29

CHAPTER 2

Review of Related Literature and Studies

This chapter presents some relevant literature and

studies which were closely related to the present study. The

researcher was properly guided in formulating problems and

hypotheses based from the studies herein cited which were

supported by studies local and abroad. The researcher conducted a

thorough review of the literature and studies which have

relevance to the present study specifically; those which were

concerned with reading, reading level, intervention strategies,

constraints in reading and other subject areas and policy

recommendations..

Significant and relevant information taken from those

related readings widened the researcher’s horizon of knowledge

and gave more insights about the present study. The other

sections of the chapter included are the Synthesis of the State-

of-the-art, Gap the bridged by the study, Theoretical framework

and Conceptual framework with its corresponding paradigm.

Reading

Many experts have given their definition about what

reading really means. Reading is very important skill that the

 30

pupils must be mastered, because the reading cannot be separated

in the process of teaching and learning.

Mikulecky, (2011) stated that reading is a complex

conscious and unconscious mental process in which the reader uses

a variety of strategies to reconstruct the meaning that the

author is assumed to have intended, based on the data from the

text and from the readers prior knowledge.

Khoiriyah, (2010) defined reading as an active skill;

it constantly involves guessing, predicting, checking and asking

oneself questions.

Grabe and Stoller, (2009) defined reading as a

meaning-making process involving an interaction between the

reader and the text. Readers use mental activities to construct

meaning from text. These activities are generally referred to as

reading strategies or reading skills, typically referred to as

bottom up, top-down and integrative strategies. Teaching reading

is a complex process it does not only give the information from

teachers to the pupils. There are many activities that can be

doing especially when the process of teaching and learning in the

classroom. The aim of teaching is to make pupils become an

effective and efficient reader.

 31

Reading Level

Cabordo, (2015) on his research on Reading

Proficiency Level of Students: A Basis for Intervention Program

the study determined the reading proficiency level of Year 1 to

Year 3 students in HNHS-Aplaya Extension High School as basis for

reading intervention program for the school year 2014-2015 using

descriptive survey research design.

The Philippine-Informal Reading Inventory (Phil-IRI)

materials were used in assessing the level of reading proficiency

of Years 1 to 3 students. The data were statistically analyzed

using frequency, mean, standard deviation, t-test for paired

sample and analysis of variance. All hypothetical questions will

be analyzed and interpreted at 5% level of significance. The

results revealed that majority of the students belonged to

frustration level of reading proficiency in silent reading while

in instructional level for the oral reading in which majority of

the males are less proficient in reading compared to females in

both silent and oral reading.

There is no significant difference on the levels of

reading proficiency levels of students when analysed according to

their year levels and gender. However, a significant difference

on the levels of reading proficiency of students in silent and

oral reading was found.

 32

The relationship between the two studies was on

its focus on reading level. However, the present study focused on

elementary level while the previous study focused on secondary

students.

Paz, (2018) on Reading Comprehension Level of Grade

7 Students of Caraga State University determined the reading

comprehension levels in English of Grade 7 students of Caraga

State University, Cabadbaran, Agusan del Norte. It also described

the profile of the participants and the perceived factors which

determine the participants’ reading comprehension levels in terms

of availability of literary reading materials at home, adequacy

of reading instruction in reading, availability of reading

materials in school, and reading habits.

The study made use of the descriptive research design

using survey technique and a researcher-made questionnaire. There

were 132 participants involved in the study. The statistical

tools used were Frequency count and Percentage distribution, the

Mean and Standard Deviation (SD), t-test, and analysis of

variance. It was found out that there was no significant

relationship between the participants’ profile and factors of

reading toward their reading comprehension level. It gave way to

deal with some of the levels of reading comprehensions that were

 33

weak, namely interpretative, critical, and application that

requires desirable intervention program.

The relationship between the two was on the Reading

Level of pupils. However, the present study focused on Reading

Level of Pupils while the previous study focused on reading

comprehension level of pupils.

Nagrampa, (2013), on “The School Readiness Assessment

(SRea) in Relation to Students’ Reading Level”, recommended that

the school heads, teachers, parents, stakeholder, and everyone

involved in the teaching process must think of ways that could

help the students to improve their academic performance

The relationship between the two studies was on its both

studies focus on reading level. However, the previous studies

focused on School Readiness Assessment while the present study

focused only on the intervention strategies accorded by the

teachers.

Intervention Strategies

Villareal (2015), in his research entitled

“Intervention Strategies to Raise the Reading Level in English of

Grade 7 Students in the Government Secondary Schools in Iriga

City Division” he aimed to assess the status of Intervention

Strategies which became the basis for the training design to

improve the teachers’ competencies in raising the student’s

reading performance.
 34

The previous study is similar to present study in a way that

both of them focused on reading intervention strategies. However,

the present study focused on elementary teachers while the

pervious study focused on junior high school teachers.

Vaughen [Link]., (2013) on efficacy of content

acquisition and reading comprehension intervention delivered to

students aged 13-14 years. The content acquisition focused on the

need of the students to understand the domain on specific

academic vocabulary (Bauman % Graves, 2010) in secondary schools.

Four hundred nineteen (419) students were randomly assigned. One

of 27 classes were then randomly assigned to intervention (16

classes and 261 students in total) .Five teachers delivered the

same social studies content to all students in all classes.

The intervention classes used specific instruction

based on the Promoting Acceleration of Comprehension and Content

through Text (PACT) programme. PACT includes a comprehension

canopy (an overarching question that guides the purpose of

reading and knowledge acquisition, essential words/key

vocabulary, knowledge acquisition, team-based learning (TBL) and

comprehension checks, as well as TBL knowledge application. The

intervention classes received 30 sessions of instruction teach

lasting 50-54 minutes) over six to eight weeks.

The previous study is similar to the present study

in a way that both of them focused on reading intervention.

 35

However, the previous study focused on the secondary school while

the present study focused on the elementary level.

According to Galvez, (2016) on The Effectiveness of

Remedial Reading Classes Using Special Methods to Non-Readers in

Filipino of Grade One Pupils of General Maximino Hizon Elementary

School remedial reading classes be included in the class program

and it is effective to the non-readers in developing their

reading skills.

The relationship between the two studies was on its

focus on remedial reading class. However the previous study

focused on the effectiveness of Remedial Reading Class in

Filipino while the present study focused on the Intervention

Strategies to improve reading level of pupils.

Another study conducted by Fernandez, (2015) entitled

Readers’ Intervention Program for Readers at Risk revealed that

readers improved the reading proficiency of the four grade one

readers-at-risk in terms of book and print awareness; mastery of

the alphabet, phonemic awareness, textual read aloud, journal

writing and comprehension. Findings of the study revealed that

group oriented early intervention, including some RR procedures,

appear to be promising and that a student grouping of 1:3 works

as well as grouping of 1:1.

 36

The relationship between two studies was on its focus

on the Readers’ Intervention program and they were both conducted

in elementary level. However, the present study discussed the

strategies of teachers to improve the reading level of pupils.

Praxides (2010), on “Strategies for Improved

Implementation of Every Child-A-Reader Program (ECARP) in the

Division of City Schools, Iriga City” , found out that severe

disabled readers who were below their normal performance be given

appropriate strategies to improve their reading performance.

The relationship between the studies was on its focus

on strategies. However, the previous study focus on improved

implementation of ECARP while the present study focus only on the

intervention strategies.

Tagum, (2013) determined the “Reading Comprehension

Skills in English of the College Freshmen Students” on the four

levels literal, interpretative, critical evaluative and

integrative comprehension, while the reading levels were:

independent, instructional, and frustration. Moreover, in her

study it was found out that the ability to read with

comprehension is an indispensable tool for learning.

The previous study and present study are similar in a

way since both of them focused on reading. However, the previous

 37

study determined the reading comprehension skills while the

present study focused on the reading level of pupils.

Egos, (2015) on in his study entitled Remedial

Reading Strategies and the Support Accorded by the School Heads

in the Public Secondary Schools found out that most of the

students in the public secondary schools were on the

instructional level and it was most alarming that there were some

students in high school who were still non-readers in the

Secondary Schools in Balatan District.

The previous study and present study are similar in

a way since both of them focused on the remedial reading

strategies of teachers. However, the previous study included the

support accorded by the school heads while in present study will

only discussed the strategies of English teachers in conducting

remedial classes.

Ransford-Kaldon, Sutton-flint and Rose (2011), on

the effectiveness of a program called Levelled Literacy

Intervention (LII).LII is a short term , small-group,

supplementary intervention system designed for students in grade

k to 12 who struggle with reading and writing. The study

evaluated the use of LLI in two U.S. school districts.

Ransford-Kaldon et. al., (2011) use a mixed method to

address two key research questions: (a) “what progress in

 38

literacy d students who receive LLI make compared to students who

receive only regular classroom literacy instruction?” and (b)

“was LLI implemented with fidelity to the developers’ program

model?” Ransford-Kaldon [Link] (2011) found that LLI program in

combination with regular classroom instruction had a positive

impact on the literacy achievement for students struggling with

reading and writing in Kindergarten to Grade Two to a greater

degree than those students receiving classroom instruction alone.

The relationship between the two studies was on its

focused on the intervention program. However, the present study

focused on the remedial reading strategies of teachers and the

previous study focused on the Levelled Literacy Intervention.

Cortes (2010), on Teachers’ Competencies in Teaching

Beginning Reading, English in the Division of Iriga City

Schools , Iriga City, utilized the descriptive inferential

correlational type of research with documentary analysis. It

involve all the 87 grade 1 teachers as the respondents and four

hundred grade one pupils as the research subject chose at random

sampling from the three districts in the division if city

schools. Iriga City.

As revealed in her study, it showed that the teachers

perceived all the dimensions on their teaching competencies in

beginning reading, English as much only. So, a training design

 39

was made to improve teachers teaching competencies in beginning

reading English.

The previous studies are similar to the present

study in the sense that both focused on reading, strategies and

programs that support reading. However, the previous study

focused on teachers ‘competencies while the present study focused

on intervention strategies accorded by the teachers to improve

the reading level of pupils.

Grant, (2012) stressed on approaches and strategies

which answer some of the characteristics exhibited by the reading

disabled children. A mainstream child lives in poor homes, broken

homes, and homes with ineffective parents. These children go to

school but they are not able to interact well with others not

prepared to grow and learn, and do not meet the expectation of

the school. He also cited that the analyst in New Haven School

suggested that the key to academic achievement is to promote

overall development of students to encourage bonding in the

school. Their task is to create a strategy that understands the

child’s development, and enable them to improve relationship with

parents.

The management team is made up of the parents,

teachers’ administrators, and adult caretakers. There were

social workers, psychologists and SPED teachers. It has a mental

 40

health team that work together and had a representative on the

management team. They shared their knowledge with the teaching

staff. As a result the teachers responded in a supportive way to

children.

The teachers came to realize that the only

difference between children and the children of the middle income

families is that the latter received at home what is necessary to

succeed at school. Out of the realization came the program

called Social Skills Curriculum for the Inner City children and,

as a result, the school ranked first and second in attendance

with or without serious reading or behaviour problems (Grant,

2012).

The previous study is similar to the present study

in a way since both studies focused on the reading strategies of

teachers. However, the present study focused on the strategies of

English teachers to improve reading level of pupils while the

previous study focused on the mainstream exhibited by the non-

readers.

In Ritzel Montalban’s 2010 research entitled, The

Correlation between Reading Comprehension and the Strategies Used

in Solving Math Problem of the Selected Second Year High School

Students of the Sisters of Mary School-Boys town, Montalban

verified her hypothesis regarding the relationship between

 41

students’ performance in problem solving and their corresponding

abilities in reading comprehension.

Some of the researchers cited by Montalban (2010)

included Sutton & Krueger, who asserted that reading, writing,

and mathematics are, or should be, inseparable”. Montalban also

quoted Hiebert& Wilkinson, who suggested that “most reading and

thinking strategies should be taught in the content areas, rather

than isolated reading lessons.”

In general, the findings of the study showed that

there is in fact a relationship between reading, vocabulary,

academics and reading abilities, although “this relationship is

by no means simple and straightforward” (p.166).

The previous study is similar to the present study

since that both studies focused on the strategies on teaching

reading. However, the previous study focused on the relationship

of reading in solving math problems while the present study

focused on the strategies that helped pupils to improve their

reading level.

Talley, (2017) of Carson-Newman University in his

study entitled Best Teaching Strategies to Help Struggling

Readers found out that reading instructional strategies to

include reading time, small groups, use of one text, and reading

instruction strategies to include reading strategies that

motivate struggling readers. The study concluded that reading

 42

instruction changes when a struggling reader is introduced to

multiple strategies, vocabulary instruction, and comprehension

strategies that are embedded in the instruction.

The relationships between the two studies were on

its focus on the strategies that help struggling readers improve

their skills. However, the present study focused on the teachers’

strategies using PHIL-IRI.

Raynes (2011), on “Strategies in Teaching English

Plus in the Private Post-Secondary Instruction in Rinconada”

claimed that sentence drill really emerged followed by explaining

and mastery learning method, students need to know and be

explained so that they can comprehend well to the target

language.

The previous study is similar to the present study

since both of them focused on the teacher’s strategies in

Teaching English. However, the present study focused on the

public elementary level while the previous study focused on the

Private Post-Secondary.

Constraints in Reading in Other Subject Areas

Zahari et. al., (2013) conducted a study about

students’ difficulties in reading recount text at SMKN 3

Bengkulu. The aim of the study was to investigate the

difficulties faced by the second semester students of senior high

school in reading recount text. The design 8 employed was

 43

descriptive method. The subjects were 65 students of both TKJ

class (33 students) and Broadcasting class (32 students) at SMK N

3 Kota Bengkulu. The instrument applied was reading test

comprising 50 items divided into five test types: finding main

and specific ideas, comprehending whole texts, making conclusion,

vocabulary and grammar tests.

The findings revealed that the difficulties that

the students confronted in reading recount text were resulted by

some difficulties in terms of (1) finding general and specific

ideas that was caused by the limitation of comprehending recount

text and having poor vocabularies, (2) comprehending whole text

as they did not have sufficient background knowledge as well as

they could not activate their background knowledge well, (3)

drawing an inference for they had short-term memory about what

they read, (4) predicting the meaning of words in recount text as

well as they did not have good reading strategies in guessing

unfamiliar words, and (5) applying English grammatical rule to

discriminate or choose the best answer.

Besides, Zahari et. al. (2013), Putra, (2010) also

conducted a research about students' difficulties in

understanding descriptive text at SMPN1 Kapur IX Karangrayung.

The objectives were (1) to investigate the students’ difficulties

in answering the exam of reading descriptive text.

 44

The design used was descriptive technique. The

participants were all the second year students of SMPN 1

Kecamatan Kapur IX. 9 The results showed that the students’

reading comprehension in terms of (1) identifying topic of

English texts is fair (C), identifying main idea of English texts

is fair (C), identifying word reference of descriptive texts is

good (B), identifying synonym and antonym of descriptive texts is

poor (D), identifying location information of descriptive texts

is good (B), and identifying inference of descriptive texts is

poor (C).

In general, the ability of the second year students of

SMPN 1 Kapur IX in reading English texts averagely was fair.

Furthermore, related to the analysis of students’ difficulties in

finding out the main idea in reading texts.

The previous study is similar to the present study

since both studies focused on constraints in reading. However,

the aimed of the previous study was to investigate the

difficulties faced by the second semester students of senior high

school in reading recount text while the present study focused on

strategies accorded by the teachers and constrains encountered in

utilizing the said strategies to improve the reading level of

pupils.

Fitri, (2013) conducted a research on using several

kinds of reading texts, namely descriptive text, narrative text,

 45

and anecdote text. The findings revealed that the students’

difficulties in finding main idea were affected by some types of

texts (1) the test using descriptive text were only 6 participant

who scored ≥ 80 and 14 ≤ 80. (2) For the test which used

narrative text, there were 8 participants who scored ≥ 80 and 12

≤ 80. (3) For anecdote text, there were 13 participants who

scored ≥ 80 and 7 ≤ 80.

The percentage of the participants who passed the test was

65 %. The researcher found that whatever the kinds of text, as

long as its content was unfamiliar to the participants, they

would find difficulties in finding out the main idea in the

reading texts and vice versa.

The previous study is similar to the present study

since both of them focused on reading. However, the present study

focused on strategies accorded by the teachers and constrains

encountered in utilizing the strategies to improve the reading

level of pupils while the previous study focused on several kinds

of reading texts, namely descriptive text, narrative text, and

anecdote text.

Policy Recommendation

Sandrino (2014), on the Remedial Reading Program in

Bato District recommended that the teachers must employ varied

and innovative teaching strategies which will lead to the

students’ development of genuine love of reading and produce most

 46

appropriate materials suited to the needs and interest of the

students for excellent results.

The previous and present studies were similar since

both studies are focused on reading and their scopes of study are

the same. However, the previous study focused on the remedial

reading program offered in Bato District while the present study

focused on strategies accorded by the teachers to improve the

reading level of pupils.

Velasco, (2009) stressed that reading in both

English and Filipino should be given much attention by teachers

because of all the aids of learning, reading hold first place.

She studied the relationship of scholastic achievement and

reading ability of Grade 4 pupils in San Jose District.

It appeared in her study that reading in both Filipino

and English were on the same level. There are two areas highly

correlated to all subject areas. Hence, it was inferred that

reading was closely linked with the pupils’ achievement in all

subject areas.

The previous study and the present study aimed on the

development of the pupils/students especially in reading. This

study is similar somehow because it focused on reading but the

differences lied in the area of concern which is English and

Filipino and correlating it with achievement while the current

 47

study focused on the teachers’ strategies to improve the reading

level of pupils.

Synthesis of the State-of-the-Art

The related studies utilized in this study helped the

researcher enriched her knowledge in determining the intervention

strategies accorded by the teachers in different public

elementary schools in Bato District, Division of Camarines Sur.

The information or insights gathered from previous studies were

considered to guide the present study in determining the

different intervention strategies accorded by the teachers in the

selected public elementary schools in Bato District. The findings

of this research served as bases in formulating policy

recommendations to improve the reading performance of pupils in

Bato District for quality education.

The study conducted by Cabordo, (2015) on his

research Reading Proficiency Level of Students: A Basis for

Intervention Program the study determined the reading proficiency

level of Year 1 to Year 3 students in HNHS-Aplaya Extension High

School as basis for reading intervention program, and Paz (2018)

on his research Reading Comprehension Level of Grade 7 Students

of Caraga State University determined the reading comprehension

levels in English of Grade 7 students of Caraga State University,

Cabadbaran, Agusan del Norte those studies conducted by the

 48

previous researcher focuses on Reading Level of the pupils and

students. Villareal (2015), in his research entitled

“Intervention Strategies to Raise the Reading Level in English of

Grade 7 Students in the Government Secondary Schools in Iriga

City Division” he aimed to assessed the status of Intervention

Strategies which became the basis for the training design to

improve the teachers’ competencies in raising the student’s

reading performance.

On the other hand, intervention strategies were the

focused of Vaughen [Link]., (2013) on his study of efficacy of

content acquisition and reading comprehension intervention

delivered to students aged 13-14 years, Galvez, (2016) in her

research The Effectiveness of Remedial Reading Classes Using

Special Methods to Non-Readers in Filipino of Grade One Pupils of

General Maximino Hizon Elementary School, Fernandez, in her

research entitled Readers Intervention Program for Readers at

Risk (2015, Nagrampa (2013), on “The School Readiness Assessment

(SRea) in Relation to Students’ Reading Level”, recommended that

the school heads, teachers, parents, stakeholder, and everyone

involved in the teaching process must think of ways that could

help the students to improve their academic performance. Praxides

(2010), entitled “Strategies for Improved Implementation of Every

Child-A-Reader Program (ECARP) in the Division of City Schools,

Iriga City” , found out that severe disabled readers who were
 49

below their normal performance be given appropriate strategies to

improve their reading performance. Tagum, (2013) determined the

“Reading Comprehension Skills in English of the College Freshmen

Students” on the four levels literal, interpretative, critical

evaluative and integrative comprehension, while the reading

levels were: independent, instructional, and frustration.

Moreover, in her study it was found out that the ability to read

with comprehension is an indispensable tool for learning, Egos,

(2015) on Remedial Reading Strategies and the Support Accorded by

the School Heads in the Public Secondary Schools, Ransford-

Kaldon, Sutton-flint and Rose (2011), studied the effectiveness

of a program called Levelled Literacy Intervention (LII), Cortes

(2010), conducted a study on Teachers Competencies in Teaching

Beginning Reading, English in the Division of Iriga City

Schools , Iriga City, Grant, (2012) reported a study on main

stress approaches and strategies which answer some of the

characteristics exhibited by the reading disabled children,

Montalban’s, 2010 focused on The Correlation between Reading

Comprehension and the Strategies Used in Solving Math Problem of

the Selected Second Year High School Students of the Sisters of

Mary School-Boys town, Montalban, Talley (2017) of Carson-Newman

University in his study entitled Best Teaching Strategies to Help

Struggling Readers, Raynes (2011), in her study entitled

 50

“Strategies in Teaching English Plus in the Private Post-

Secondary Instruction in Rinconada” .

On the other hand, the constraints encountered by the

teachers in teaching reading and other subject areas are the

focused of Zahari [Link]., (2013) study about students’

difficulties in reading recount text at SMKN 3 Bengkulu. The

aimed of the study was to investigate the difficulties faced by

the second semester students of senior high school in reading

recount text. The design 8 employed was descriptive method and

Fitri, (2013) conducted a research regarding to this topic using

several kinds of reading texts, namely descriptive text,

narrative text, and anecdote text. The findings revealed that the

students’ difficulties in finding main idea were affected by some

types of texts (1) the test using descriptive text were only 6

participant who scored ≥ 80 and 14 ≤ 80. (2) For the test which

used narrative text, there were 8 participants who scored ≥ 80

and 12 ≤ 80. (3) For anecdote text, there were 13 participants

who scored ≥ 80 and 7 ≤ 80. The percentage of the participants

who passed the test was 65%.

There were studies like those of Sandrino (2014), on

the Remedial Reading Program in Bato District recommended that

the teachers must employed varied and innovative teaching

strategies which lead to the students’ development of genuine

love of reading and produce most appropriate materials suited to

 51

the needs and interest of the students for excellent results and

Velasco, (2009)which stressed that reading in both English and

Filipino should be given much attention by teachers because of

all the aids of learning , reading hold first place.

Though none is exactly the same with the present

study, these related studies contributed a lot to the present

study in bringing about major ideas along improving the different

teaching methodologies adopted in teaching reading.

Gap Bridged by the Study

The related studies utilized by the researcher in

this study dealt more with the intervention strategies accorded

by the teachers in different public elementary schools in Bato

District. There were also studies used by the author to gain

additional information and valuable insights on challenges and

needs of teachers in implementing effective guidance reading

classes.

While similarities and differences existed between

the previous studies and the present, it was evident that no

study has been made on determining the intervention strategies

accorded by the teachers to improve the reading level of the

intermediate pupils specifically in the Public Elementary Schools

in Bato District. This was the gap that the researcher considered

to bridge
 52

Theoretical Framework

This study was anchored on the different theories

discussed above, namely, Blooms Theory, Mastery of Learning,

Motivation Theory, Individual Differences Theory, Theory of

Transfer, and Theory of Cognitive Development.

These theories are applicable in the present study

because they deal on the process of learning that helps the

teachers in teaching reading instruction in improving the reading

level of the pupils which is the main concern of the study. After

analysing the aforementioned theories, the researcher formulated

her own theory.

The elements in the whole framework are the reading

theories, the respondents of the study, the statement of the

problem and the researcher’s theory.

The reading theories are the vehicles that can be

used by the teachers in her reading instruction and activities of

the pupils. This mainly depends upon the needs in terms of

teacher-pupils capabilities, instructional materials and teaching

and learning context.

Mastery Motivational Individual Transfer Theory Cognitive

Learning Theory Differences Theory (Thorndike 1968) Development
Theory (Blooms (Thorndike 1972) Theory (Piaget
1965) (Kelly 1967)
1980)
 53

BIG STUDY SKILLS WORD MEDIUM

SCHOOLS RECOGNITION SCHOOLS

NON-READERS

THE INTERVENTION
STRATEGIES
INDEPENDENT
ACCORDED BY THE FRUSTRATION
TEACHERS TO
PARAGRAPH
IMPROVE THE
COMPREHENSION READING LEVEL OF
INTERMEDIATE WORD
LEARNERS MEANING

INSTRUCTIONAL

SENTENCE
COMPREHENSION

SMALL
SCHOOLS

THE RESEARCHERS THEORY

Analyzing the Intervention Strategies Accorded by the Teachers to Improve
the Reading Level of Learners in the Public Elementary Schools in Bato
District will lead in the formulation of policy recommendations to improve the
learners’ reading performance.

This study was premise

Figure 2 on the following theories:
The Theoretical Paradigm
Mastery of Learning Theory by Benjamin Bloom (1968), Motivational

Theory by Edward Thorndike (1972), Individual Differences Theory

 54

(1974), Transfer Theory (Thorndike 1968), and Cognitive

Development Theory (Piaget 1968)

Mastery of Learning Theory, (Benjamin Bloom 1965).This

theory proposed by Benjamin Bloom in [Link] is an instructional

strategy and educational philosophy. Mastery of learning

maintains that a pupil must achieve a level of mastery (e.g. 90%

on knowledge test) in prerequisite knowledge before moving

forward to learn subsequent information. If a pupil does not

achieve mastery on the test, they are given additional support in

learning and reviewing the information and then tested again.

This cycle continues until the learner accomplishes mastery and

they may then move on to the next stage.

In mastery of learning, there is a shift in

responsibilities, so that pupil’s failure is more due to the

instruction and not necessarily lack of ability on his or her

part. Therefore, in a mastery of learning environment, the

challenge becomes providing enough time and employing

instructional strategies so that all pupils can achieve the same

level of learning.

This theory is considered in this study because pupils must

master the goals of the lesson before moving to the next level.

If they cannot master it, the pupils need additional support and
 55

remediation from the teachers or person involves in the learning

process of a child.

Motivational Theory, (Edward Thorndike 1972).This

theory emphasized the activity as a means of providing the

motivations which will stimulate the students to learn with the

necessary guidance and direction. The process of including

motivation will energize learning behaviour.

This theory is considered in this study since pupils should

be motivated to a certain extent to learn the basic reading

skills. Giving adequate materials suited to their needs,

abilities and interest would develop genuine love for reading.

Individual Differences Theory, (Kelly, 1967).This

theory advocates that human beings possess the same general

mental abilities; however, there are different factors that

influence the development of their capabilities. Individual

difference is evident in the classrooms. Each student possesses

distinctive characteristics and qualities which constitutes

individuality. It is believed that no two persons are exactly the

same.

This theory states that “no two individual are alike.” This

means that every pupil is consider “unique” .Their skills,

capabilities, and knowledge are not the same. Therefore, teachers

must employ strategies that suited to their pupil’s abilities.

 56

Transfer Theory, (Thorndike, 1968). This theory

advocates that learning in one situation or activity affects

one’s ability in other type of activity or one’s performance in

different situation. This is referred to as transfer of learning.

In learning, it implies carrying and application of knowledge,

skills, habits, ideas, and attitudes or values acquired in one

situation to another. The occurrences of learning are not

questioned but the extent to which learning can be transferred

has been the subject of studies.

Considering the aforementioned theories, the researcher is

able to theorize that the strategies of teachers in transferring

knowledge from one another are an effective tool that can improve

the performance of the pupils in all grade level in elementary.

Cognitive Development Theory, (Piaget 1980).This

theory refers to the manner through which individual knows and

thoroughly understand the world. This theory guided the

researcher to believe that every student can develop up to the

limit of their own capacity. Activities appropriate to the

students regardless of their reading performance can be provided

for them to develop a holistic personally and adjust to the

challenging situations in the society.

The Researcher’s Theory. Taking into account the

aforementioned theories, the researcher is able to formulate her

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researcher’s theory which states that to analyse the intervention

strategies will lead to formulate policy recommendation to

improve the pupils’ reading level in Bato District for quality

education

The researcher made use of inverted triangle in

showing the research subjects, the 3 type of schools of concern

namely: big schools, medium schools, and small schools. The

Circle shows the different reading levels and reading strategies.

The inner circle includes the four reading levels namely; non-

reader, frustration level, instructional level, and independent

level while the outer circle includes reading strategies namely;

word recognition, word meaning, sentence comprehension, paragraph

comprehension, and study skills. At the center of the circle is

the end goal of the study the intervention strategies accorded by

the teachers to improve reading level of pupils.

As reflected in Figure 2, The Theoretical

Framework, the study was anchored on several learning theories

deemed useful which leads to the formulation of the researcher’s

theory.

Conceptual Framework. The Conceptual Framework of

this study is considered important because it provides valuable

information with regard to the intervention strategies of

selected public elementary schools. It also serves as a

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researcher’s guide, concept, ideas, and the main thrust of the

study. The framework is divided in three parts; the input,

process, and the output flow illustration the conceptual paradigm

of the study.

The Inputs of this study included the existing

government programs that enliven the implementation of the

reading program. It contains like Legal Bases (Article XIV

Section of Philippine Constitution), (RA 10533), EFA 2015, MDG,

Republic Act 9155, DepEd Memorandum, Theories, Related

Literature and studies, respondents, instruments used like

questionnaires and textbooks and Statistical Tool.

The Process consists of actions intended to achieve

a desired results of this study. It also refers to the process of

gathering the data conducted in the intervention strategies such

as, determining the profile of the reading level of public

elementary pupils in the different schools in Bato District,

determining the intervention strategies utilized in the different

public elementary schools in Bato District and to what extent

they have been utilized, determining the agreement on the rank

orders of the strategies used by the teachers in the different

types of schools, determining the constraint encountered by the

teachers in utilizing the strategies to improve the pupils’

reading level and determining the significant agreement on the

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rank order of the constraints encountered among the different

types of schools.

The Output refers to the policy recommendations to

improve the pupils’ reading level in Bato District for quality

education. The management aspect is the program installed and

implemented. A feedback is an important part of the paradigm so

that when goal has been attain, the different strategies have to

reassess regularly and be given consideration to ensure

continuous improvement of guidelines in the program for policy

direction formulation. A valid illustration of the Conceptual

Paradigm is shown in Figure 3.

INPUT PROCESS OUTPUT

 Finding the profile

of the reading
 Legal Bases level of public
elementary learners
 Article XIV in the different
Section of schools in Bato
District.
Philippine  Identifying the
Constitution intervention
strategies utilized
 RA 10533 in the different
public elementary
 EFA 2015 schools in Bato
District and to Policy
 MDG
 recommendations

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program.

Figure [Link] Conceptual Framework of the Stud

FEEDBACK
Figure 2

Figure 3
The Conceptual Paradigm