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ANALYSIS ON THE RESULTS OF THE PHILIPPINE INFORMAL READING INVENTORY IN THE CITY SCHOOLS DIVISION OF

BATAC
(English)
Graph 1. Distribution of the Speed Level of pupils in the Silent Reading Inventory in English

The graph shows the distribution of pupils in terms of speed level in the Silent Reading Inventory in English. It can be seen
from the table that from School Year 2012 2013 up to School Year 2014 2015, there was a gradual decrease of slow readers
highlighting a decline of 42.01% in SY 2012 -2013. From SY 2012 to SY 2014 2015, there was an increase in the number of pupils
within the average speed level with 90.15% improvement in SY 2014 2015. As manifested from the graph, there was also an
abrupt increase in the number of pupils in the fast speed level in the past three school years with more than 100% increase.
The result implies that the interventions made by the teachers in improving the reading speed level of pupils are appropriate
and effective

Graph 2. Distribution of the Comprehension Level of pupils in the Silent Reading Inventory in English

The graph shows the distribution of students in terms of Comprehension Level in the Silent Reading Inventory in English.
From the graph above, it can be gleaned that most of the pupils are within the Frustration Level which means that they show
withdrawal from reading by crying or refusing to read. However, there were improvements on the number of pupils within the
Frustration Level as seen in

the posttest.

This implies that teachers had devised ways to eliminate the level of refusal or

frustration level of pupils in reading.


There was an increase in the number of pupils in the Instructional Level in the three school years stated as illustrated in the
graph with School Year 2013 2014 posting the highest improvement (124.32%). This clearly shows the commitment of teachers
in implementing the mandate of the Department of Education in making every child a reader (ECAR).
In the Independent Level, there was also an increase in the number of pupils within the level. Significantly, SY 2012 2013
incurred the highest percentage (344.97%) of independent readers. This tells that pupils were able to read without the guidance of

their teacher and thus their scores are within 97 -100% in word recognition and 80% -100% in comprehension. This implies that
pupils understood what they are reading.
However, teachers should look into more possible ways of improving the comprehension level of pupils especially those who
are in the frustration level.

Graph 3. Distribution of the Reading Level of pupils in the Silent Reading Inventory in English

Graph 3 shows the distribution of the Reading Level of pupils in the Silent Reading Inventory in English. It can be noted that
the number of pupils within the frustration level for the three school years decreased (41.92% in SY 2014 2015, 36.68% in SY
2013 2014, and 36.06 in SY 2012 2013). This is perhaps due to the interventions provided by the teachers within the school

years. However, teachers should continually guide the pupils in reading so as to diminish the number of pupils within the
frustration level.
Remarkably, the number of readers within the Instructional Level also increased(105.49%, 52.73% and 67.37% in SY 2014
2015, SY 2013 2014 and SY 2012 2013 respectively). This means that more pupils are becoming average readers. This may be
attributed to the quality of materials that teachers provide for their pupils and consequently the amount of time the teachers give
to the pupils in their reading activities.
There was also an increase in number of pupils within the Independent level as manifested by the difference of the number
of students in the pretest and posttest in the past three school years. This clearly shows the efforts of the teachers in improving
the reading ability of the students and make them within the Independent level.

Table 1. Distribution of Pupils in terms Oral Reading Level in English

The table shows the distribution of the reading level of pupils in Oral Reading. It can be seen from the table that there was a
decrease of number of pupils within the frustration level for the past three school years. This perhaps is due to the programs
implemented by the schools in relation to reading. This implies that teachers are making efforts in producing learners who are able
to read.

The number of readers in the Instructional Level and Independent Level has increased based on the difference of the
posttest and pretest. This means that pupils were able to interpret texts with ease and without the guidance of a teacher.
The change in number of non-readers from 405 to 62 signifies that teachers are dedicated in the advocacy of the mandate of
the Department of Education, Every Child A Reader.

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