LEVEL OF ENGLISH

i READING PROFICIENCY

Level of English Reading Proficiency

of Grade 7 Learners in Maria Aurora National High School
Nerissa C. Agsaoay, Kyla G. Salvador, Maica Aril
Senior High School Department
Maria Aurora National High School
 LEVEL OF ENGLISH
ii READING PROFICIENCY

APPROVAL SHEET

This research paper entitled “LEVEL OF ENGLISH READING

PROFICIENCY OF GRADE 7 LEARNERS IN MANHS”, prepared and

submitted by Nerissa C. Agsaoay, Kyla G. Salvador and Maica Aril in partial

fulfillment of the requirements for HUMANITIES AND SOCIAL SCIENCES is

hereby accepted:

LOMEL L. ALVARADO ROMELYN T. BUGYON

Member Member

____________________ ____________________
Date Signed Date Signed

Accepted in partial fulfillment of the requirements for the subject

PRACTICAL RESEARCH

Recommending Approval: Approved by:

MARIVIC V. FARRO
Research Adviser School Principal II

______________________ ___________________
Date Signed Date Signed
 LEVEL OF ENGLISHiiiREADING PROFICIENCY

ACKNOWLEDGEMENT

This research study would not be possible without the support of

various individuals. We would like to give our sincere thanks to those

individuals.

We would like to acknowledge the kindness of our friends for the help

we received from them. Also for the respondents who participated in this

research and for the support from our parents.

To Mr. Daniel T. Delos Santos, we thank him for guiding us in our

research by correcting our errors and helping us gain some knowledge

through research.

To our School Principal Ms. Marivic V. Farro for the approval of this

research.

Lastly, To Mr. Lomel L. Alvarado, Ms. Romelyn T. Bugyon for being

the panel members who examined the content and gave suggestions and

significant comments for this research.

Furthermore, we are also grateful to our Almighty God for all the

knowledge, wisdom, strength and good health in completing this study.

“This is our sincere gratitude from the bottom of our heart”

The Researchers
 LEVEL OF ENGLISHivREADING PROFICIENCY

Table of Contents

Title Page i

Approval Sheet ii

Acknowledgement iii

Table of Contents iv-v

List of Tables iv

List of Figures vii

Abstract viii-ix

Introduction 1-3

Research Questions 3-4

Conceptual Framework 4-5

Hypothesis of the Study 5

Significance of the Study 5-6

Scope and Delimitation 6

Methods 7-9

Type of Research 7

Respondents and Sampling Method 7

Research Instrument 7
 LEVEL OF ENGLISHv READING PROFICIENCY

Statistical Method 8-9

Work Plan 9

Results and Discussions 9-15

Conclusions and Recommendations 15-16

References 17

Appendices 18-20
 LEVEL OF ENGLISHviREADING PROFICIENCY

List of Tables

Tables

1. Possible Reading Intervention 14

 LEVEL OF ENGLISHviiREADING PROFICIENCY

List of Figures

Figures

1. Conceptual Figure 5

2. Demographic profile of learners in terms of their age 10

3. Profile of learners in terms of gender 11

4. Parents educational attainment 12

5. Level of English reading deficiency and proficiency 13

 LEVEL OF ENGLISHviii
READING PROFICIENCY

Abstract

This study entitled, “Level of English Reading Proficiency”, was

conducted at Maria Aurora National High School. Generally, this study aimed

to analyze the level of reading proficiency and deficiency of grade 7 in English

and identify appropriate reading interventions for grade 7. The study utilized

total enumeration using descriptive type of research with 229 grade 7

teachers and learners.

Findings revealed that majority of grade 7 were within 12 years old and

mostly were females with high school graduate parents, and majority of them

were proficient readers. Phil-IRI Test revealed positive result. The level of

proficiency of grade 7 is higher than their level of deficiency in English reading

yet, the reading deficiency level is still alarming. However, the teachers of

grade 7 strongly recommended scaffolding intervention where learners will be

given assistance in improving their reading skills. Similarly, oral reading

program for learners is also recommended, offering different choices for

learners is of least priority option.

This study suggested that conduct of Parents Action Cell (PLAC) to

intensify the reading intervention for grade 7 learners and to eventually

convert reading deficiency to reading proficiency level is important. Moreover,

learners should attend Strategic Adolescent Reading Intervention (STARI),

program designed for grade 6-9 students, to address gaps in fluency, reading

comprehension, aiming to move students to the higher level of proficiency at

the end of one year. Furthermore, teacher and students must have

close/regular parent-student-teacher conference conducted every montyh.

 LEVEL OF ENGLISHixREADING PROFICIENCY

Every Child A Reader Program (ECARP), designed to equip grade 7 learners

with strategic reading skills to make them independent young readers must be

utilized.
 LEVEL OF ENGLISH READING PROFICIENCY 1

Level of English Reading Proficiency of Grade 7 learners in MANHS

Over years concerns have been raised about the reading habits of

Students around the world. These concerns arise as a result of the

relationship between the reading competence and academic success. In this

generation, reading proficiency in English is usually getting attach to people

and became applicable to connect unto the universe. The vitals of English

reading proficiency would probably change the instinct and perspective of

people. English proficiency aims to analyze the wisdom of students to the

highest and lowest average, which is to know the worthiness of their learning

and to recognize their own skills.

The teaching of English as a foreign language occupies an important

place in the Philippine Education System. Although it is not the sole medium

of instruction in elementary and secondary stages, accessing key information

at higher education in a great variety of fields is often dependent on having

reading ability in English reading. Therefore, the most important skill for

foreign language learners is English reading proficiency because they have

little exposure to the target language outside the classroom and most of the

information comes through reading.

In the study of A1-Tammi, he stated that reading is a source of

difficulties for the second language learners. The problems that they

encounter are due to a number of factors including lack of appropriate reading

strategies, lack of background knowledge related to the topic of the target

 LEVEL OF ENGLISH READING PROFICIENCY 2

language or lack of attitudes towards reading, and enough time to overcome

their difficulties (Boss 2012).

According to Norwegian Case Study, academic English proficiency of

578 Norwegian University students is quantitatively examined. It found that

30% of the respondents had serious difficulties when it comes to reading

English, while 44% found it more difficult than reading in their first Language

(Glenn 2010). Reading is understood as a more complex process than simply

decoding the written word in a text. Norwegians are reputed to be proficient in

English, however Norwegians are also extensively exposed to the language

through media. Just like pilipinos, pilipinos learn to adopt such languages

encountered through some various social media platforms, however it is

different case for pilipinos.

English Language can be used in various ways nowadays, It will be a

big disadvantage for those who cannot even read English, much worse if they

could not understand it. The large sight of vocabulary for reading fluency is

crucial.

One might even find the difference between reading a first language to

a foreign language. Reading in a foreign language is that “Importance of word

recognition is hard to overestimate” (Grabe 2010).

When faced with an apparent inconsistency in a text or in their

understanding of the content, Proficient Readers can use “Meta Cognitive

Monitoring”. This denotes the ability to monitor understanding across the text

and use Linguistic or content knowledge to repair comprehension (Glenn

2010).
 LEVEL OF ENGLISH READING PROFICIENCY 3

This is definitely a cause of alarm because if these students cannot

read properly, then there is also a big chance of encountering difficulties in

writing and speaking as well.

To address this concern at its very core, the researchers came up with

this researchs so that students can be trained at the earliest time possible to

read very well. Through identifying the students problem in reading, the

researchers will be able to come up with an invention to best enhance the

Students comprehension level (Boss 2012).

The result of this research will be the basis for formulation of an

appropriate reading intervention for the students of Grade 7 by being able to

come up with an effective reading remediation program for this class,

researchers can prepare them for upcoming challenges and likewise improve

their competitiveness.

Though most Junior High School students have learned English for

several years. However, researchers found that some students still needs to

practice their reading comprehension and skills.

Research Questions

This study determined the English Reading Proficiency of Grade 7

learners in Maria Aurora National High School. Specifically, this aimed to

answer the following questions:

1.What is the profile of the respondents in terms of;

1.1 age;

1.2 gender; and

 LEVEL OF ENGLISH READING PROFICIENCY 4

1.3 educational attainment?

2.What is the level of English proficiency and deficiency of Grade 7 learners in

MANHS?

3.What are the possible English reading interventions to increase their

proficiency level?

Conceptual Framework

Learning a language is a complicated phenomenon, as for the Filipinos

It is not that complicated since Filipino can easily adopt any language in their

desire, however it seems that there are still some learners whose not fluent in

English. Due to globalization, world become village with increased

connectivity which has consequently increased the need of a common

Language for understanding of every country around the world. English

Language has gained the status of the International Language as it is spoken

and understood in approximately all corners of the world (Phillipson 2017).

The Conceptual Framework showed the Proficiency Level of Grade 7

students in English Reading. In this Conceptual Framework researchers used

IPO. Whereas IPO stands for Input, Process and Output. Input is where the

Profile of the Respondents found. In the process must considered are

Proficiency Level of Students in English. While the output are the possible

reading intervention in reading English.

Input Process Output

Profile of Reading Possible

the Proficiency Levels Interventions for
 LEVEL OF ENGLISH READING PROFICIENCY 5

Figure 1. A Diagrammatical representation of input, process, and output.

Hypothesis of the Study

The learners reading proficiency is higher than their deficiency level

regardless to their demographic profile.

Significance of the Study

The importance of this study is to provide some ideas and Methods in

improving the learners’ reading skills. More importantly to enlighten the

importance of English Reading Proficiency.

Students This study will provide learners information concerning their

reading ability wherefore learning requires effective reading skill. In addition,

this will be the advantages for those students that would be able to

understand English.

Parents It will be a convenience for those parents whose children have

poor academic performance due to poor reading proficiency. This study will

provide them methods to improve their children’s.

reading proficiency for better academic performance.

School School is naturally the main place where individual learned and

acquired knowledge. Therefore, this study may give solution to the teachers,

by providing them some methodologies as basis on improving learners

reading skills.
 LEVEL OF ENGLISH READING PROFICIENCY 6

Future Researcher This study can be a basis for the future

researchers whose aim is to determine the current proficiency levels of

learners in terms of English reading.

Scope and Delimitation

This study aimed at finding the level of Learners English Reading

Proficiency and to provide possible reading intervention. Survey

questionnaires were distributed to grade 7 learners including all of the subject

teachers during the School year 2022-2023.

Since this is a survey research the appropriate method used is the

descriptive survey method using survey questionnaire provided to the chosen

respondents. Wherefore, there were 229 total number of respondents

including the teachers and students of grade-7 from MANHS.

Methods

Type of Research

This study used quantitative research. It has a purpose of presenting

facts and reading proficiency of Grade 7 in learning. The descriptive method

of research is organized attempts to analyze, interpret and report the Level of

English Reading Proficiency. This study was concerned generally to see how

far grade 7 learners have reached their proficiency level in reading.

 LEVEL OF ENGLISH READING PROFICIENCY 7

Respondents and Sampling Method

All teachers of Grade 7 in MANHS were asked for recommended reading

intervention. The reading proficiency level of the learners were evaluated

through the used of Phil-IRI test.

Sampling method used was total enumeration. Wherefore, there were

217 grade-7 learners whose become the respondents for gathering data that

needed on analyzing their reading proficiency and deficiency level. While, all

the grade-7 teachers served as the respondents who answered the survey

questionnaire containing possible reading interventions. Thus, there were 229

total numbers of respondents.

Research Instrument

The survey questionnaire contained two parts. First part of the

questionnaire included the demographic profile of the students while, the

second part contained possible English reading intervention for Grade 7 with

10 items answered by teachers as the respondents.

Statistical Method

As soon as the pertinent data were gathered, these were computed,

sorted out, organized, tabulated and were subjected to statistical method in

order to answer the question in this research study.

The following formula were used to interpret and analyze the data.

1. Percentage
 LEVEL OF ENGLISH READING PROFICIENCY 8

Formula:

P= f/n x 100%

Where:

P= Percentage

f=Number of respondents who answer the questions

n= Total number of respondents

2. Average Weight Mean

Formula:

∑f i w i
AWM=
n

Where:

AWM = Average weight mean

∑ = Summation

n = Total number of the respondents

f i = Frequencies to the given

w i = Weights

Work Plan

The table below shows the work Plan for this study.

Activities Date Started Date Finished

Title Formulation August 24, 2022 August 26, 2022

 LEVEL OF ENGLISH READING PROFICIENCY 9

Development of August 29, 2022 September 08, 2022

Research Introduction

Research Questions September 12, 2022 September 28, 2022

Methods 0ctober 03, 2022 October 20, 2022

Create survey November 07, 2022 November 15, 2022

questioner

Data collection November 16, 2022 November 21, 2022

Results and Discussion November 28, 2022 January

Conclusions and January 09, 2023 March 15, 2023

Recommendations

Final Editing January 26, 2023

Results and Discussions

Demographic Profile of the Learners in terms of:

Age. Figure 2 shows the age of grade 7 learners. The data showed

that majority of grade 7 learners were within 12-14 years old with 211 or

97.24% while 4 or 1.84% were within 11 years old below, 2 or 0.92% were 15

years old. The mean score of the sample was 12.81 which represents its

average age. However, the standard deviation of 1.14 means that data are

clustered around the mean.

The International Journal of English Language Studies (2021) stated

that there is no significant difference among the reading proficiency of

students when grouped to their age. This study disclosed that the age of

students does not affect in their reading proficiency level.

 LEVEL OF ENGLISH READING PROFICIENCY 10

0.92% (2) 1.84% (4)

11 years old below

12-14 years old
15 years old above

97.24% (211)

X 12.81 SD 1.14

Figure 2. Demographic profile of learners in terms of their age

Gender. Figure 3 shows the profile of the learners in terms of gender.

Findings revealed that males has the least number with 99 or 45.62%

compared to the number of females with 118 or 54.38%.

The study conducted at Hagonoy National High School (2019) using

Phil-IRI Test, out of 98 students 22 or 22.45% were males and females with

17 or 17.35% were under Frustration and Instructional. In this study, the Phil-

IRI Test results that the frustration level of Grade 7 has 32 students from the

total of 217 students. The results revealed that majority of male with 17 or

53.13% while female have 15 or 46.87% are under frustration.

 LEVEL OF ENGLISH READING PROFICIENCY 11

Male 45.62% or (99)

Female 54.38% or (118)

Figure 3. Profile of learners in terms of gender

Parents educational attainment. Figure 4 shows the highest

educational attainment of the parents of grade 7 learners. Wherefore, majority

of the parents were High School Graduate with 74 or 34.10% and 78 or

35.94% respectively.

According to the study of International Journal of English Language

Studies (2021), the highest educational attainment of the parents of the

students is College Graduate with 23% while 2% is no schooling. Based on

Phil-IRI results only 21% of the students belong to Independent level. In this

study, 35% of the highest educational attainment of parents is High School

Graduate. However, based on the Phil-IRI results 63.60% of the students

belong to Independent level.

 LEVEL OF ENGLISH READING PROFICIENCY 12

80

70

60

50

40
25.34%(55) 34.10%(74)
30

20 23.98%(52)
1.38%(3) 35.94%(78)
6.45%(14)
10 21.20%(46)
5.53%(12) 7.37%(16)
6.45%(14) 23.04%(50)
0
Elementary
Level Elementary 6%(13) 1.38%(3) Mother
Graduate High School
Level High School Father
College
Graduate
Level College 1.84%(4)
Graduate Alternative
Learning
System

Father Mother

Figure 4. Parents educational attainment

Level of English Reading Proficiency

Figure 5 shows the level of English reading proficiency of grade 7. By

the use of Phil-IRI, results found that 25 or 11.52% of grade 7 learners were

under frustration, while the Instructional were 54 or 24.88% and the remaining

63.60% were under Independent students. Thus, the level of English reading

deficiency is 36.41% and the level of English reading proficiency is 63.59%.

According to the study of International Research Journal of Advanced

Engineering and Science during the school year 2018-2019, majority of grade

7 learners belong to the frustration level in terms of their word recognition in

reading an English passage. While in this study, there were only 11.52% of

Grade 7 learners belong to frustration level, Majority of students were

Independent level with 63.6%. it shows that the reading proficiency of the

learners are improving.

 LEVEL OF ENGLISH READING PROFICIENCY 13

63.59% (138)

36.41% (79)

Reading deficiency Reading Proficiency

Figure 5. Level of English Reading Proficiency and Deficiency

Possible Reading Interventions

Table 1 shows the mean value of the recommended reading

interventions for Grade 7 learners. The respondents strongly recommended

the scaffolding intervention with the highest average weighted mean of 3.67.

On the other hand, the lowest average weighted mean was item number 4

(offer different choices of preferred reading materials for learners) with the

AWM of 3.16.

In the study of Hagonoy National High School for the school year 2018-

2019, the recommended reading intervention program is developing a reading

intervention program that will cater students who are in the frustration and

instructional levels. This can be done by employing peer tutor to enhance the

reading skills of those in the independent level. Coequal with the findings of

this study, that the recommended reading interventions is scaffolding, by

providing assistance on learners in their reading skills.

 LEVEL OF ENGLISH READING PROFICIENCY 14

Table 1. Possible Reading Interventions

Recommended Reading Intervention AWM DE Rank

1. Monitoring, observing and checking the process of 3.58 SR 3
learners reading over a period of time.
2. Clarifying by making sure that learners clearly 3.58 SR 3
understand what they have read.
3. Scaffolding, by giving support or providing 3.67 SR 1
assistance on learners English reading skills.
4. Offer different choices of preferred reading 3.16 R 10
materials for learners.
5. Reading instructional program In-Groups for 3.17 R 7
learners.
6. Provide the learners methods of learning for 3.58 SR 3
English reading skills.
7. Oral Reading program for learners. 3.67 SR 1
8. Silent reading test program for learners 3.17 R 7
9. Use of technology as a alternative reading 3.17 R 7
material for English reading.
10. Teaching the learners to read by correlating the 3.34 SR 6
sounds with letters or groups of letters in an
alphabetic writing system.

Overall Average Weighted Mean 3.41 SR

Legend

Mean Scale Range Descriptive Equivalent

1.00-1.75 1 -Not Recommended (NR)

1.75-2.50 2 -Slightly Recommended (SD)

2.51-3.25 3 -Recommended (R)

3.26-4.00 4-Strongly Recommended (SR)

 LEVEL OF ENGLISH READING PROFICIENCY 15

Conclusions and Recommendations

Based on the findings of the study, the following were concluded;

1. Majority of the grade-7 learners were within 12 years old and mostly

females with High school graduate parents.

2. Phil-IRI Test revealed positive result. The level of proficiency of

grade-7 is higher than their level of deficiency in English reading.

However, the reading deficiency level is still alarming.

3. The teachers of grade-7 strongly recommended scaffolding

intervention where learners will be given assistance in improving

their reading skills. Similarly, oral reading program for learners is

also recommended. However, offering different choices of preferred

reading materials for learners is of least priority option.

From the conclusions above, the following recommendations were made;

1. Conduct of Parents Action Cell (PLAC) to intensify the reading

intervention for grade-7 learners and to eventually convert reading

deficiency to reading proficiency level.

2. Learners should settle down on the knowledge and skills they

already have. Furthermore, they should attend Strategic Adolescent

Reading Intervention (STARI), program designed for grade 6-9

students, to address gaps in fluency, reading comprehension,

aiming to move students to the higher level of proficiency at the end

of the year.

3. Teacher and students must have close/regular parent-student-

teacher conference conducted every month. Every Child A Reader

 LEVEL OF ENGLISH READING PROFICIENCY 16

Program (ECARP), designed to equip grade-7 learners with

strategic reading skills to make them independent young readers

must be utilized.

4. Conduct of related study focusing on the possible causes of reading

deficiency among grade-7 learners.

References

Alderson, J.C (2012). Assessing Reading. Cambridge England: Cambridge

University Press (p.43).
Cabardo, J.R.O (2019). Reading Proficiency Level of the students: Basis for
Reading Intervention Programs. Hogonoy National High School.
Grabe, W. (2010). Reading in Second Language. Cambridge, England:
Cambridge University Press (p.23).
Glenn, O.H. (2010). Academic English Reading at the University Level: A
Norwegian Case Study, University of OSLO (p.198-222).
Grabe, W. (2010). Reading in Second Language. Cambridge, England:
Cambridge University Press (p.23).
Lagarto, R.A. (2021). Reading Proficiency Level among Grade-7: Basis for
Reading Intervention Program. International Research Journal of
Advanced Engineering and Science. (pp 223-236).
Philipson, R. (2017). Myths and Realities of Global English. Language
Policy,16 (3) (p.313-337).
Quirino, M,C & Cadre, G.A.M. (2021). Students Reading Proficiency and
Academic Performance. International Journal of English Language.