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Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF LAS PIAS
ALMANZA ELEMENTARY SCHOOL
TS CRUZ ANNEX
Ilang-ilang St. TS Cruz Subd. Almanza II Las Pias City

EVALUATING THE EFFECTIVENESS OF TWEET AND READING VIS-A-VIS, SCHOOL


READING INTERVENTION IN IMPROVING THE READING LEVEL OF THE PUPILS

Submitted by:
EDUARDO A. TOCAYON
AES-TS CRUZ ANNEX
LAS PIAS CITY

Submitted to:

DR. MARY JANE S. FERNANDO


EPS( English)

ABSTRACT

INTRODUCTION:

Do students fully understand what they are reading? Are they able to express

verbally or in written communication what they have read? Professional teachers need to
guide students to become independent and effective in a fast- faced, fast- growing
society.
Reading comprehension is the ability to read text, process it and understand its
meaning. An individual's ability to comprehend text is influenced by their traits and skills,
one of which is the ability to make inferences. If word recognition is difficult, students use
too much of their processing capacity to read individual words, which interferes with their
ability to comprehend what is read. There are a number of approaches to improve reading
comprehension, including improving one's vocabulary and reading strategies.
Learning to read is an essential part of basic education. Reading, after all, is an
important gateway to the other disciplines.
Over the past decade, there has been an increased focus nationally on the
development of literacy for all students. This increased focus has spawned several
important documents to assist teachers in providing effective reading instruction to
prevent reading difficulties (National Research Council, 1998) and to improve overall
reading performance (National Reading Panel [NRP], 2000). Each of these documents
identified reading comprehension as an essential literacy outcome for students and the
ultimate goal of reading instruction. However, these national panels also acknowledged a
need for more research on reading comprehension. In comparison to existing research on
the code-based components of reading (i.e., phonemic awareness, alphabetic
understanding, automaticity with the code), research on reading comprehension including
vocabulary development, is less extensive, rigorous, and current. This conclusion was
echoed by the RAND Reading Study Group (2002) which determined that evidencebased improvements in the teaching practices of reading comprehension are sorely

needed
Studies indicate however that many Filipino learners are not attaining functional
literacy without which they find it too difficult to meet the challenges posed by the rapid
changing world.

BACKGROUND OF THE STUDY:


Student performance in the National Achievement test shows that reading
comprehension is one of the factors that really affect the performance of all the subjects.
In a recent international study of fourth-grade reading achievement, researchers reported
that U.S. fourth graders outperformed many other countries on measures of narrative
comprehension, but did relatively poorly on measures of expository text comprehension
(Mullis, Martin, Gonzalez, & Kennedy, 2003). While this study did not establish the cause
of this poor performance, we might infer that it is a result of insufficient content
knowledge. Recent research efforts have turned to examine the relative effects of
strategy instruction versus content engagement or the combined effect of strategy
instruction and content engagement.
WHY IS it that despite our supposedly high literacy rate, many Filipinos can barely
read and write? Why havent we been able to develop a reading habit among Filipinos?
Yet there are no easy answers to such a complex problem. Worse, the problem of nonreader lies at the heart of why the Philippines is so uncompetitive in the world economy
and why so many of our people continue to live in poverty or barely escape it.
Someone once remarked that we are not a nation of readers; we are a nation of
storytellers. Ours is a culture of oral history passed on by word of mouth not through the
written word. Perhaps that is why most of the information people receive today is
gathered from television (62 percent) and radio (57 percent). Newspapers and magazines

are read by only 47 percent and 36 percent of the population respectively, according to a
2003 government survey.
In the beginning of the K to 12 Curriculum where pupils sent to school in the early
ages, the pupils are still playful and not ready yet for the school tasks thus the teachers
and the parents were having trouble in the process of admitting the pupils inside the
classroom daily. Some pupils were crying and they dont want to be left in school. Thus in
the end they could not properly learn the lesson thats why a lot of non-readers and
struggle leaders as a product of Mass promotion.
As an intervention, the school creates this reading intervention to help pupils
visualize the words and to help augment their reading speed and comprehension.

STATEMENT OF THE PROBLEM:

The learner is one of the important elements in education. On the other hand, the
teacher and the pupil are mutually responsible for achieving the goals of the school
curriculum. To identify the significant factors that bridge the two, this study will be
completed for such purpose.
The main objective of the study is to identify the determinants that have significant
impacts on the performance of the pupils in Grade II, III and IV in Reading. Specifically,
this paper aims to:
1. Determine the profile of the pupils according to various attributes and personal
traits

1.1 Name
1.2. Grade and Section of the pupil
2. Identify any significant attributes that affect the performance of the pupils in
reading.
2.1 Teaching Strategies
2.2 Attendance in school
2.3 Food intake
2.4 Home Follow-up
3. Determine the extent of effect on the factors, singly or in combination, to the
reading performance of the pupils.

SIGNIFICANT OF THE STUDY:


The people who worked with the pupils should clearly understand the nature
of the learner in order to be more effective in dealing with them and with the problems.
With these findings it is hoped that a vivid picture of their nature, needs and aspirations
can be seen and therefore became foundations for a good teacher- pupil relationship. In
Particular, the study is important to the following:

SCHOOL ADMINISTRATORS. The findings of this study help them plan appropriate
interventions to fit pupils need especially to pupils with learning difficulty and provide
necessary instructional aides to uplift quality education in Public
SCHOOLS CURRICULUM MAKERS. Through this study curriculum makers may able to
device the curriculum in strengthening the academic performance of the pupils.
ENGLISH SUPERVISORS. The result of the study may serve as the catalyst in
improving instructional methods and identify the needs that caused the weakness of
having trouble in reading and reading comprehension. Implementing of the strategies and
other measures necessary to obtain quality education and can be devised by them.
ENGLISH TEACHERS. They may find the result of the study helpful in planning and
initiating appropriate strategic interventions materials in teaching reading and
comprehension at any learning level inside the classroom and encourage other teachers
to upgrade their methods and techniques in the teaching- learning process.
PARENTS. The findings of the study may enhance parents active participation in
supporting the needs of their children and improve their relationship as supporters and
partners of the school in achieving high academic performance.
PUPILS. The study may be of great help to the pupils. It could give them the motivation
on how to cope their difficulty and motivate them to study hard in order to overcome their
weaknesses.
FUTURE RESEARCHERS. The study may serve as valuable source of data while

conducting their studies.


POPULATION AND SAMPLING SIZE
The sample respondents of the study covered all 65 Grade Two and Grade Three
pupils (33 girls and 33 boys) who currently enrolled at AES TS Cruz Annex, Las Pias
City SY 2015-2016.
The following showed the population:
Grade and Sec.

Number of

Number of

Total

condition

Grade II

Male
19

Female
18

37

Non-readers/cant
identify sounds
Non-readers/Cant

Grade III

14

14

28

total

33

32

65

identify alphabets.

DESCRIPTION OF RESPONDENTS:
The study was composed of 65 respondents from pupils who are currently enrolled
in AES TS Cruz annex Elementary School. The respondents were drawn from the Grade
II and Grade III pupils 33 boys and 32 girls who cant really identify sounds enrolled in the
school.

ALMANZA ELEM. SCH. TS CRUZ ANNEX


List Pupils From Grade II-III for Viz-A Viz Remedial Instruction
2015-2016
NAME OF PUPILS

GRADE

Ro

TEACHER

TEACHER

AND

om

ADVISER

ASSIGNED

INITIAL REMARK AS OF AUG.


2015
SYLLABLE

PHRASE

SENTENCE

EVALUATION AS OF
DECEMBER 2015

PARAGRAPH

SECTIO
N

Rance I.

II

Romero

Rosal

Mrs. Aguiar

Cherry
Rose
Barquin

READER IN ENG.
AND FIL.LANG.

John Patrick

II

Mrs. Aguiar

Girlie

Lobodese
Henry M.

Rosal
II

4
1

Mrs. Aguiar

Zamora
Mesalin

Gaa

Rosal

Alvin Nikolai

II

Espiritu

Ilang-

John Carlo

ilang
II

Rapas

Ilang-

Grace

Jun Mar D.

ilang
II

Yanong
Donna

Tolentino

Ilang-

Shiela

ilang
II

Carandan

Ilang-

Ms. Tagum

Ms. Tagum

Marie

Ms. Tagum

Tubice
Flame

II

Suarez

Ilang-

Eron, Basas

ilang
II

Ms. Tagum

Mrs.

Clarind

Embestro

Daffo
dil

READER IN ENG.

READER IN ENG.
AND FIL.LANG.
/

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

Marin

dil

Segovia

Rose

Patricia Mae

AND FIL.LANG.
READER IN ENG.

AND FIL.LANG.

Mae

in
Alma

II

Tagum
Ms. Tagum

READER IN ENG.

AND FIL.LANG.

Aguiar
Shayne

Gerogal

Adrian Jay

ilang

Daffo

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

Embest
5

Mrs.

ro
Salud

READER IN ENG.

Embestro

Joy

AND FIL.LANG.

Custodi
o

Bryan Orpilla

II

Daffo
Charles

dil
II

Adrian

Daffo

Catimbang
Xiayou Lel

dil
II

Arnisto

Daffo

Angel Lubian

dil
II

Daffo
Erica Parreno

dil
II

Daffo
Michael Jay

dil
II -

Adrigado

Carna

tion
Mark Anthony II -

Atancio

Carna

Arjay Jhade

tion
II -

Llanza

Carna

Denshel

tion
II -

Mopia

Carna

Jobbi

tion
II -

Labutap

Carna

tion

Mrs.

Gladies

Embestro

Landaz

AND FIL.LANG.

Mrs.

abal
Sheryl

READER IN ENG.

Embestro

Garcia

AND FIL.LANG.

Mrs.

Morena

Embestro

Tallon

Mrs.

Esraelit

Embestro

Mrs.

Cueva
Antonet

Embestro

te

READER IN ENG.
AND FIL.LANG.
/

READER IN ENG.
AND FIL.LANG.

ro
Mrs. Guiyab Melinda /

READER IN ENG.

Cariso

AND FIL.LANG.
/

Dumdu

Buenco
nsejo

READER IN ENG.
AND FIL.LANG.

Caballe

m
Mrs. Guiyab Malou

READER IN ENG.
AND FIL.LANG.

F.

Mrs. Guiyab Vilma

READER IN ENG.
AND FIL.LANG.

Laggui
Mrs. Guiyab Emilyn

Gerilla
Mrs. Guiyab Liezel

READER IN ENG.

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

Ronnie

II -

Mrs. Guiyab Gloria

Reomaloe

Carna

Benore

Queency

tion
II -

Mrs. Guiyab Genevi

Bondice

Carna

II -

Caballero

Carna

Jake B. Tante

tion
II

II -

a
Mrs. Guiyab Mira

READER IN ENG.
AND FIL.LANG.

csa
Cristy

Magsico

Magsic

Ms.

o
Anorata

Magsico

Jimene

Ms.

z
Aurea
Muoz
Riza

READER IN ENG.

Bagala
Ms.

Formales
Jian A.

AND FIL.LANG.

Sumatr

Maria Lyka

II -

READER IN ENG.

tion

Justin D.

AND FIL.LANG.
/

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.
/

READER IN ENG.

Capistrano
Kathleen Y.

II -

Magsico
Ms.

Morina
Yurie

II -

Magsico
Ms.

Patricio
Ereneo

Magsico

Inan Jr.

Ms.

Clariss

Magsico

a
/

READER IN ENG.

AND FIL.LANG.
READER IN ENG.

Benjamin
Garcia
Jen Mikel A.

II -

Sonorio
Joshron

II -

Ms. Aljibe

Peduca
Marifer

Gana
Jiro Ezekiel

Lotus
II -

1
1

Ms. Aljibe

Aljibe
Jonalyn

Ignacio

Lotus

Baligod

AND FIL.LANG.
READER IN ENG.

AND FIL.LANG.
READER IN ENG.

AND FIL.LANG.
/

READER IN ENG.
AND FIL.LANG.

AND FIL.LANG.

Rhian

II -

Biancah

Lotus

Bauer
Jessa Mae

II -

Bhol

Lotus

Jhasmine

II -

Ramos

Lotus

o
Guiyab
Mary

Precious

II -

Trisha

Lotus

Ms. Aljibe

Ms. Aljibe

READER IN ENG.
AND FIL.LANG.

Wilfred

READER IN ENG.

a
Ms. Aljibe

Ms. Aljibe

AND FIL.LANG.

Villarin
Gervaci

READER IN ENG.
AND FIL.LANG.

Rose

READER IN ENG.
AND FIL.LANG.

Roloya
II -

n
Ms. Vergara Brigette

Clarence
Alapide
Kennedy

Teves

Sabedoria
John

Ronald

READER IN ENG.

Joie
II -

AND FIL.LANG.

Vergara
Ms. Vergara Baby
/

Pineda

READER IN ENG.

Jean M.

AND FIL.LANG.

Catimb
Allysa Jane

II -

ang
Ms. Vergara Hayde

Mikaella
Rivero
Mark Wayne

READER IN ENG.

Olayon
II -

Ms. Vergara Rona

Escaros
Jhuno Jille

AND FIL.LANG.
/

READER IN ENG.

Baldev
II -

era
Ms. Vergara Nelia

Lantacon
Koby Bryan

III -

Mrs.

Garrote
Ma.

H. Serino

Acaci

Sibayan

Ruli

AND FIL.LANG.
/

READER IN ENG.
/

AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.

Grace
Sibaya

Antonio

III -

Mrs. Ferrer

n
Johna

Mancao
Michelle

Yakal
III

2
1

Mrs. Ferrer

Ferrer
Margie

Benusa

Yakal

Lyn
Salazar
Joey

Mark

III

Laurence

Yakal

Alapide
Princess

III

Coely

Yakal

Anastacio
Gisamit

III -

Mrs.

s
Russel

Armenta

Maho

Tapaoan

Tapaoa

Carl Patrick

gany
III -

Mrs.

n
Jonalyn

D. Casimiro

Maho

Tapaoan

Gundan

Raven

gany
III -

Mrs.

Mechiel

Maozo

Maho

Tapaoan

Paraiso

Cryzlyn Jane

gany
III -

Mrs.

Beatric

B. Lucanias

Maho

Tapaoan

Romeo

gany
III -

Ms. Silva

Palafox
Syril

Tinedero

Apito

Dave Santos

ng
III -

Mrs. Ferrer

AND FIL.LANG.
READER IN ENG.

AND FIL.LANG.
/

READER IN ENG.

Tube
Mrs. Ferrer

Cristina

AND FIL.LANG.
/

READER IN ENG.

Montaje

AND FIL.LANG.
/

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

READER IN ENG.

Silva
6

Ms. Silva

Maricel

READER IN ENG.

AND FIL.LANG.
/

READER IN ENG.

Apito

Ebron

Princess

ng
III -

Calusa

Apito

John Robert

ng
III -

Morena

Apito

ng

Bernud

III -

o
Jerilyn

Riger Tarsiao

Ms. Silva

AND FIL.LANG.

Wilma

READER IN ENG.

Dela
6

Ms. Silva

Ms. Silva

Cruz
Rebecc

Apito

Familar

Margarette

ng
III -

a
Ronilo

Serila

Apito

Jaylon J Dias

ng
III -

Ms. Silva

AND FIL.LANG.
/

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.
/

Aristos
7

Mrs. Albar

Lawa

AND FIL.LANG.

a
Jinephe

r Albar

Sulaiman

an
III -

Hussin

Lawa

an

Quindo

Raiven

III -

y
Herwin

Villarin

Lawa

Mistelyn

an
III -

Baraquiel

Lawa

Ryza Mara

an
III -

Casurra

Lawa

Mrs. Albar

Mrs. Albar

Mrs. Albar

Catalin

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

Simbillo
Fe

Arcilla
7

Mrs. Albar

Corsina
a.

READER IN ENG.
AND FIL.LANG.

a
7

READER IN ENG.

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

an

Perez

Renmie

III -

Logronio

Lawa

Gerson

an
III -

Malquisto

Kama

Jennalyn

gong
III -

Guarin

Kama

Mrs. Albar

Emily

Mr. Teves

Ronald

AND FIL.LANG.
/

READER IN ENG.

Teves
Mr. Teves

Eugeni

AND FIL.LANG.
/

READER IN ENG.

a
Doming

Jeralyn

III -

uez
Eloisa

Rodriguez

Kama

Jovanie Alde

gong
III -

Kama

John Rolly

gong
III -

Magtalas

Kama

Cabalz

Nathaly

gong
III -

a
Ryan

Hernandez

Kama

Juliana

gong
III -

Patulada

Kama

Noted:

READER IN ENG.

Tampus

gong

gong

Mr. Teves

AND FIL.LANG.

READER IN ENG.

Mojica
Mr. Teves

AND FIL.LANG.

Emilyn

Gerilla
Mr. Teves

Mr. Teves

Roselle

AND FIL.LANG.
/

READER IN ENG.
AND FIL.LANG.
/

Zamudi
Mr. Teves

o
Angelo
Castillot

READER IN ENG.

READER IN ENG.
AND FIL.LANG.

READER IN ENG.
AND FIL.LANG.

e
Assessed by:

EDUARDO A.

EMILYN F.

TOCAYON

GERILLA

Master Teacher-1/

Master Teacher-

Teacher-In-Charge

FINDINGS, CONCLUSIONs AND RECOMMENDATIONS

The Researchers findings agrees that According to Jennings and DiPrete (2009),
the primary years of learning are largely influenced by educators, both in their behavioral
and social development. The authors furthered that the accomplishments of the learners
is a straightforward reflection of what their teachers do for them. There are also more than
enough papers that would reveal how important teachers are in the formative years of a
earner. According to Jennings and DiPrete (2009), the primary years of learning are
largely influenced by educators, both in their behavioral and social development. The
authors furthered that the accomplishments of the learners is a straightforward reflection
of what their teachers do for them. There are also more than enough papers that would
reveal how important teachers are in the formative years of a learner.

FINDINGS:
The study came up with the following findings:

1. That the strategies/ approaches made by the teacher showed significant factor in
motivating the child to love reading.
2. That the regular attendance of the pupils to instructions gives a great impact to the
reading ability of the pupils.
3. That the importance of food intake is needed to make the pupils attentive and active.
4. That the parents manifestation to support showed willingness of the pupils to learn.
5. Regular house visitations develop trust and confidence between the two important
factors of the child development, the teacher and the parents.
Recommendations:
Based on the outcomes and implication of the study, the following are the
recommendations:
1. Teachers must be resourceful enough to attract the interest of the pupils.
2. Varied and differentiated instructions are highly recommended.
3. Parents and Teachers must collaborate for the betterment of the pupils.
4. At the early age they should develop on them the love for reading.
5. Bulletin boards must be regularly structured.
6. Regular intake of nutritious food is also advised.

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