Analyzing the Comprehension Questions in the Oral Reading Verification (ORV) Test: The Case of the Public High Schools in the Philippines

Ralph A. Cardeño


It is argued that higher-level questions demand higher reading comprehension from students for them to become interactive readers. The schema and test usefulness theories serve as its foundation. The study looked into the reading comprehension skills employed in the Oral Reading Verification (ORV) Test for Grades 7 to 10, the reading comprehension levels where the comprehension questions belong in the test, and the implications that could be derived if some reading comprehension skills and comprehension levels are not reflected in the Oral Reading Verification (ORV) Test. Content analysis as an approach within textual and conceptual analysis has been used as a qualitative method of data analysis to identify, enumerate, and analyze occurrences of specific text questions asked in the ORV test. Results revealed that responding personally as a reading comprehension skill and literal as a reading comprehension level describing text questions show their regularity. It is indeed necessary for students to comprehend higher level questions as they are a prerequisite for higher reading comprehension. However, lower-order thinking skills have to be highly considered also as they are significant aspects to reach higher-level thinking because, in the business of learning, everything is programmatic.

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ISSN: 0119-4607/EISSN: 2546-0390

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