Implementation of SRT as a way to Improve Reading

Comprehension for Student

Juanita M. Rosal, Rodelyn G. Dy, Isabel A. Gases

Researchers

Kabunga-an Integrated School

Kabunga-an, Baybay City Leyte

 INTRODUCTION

Introduction and Rationale

Reading is an interactive process of getting information, widen vocabulary and

develop understanding from reading materials such as books, journals, magazines

and other sources. Reading Comprehension is the ability to read text, process it, and

understand its meaning (K12 Publishing, 2015). Comprehension is the main goal of

reading. Some students have poor reading comprehension because they lack of the

most basic reading skills like phonemic awareness, phonics, and decoding. That is

why they should develop this foundation skills in starting reading instruction. Social

Media and gadgets also affects the behavior of the students towards reading habit.

Teacher uses different strategies to aid this poor reading comprehension among

students. They provide reading materials, dictionary so that they will use it for

unfamiliar words and asking them what they have learned from what they read. In

elementary level, they have time allotted for reading about thirty minutes before

starting the class in the afternoon session but in secondary level, they do not have this

kind of reading time allotment. Some students who found out difficulties in terms of

comprehension in reading affects their performance as well. Synchronized Reading

Time (SRT) as mandated by the DepEd in the Elementary Education under the BEC

Curriculum aids to improve their reading skills.

This study was based on the result of MPS during quarterly examination of the

students and the researcher is intended to implement SRT as a way to improve the

reading comprehension of the Grade 7 students of Kabunga-an Integrated School,

Kabunga-an Baybay City Leyte.

 The purpose of this Action Research is to implement the SRT in Grade 7 with 35

students in Kabunga-an Integrated School. To continue this study, the researcher

wanted to help the students who have difficulty in reading comprehension, give ideas

to the high school teachers who were uncertain with their students in terms of reading

comprehension and school head in promoting the zero non - reader campaign in our

school.

Review of Related Literature

According to (Silbert, 2014) sometimes students they think they can read. After all,

they all know the words. But that doesn’t mean they understand what they read. When

students don’t understand what they read it affects their ability to succeed in school.

All subjects including science and math require reading comprehension. Even tests

and exams require good reading comprehension which results in low grades and poor

tests score if a student has a poor reading comprehension.

According to (York, 2017) reveals that the “students should have the time during

the school day to read a book of their choice independently,” but only 36% of K – 12

teachers can set aside time for their students to do this every day, adding the primary

barrier to independent reading time is “the demands of the curriculum.” In addition,

only half of the educators (46%) say their students do not have adequate access to

books at home – with 69% of educators in high – poverty schools saying the same –

and 96% of educators believe that “providing year – round access to books at home

is important to enhancing student achievement.

Indeed, The effects of reading into quality of life: high levels of leisure reading and

reading proficiency are associated with greater academic financial, professional, and

civic benefits (National Endowment for the Arts, 2007).

Research Question

This study aims to find the effect of Synchronized Reading Time to the reading

comprehension of the Grade 7 students of Kabunga-an Integrated School.

1. What is the performance of the Grade 7 students in the following:

1.1 Pre - Test

1.2 post - Test

2. Is there a significant difference between the pre - test and post - test scores of

the students.

Proposed Innovation, Intervention, and Strategy

Implementation of SRT or the Synchronized Reading Time was mandated in the

Elementary Education under the BEC Curriculum. Collaborative aspirations between

teachers and students and providing various reading materials to the students are

some of the interventions and strategies use to achieve the reading comprehension of

the student. SRT will be conducted every 4:00 to 4:30 pm during school days.

Action Research Methods

A. Participants

The participants for this study will be the Grade 7 students of Kabunga-an

Integrated School under the K - 12 Basic Education Curriculum. This is a one-

group design study. The class is composed of 35 students despite of their

individual differences and intellectual ability towards reading comprehension.

This study focused on the implementation of Synchronized Reading Time

(SRT) of the Grade 7 students of Kabunga-an Integrated School. It will be

 conducted on November 2017 - January 2018. The duration of this study will

be 40 school days and will limit only in the stomping ground of the study which

may not hold the interest of the other schools. Nevertheless, it can be

considered as educational intervention or innovation.

B. Data Gathering Method

The researcher will give reading materials that will be suitable for the students

with ten item test which will serve as the pre - test. This is to assess the reading

comprehension of the students before implementing the SRT. For forty school

days the participants will have daily reading time with ten item tests based on the

reading materials given. Only one reading materials per day. A follow up

discussion from the reading materials and checking for their test result will be

done. Then after forty school days a post - test will be administered. Similar

reading materials in the pre - test will be used and also the ten item tests. The

researcher chooses to use the Pre - Test and Post - Test one group design and

the T - test of two sample means.

C. Data Analysis Plan

The data collected will be analyzed using Microsoft Excel and will be

presented in a narrative and tabular form. Hypothesis will be tested using T - test

at 0.05 level of confidence.

Ethical Issues
 Ask permission to conduct a study from the School Head and consent from the

parents of the students. Results will be maintained confidentially at all times.

Action Research Work Plan and Timelines

Work Plan

ACTIVITY TIME LINE

1. Ask permission from the School Head to conduct the study. 1 day

2. Submission of the Action Research Proposal to the 1 day

Research Focal Person

3. Mass production of Reading Materials (35 copies) 5 days

4. Conduct Pre - test through giving of reading materials with 1 1 day

- 10 item tests

5. Reading session using the reading materials every 4:00 - 4: 40 school days

30 pm

6. Conduct Post - test. 1 day

7. Data Gathering and Analyzing. 1 week

8. Finalizing the Action Research 2 weeks

9. Submission of Full Blown Action Research to Division 1 day

Research Coordinator

Total: 53 days
Cost Estimates

The cost that will be subject for each phase of the study is estimated as follows:

Item/Activity Cost

1st Tranche

 Printing Reading Materials

Bond Papers (10 boxes long size)

Ballpens (10 boxes) 15, 000.00

Folders (10 reams)

Fastener (10 boxes)

Ink Epson printer (5 sets)

 Food and Transportation 5, 000.00

 Communication 3,000.00

 Pre - Testing Reading Materials 1,000.00

SUB - TOTAL 24, 000.00

2nd Tranche

 Data Analysis 6,000.00

 Results submission and information

dissemination to Division for utilization

6,000.00

SUB - TOTAL

GRAND TOTAL 30, 000.00

Action Plan

Plans for Enunciating and Implementation

Objective Activity Focal Persons

To annunciate Submission of copy of  School Head

information of the action approved paper to school  SDS

research results principal and Baybay City

Division SDS

To introduce the use of Submission of SLAC  School Head

SRT in developing Proposal, Training Matrix etc.

reading comprehension

of the students to the

High School teachers in

the classroom

List of References

References

K12 Publishing, L. (2015). Retrieved from Google:

http://en.m.wikipedia.org/wiki/Reading_comprehension

National Endowment for the Arts. (2007). To Read or Not to Read: A Question of

National Consequence. Research Report 47. Washington, DC: Author.

Retrieved online: www.arts.gov

Silbert, D. L. (2014, November 11). Retrieved from Google:

www.tigertuesday.com/poor-reading-comprehension/
York, N. (2017, April 26). PR Newswire. Retrieved from Google:

www.prnewswire.com/news-releases/new-reserch-reveals-values-

independent-reading-but-only-36-can-set-aside-time-daily-300445737.html