000			03524nam a22001817a 4500
003			OSt
005			20250321105517.0
008			250321b |||||||| |||| 00| 0 eng d
040			_cNVSU
100			_aSanglay, Sanshin T.
245			_aTeachers' reading intervention and pupils' reading proficiency in the schools division of Quirino/ _cSanshin T. Sanglay
260			_aBayombong: _bNueva Vizcaya State University, _c2022
300			_axi, 84 leaves : _billustrations (some colored) ; _c28 cm.
500			_aThis study ascertained the reading intervention and pupils' reading proficiency using the Philippine Informal Reading Inventory (Phil-IRI) in the Schools Division of Quirino. It employed the descriptive-inferential design and was conducted at the Schools Division of Quirino employing the stratified proportional random sampling, Slovin formula and fishbowl technique. This study utilized a content-validated survey questionnaire to gather the needed data. The result of the Phil-IRI pretest and post-test of the pupils served as secondary sources of this study. A letter of permission in the conduct of this study was secured from the Superintendent of the Schools Division of Quirino. Descriptive Statistics such as frequency, percentage, mean and standard deviation were employed to describe the respondents' profile and level of extent usage the teachers' reading intervention. Inferential Statistics such as t-test, f- test, Tukey post hoc test, and correlation procedure were computed to determine the association between and among the variables. The study site was dominated by both male and female pupils who were in their late childhood stage. The intermediate levels have almost equal number of pupils who are 2nd-born and have hailed from households with a monthly income that was low but not poor, as well as a lower middle family income. The pupils' parents are holders of diplomas from basic education, higher education and advanced education. The specified reading interventions were used on a regular basis by all teachers in the intermediate grades, confirming their efficiency in enhancing students' reading skills.In the Phil-IRI pretest, a large percentage of pupils demonstrated frustration and instructional reading competency, with only a few showing independent reading proficiency. In the Phil-IRI post test, a large percentage of intermediate learners were at the instructional and independent levels, but none were at the frustration level. In general, the pupils demonstrated instructional reading proficiency. The intensity to which teachers utilize reading interventions is unaffected by pupils' grade levels, therefore teachers could use reading interventions irrespective of their pupils' grade level. Pupils whose parents have earned graduate degrees demonstrated independent reading proficiency in the Phil-IRI pretest. When students are inspired by parents with advanced degrees, their reading proficiency improves in the Phil-IRI post-test.In both the pretest and post-test scores, the pupil's reading proficiency improved, but the level of their reading proficiency remained instructive.Irrespective of the reading intervention implemented by the teachers, the pupils' reading proficiency stays at the instructional level. The Phil-IRI pretest scores are the strongest indicator of pupils' reading proficiency.
500			_aThesis (Master of Education - Language, Reading and Numeracy)
504			_aIncludes appendices and bibliographical references
942			_2ddc _cTH _n0
999			_c281 _d281