An CORRELATION BETWEEN PHIL-IRI PERFORMANCE AND READING DIFFICULTIES OF GRADE FOUR LEARNERS IN BUGTONGNAPULO ELEMENTARY SCHOOL: BASIS FOR AN ACTION PLAN

Abstract

This study “Correlation Between PHIL-IRI Performance and Reading Difficulties of Grade Four
Learners in Bugtongnapulo Elementary School: Basis for an Action Plan," assesses learners' reading
levels and the specific reading difficulties they encounter in word recognition and comprehension.
Vygotsky's Sociocultural Theory and the Simple View of Reading study cites reading development
as a connection between cognitive processes and environmental conditions, including parental
support, socio-economic status, and access to literacy resources. Utilizing a quantitative research
design, the researchers selected thirty-six Grade four learners through simple random sampling.
Data were collected using the Philippine Informal Reading Inventory (Phil-IRI), and the researchers
developed a survey questionnaire to identify common reading miscues. Results reveal that most
learners fall within the Instructional Level, indicating that although they can read, they require
consistent teacher guidance to comprehend texts fully. The most frequently observed reading
difficulties include word repetition, mispronunciation, and challenges with decoding unfamiliar or
similarly spelled words—problems that directly affect fluency and comprehension. The study also
highlights the influence of socio-economic variables, particularly low household income and
limited parental educational attainment, which reduce learners’ exposure to reading materials and
literacy support at home. These factors collectively contribute to lower Phil-IRI performance. Based
on the findings, a structured Action Plan is proposed that emphasizes phonics-based instruction,
remedial reading sessions, and the development of localized reading materials. The plan aims to
enhance reading fluency, comprehension, and overall literacy development among Grade four
learners.