Reading Readiness and Proficiency of Grade 6 Learners: Basis for Reading and Language Development Plan

Abstract

Reading readiness is the stage when a child is ready to begin learning to read. This is essential among elementary learners because it compasses the skills and experience that prepare them to engage with other related literacy skills. On the other hand, reading proficiency is the level at which a person can read and understand text. It is essential for academic success and meaningful participation in an increasingly information-driven society. The PHIL-IRI is important in identifying the level of the learner’s proficiency in reading. This study aimed to (1) assess the level of reading readiness of Grade 6 learners at the beginning of the school year (BoY) based on Philippine Informal Reading Inventory (PHIL-IRI) results; (2) evaluate the reading level proficiency of Grade 6 learners at the end of the school year (EoY) based on PHIL-IRI results; (3) assess if there is a significant difference in the reading proficiency levels of Grade 6 learners between beginning of the school year (BoY) and end of the school year (EoY) assessments; (4) evaluate the relationship between Grade 6 learners’ reading readiness at beginning of the school year (BoY) and their reading proficiency at end of the school year (EoY) (5) develop a language instructional strategy framework to improve reading. Grade 6 learners from selected public elementary in the division of occidental Mindoro schools who completed both BOY and EOY PHIL-IRI assessments within the same school year were the participants of the study. They were selected through purposive criterion sampling. A secondary data obtained from the official PHIL-IRI results of the participating schools in the beginning of the school year and end of the school year were used. Descriptive, Chi-Square Test and Spearman Rank Correlation test were used. Descriptive statistics showed that at the beginning of the school year, most of the learners fall under frustration and instructional level, while at the end of the school year, independent level increased while frustration level decreased. The study also revealed that there is a significant difference on the proficiency of the learners in the beginning of the school and at the end of the school year. A significant relationship was also noted. An instructional intervention framework was developed to guide educators how to implement targeted teaching strategies to improve the reading proficiency of the learners.