Reading Level of Grade Three Pupils at Luis Mirasol Memorial School Essay

The current issue being faced directly by close to educators is that during enrolment, somewhat disciples who be promoted in signifier iii argon still carryed as non- driveers. t entirelyy to Arnold Peralta (2006), enabling the tiddler to call(a) for in Grade 1 and 2, the primal denounce is very necessary. It is in this stage that the tog of variation should be developed. If a pip-squeak completelyow not be able to read, understand what he reads and developed the habit of discipline, he/she formation hardly make it in the post ammonium alumer setoff floors. jibe to Businessdictionary. com, conditioninging grade aim intend procedure assigned to the aim of complexity of a interpreting bodily, it equates to a granted train of give lessonsing, For scrutinyple, a adaptation grade direct of seven look ons the development veridical is int wipe issueed for a seventh grade student. In the matter of training, this theory is very measurable in deter mining educatees arise on in culture. fit in to Juan Miguel Luz (2007), Grade Three (10 years old) is a critical year in cost of positive shoaling.Before teach Year 2012-2023 pre schoolhouseing is neither dogmatic nor part of the package of free public schooling guaranteed by the Constitution, Grade Three marks the third all(a)-embracing year of basic preparation for children who attend public elementary school and the year when the facility to read, write, and do the four operations of arithmetic with competence is pass judgment. (Less than 20 percent of those who go to public elementary school actually attend a full year of preschool education).Dropping out before this grade level thus becomes a major contributor to the lack of functional literacy, which in figure has a negative impact on adults and their eventual work productivity. This is assuming, of course, that by the end of Grade 3 (or the third year of ballock regular schooling), the childrens competence in the three Rs are being h geniusd fully. exactly seeing it, that whitethorn not be happening in shape up close to too many schools. Further much, since they describeed the basic skills in culture during their foregoing grades, they are expected to be a good reader when they field Grade Three.However, thither are many pupils who are still considered as non-readers. Stothard & Hulme (1996) described reading as the interaction of two distinct processes, decipherment and wisdom. For skilled readers de secret writing is a highly automated task. Skilled readers roll in the hay focus their attention on comprehension of the novel material. Low index readers typically welcome difficulties memoriseing and instruction from expository textual material (Helwig, Almond, Rozek-Tedesco, Tindal, & Heath, 1999). Readers with robust verbal ability skills are to a greater extent likely to contemplate new information and draw inferences than their peers with low verbal ability.DepEd in tensifies reading literacy in schools by enforcing the policy called Every Child A Reader (the reading Post Vol. 21, No. 1). Undersecretary Ba johni said the new policy aims to make some(prenominal) Filipino child a successful reader at the end of Grade 3. The undersecretary is expecting that no pupil impart be promoted to high grades unless(prenominal) he or she manifests mastery of the basic literacy skills in a particular grade (Arnold Peralta,2006). The queryers presupposed factors to consider in eradicating or minimizing non- readers in every school.Among this are children who ready worn-out(a) less quantify in reading, their catch and m another(prenominal)(a) educational progression, type of pre-school attend whether in public or private, and periodical family income. This is caused by the influence of the modern world, and parents inability to monitor the childs progress because they are preoccupied with their chosen job. Some children choose to hang near mall s, play computer or video games, or watch cartoons and consider reading as part of school activities that need to be disregarded during their spare magazine. (Arnold Peralta,2006)On the other hand, this is maybe caused by parents low educational science, and the absence of any reading and educational materials in their propertys. harmonise to Arnold Peralta (2006), the parents role is very important in helping emergence their childrens habits. They mustiness be involved in any legal action to break their childrens reading ability. That is why, in relation to this, the researchers aim to treat a contract that shall sort if such factors wear indeed some kind of influence with the Reading Level of Grade Three pupils of Luis common sunflower narration School.Statement of the Problem This field of operations leave be conducted to determine the Reading Level of Grade Three Pupils at Luis Mirasol story School. Specifically, this teaching aims to 1. Describe the responden ts socio-economic characteristics in scathe of educational attainment of the father , educational attainment of the mother, and the periodical family income,type of pre-school go to, and exit of mins exhausted in reading 2. Determine the reading level of the respondents 3.Determine if in that location is a kindred in the midst of the respondents socio-economic characteristics such as educational attainment of a father, educational attainment of mother, monthly family income, and type of pre-school attended and number of hours spent in reading of the respondents. inquiry Hypotheses 1. There is no pregnant relationship amidst the respondents socio-economic characteristics such as educational attainment of a father, educational attainment of mother, monthly family income, and type of pre-school attended, time spent in reading and the reading level.Theoretical modelThis conceive is based on various theories on reading level According to the theory of reading as defined by (Henry,1986) that it must deal with wide setting of issues and account for a wide range of behaviors and capabilities. Reading tops when a child has developed sufficient decoding skills. Decoding is the ability to decipher printed linguistic communication into meaningful spoken language. More specifically, decoding refers to the skill at which one is able to recognize sound, individual phonemes in a printed or compose word and then length and those phonemes to form the sound of the word by (Adams 1990)NRP,2000National Researcher Council,1998)Philip Gough and Wesley Hoover (1990) describe a theory called simplistic review of reading, a theory that supported that decoding is necessary for reading level success. This view asserts that weaknesses in reading decoding allow run in weak reading. According to (Moats 1999, p5). Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who does not learn the basics primeval is unlikely to learn them at all. Any child who does learn not to learn to read- previous(predicate) and leave behind not easily master other skillsand knowledge and unlikely to ever flourish in schools or in life.According to (Kantawala, 1980) states that, the higher the socioeconomic status the better the reading military capability, harmonize to him students of small size family had a more favourable reading attitude than those of large families. Due to the lack of independent reading student may not have developed the positive attitude towards reading. Conceptual Framework Reading level is one of the problems of teachers and parents with regards to their pupils and children.As parents become worried on the reading level of their sons and daughters many of them are unaware of the factors which may largely extend to such occurrence. These pupils on the other hand, who have delayed reading level, frequently, consider reading a task for them to theatre. In this study, Monthly family incom e, Preschool start attended, Time spent in reading serves as the Independent Variables eyepatch Reading level serve as the interdependent Variable. In terms of Monthly Family Income the researcher believe that those respondents with a higher monthly family income are expected to have a high reading level.In terms of Pre-school last attended, researchers believe that those pupils who obtain schooling in private pre-school than in public are expected to a have high reading level. In terms of Time spent in reading, the researchers believe that those who spent much time in reading are expected to have high reading level. Independent variable 1. Socio-economic characteristics * Educational attainment the father * Educational attainment the mother * Monthly family income 2. character reference of school where pre-school education was obtained * humans * Private 3.Time spent in reading Dependent variable Reading Level Figure 1. A Schematic draw showing the relationship among the Ind ependent and Dependent Variables. Definition of term To establish a frame of understanding for some(prenominal) the researchers and readers to facilitate correct interpretation of the results of the study, the following term were defined Educational Attainment of begin this pertains to the highest level of instruction, obtained in an institution of learning by the father. It is classified as elementary, high school or college.Educational Attainment of Mother this pertains to the highest level of instruction, obtained in an institution of learning by the mother. It is classified as elementary, high school or college. Monthly Family Income. This refers to the bring gross income of the pupils family per month and is further classified into exalted (Php 5000 and above), Average (Php2500 and above), Low (1500 and below). Pre-school last attended. Type of school where pre-school education was obtained whether it is in Day Care C preface or Pre- dim-witted Public School. Time Spent in Reading.This refers to average time not less than 80 to 100 minutes of independent or shared reading per week by the pupils. Reading Level- reading will be deliberate by using the IRI assessment and the respondents will be ranked by means of Frustration level, Instructional Level, Independent Level. Scope and Limitation of the Study This study aims to determine the factors related to the Reading Level of Grade 3 pupils at Luis Mirasol Memorial School during the School Year 2012-2013. This study will be conducted at Luis Mirasol Memorial School for gizmo of twain the researchers and the respondents.The Grade 3 pupils were selected as respondents of this study. The information needed in this study will be equanimous using a self-administered questionnaire structured by the researchers. Furthermore, the interview and questionnaire will use to analyze the reliability of the research instrument. This study would be more reliable if it covers a larger scope and if more respondent s will be involved. But this will also mean more effort, time and money that the researchers despondently lack. Significance of the study.The results of this investigation are expected to be highly beneficial to the following rudimentary Philippine UniversityCollege of Education. As an educational institution that hones every individual to become successful professionals in the emerging, the problem would be beneficial to the College of Education for the outreach c immortalise in the field study, to plan out certain programs, and strategies for the Luis Mirasol Memorial School as a partnership of Central Philippine University. Luis Mirasol Memorial School.If this study proves to be beneficial as a means of basis and standards, teachers will be able to find new ways and strategies on how to improve the reading level of their pupils. Parents. As the legal guardians of the children, the results of this investigation would serve as a stimuli towards their awareness on the factors that affect the reading level of their children. Furthermore, this study would initiate them to be more involved to follow up their children at home with partnership to the teacher and open line communication for the reading of their children. Elementary Pupils.Whenever proven that the course credited factors have something to do with the Reading Level of the pupils, the pupils themselves can learn and even do something to counteract negative impact caused by such factors as to their reading skills. Researchers. The outcome and conclusions drawn from this study will be beneficial to other researchers as a guideline for future studies. Chapter II REVIEW OF RELATED LITERATURE Educational Attainment of some(prenominal) Parents and Reading Level Research on parenting also has shown that parent education is related to a warm, social climate in the home. Klebanov et al.(1994) found that twain mothers education and family income were important predictors of the physical environment and lea rning experiences in the home but that mothers education alone was predictive of parental warmth. Likewise, Smith et al. (1997) found that the association of family income and parents education with childrens academician achievement was mediated by the home environment. The mediation effect was stronger for maternal education than for family income. Thus, these authors posited that education readiness be linked to specific achievement behaviors in the home (e. g. , reading, playing).Preschool go to and Reading Level Preschool helps children to use their minds by knowing where the child means also knowing how his mind deals with the activities of the curriculum and other experiences in the early years. Mental operation most germane(predicate) for early education can be grouped into 3 major areas perception, memory and problem solving. According to Maria Montessori, early education has an indispensable role in the exclusively personality of the child. The stage of human developme nt from 0-6 years is the stage of the most absorbent mind and the critical period of a child.This stage is the most sensitive period in the life of the child that needed a wholesome, healthful and rich background. If a child fails in reading during the primary grades, his chances for success in any other academic area are greatly reduced. It is therefore essential that a pre-school program for children do all it can to ensure that the children will succeed in reading when they enter school. (http//onlineacademics. org/ReadingDiagnosis. hypertext mark-up language) Preschool improves childrens problem solving abilities for elementary school.Educational advocates recognize early childhood education, during the preschool years, as among the most enduring and beneficial services a community can provide for its children. Some parents choose to delay formal education until kindergarten, instead instructing their children in reading readiness tasks and offering enrichment classes at home. Children who arent offered these opportunities, whether at home or in a formal school setting, perform below their kindergarten classmates in reading and social readiness. (W. Steven Bar take int January 2006).According to a study by Organization for Economic Co-operation and Development, children who attended preschool grievanced at a higher reading level than children who did not attend preschool. nevertheless if they couldnt read, exposure to reading, books and listening to stories resulted in higher levels of letter and number recognition. When introduced to numbers and letters during kindergarten, children who attended preschool already had conceptual and visual familiarity, qualification it easier for them to make sense of written words. This advantage in reading comprehension and ability continued through age 15. Time Spent in Reading and Reading Level.(U. S. Department of Education, 1986) have recently reiterated the self-confidence that time spent reading at school and at home is an important facet of a reading program. Despite the perceived importance of time spent reading, a number of studies have found that intermediate grade students spend relatively little time reading at school or at home. It has been well documented that, in general, the amount of time that students are engaged in academic tasks during the reading period at school is positively correlated with gains in reading achievement (Brophy & Good,1986 fisherman et al. , 1980 Stallings & Kaskowitz, 1974).At the same time, however, many activities besides tranquil reading occur during the reading period (Anderson et al. , 1985). Consequently, studies on general student engagement during the reading period do not provide direct evidence of a meaningful relationship between time spent on dull reading and reading achievement. A few studies have supported the assertion that time engaged in silent reading is an important determining factor of elementary students reading achievement. Gre aney (1980) found a positive relationship between the amount of time spent reading at home and the reading achievement of elementary-age children.In effect, the assertion that time engaged in silent reading at school and at home is important for childrens reading growth has little empirical support the literature contains amazingly few studies that have actually found significant relations between time engaged in silent reading and gains in reading achievement for intermediate grade students. In fact, Wilkinson et al. (1988) and Anderson et al. (1988) have recently bemoaned the paucity of evidence. Thus, in the present study we focus on the relationship between reading and achievement gains.We attempt to provide selective information directly relevant to the policy question of whether or not elementary teachers and administrators should advocate students devoting more time to silent reading at school and at home. tax deduction of Review of Related Literature The Related Literature presented above revealed that there are certain existing factors related to the Reading Level of the pupils in an educational institution. It was mentioned by Klebanov et al. (1994) that education of parents and family income were important predictors of the physical environment and learning experiences in the home.Likewise, Smith et al. (1997) found that the association of family income and parents education with childrens academic achievement was mediated by the home environment. The pre-school program for children do all it can to ensure that the children will succeed in reading when they enter school (Maria Montessori). This serve as a foundation to their basic learning during their elementary grades.The time spent on reading has been beneficial to children who read during their free time. It has been well documented that, in general, the amount of time that students are engaged in academic tasks during thereading period at school is positively correlated with gains in reading achievement (Brophy & Good,1986 Fisher et al. , 1980 Stallings & Kaskowitz, 1974).Chapter three METHODOLOGY This chapter presents a description of the Research Design, locale of Study, Sampling Population, Research prick, entropy Gathering Procedure and Data Analysis. Research Design The non experimental Design, Specifically the One shot survey was used in this study since it is the most appropriate approach in collecting the prescribed entropy.This conception is suitable for the collection of descriptive information about the population or subjects of the study. Moreover, the design requires data to be collected once and it also utilized when the objective is describe a situation or condition of a study population as it exist. Locale of the Study The data and information needed in this study was obtained at Luis Mirasol Memorial School, for the convenience of both the respondents and the researchers. The locale is also appropriate, as it can accommodate all the respondents o f the study. Respondents of the Study.All of the Grade III pupils from Luis Mirasol Memorial School will be taken as respondents of this study. Census of the marrow population from the mention institution will be formally obtained with proper permission from the Schools Principal with the total 70 respondents. Data Gathering Instrument The information needed in this study will be gathered using self-administered questionnaire and to be structured by the researchers. It consists of four partsThe first part of the instrument will asks about the Educational Attainment of both Parents, the second part pertains to theFamily Income of the respondents, the third part will asks about the Type of Pre-school the respondent attended, and the fourth part is the number of hours that the respondents spent in reading. Data Processing and Analysis The data in this study will be subjected to computer processed statistics using the SPSS (Statistical Package for Social Sciences) Program. A coding man ual was prepared for easy facilitation of the data.In order to achieve the goals of the study, descriptive Statistics which included the mean and Inferential Statistics which included the frequency count and parting of the results was used. CHAPTER IVFINDINGS AND DISCUSSION The following are the results of our study conducted during the summer of 2012. We interviewed 53 students and the results show that when the respondents are grouped check to educational attainment of the father, the results are dishearten 1. statistical distribution of Respondents According To Educational Attainment of the Father educational achievement OF THE FATHER absolute frequency (F) portion % reasoned per centum accumulative Percent Elementary 4 7. 5 7. 5 7. 5 High School 15 28. 3 28. 3 35. 8 College Level 6 11. 3 11. 3 47. 2 College Graduate 28 52. 8 52. 8 100. 0 summarize 53 100.0 100. 0 In table 1, out of the 53 respondents, majority of their fathers are college graduate, 28 in total whi ch dwell 52. 8% of the total population, followed by fathers who are high school graduates 15 in total, which contain 28% of the total population. College level fathers and Elementary graduate are the bottom two, 6 and 4 in total singly and comprise 11. 3% and 7. 5% of the total population. The data shows that the compass point of educational attainment of mother does not affect the reading level of the pupils.Table 2. Distribution of Respondents According To Educational Attainment of the MotherEDUCATIONAL ATTAINMENT OF THE MOTHER Frequency (F) Percent % Valid Percent % Cumulative Percent % Elementary 6 11. 3 11. 3 11. 3 High school 15 28. 3 28. 3 39. 6 College level 11 20. 8 20. 8 60. 4 College graduate 21 39. 6 39. 6 100. 0 Total 53 100. 0 100. 0 In table 2, the data shows that out of the 53 respondents, majority of their mothers are college graduate, 21 in total which comprise 39. 6% of the total population, followed by mothers who are high school graduates 15 in total, which comprise 28. 3% of the total population.College level mothers and Elementary graduate are the bottom two, 11 and 6 in total respectively and comprise 20. 8% and 11. 3% of the total population. The data shows that the degree of educational attainment of mother does not affect the reading level of the pupils. According to____________________________________________? Table 3. Distribution of Respondents According to Monthly Income MONTHLY INCOME Frequency (F) Percent % Valid Percent % Cumulative Percent % 5000 and above 23 43. 4 43. 4 43. 4 1501-4999 20 37. 7 37. 7 81. 1 1500 and below 10 18. 9 18. 9 100. 0 Total 53 100.0 100. 0 Out of the 53 respondents, majority of them have monthly net income above 5000, 23 in total which comprise 43. 4% of the total population, followed by those who have monthly income ranging from 1501 to 4999, 20 in total, which comprise 37. 7% of the total population, and lastly those who have monthly net income higher than 15000 comprised 18. 9% of the population, or 10 respondents. This data shows that According to Table 4. Distribution of Respondents According Type of Preschool Attended PRESCHOOL ATTENDED Frequency (F) Percent % Valid Percent % Cumulative Percent % Public 51 96.2 96. 2 96. 2 Private 2 3. 8 3. 8 100. 0 Total 53 100. 0 100. 0 Out of the 53 respondents, majority of them have finished their preschool in public schools, which comprise 51 respondents or 96. 2% of the entire population. The remaining 2 or 3. 8% went to private schools. This data shows that? __________________________ According to_______________________? Table 5. Distribution of Respondents According Time Spent in Reading TIME SPENT IN READING Frequency (F) Percent % Valid Percent % Cumulative Percent % one hour a daytime 26 49. 1 49. 1 49. 1 two hours a day 5 9. 4 9.4 58. 5 three hours a day 2 3. 8 3. 8 62. 3 one hour in a week 5 9. 4 9. 4 71. 7 three hours in a week 2 3. 8 3. 8 75. 5 Less than one hour a week 13 24. 5 24. 5 100. 0 T otal 53 100. 0 100. 0 Out of the 53 respondents, majority of them spent one hour a day in reading, 26 in all or 49. 1%, followed by those who read less than an hour a week, 13 in all or 24. 5%. Those who read two hours a day and one hour a week are both laced which comprise 9. 4% of the population or 5 respondents in all. equal is in those who read three hours a day and three hours a week, both 2respondents responds positively comprising 3. 8% of the population.This data shows that? __________________According to_______________? When grouped according to the raw rack up in Filipino reading comprehension test we get the following results rack up IN FILIPINO Valid 53 Missing 0 hold still for 78. 58 Median 80. 00 Mode 80 Std. Deviation 4. 050 Minimum 59 Maximum 83 The range of the s shopping malls in Filipino exam is from 59 to 83, 59 being the terminal and 83 the highest, with a mean score of 78. 58, mode and median at 80 and with a standard deviation of 4. 050.(Complete tabl e is shown in attachment A Table 1) When grouped according to the raw scores in side of meat reading comprehension test we get the following results SCORES IN ENGLISH Valid 53 Missing 0 Mean 42. 21 Median 44. 00 Mode 43 Std. Deviation 5. 749 Minimum 17 Maximum 49 The range of the scores in English exam is from 17 to 49, 17 being the lowest and 49 the highest, with a mean score of 42. 21, mode at 43 and median at 44 and with a standard deviation of 5. 749. (Complete table is shown in Appendix A Table 2) To test for correlational statistics for fathers educational attainment in correlationto the respondents core in Filipino we get, the Spearmans Rho to be . 093 with the importee of 0. 508. In terms for correlation between the mothers educational attainments in correlation to the respondents score in Filipino we get the Spearmans Rho to be -0. 21, with the meaning of . 440. In terms of parents net monthly income in correlation to the respondents score in Filipino we get Spearman s Rho of -. 013 with consequence of . 464. In terms preschool attended in correlation to the respondents score in Filipino we get the Spearmans Rho to be . 066, with the significance of . 321.In terms of time spent in reading in correlation to the respondents score in Filipino we get the Spearmans Rho to be -0. 131, with the significance of . 176. To test for correlation for fathers educational attainment in correlation to the respondents score in English we get, the Spearmans Rho to be . 086 with the significance of 0. 269. In terms of mothers educational attainment in correlation to the respondents core in English we get, the Spearmans Rho to be . 030 with the significance of 0. 415.In terms of monthly income in correlation to the respondents core in English we get, the Spearmans Rho to be .015 with the significance of 0. 456. In terms of preschool attended in correlation to the respondents core in English we get, the Spearmans Rho to be . 088 with the significance of 0. 265. In terms of time spent in reading in correlation to the respondents core in English we get, the Spearmans Rho to be -. 114 with the significance of 0. 209. (complete table of correlation see Appendix A table 3. )CHAPTER V CONCLUSION found on the findings of the study the following conclusion was drawn 1. Parents educational attainment, both mother and the father have no significant relationship with the scores both in English and Filipino.This means that the level educational attainment of the parents does not affects the scores in reading rating of the pupil. 2. Parents net monthly income has no significant relationship with the scores both in English and Filipino. This means that the net monthly income of the parents does not affect the scores in reading paygrade of the pupil. 3. The pre-school attended by the pupil has no significant relationship with the scores both in English and Filipino. This means that the preschool attended by the pupil does not affect the scores in reading evaluation of the pupil.4. The pre-school attended by the pupil has no significant relationship with the scores both in English and Filipino. This means that the preschool attended by the pupil does not affect the scores in reading evaluation of the pupil. 5. The time spent by the pupil reading has no significant relationship with the scores both in English and Filipino. This means that the time spent by the pupil reading does not affect the scores in reading evaluation of the pupil. RECOMMENDATIONS Based on the foregoing findings and conclusions, the following recommendations are generalized 1.Central Philippine University must take action and do more research as of what is the cause of the low reading level among Luis Mirasol Memorial Schools Grade III pupils. 2. Since there are no significant relationship between parents educational attainment, net monthly income and the reading level of a pupil, the parents must get involve in other ways in the pupils academe aside from the giv en two. 3. Researchers are recommended to find other factors that have probable relationship to reading level aside the factors given in this research. REFERENCES http//www. businessdictionary. com/definition/reading-grade-level-RGL.html , visit retrieved April 28, 2012 http// indigo. ie/-sdblang/personal/papers. htm, Date retrieved May 8, 2012 http//www. buzzle. com/articles/private-achools-vspublic-schools. html, Effects of Low Family Income on Children I eHow. com httpwww. Ehow. com. /list _6195251-effects-low-family income children. html ixzzluWkeyqBZ, Date retrieved May 9, 2012 http//onlineacamemics. org/ReadingDiagnostisis. html, Date retrieved May 11, 2012 The Philippine Journal of Education, Arnold Peralta (2006), hoi polloi No. LXXXV, p. 243. Christian perspectives in education, Vol. 2, No. 2 Spring 2009.