Prepared by:

FE-MAY AGARRADO ONCE

School Reading Coordinator
I.INTRODUCTION

Saray Elementary School is an institution that renders services to

100% Palawano. One of its goal during the current school year is to
uplift the level of reading ability of the learners through the conduct of
the different activities and implementation of the projects and
interventions proposed by the school organization and the educators
themselves. The BP-PRIA implementation which serves as an indicator
of the progress of the learners in reading, motivates both the pupils and
the teachers to aim higher in the field of reading.

II. BP-PRIA IMPLEMENTATION

Before the BP-PRIA post test was administered, reading

interventions were implemented by the advisers of grade three to grade
six classes right after the administration of the pre test.
Each adviser had secured the teacher’s copy of the passage to be
used in the process of assessment. The reading test was done every 1
o’clock to 1:30 in the afternoon of the month of January.
The individual results of the assessment were compiled by the
advisers and the School Reading Profile in both English and Filipino
were reported by the reading coordinator. All forms and templates were
kept for future use and references.
III. RESULT
FILIPINO

The table showed the number of pupils assessed by grade level, the
bar graph visualized the number of pupils belong to a particular reading
level and the pie graph presented the total number of pupils of Saray
Elementary School being assessed and their level of reading ability and
comprehension in Filipino.

14
12
10
DI-MAKABASA
8
KABIGUAN
6
PAMPAGKATUTO
4
MALAYA
2
0
GRADE-III GRADE-IV GRADE-V GRADE-VI

School Reading Profile in Filipino

8, 10%

23 , 28% DI-MAKABASA
KABIGUAN
27, 32%
PAMPAGKATUTO
MALAYA
25, 30%
 The data showed that only 62% of the over all population of
Grade-Three to Grade-Six pupils could proceed to reading assessment in
English Language. This means that only 52 out of 83 learners could
read and comprehend the Filipino Language.The remaining number of
learners need special attention and intervention specially the non-readers
which was 10% of the population or composed of 8 individuals.
ENGLISH
The table showed the number of pupils assessed by grade level, the
bar graph visualized the number of pupils belong to a particular reading
level and the pie graph presented the total number of pupils of Saray
Elementary School being assessed and their level of reading ability and
comprehension in English.

16
14
12
10 NON-READER
8 FRUSTRATION
6 INSTRUCTIONAL
4 INDEPENDENT
2
0
GRADE-III GRADE-IV GRADE-V GRADE-VI

School Reading Profile in English

10, 21%

NON-READER
FRUSTRATION
37, 79%
INSTRUCTIONAL
INDEPENDENT
 The data showed that all 48 pupils assessed in reading English
Language could recognize English word while 37 pupils (79%) could
read but could not comprehend English and only 21% or 10 individuals
could comprehend the English language.
The overall result of the reading inventory showed great progress in
reading and the interventions done by the reading teachers became
effective for many pupils but some pupils may need different approach
in the implementation of the reading interventions.

IV. PROBLEMS ENCOUNTERED

During the conduct of the reading assessment post test, the

advisers noticed that some passages of the pupils’ copy were unfinished
and some words were different from that of the teacher’s copy. There
were also problems in entering the data into the template specifically in
the automaticity. There were instances when the commands used in the
forms malfunctioned. Entering the miscues in the template was also time
consuming. The form for the summary of miscues and scores for
comprehension was only available in one copy so the advisers need to
create another copies and not all types of computer could access and
even open the template.

V. RECOMMENDATION

The proper authority should atleast reread and recheck the

passages both the teacher’s and pupil’s copy before reproducing for
clarity and accuracy. The technical experts concern in the development
of the BP-PRIA template should provide more accessible format and
ensure that the commands used in generating formulas would function
well to conserve time and effort of the reading administrator. There
should also have a separate template for the miscues and comprehension
summary in English ready to use by the advisers who would enter the
data and results.
VI. DOCUMENTATION