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1. The table shows the District Consolidated English Phil-IRI Pretest Result of Grade 4 of SY: 2024-2025. It was found out that there were 140 pupils passed the Group Screening Test(GST) and 614 pupils did not meet the passing score(14-20) out of 754 GST Takers. It further shows that the Reading Level of 614 pupils after the administration of graded passages in which 233 pupils or 37.95% were in Frustration Level, 241 pupils or 39.25% were in Instructional Level, 102 pupils or 16. 61% were in Independent Level, and 38 pupils or 16.9% were Non-Readers. The result is so alarming because Frustration and Non-readers are high. Thus, every school is encouraged to develop and formulate possible strategies, interventions, and innovations that would surely enhance the reading proficiency of these identified pupils. DATA ANALYSIS AND INTERPRETATION

2. The table shows the District Consolidated English Phil-IRI Pretest Result of Grade 5 of SY: 2024-2025. It was found out that there were 118 pupils passed the Group Screening Test(GST) and 550 pupils did not meet the passing score(14-20) out of 668 GST Takers. It further shows that the Reading Level of 550 pupils after the administration of graded passages in which 216 pupils or 39.27% were in Frustration Level, 231 pupils or 42.00% were in Instructional Level, 86 pupils or 15. 64% were in Independent Level, and 17 pupils or 3.09% were Non-Readers. The result is quite alarming because Frustration and Non-readers are high. Thus, every school should seek and develop effective strategies, interventions, and innovations that would surely enhance the reading proficiency of these identified pupils. DATA ANALYSIS AND INTERPRETATION

3. The table shows the District Consolidated English Phil-IRI Pretest Result of Grade 6 of SY: 2024-2025. It was found out that there were 177 pupils passed the Group Screening Test(GST) and 641 pupils did not meet the passing score(14-20) out of 818 GST Takers. It further shows that the Reading Level of 177 pupils after the administration of graded passages in which 247 pupils or 38.53% were in Frustration Level, 229 pupils or 35.73% were in Instructional Level, 133 pupils or 20. 75% were in Independent Level, and 32 pupils or 4.99% were Non-Readers. The result is quite alarming because Frustration and Non-readers are very high. Thus, every school should seek and develop effective strategies, interventions, and innovations that would surely elevate the reading proficiency of these identified pupils. DATA ANALYSIS AND INTERPRETATION