TY  - BOOK
AU  - Roque, Sheila M.
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SN  - 2
PY  - 0000///46
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PB  - 
KW  - 
KW  - 2
KW  - 0
KW  - 6
KW  - 20
N1  - Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2015.;A thesis presented to the Graduate School of Arts, Sciences and Education Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree Master of Arts in Education major in Educational Administration; 5
N2  - This study was conducted to develop reading lessons that included scaffolding strategies for Grade Five pupils and their profile as revealed in the Philippine Informal Reading Inventory (PHIL-IRI) in terms of Word Recognition and Comprehension.  The researcher used the quasi-experimental design research technique and utilized data such as PHIL-IRI Oral Reading Test Results and Reading Pre-Test and Post-Test scores in terms of Word Recognition and Comprehension. Frequency Percentage Distribution, Weighted Mean and Standard Deviation were used to determine the profile of Grade Five pupils in terms of word recognition and comprehension, and t-test for independent samples to test the significant difference between the post-test scores of the experimental and traditional groups.  Among the findings were: Of the 103 Grade Five pupils, sixty-three pupils are in the Independent level. Thirty-three or 32% pupils are in the Instructional level, five or 5% fall in the Frustration level and two pupils or 95% fell under Frustration level while two pupils or 2% and three pupils 3% obtained a Non-Reader and Instructional level respectively.  Low scores were obtained by the traditional and experimental groups after they took the pre-test in terms of word recognition and comprehension with the following mean scores: traditional group's mean score of 4.95 is greater than experimental group with 4.77 in word recognition and experimental group's 5.14 mean score in comprehension is higher than traditional group's 5.05. Traditional reading lessons were executed to the traditional group while reading lessons with scaffolding strategies are given to the experimental group.  There were improvements on the scores of both traditional and experimental groups in word recognition and comprehension after the post-test was given. For the word recognition level, experimental group's mean score is 9.75 was higher compared to traditional group's mean score of 7.55. As for the comprehension, still experimental group got a higher mean score of 14.77 while traditional group garnered mean score of 12.09.  Comparing to the scores of traditional and experimental groups, it shows that reading lessons plans with scaffolding strategies are more effective in providing pupils with support to help them achieve success in reading.  The result of the study gave credence to the recommendation that teachers should employ appropriate scaffolding strategies in teaching reading to yield better reading outcomes from their students.  Therefore, teachers should attend seminars/training to learn the most effective and valuable scaffolding strategies and to enhance their competencies and skills in teaching reading
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