read One Word a Day), Project MAYOR (Municipality’s Asset Young Outstanding Readers), ERC (Extensive Reading Center), ZNR (Zero Non-Reader), Project ARAW(All Read, All Write), Project SPREAD (Spell Pronounce and Read), Project READ ( Reading Efficiency Assessment in the Division), Project RECITAL (Read Enthusiastically with Correct Intonation, Tone and Language) and Project RACE(Reading and Comprehension in English). Another is the Philippine Informal Reading Inventory(Phil-IRI) which has two types, the Silent Reading and the Oral Reading both in English and Filipino.
Different methods and styles in teaching are now being used to cope up with the learners’ needs but still pupils that belong to multigrade classes are struggling to read when they reached the secondary level of schooling. The researcher strongly affirms that there is a need to assess the reading performance of pupils particularly those that belong to multigrade classes since the researcher is a multigrade teacher (from Agus Elementary School for a year and was transferred to Pisapungan ElementarySchool which is also a multigrade school for morethan a year now). In view thereof, the researcher was motivated to evaluate the reading performance of the selected pupils in San Jose District which may serve as a basis for a remediation program that will benefit the pupils, teachers and school administrators. There is still a chance to improve the quality of teaching and enhance the learner’s capabilities in reading resulting to a competent learner with great knowledge, values and skills, a learner who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully in building the nation.
Statement of the Problem The main purpose of this study is to evaluate the reading performance of the selected multigrade pupils for the school year 2013-2014 in San Jose District particularly in Pisapungan Elementary School, Agus Elementary School, Tala Elementary School, Dirita Elementary School and Tangan-Tangan Elementary School. Specifically, this study aimed to answer the following questions: 1. How may the reading performance of the selected multigrade pupils in San Jose District particularly in Pisapungan Elementary School, Agus Elementary School, Tala Elementary School, Dirita Elementary School and Tangan-Tangan Elementary School be described in terms of: 2.1 word recognition 2.2 comprehension 2.3 reading level 2. What are the problems that affect the reading performance of the respondents? 3. What measures are proposed to address the factors that affect the reading performance of the respondents? 4. What is the implication of the study to educational management?
Significance of the Study This study will mainly benefit the pupils, the multigrade teachers, and the school administrators. To the pupils who would greatly benefit from this study because a remediation program will directly affect their skills. As a result, their academic performance will also improve. We all know that if a child is a good reader, his/her performance will improve too. To the teachers/multigrade tachers who would use the findings of this research to be able to decipher fully the multigrade pupils, their needs and difficulties and the strategies used to help them read and comprehend well. To the school administrators of multigrade schools who may find the results useful in giving support to the teachers to develop the instructional curriculum that would produce better readers and teachers.
Scope and Delimination This research focuses on evaluating the reading performance of the selected multigrade pupils for the school year 2013-2014 in San Jose District particularly in Pisapungan Elementary School, Agus Elementary School, Tala Elementary School, Dirita Elementary School and Tangan-Tangan Elementary School. This was measured by using the Phil-IRI that the DepEd uses to evaluate the reading comprehension of the pupils. The problems affecting the reading performance of the pupils were also determined. And a reading remediation will be proposed to address the weaknesses of the multigrade pupils.
Definition of Terms The following terms are defined to provide the readers a common frame of reference. Assessment. It is the process of documenting, usually in immesureable terms, knowledge, skills, attitudes, and beliefs. Comprehension. It is the means by which an individual develops understanding of something, whether it is a fact, an idea, or a complicates concept. Comprehension Skills. It is the ability to understand what is read; capacity of the mind to perceive and understand; power to grasp ideas; ability to know. Frustration Level. This is the lowest reading level. The pupil/student shows evidence of finger-pointing or lip movement and withdrawal from reading situations by crying or refusing to read. This is the level by which the pupil is unable to pronounce many of the words or is unable to comprehend the material satisfactorily. When a pupil reads at this level, it is too difficult and it is not the best learning situation. He recognizes less than ninety percent of the words in the text and understands below seventy-six percent of the text’s content. (Source: Phil-IRI Manual) Frustration Reader. It refers to individual who show symptoms or behavior of withdrawing from reading situations and commit multiple types of errors in oral reading. Independent level. It is the highest level of reading at which a pupil/student can read independently and with ease, without the help or guidance of the teacher. The student is free from tension, finger-pointing or lip movement. Independent Reader. This refers to individual who can read with ease and without the help or guidance of a teacher. It can read with rhythm, with conversational tone and interprets punctuations correctly. This is the level at which the student reads fluently with excellent comprehension. When a student read at this level, he quickly decodes the text and recognizes higher than ninety-four percent of the words in the text and understands higher than eighty-five percent of the text’s content. It is sometimes referred to as recreational reading level. (Source:Phil-IRI Manual) Informal Reading Inventory (IRI). It is an authentic reading assessment that attempts to evaluate reading in a way that more closely aligns to actual classroom instruction. It determines students’ thinking process as well as their reading performance. Instructional Level. It is the reading level at which the student can profit from instruction. The pupil’s oral reading is rhythmical with conversational tone and correct interpretation. This is the level at which the pupils can make progress in reading with guidance. When a pupil reads at this level, he needs guidance from the teacher or another person in order to fully read and understand the text. He recognizes ninety to ninety four percent of the words in the text and understands seventy-six percent of the text’s content. It is sometimes referred to as the teaching level. (Source:Phil-IRI Manual) Instructional Reader. It refers to individual who can profit from instruction. He can answr test questions correctly in an average rating. (Source:Phil-IRI Manual) Intervention Program. This is a school program designed to meet the individual learner needs and engaging necessary supports to meet those needs. Intervention. This refers to an influencing force or act that occurs in order to modify a given state of affairs meant to improve/enhance it. Oral Reading. The act of reading aloud, often used to develop or test reading skills. It has lots of benefits such as improving comprehension and vocabulary, increase on fluency and building motivation. Preparing for oral reading is very important. The teacher needs to decide on an appropriate time to read and for how long. The atmosphere needs to set for reading. The teacher also needs to decide on what books to read. Reading Assessment. It refers to an evaluation in reading to make sure students are making measurable progress. In elementary school, pupils must make sense of sounds, letters and words in text to become fully independent readers. Reading Performance Level. This refers to how good an individual is when it comes to reading. The three levels are independent level, instructional level and frustration level. (Source:Phil-IRI Manual). Supplementary Reading Materials. These refers to books, magazines or fugitive materials, aside from the basal texts. It is used to enrich instructional materials or to furnish additional practice in reading. Word Perception. The ability to identify words and understand their meanings. Word Recognition. It is a process of producing sounds represented by symbols, putting them together into words.
CHAPTER 2
REVIEW AND RELATED LITERATURE AND STUDIES This chapter presents a review of related literature and studies that served as a background for this study. The forgoing related literature and studies are of the same way being pointed out to the present study, to enhance the reading performance among the school children.
Related Literature A multi grade class is defined as a class composed of two or more grades less than one teacher in a complete or incomplete elementary school. the multigrade system has been implemented since 1920’s. it has always been covered by policies on monograde class organization which resulted in multigrade classes. The multigrade system has been with us for quite sometime but it is very obvious that we have not regarded it as a very viable alternative delivery system to provide access to basic education as well as quality education by providing complete grade levels in all public elementary school. While DECS (now DepEd) officials them had always recognized the existence of multigrade classes, it was only under the leadership of Secretary Armand Fabella (1993-1994) that the multigrade program was launched as a systematic and viable means of meeting the goal and providing education for all. The existence of multigrade classes in the country is also embodied under the provision of the Philippine Constitution. Considering the present thrusts of the government to make at least elementary education truly accessible to all particularly to children in remote barangays were enrolment and population growth trends warrant the establishment of a new school, and develop and/ or implement the multigrade system of delivery, so as enable children to complete their elementary schooling particularly in areas where it is uneconomical to put up a six-classroom building. From tghen on, multigrade classes became truly a part of the education system. At present, some of these multigrade classes are ready converted to monograde classes due to increase of enrolment while other areas of the country are just starting to put up multigrade classes. (Tanael, 2011)
The Reading is not just recognizing words, or sounding them out, or any single process. It is an active process of getting and constructing meaning from print, involving word recognition, memory process, sense-making strategies and the use of context, vocabulary and prior information to form predictions about what is coming (Gillet & Temple, 2004). The above statement present a brief information about the multigrade program in the country and its purpose yupon establishment. Multigrade schools operate under policies patterned from monograde schools, only they differ in the number of teachers and location. Apparently, the problems of each may be same considering the factors that may affect the children’s ability to comprehend and read. Reading is making sense of the text. The text does not control the reader passively, but instead the reader actively uses language as he reads the text. As the readers read the text, his unique personal background knowledge and experiences play as an important role in the understanding of the text. (Liontas, 2002) Another famous theory related to reading response learning theory. Reader response theories consider how students create meaning as they read. According to this theory, students do not try to figure out the author’s meaning as thety read. Instead they negotiate or create meanings that make sense based on the words they are reading and their own background knowledge. Reader response theorists agree with Piaget that readers are active and responsible for their learning. To become skilled readers, children need rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages that are conveyed through print. Children also must develop code-related skills, an understanding that spoken words are composed of smaller elements of speech (phonological awareness); the idea that letters represent these sounds (the alphabet principle), the many systematic correspondence between sounds and spellings, and a repertoire of highly familiar words that can be easily and automatically recognized (McCardle & Chabra, 2004). But to attain a high level of skill, young children need opportunities to develop these strands, not isolation, but interactively. Meaning, not sounds, letters, motivates children’s earliest experiences with print (Nueman, Copple & Bredekamp, 2000). Duke and Pearson (2002) stated that developing good reading comprehension is more than just thinking about how to comprehend. Students must also be taught specific skills that are essential to good comprehension. Reading skills are very important to the success of individuals during their education and beyond. To successfully navigate the working world, education, and even to participate in hobbies, people must be able to understand the text that is ever present in the environment (Haycok & Huang, 2001). According to Houtveen and Van de Grift (2007) pointed out that good comprehenders do many things before even starting to read, including thinking about why they are reading the text, and making predictions about what the text will be like. During reading, they say, good comprehenders continually check for understanding of what they are reading, are flexible in dealing with changes in the material, can identify important ideas, and much more. After reading, these good comprehenders can reflect on their knowledge to successfully produce information when teachers heck for understanding, and can use the knowledge gained from their reading for other activities. Mckenna, M.C et. Al. (2009) claimed understanding the role of attitude in developing readers is important for two reasons. First, attitude may affect the level of ability ultimately attained by a given student through the influence on such factors as engagement and practice. Second, even for fluent reader, poor attitude may occasion a choice not to read when other options exist, a condition that is generally known as a literacy. From the middle elementary years through the rest of their lives as students, children spend much of their time reading and learning information presented I the text. The activity of reading to learn requires students to comprehend text (Steven, Slavin & Farnish, 1991, p.8)
Related Studies
Foreign
Mubanga’s study (2010) among Zambian Government Schools established that pupils faced and continue to face numerous reading and writing difficulties. Some of these difficulties are in the basic areas of literacy development while other difficulties are in later or slightly advanced skills. This situation predicts that pupils are likely to face even more literacy difficulties in their later academic life. It is for this reason that she recommended teaching of reading and writing skills in English language should be adequately supported by their Ministry of Education through the provision of a wide array of favourable conditions such as well-trained teachers, a well-tailored curriculum, proper infrastructure, enough and appropriate literature, a safe and appealing physical and psychological environment. Without such provisions of high quality and in right quantities, teaching would be poor and the acquisition and mastery of reading and writing skills by pupils would be greatly hindered and most likely derailed. In her final analysis, the education system in the country would not equip individuals with the most needed academic and functional literacy skills. Furthermore, the country would not attain important global benchmarks, such as Millenium Development Goal number two which targets access to and attainment of universal primary education by the year 2015. This study is somewhat similar to the present study because it deals with the reading difficulties of the pupils. The researcher also affirms that when the school administrators do not pay attention to the problems of multigrade schools in reading, surely the pupils will suffer together with their community because it is in the hands of the pupils lies the future of their beloved tribal community. It is important that educators must be creative and resourceful in addressing the needs of non-readers so as to develop good planning of remedial teaching and instruction to particular group of pupils. proper use of reading materials and teaching aids like pictures could help a lot in the development of reading skills of children. In a meta-analysis conducted by Senechal (2006) on 14 intervention studies, representing 1174 families, she found that parent involvement has a positive impact on children’s reading acquisition. Senechal added that parental involvement in home-school conferencing, which involves communication between parents and teachers or other school staff regarding children’s academic achievement, enjoyment of school, and rate of progress. Some examples of home-school conferencing activities include talking to a teacher about a child’s areas of strength or weakness in school, attending parent-teacher conferences to discuss a child’s progress and performance, scheduling meetings with school administrators in order to solve problems or to learn more about what is occurring in school. This study is related to the present study because one of the problem encountered by the researcher with the pupils is the lack of follow-up teaching of the parents at home or even in school whenever they will have a meeting. Most of the parents are always absent because they usually give their full time in the field by planting crops or making charcoals for their everyday life. Usually they do not have time for their children. Their mind is set with the notion that they will no longer teach their children because they already have their teachers in school. Aside from that, they also believe that it is more important to go on their farm for there they will earn money to buy food than to spend time in school just to attend meeting.
Local
Orencia (2006) conducted a study entitled “Enhancing Pupils’ Reading Comprehension and Attitudes Through a Whole Language-Inspired Literature-Based Reading Program.” This examined the effects of a whole language –inspired literature-based reading program on pupils reading comprehension and attitudes toward reading. Item employed a naturalistic research design to uncover the usefulness of such a program in improving children’s reading comprehension and attitudes. Results of the study showed that the program had a positive impact on pupils comprehension and attitudes toward reading. In the program, chidren were given ample opportunities to take an active role in their own learning. Factors believed to have contributed to their improved comprehension were : the regular independent activities, the engagement activities, the learner-centered classroom environment the broader view of reading underlying the program, the teachers’ regular demonstrations of reading strategies and the daily reading activities. Attitudes were evidently enhanced by the supportive learning atmosphere, the many varied and interesting activities, the presence of literacy centers, the teachers’ daily reading aloud of stories, the pupils regular opportunities to read self-selected reading materials and activities, and the use of high quality children’s literature. This study is the basis of the presents study’s remediation program in reading. The researcher aims that the remediation program that will be propose in this study will help the multigrade teachers in teaching their beloved pupils to read and to attain the high level of reading performance with great comprehension of the text and a positive attitude towards learning every day. Blay, Mercado and Villacorta (2012) also conducted a study entitled “The Relationship between Motivation and Second Language Reading Comprehension among Fourth Grade Filipino Students.” This study aimed to (1) identify whether Grade 4 Filipino students’ motivation has a significant relationship with their L2 reading comprehension, and (2) determined which of the five aspects of motivation – challenge, curiosity, involvement, competition and compliance – influences students’ reading comprehension as assessed by the reconstructed version of the Motivation for Reading Questionnaire (MRQ) by Wigfield and Guthrie. Out of the five motivation factors included in the study, two factors namely, competition and challenge emerged as having a positive relationship with reading comprehension. This study has a great impact with the present study because the researcher believes that motivation plays an important role in developing the reading skills of each pupils. Of course, if the pupil is not motivated to learn to read, he/she probably will decline to read. With that, the pupil will no longer comprehend the text. But if the pupil is highly motivated to read, surely, there will be a comprehension with the reading text and a high level of reading performance.
Conceptual Framework
Factors Affecting the Reading Performance of the Pupils
Factors Affecting the Reading Performance of the Pupils

Remediation Program

Remediation Program
Implication of the Study to Educational Management
Implication of the Study to Educational Management
Reading Performance of Multigrade Pupils in San Jose District
Reading Performance of Multigrade Pupils in San Jose District
Word Recognition
Comprehension
Reading Level
Word Recognition
Comprehension
Reading Level There are multiple factors that contribute to poor reading which this study endeavoured to identify. By identifying these factors, remediation program will be developed to help the pupils acquire the high level of reading performance reading performance.

Fig. 1: Paradigm of the Study The paradigm illustrates the scope of this study. As clearly seen, the study determined the factors that affected the reading performance of the pupils. Findings of the study will lead to the development of a remediation program that could help the pupils improve in their performance. Implications to educational management is also drawn.

Chapter III
METHODS OF THE STUDY AND SOURCES OF DATA This chapter presents the research design. Research locale, sampling procedure, the research instrument, data gathering procedure, and the statistical treatment of the data used by the researcher.
Research Design This study will use the descripyive method to ascertain the reading performance of the selected multigrade pupils in San Jose District. In a descriptive method, variables are studied as they exist in their selling.No experimental variables will be manipulated and the main concern is to describe the status, profile and occurences of the variables. The data that answers the research questions will be gathered through a test, interview and observation. The researcher will ask the permission of the authorities by writing them letters asking for approval to conduct the study within the school premises.
Respondents of the Study The respondents are particularly the pupils in intermediate classes of five farthest multigrade schools of San Jose District particularly in Pisapungan Elementary School, Agus Elementary School, Tala Elementary School, Dirita Elementary School and Tangan-Tangan Elementary School.The result of their Phil-IRI test will be used to determine the reading performance of the pupils.
Locale of the Study The study will be conducted in San Jose District, San Jose Tarlac. The chosen multigrade schools are from the farthest sitios in the town namely: Dirita Elementary School, Tangan-Tangan Elementary School, Agus Elementary School, Tala Elementary School and Pisapungan Elementary School. All the chosen schools are situated within the vicinity of the Municipality of San Jose, Tarlac.
Research Instrument The Phil-IRI test results will be used to determine the word recognition, comprehension and reading level of the respondents while questionnaires, adapted from Razalan(2000), will also be used to determine the factors affecting the reading performance of the pupils.
Methods of Gathering Data Permission to conduct the study will be asked from the DepEd covering the five multigrade schools. The copies of the approval will be presented to the principals or teachers-in-charge in the schools included in the study. The researcher will retrieve the results of the Phil – IRI test to the intermediate classes and will have a documentary analysis on them. On the factors that they perceived to have affected their reading performance, a questionnaire will be used.
Statistical Treatment In analysing the word recognition ability of the pupils, the following will be used:
% of Miscues = number of miscues (errors committed) x 100 Total number of words

For the comprehension level, the following will be used:
Comprehension Level = Number of correct answer x 100 Total number of Items

In presenting the reading performance of the respondents based from the Phil-IRI test, the frequency and percentage will be used.
Percentage (%) is computed by dividing the frequency over the total number of respondents multiplied by one hundred
% = f/n (100)
In analysing the factors that contributed to the reading comprehension ability of the pupils, the weighted mean will be used.
Likert’s scale will be used to evaluate the response of the pupils. SCORE | WEIGHTED MEAN | VERBAL DESCRIPTION | 5 | 4.5-5.49 | Always | 4 | 3.5-4.49 | Often | 3 | 2.5-3.49 | Sometimes | 2 | 1.5-2.49 | Seldom | 1 | 0.5-1.49 | Never |

Statement of the Problem The main purpose of this study is to evaluate the reading performance of the selected multigrade pupils for the school year 2013-2014 in San Jose District. Specifically, this study aimed to answer the following questions: 1. How may the reading performance of the selected multigrade pupils in San Jose District be described in terms of: 2.1 word recognition 2.2 comprehension 2.3 reading level 2. What are the problems that affect the reading performance of the respondents? 3. What measures are proposed to address the factors that affect the reading performanceof the respondents? 4. What is the implication of the study to educational management?

READING PERFORMANCE OF SELECTED MULTIGRADE PUPILS IN SAN JOSE DISTRICT: A BASIS FOR REMEDIATION PROGRAM

A Proposal Thesis Paper
Presented to the Faculty of Ecumenical Cristian College

In Partial Fulfillment of the Requirements for the Course
Methods of Research

EDELIZA CASTRO
March 2014