Improving Reading Level of Identified Grade Four Pupils along Word Recognition through e-Reading Package

This study determined the effect of utilizing e-Reading Package on the reading level of identified grade four pupils along word recognition in Bulan North Central School-B, Bulan III District, Division of Sorsogon for the school year 2021-2022. The respondents were the 15 pupils of Grade 4-Gumamela. The descriptive and experimental research design was used in this study. The data collected in the study was based on the result of PHIL-IRI Oral Reading Test in English both pre-test and post test. The main instrument used was the PHIL-IRI Graded Passages for pre-test and post test in English. Post test results in PHIL-IRI Oral Reading Test in the school year 2021-2022 were utilized to determine the performance in reading along word recognition. To determine the significant difference in the reading level of identified grade four pupils along Word Recognition, e-Reading Package was utilized as an intervention in reading. In addition, the data were analyzed, tabulated and interpreted with the use of appropriate statistical measures. Findings revealed that the oral reading score of pupils after utilizing the e-Reading Package were: 1 or 6.67% of the 15 Grade 4-Gumamela pupils performed under independent level, 9 or 60% under instructional level and 5 or 33.33% remained under frustration level. The significant difference in the reading level of identified grade four pupils along word recognition before and after utilizing e-Reading Package revealed that the degrees of freedom was composed of 14 from number of participants minus one. The level of significance is 5% or the rejection level while the t-critical value is 2.145 from t-distribution. Based from the data presented, the computed value is 3.74 which means the null hypothesis is being rejected. Since the computed value is higher than the critical value, it means that there is a significant difference in the reading level of identified grade four pupils before and after utilizing e-reading package. Based on the findings, the following conclusions were drawn: 15 Grade 4-Gumamela pupils fall under frustration level along word recognition before utilizing e-Reading Package and only 5 pupils remained under frustration level after utilizing e-Reading Package. There is a significant difference in the reading level of identified grade four pupils before and after utilizing e-reading package. To improve the reading level of pupils along word recognition, the following recommendations were made: pupils be provided with varied reading activities that will enhance further levels of word recognition as well as reading comprehension skill; continuous assessment of reading skills and selection of comprehensive reading materials be done so as to resolve causes of low level of reading along word recognition; and reading intervention/instructional material "e-ReadingPackage" be utilized in remedial reading classes to supplement reading instructions and improve reading level along word recognition. Likewise, future researches be conducted to supplement or broaden the findings revealed in this study.