Factors Affecting the Reading Readiness in English among Grade VI-Quezon

Learners of La Trinidad Integrated School

Submitted by:

Lovely Grace B. Lontoc

Shaery Rose R. Tumanda
MAED 101 Refresher Student

Submitted to:

Fe M. Dela Cruz, Ph. D.

MAED 101 Instructor

TABLE OF CONTENTS
i
 Pages
TITLE PAGE i
TABLE OF CONTENTS ii
CHAPTER
1 THE PROBLEM AND ITS SCOPE 1
Introduction 1
Theoretical Framework 2
Conceptual Framework 3
Statement of the Problem 4
Hypothesis of the Study 5
Significance of the Study 5
Scope and Limitation of the Study 6
Definition of Terms 7
2 REVIEW OF LITERATURE 8
Age and Gender 8
Family Status 9
Parent’s Educational Attainment 10
Access to Reading Materials 11
PHIL-IRI 12
Enhancement Program 14
3 RESEARCH METHODOLOGY 15
Research Design 15
Research Locale 16
Population and Participants of the Study 17
Sampling Design 17
Research Instrument 17
Data Gathering Procedure 18
Scoring and Quantification of Data 18
Statistical Treatment 20
REFERENCE 21
CURRICULUM VITAE 22

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 CHAPTER 1

The Problem and Its Scope

INTRODUCTION

Reading is a foundational skill that significantly influences a learner’s academic

success and lifelong learning. In the context of elementary education, reading readiness

refers to the child’s preparedness to acquire basic reading skills, encompassing

cognitive, linguistic, and socio-emotional development. This readiness becomes even

more critical in Grade VI, where learners are expected to transition from "learning to

read" to "reading to learn."

However, reading readiness in English among learners remains a concern in

many public schools, especially in diverse and multilingual communities such as those

found in La Trinidad Integrated School. There is a considerable number of learners who

are either instructional reader, those who require guided reading and non-readers who

struggle with even the most basic reading tasks. Reading readiness goes beyond the

mere ability to recognize letters or words; it encompasses a range of cognitive,

linguistic, emotional, and environmental factors that prepare a learner to successfully

acquire and develop reading skills. These may include prior language exposure, home

literacy environment, socio-economic status, school resources, and learner motivation.

Understanding the factors that affect reading readiness in English among these

learners is essential in crafting targeted interventions. These factors may include age,

gender, family status, parent’s educational attainment and access to reading materials.

By identifying and analyzing these elements, educators and policymakers can better

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respond to the needs of diverse learners, particularly those at risk of academic

underachievement.

This study aims to determine the factors that affect the reading readiness in

English among Grade VI-Quezon learners of La Trinidad Integrated School. The

findings will serve as a basis for developing effective instructional strategies and support

systems to enhance reading skills among struggling readers.

THEORETICAL FRAMEWORK
This study is anchored on the theories of emergent literacy and schema, which

explain how learners’ backgrounds and prior experiences affect their reading readiness.

According to Teale and Sulzby’s (1986) theory of emergent literacy, children’s reading

ability develops from their early interactions with language and print, shaped by their

environment and access to educational resources. This implies that factors such as

age, gender, family status, parents’ educational background, and access to education

influence the level of preparedness of learners in acquiring reading skills. Similarly,

Anderson’s (2010) schema theory posits that comprehension is constructed based on

learners’ prior knowledge and experiences, highlighting the role of family and

educational context in supporting reading development.

Guided by Piaget’s Cognitive Development Theory, age is viewed as a

determinant of cognitive maturity, which affects a learner’s ability to process and

comprehend reading materials (Miller, 2023; McLeod, 2024a). In addition, Vygotsky’s

Sociocultural Theory emphasizes the role of social interaction and environmental

support—such as parental involvement and access to educational resources—in

enhancing literacy development (McLeod, 2024b; McLeod, 2024c). Furthermore, the

2
Reading Readiness Theory posits that a set of prerequisite skills, including vocabulary

knowledge, phonemic awareness, and familiarity with print, must be developed before a

learner can successfully acquire higher-level reading skills (Reading readiness, 2023;

Sipe, 1998). In this study, the independent variables representing the respondents’

profile are believed to influence the dependent variable, which is their PHIL-IRI pre-test

results. The interplay of these variables provides the foundation for designing a

proposed enhancement plan that aims to strengthen learners’ reading readiness in

English.

CONCEPTUAL FRAMEWORK

This conceptual framework of this study is anchored on the Independent

Variable-Dependent Variable and Output Model, which serves as the structural

foundation for investigating the factors affecting the reading readiness in English among

Grade VI-Quezon learners of La Trinidad Integrated School.

The independent variables, which include age, gender, family status, parents’

educational background, and access to education, are assumed to have a direct

influence on the learners’ reading performance. These variables provide the contextual

and demographic background that may either facilitate or hinder literacy development.

The Dependent Variable involves the use of PHIL-IRI pre-test results,

researcher-made questionnaires, and informal interviews to collect relevant data. These

methods provide a comprehensive understanding of the learners’ reading capabilities

and the influencing factors behind their performance.

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 The interaction between the independent and dependent variables leads to the

formulation of an output, which is the proposed enhancement plan. Based on these

findings, the study will propose an enhancement plan—serving as the output—to

support Grade VI learners in improving learners’ reading readiness in English. This

conceptualization ensures that the study is theoretically grounded while also being

oriented toward practical enhancement plan for literacy improvement.

Figure 1. The schematic diagram shows the interplay between the independent and

dependent variables of the study.

INDEPENDENT VARIABLE DEPENDENT VARIABLE OUTPUT

Respondent’s Profile

 Age

 Gender
PHIL-IRI Pre-test Results Proposed
 Family Status
Enhancement Plan
 Parents’ Educational

background

 Access to Education

STATEMENT OF THE PROBLEM

This study aimed to determine the factors that affect the reading readiness in

English among Grade VI-Quezon Learners of La Trinidad Integrated School.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

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 1.1 age;

1.2 gender;

1.3 Family status;

1.4 Parents’ educational background; and

1.5 Access to reading materials?

2. What is the level of reading readiness of the respondents based on the PHIL-

IRI results?

3. Is there a factor singly or in combination that affect the level of reading

readiness performance of the respondents?

4. Based on the study’s findings, what enhancement plan may be proposed?

Hypothesis

H0: There is no significant factor singly or combination that affect the level of reading

readiness performance of the respondents.

SIGNIFICANCE OF THE STUDY

This study will help fill knowledge gaps in determining the factors of reading

readiness in English among Grade VI-Quezon Learners. The results of this study will be

beneficial to the following:

Learners, they will become more aware of their strengths and areas for improvement in

reading readiness, motivating them to develop their reading skills.

Teachers, this study will serve as a basis in designing instructional strategies and

interventions tailored to the learners’ needs, as reflected in the PHIL-IRI pre-test results.

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It will also aid them in understanding how demographic and socio-economic variables

influence literacy development.

Parents, this study will highlight the importance of support at home in shaping their

children’s reading abilities. This may encourage them to provide a more supportive

learning environment.

School Administrators, the findings will be useful in developing policies and programs

that address the reading needs of learners, particularly those at risk of falling behind in

English literacy.

Future Researchers, the study will serve as a reference and baseline for further

investigations on reading readiness, literacy development, and the effectiveness of

enhancement plans in improving students’ reading performance.

Overall, this study is expected to contribute not only to the improvement of

learners’ reading skills but also to the formulation of a proposed enhancement plan that

can be adapted and sustained within the school community.

SCOPE AND LIMITATION OF THE STUDY

This study focuses on determining the factors affecting reading readiness in

English among Grade VI-Quezon learners of La Trinidad Integrated School during the

school year 2025–2026. It covers only the selected variables: age, gender, family

status, parents’ educational background, and access to reading materials.

The locale of the study, La Trinidad Integrated School, is located within Barangay

Bonbon, Butuan City. The school can be reached from the town proper by riding a

6
motorcycle for approximately 10–15 minutes, passing through paved and moderately

inclined roads surrounded by residential and agricultural areas. This detail is provided to

give context to the accessibility of the research site, particularly for data gathering

purposes.

DEFINITION OF TERM

For clarity, the following terms are defined as they are used in this study:

Access to Reading Materials – The availability of books, magazines, newspapers, and

digital reading resources at home or school.

Family Status – The family’s living arrangement and composition (e.g., intact, single-

parent, extended family).

Parents’ Educational Background. Pertains to the highest level of education attained

by the learners’ parents, which may affect the kind of academic support provided at

home.

PHIL-IRI Pre-test. Stands for the Philippine Informal Reading Inventory, a standardized

assessment tool administered to determine learners’ reading levels and identify their

strengths and weaknesses in English literacy.

Reading Readiness – The stage at which a learner is prepared to learn how to read

with comprehension and fluency in English.

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 CHAPTER 2

Review of Literature

Reading readiness is widely regarded as a crucial foundation for literacy and

academic success. It refers to the degree to which a learner is prepared to acquire

reading skills, encompassing cognitive, linguistic, and socio-emotional components.

According to Snow, Burns, and Griffin (1998), reading readiness involves the

development of phonological awareness, vocabulary, and comprehension skills, as well

as exposure to print-rich environments that support early literacy. Without adequate

readiness, learners often face difficulties in transitioning to more complex reading tasks.

Numerous elements pertaining to the demographics of students as well as their

home and school contexts have an impact on their reading readiness. This chapter

includes both domestic and foreign research that looks at how learners' reading

performance is impacted by factors like age, gender, family status, parents' educational

backgrounds, and access to reading materials. To provide a better understanding of the

factors affecting Grade VI students' reading readiness, especially in light of PHIL-IRI

findings, the discussion is arranged by variable.

Age and Gender

The impact of gender and age on reading performance has been repeatedly highlighted

in international studies. According to Duncan et al. (2007), a child's age at school

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enrollment is a major predictor of their academic success later on, with older students

typically outperforming younger ones on reading-related tasks. Numerous studies have

looked at gender, and the Progress in International Reading Literacy Study (PIRLS)

found that, in the majority of nations, female pupils routinely perform better in reading

than male students (Mullis et al., 2017). Similarly, Logan and Johnston (2010) pointed

out that this performance disparity is influenced by gender differences in reading desire

and engagement, with boys frequently exhibiting lower levels of reading interest.

These conclusions are supported by local research. According to Abadilla (2019),

in Quezon Province, female students outperformed male students in comprehension

tests, while older students showed greater PHIL-IRI performance than their younger

peers. This implies that reading preparation in the Philippine context is greatly

influenced by both gender-linked motivational differences and age-related maturity.

Family Status

Family structure and stability play important roles in literacy development. In a study

conducted across 43 countries, Chiu and McBride-Chang (2015) found that family

variables such as household structure and parental support are major predictors of

reading literacy. Similarly, Jeynes (2015) discovered that students from intact families

had higher reading comprehension scores than those from single-parent households,

owing to greater parental participation and a more constant home environment. •

Nkanor, I., & Ekpo S. (2023) concluded that family factors such as parent’s

marital status and family size have significant influence on the reading comprehension

performance of their children. It was recommended that parents should endeavor to

allocate quality time to educational activities.

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 Similar results were seen in the Philippines. Dela Cruz (2020) researched Grade

IV learners in Nueva Ecija and discovered that students from intact homes had greater

levels of oral reading fluency than their classmates from disrupted households.

According to the study, continuous parental direction and emotional stability at home

provide better confidence and motivation.

Parents Educational Attainment

Parents’ educational attainment has been identified as a strong predictor of

children’s literacy development and reading readiness. Davis-Kean (2005) emphasized

that higher parental education contributes to enriched home learning environments and

elevated academic expectations, which indirectly foster children’s achievement.

Similarly, Dubow, Boxer, and Huesmann (2009) found that parents’ education has long-

term effects on children’s academic and occupational success, mediated by family

interactions and aspirations. Martini and Sénéchal (2012) further reported that parents

with greater educational backgrounds are more likely to engage in literacy-promoting

practices, such as reading aloud and teaching early literacy skills, thereby cultivating

children’s interest in reading.

In the same vein, Foster, Lambert, Abbott-Shim, McCarty, and Franze (2005)

highlighted that parental education interacts with the home learning environment to

enhance emergent literacy and social skills. Collectively, these studies suggest that

parents’ educational attainment plays a pivotal role in shaping the literacy environment,

expectations, and practices that determine children’s reading readiness, particularly as

they prepare for the academic challenges of the upper elementary grades.

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 In the local context, Bautista and Ramos (2021) revealed that pupils in Batangas

City whose parents had attained higher levels of education performed better in PHIL-IRI

tests. The researchers noted that these parents were more capable of providing

academic guidance and fostering a positive home reading environment. This aligns with

the international perspective that parental education enhances both direct and indirect

support for children’s literacy development.

Access to Reading Materials

Access to reading materials plays a fundamental role in shaping learners’ reading

engagement, comprehension, and overall literacy development. The availability of

diverse, high-quality, and age-appropriate books—both at school and at home—has

been found to foster improved reading outcomes and sustained motivation. First Book

(2023) emphasized that classroom access to a wide variety of culturally diverse books

significantly enhances student engagement and learning outcomes. Their study

revealed that students exposed to well-curated and representative classroom libraries

tend to read more and develop a positive attitude toward reading, which in turn

strengthens literacy skills. Similarly, Silinskas et al. (2024) explored the home literacy

environment and found that the number of books at home positively influenced students’

reading development. This access enabled children to engage in independent reading

activities, build reading fluency, and enhance their comprehension, demonstrating that

access at home is as critical as that at school. Sainato and Lee (2024) highlighted that

school libraries with adequate resources and certified librarians significantly improve

literacy outcomes, particularly among students from low-income backgrounds. Their

policy-focused research suggests that equitable access to high-quality reading materials

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and instructional support is an essential factor in closing literacy gaps. Furthermore, the

American Library Association (2022) reported that broad access to diverse and inclusive

reading materials supports not only academic growth but also students’ emotional well-

being and cultural understanding. Limiting access, according to the report, risks

reducing reading engagement and hindering literacy progress. These studies

collectively indicate that ensuring access to diverse and adequate reading materials—

through classroom libraries, home collections, and school libraries—remains a

cornerstone of effective reading readiness and literacy enhancement.

Local findings support this. Cruzado (2018) found that Grade VI students in La

Union who had more access to books and other printed resources at home and school

fared significantly higher on PHIL-IRI comprehension assessments. In Laguna, Santos

(2020) discovered that regular usage of school libraries was associated with higher

PHIL-IRI scores and increased reading motivation. Similarly, Mendoza (2021)

discovered that students in Pampanga who had access to supplementary materials,

such as storybooks and digital reading apps, demonstrated more involvement in

independent reading and enhanced comprehension abilities. These studies show that,

whether at home or at school, having access to a variety of reading materials gives

important chances for students to practice and enhance their literacy abilities.

PHIL-IRI Dependent Variable

The Philippine Informal Reading Inventory (PHIL-IRI) has been consistently

highlighted as both an assessment tool and a foundation for instructional planning. It

identifies learners’ oral reading, silent reading, and listening comprehension levels,

classifying them into independent, instructional, or frustration categories (Department of

12
Education [DepEd], 2018). Studies emphasize that using PHIL-IRI data only for

assessment is insufficient; the real impact comes when teachers employ results to

design targeted remediation and enrichment programs (Cruz, 2022). For example,

Garcia (2022) found that when oral reading miscues and comprehension gaps were

carefully analyzed, teachers could provide focused drills that led to learners progressing

from frustration to instructional levels. Similarly, Villanueva (2021) reported that strategy-

based silent reading interventions improved independent reading outcomes when

aligned with PHIL-IRI profiles.

Research further shows that environmental and demographic factors—such as

age, gender, parents’ educational attainment, and access to reading materials—affect

reading readiness. Clemente (2020) and Dela Cruz and Serrano (2021) found that

home literacy environments and parental education significantly influence PHIL-IRI

results, while Reyes (2021) highlighted access to books and other reading resources as

a strong predictor of silent reading comprehension. These findings suggest that any

effective enhancement plan should not only focus on classroom instruction but also

consider learner demographics and home literacy support.

In designing an enhancement plan, listening comprehension should also be

prioritized as a bridge skill. Del Rosario (2019) and Santos and Llorin (2020) noted that

targeted listening-to-reading activities, such as teacher read-alouds with guided

questioning, strengthened vocabulary and inferencing skills, which later improved silent

reading comprehension. This implies that PHIL-IRI listening comprehension results can

guide interventions that scaffold weaker readers toward stronger performance in both

oral and silent reading.

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 Taken together, the reviewed studies provide a basis for an enhancement plan

that responds to the specific needs revealed by PHIL-IRI. Learners at the frustration

level may benefit from phonics, vocabulary, and listening-to-reading activities; those at

the instructional level can be supported with guided oral and silent reading sessions;

while independent readers can be challenged through enrichment activities such as

literature circles, advanced comprehension tasks, and digital reading programs.

Furthermore, incorporating home-school partnerships—such as parent literacy

workshops and book-sharing initiatives—addresses external factors like parents’

educational attainment and access to reading materials. By aligning interventions with

PHIL-IRI data and research-based strategies, the enhancement plan becomes a

practical tool for improving the reading readiness of Grade VI learners.

OUTPUT : PROPOSED ENHANCEMENT PLAN

A proposed enhancement plan aims to bridge the gaps identified by assessments

such as PHIL-IRI and support struggling readers. Vaughn and Fletcher (2012) stressed

that structured interventions guided by Response to Intervention (RTI) frameworks

significantly improve reading outcomes. The National Reading Panel (2000) also

identified evidence-based components—such as guided oral reading, vocabulary

development, and comprehension strategies—as key to effective literacy enhancement.

Moreover, a longitudinal UK study (Wood et al., 2024) highlighted that children

not considered “school ready” were twice as likely to become persistently absent in later

grades, showing that enhancement plans not only improve academic skills but also

long-term school engagement. These findings underscore the necessity of designing

reading enhancement programs that are both evidence-based and culturally responsive.

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 CHAPTER 3

Methodology

This chapter reveals the methods of the research to be employed by the

researcher in conducting the study which includes the research design, population of

the study, research instrument and its development, establishing its validity and

reliability, data gathering procedures, and the appropriate statistical treatment of the

data.

Research Design

This research employs the descriptive-causal research design to examine the

factors that affect reading readiness in English of two groups of learners—frustration

readers and instructional readers—among Grade VI-Quezon learners of La Trinidad

Integrated School. The descriptive component of this study will involve identifying the

current level of reading readiness of the two groups, based on the results of their Phil-

IRI assessments and other related reading diagnostic tools. It will describe and compare

the reading behaviors, vocabulary recognition, comprehension levels, and language

decoding skills of learners categorized as either frustration or instructional readers. The

causal component aims to determine factors that affect the reading readiness of the

students (such as word recognition, reading comprehension, and oral fluency) and the

type of reader classification (frustration or independent). This design will be used since

the main purpose of the study is to determine the factor will affect the level of reading

readiness performance of Grade VI-Quezon Learners of La Trinidad Integrated School.

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Research Locale

The study was conducted at La Trinidad Integrated School, located in Purok 1,

Bonbon, Butuan City. The school can be reached from the town proper by riding a

motorcycle for approximately 10–15 minutes, passing through paved and moderately

inclined roads surrounded by residential and agricultural areas.

Population and Participants of the Study

The respondents of this study were Grade VI-Quezon pupils from La Trinidad

Integrated School during the School Year 2025-2026. The chosen respondents were a

total of 31, of which 17 were male and 14 were female. The selection of respondents

was based on the results of the Phil-IRI assessment, which served as the official

reading diagnostic tool used by the Department of Education to assess learners’ reading

proficiency.

According to the most recent Phil-IRI results:

- 12 pupils were identified as frustration level, and

- 13 pupils were categorized under the instructional level.

Thus, a total of 25 pupils were purposely selected as respondents.

Sampling Design

The study employed purposive sampling since it was primarily designed to

identify students who require targeted support and intervention and have reading

proficiency below grade level. Only their evaluated reading levels were used to drive

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the selection process in order to guarantee that the information collected was pertinent

to the goals of the study.

Research Instrument

The researcher developed a structured questionnaire to identify and evaluate the

factors that may affect the reading readiness of Grade VI-Quezon learners. The

instrument underwent expert validation by reading specialists and education

professionals to ensure its clarity, relevance, and reliability.

The questionnaire was divided into two parts:

- Part I: Learners’ Profile – This section includes items on the respondents’ age, gender,

family status, and parental educational background.

Part I: Learner’s Profile

(Please answer by writing your information.)

1. Name (Optional): ___________________________________________

2. Age: _______

3. Gender: ☐ Male ☐ Female

4. What is the status of your family?

☐ Complete ☐ Separated ☐ Living w/ Grandparents ☐ Living with Relatives

5. Parent’s Educational Attainment

☐ Elementary Graduate ☐ Secondary Graduate ☐ College Graduate

6. Access to reading materials

☐ Yes ☐ No

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Part II : Philippine Informal Reading Inventory (PHIL-IRI) Pre-test. The PHIL-IRI, a

standardized tool developed by the Department of Education, will be used to assess the

learners’ reading proficiency in English. It consists of graded passages with

comprehension questions, measuring both oral and silent reading performance. Scores

will be categorized into three levels: Independent (97%–100% accuracy), Instructional

(90%–96% accuracy), and Frustration (below 89% accuracy).

Data Gathering Procedure

The researcher will first seek permission from the principal of La Trinidad

Integrated School to administer the research instruments.

The first phase will involve the conduct of the PHIL-IRI pre-test, which will be

administered following the guidelines set by the Department of Education. Learners will

read graded passages and answer comprehension questions. Their performance will be

scored and classified into Independent, Instructional, or Frustration levels

The second phase will involve the administration of the researcher-made

questionnaire to collect respondents’ demographic and socio-economic data. The

questionnaire will be distributed and explained to ensure clarity, and assistance will be

provided as needed..

All gathered data will then be compiled, tallied, and encoded for statistical

analysis.

Scoring and Quantification of Data

The data to be gathered in this study will be quantified and scored using both

categorical and scale-based measures. The independent variables, which include the

respondents’ profile, will be treated as follows:

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  Age. The actual age of the respondents will be recorded in years and

categorized.

 Gender. The learners’ gender will be classified as either male or female and

coded numerically for statistical treatment ( 1 = Male, 2 = Female).

 Family Status. The respondents’ family status will be categorized as intact,

single-parent, or extended, and coded numerically ( 1 = Complete, 2 =

Separated, 3 = Living with Grandparents, 4= Living with Relatives ).

 Parents’ Educational Background. The highest educational attainment of both

father and mother will be classified into categories such as elementary graduate,

high school graduate, college level/graduate, and postgraduate, with

corresponding codes ( 1 = Elementary Graduate , 2 = High School Graduate, 3 =

College Graduate ).

 Access to Education. This will be assessed based on learners’ school

attendance, availability of learning materials, and distance from school.

Responses will be coded using ordinal scales (1 = Yes, 2 = No ).

For the dependent variable, the PHIL-IRI Pre-test Results will be used as the

primary measure of learners’ reading readiness. The PHIL-IRI categorizes reading

performance into three levels:

 Independent Level – The learner can read and comprehend text with 97%–100%

accuracy.

 Instructional Level – The learner can read with teacher assistance, with 90%–

96% accuracy.

19
  Frustration Level – The learner demonstrates difficulty in reading with less than

89% accuracy.

The scores will be tallied and presented in frequency and percentage distribution to

show the overall reading readiness of the respondents. Furthermore, the quantitative

data gathered will be subjected to descriptive statistics (frequency counts, percentages,

and weighted mean) to summarize learners’ profiles and reading performance.

Statistical Treatment

The data gathered from the respondents’ profile and PHIL-IRI pre-test results will

be organized, quantified, and analyzed using appropriate statistical tools. The following

methods will be employed:

Frequency and Distribution. The profile of the respondents in terms of age, gender,

family status, parents’ educational attainment, and access to reading materials will be

analyzed using frequency counts and percentages in order to describe the distribution

of responses.

Weighted Mean. To determine the level of reading readiness based on the PHIL-IRI

results of the students.

Regression Analysis. To determine the factors that affecting the reading readiness

between the respondent’s profile and their level of reading readiness.

The results from these statistical treatments will provide a comprehensive

analysis of the learners’ reading readiness in English and will serve as the basis for

developing the proposed enhancement plan.

20
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 CURRICULUM VITAE

Personal Information
 Name: Lovely Grace B. Lontoc
 Address: P1A Lower Tagabaca, Butuan City
 Contact Number: 0977-275-8401
 Email: [Link]@[Link]
 Date of Birth: December 27, 1995
 Civil Status: Single
 Nationality: Filipino

Educational Background
 Master of Arts in Educational Management
Agusan Colleges Inc, 2017 – Present
 Bachelor of Elementary Education
Philippine Normal University, 2012 – 2016
 Secondary Education: Agusan National High School, 2008-2012
 Primary Education: Don Gaudencio Santos Elementary School, 2002 – 2008

Professional Experience
 Teacher I, Department of Education – La Trinidad Integrated School
September 2024 – Present
 SHS Teacher – Center for Healthcare Professions, Butuan Inc.
2018-2023

Trainings and Seminars Attended

 NEAP Masterclass ARAL Series

Skills and Competencies

 Proficient in designing reading intervention programs

 Strong background in English language teaching and assessment
 Excellent communication and classroom management skills

25
 CURRICULUM VITAE

Personal Information
 Name: Shaery Rose R. Tumanda
 Address: P-5A Lower Tagabaca, Butuan City
 Contact Number: 09914013256
 Email: [Link]@[Link]
 Date of Birth: November 14, 1992
 Civil Status: Single
 Nationality: Filipino

Educational Background
 Master of Arts in Educational Management
Agusan Colleges Inc, 2017 – Present
 Bachelor of Elementary Education
Caraga State University, 2009 – 2014
 Secondary Education: San Vicente National High School, 2005-2019
 Primary Education: Don Gaudencio Santos Elementary School, 1999 – 2005

Professional Experience
 Teacher III, Department of Education – Tagabaca Integrated School
June 2018– Present
 ALS Volunteer Teacher
2016-2018

Trainings and Seminars Attended

 NEAP Masterclass ARAL Series

Skills and Competencies

 Proficient in designing reading intervention programs

 Strong background in English language teaching and assessment
 Excellent communication and classroom management skills

26