Reading Performance of Grade 11 Students: Basis on the Development of Reading Enhancement and Assessment Plan (REAP)

Abstract

Senior High School students are expected to have better reading performance. This study intends to determine the reading performance of senior high school students. The researchers used the descriptive type of research to determine the performance of Grade 11 students in one of the Senior High Schools in Batangas, Philippines. The researchers utilized the Philippine Informal Reading Inventory (Phil-IRI) instrument of the Department of Education. The participants were 679 Grade 11 students who are enrolled during the First Semester SY 2019-2020. An expository passage was used to assess learners in oral reading and silent reading. It is composed of five questions, which was used to describe the decoding and word recognition, fluency and comprehension. The learner's performance in decoding and word recognition was measured through a Reading Miscue Inventory. Silent reading comprehension was measured by asking the learners to answer five questions of varying difficulty after the passage has been read. After conducting the study, the researchers formed the following conclusions: 8.47 is the average oral reading miscues of the Grade 11 students, with the STEM strand having the lowest average miscues at 4.92 errors, and with the majority of the learners miscues in pronunciation. There were 231 Grade 11 students at frustration reading level who needed reading intervention to improve their reading performance. The Reading Enhancement and Assessment Plan was developed and needs to be proposed to the school administration for implementation. It is recommended that the Senior High School provide a Reading Clinic for students who need reading intervention, which may improve the learners’ reading skills and comprehension.