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Swot Analysis Reading-Elem

The document analyzes the results of the Early Grade Reading Assessment (EGRA) and PHIL-IRI pre-test given to students at Sta. Cruz Integrated School. It found that 45.76% of grade 1-2 students and 22.22% of grade 3-6 students in Filipino are non-readers. Students scored lowest in reading comprehension and highest in word recognition. Factors like lack of support, attention disorders, and learning disabilities were found to affect reading abilities. In response, the school designed a reading program called "Kaupo Ko, Kabasa Ko" to address students' reading problems.

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JENIVIVE D. PARCASIO
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217 views3 pages

Swot Analysis Reading-Elem

The document analyzes the results of the Early Grade Reading Assessment (EGRA) and PHIL-IRI pre-test given to students at Sta. Cruz Integrated School. It found that 45.76% of grade 1-2 students and 22.22% of grade 3-6 students in Filipino are non-readers. Students scored lowest in reading comprehension and highest in word recognition. Factors like lack of support, attention disorders, and learning disabilities were found to affect reading abilities. In response, the school designed a reading program called "Kaupo Ko, Kabasa Ko" to address students' reading problems.

Uploaded by

JENIVIVE D. PARCASIO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Department of Education

Region 02 (Cagayan Valley) Department of Education


Region 02 (Cagayan Valley)
Schools Division Office of Isabela
San Manuel District
STA. CRUZ INTEGRATED SCHOOL - 501615
Purok 5, Sta. Cruz, San Manuel, Isabela 3317

ANALYSIS OF THE EGRA


(EARLY GRADE READING ASSESSMENT)
AND PHIL-IRI PRE-TEST RESULT
S.Y. 2022-2023

Reading is a complex developmental challenge that we know to be intertwined with


many other developmental accomplishments: attention, memory, language, and motivation
Table 1 shows the EGRA result in grades 1 and 2. It consists of six parts: alphabet
knowledge, letter sound knowledge, letter sound identification, initial sound identification, familiar
word reading and story reading.
Out of 59 learners tested, 27 learners or 45.76% are non-readers.
The PHIL-IRI pre-test in Filipino was taken by grades 3-6 and English was taken by grades 4-
6. It comprises three parts: word recognition, reading comprehension and reading profile per passage.
Table 2 shows the result of pre-test in Filipino. Out of 117 learners tested, 26 learners or
22.22% are non-readers.
In word recognition, 33 learners belong to frustration level, 33 in instructional level and 25 in
independent level. In reading comprehension, 45 learners belong to frustration level, 11 in
instructional level and 35 in independent level. In reading profile per passage, 59 learners belong to
frustration level, 19 in instructional level and 13 in independent level.
Table 3 shows the result of pre-test in English. Out of 94 learners tested, 17 learners or
18.09% are non-readers.
In word recognition, 32 learners belong to frustration level, 18 in instructional level and 27 in
independent level. In reading comprehension, 45 learners belong to frustration level, 16 in
instructional level and 16 in independent level. In reading profile per passage, 53 learners belong to
frustration level, 14 in instructional level and 10 in independent level.
In many schools, including Sta. Cruz Integrated School, difficulty in reading is a
common problem. A lot of learners struggle with reading in some ways. And since it is such an
important skill, reading difficulties can cause trouble in other areas of learning, including
writing, spelling, fluency, and comprehension. These barriers make it very hard for students to
perform well in school and often lowers self-esteem.
Based from the results, SCIS found out some factors such as lack of support, attention
disorder, differences in learning styles and learning disabilities which affected the reading
abilities of the learners.
With the collaboration of the School Head and all the teachers, the school has designed
a school reading program, Kaupo Ko, Kabasa Ko which aims to address the learners’ reading
problems.

Table 1.

Table 2.
Table 3.

Prepared by: Noted by:

JENIVIVE D. PARCASIO ANA A. RUBANG, EdD


School Reading Coordinator Principal I

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