Beruflich Dokumente
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Chapter 1
knowledge, skills and attitudes that make man do better. It is not only a preparation for
life but it is life itself. This is so because throughout life man learns many things in and
out of the school that change his life for the better.
One of the skills developed as an individual grows and attends formal schooling
is reading. It plays a vital part in the life of man. One who was not given the chance to
deprived of his right to acquire education which will be his indispensable tool in
surviving in this fast changing world. Without the ability to read, a person will never have
one of the most invaluable tools for learning. In a real sense, the ability to read is an
essential element in every person to enable him to cope in the world of today.
to the next higher grade unless literacy skills in a particular grade level have been
The researchers observed and found out that many of the pupils who are
promoted to the next grade to higher grades were very poor in reading. They have
difficulty in the alphabetic principle, or the idea that written words and letters match
spoken sounds; challenges with reading comprehension and lack of reading fluency.
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Thus, they are called struggling readers. And for that, the researchers are very much
concern about the reading performance of the pupils in Hulo Elementary School.
The researchers prompted to conduct a study that will help the non- readers to
read, the slow readers to improve their reading skills and the pupils to improve reading
performance, to facilitate and improve the teaching-learning condition of all the pupils
and will be able to think of approaches and techniques that would lead to the
development of the pupils in reading area, thus result to improvement in their academic
performance.
Presents the review of foreign and local literature in which the researcher
believes that it holds important bearing in strengthening the pursuit of this study.
Foreign Literature
Hollowel (2009) stated that reading intervention programs are crucial in helping
identification, decoding and blending, then reading for meaning. Intervention programs
should focus on activities and techniques that improve ability in these areas.
Hence, any given technique of procedure is likely to work with some children but
not with others. The teacher in reading, therefore, must have a variety of approaches to
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make the children learn to read. However, reading problems should be detected earlier
and corrected before they deteriorate into failure, frustrations and reaction cases since
early detection and correction of these impairments are the cornerstones of effective
reading instructions.
chance to work one-on-one or in small groups to help students in ways that would not
be possible during whole group instruction. The teacher is also able to monitor progress
on specific skills, which makes identifying and targeting struggling students an easier
Local Literature
Delfin (2011) expressed her views on leading children to books using practical
advice. While it is a reality that many teachers have problems motivating their pupils to
read, there are also helpful ways teachers can improve the reading skills among pupils.
To acquire needed reading skills relevant to their personal and academic goals is
the aspiration of the teacher. Thus, the need to create classroom activities that will
encourage pupils to read. The teacher should serve as models. They should make
that children are given varied reading opportunities at home and in school will not only
lead children to read books but also make them well rounded and responsible
individuals.
with quality books in school and even at home to have them expose to greater
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quantities of print and meaningful language opportunities. She also added that books
Furthermore, she cited that children with poor reading skills often receive poor
grades, are easily frustrated, have difficulty completing assignments, have low in self-
esteem, have behavioral problems, have more physical illnesses due to stress, don’t
like to go to school, grow up to be shy in front of groups and fail to develop to their poor
potentials.
According to Sousa (2005), learning to read is not a natural ability and so, it
capability, but reading is not. No areas at the brain are specialized for reading. He
considered reading as probably the most difficult task the young brain is asked to
undertake. It is in this light that educators are ever attempting to find ways of improving
the instruction to facilitate the learning to read. On the other hand, educators must first
to its sharpest edge among the elementary school children for it is in the very early
stage of their growth and development that this habit could be more vital component of
the children’s growing personality. Pupils with good study habits have an excellent
reading performance and those pupils with poor study habits have poor reading
performance.
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Theoretical Framework
formula is an approach where a set of facts, principles and rules are classified or
arranged in regular, orderly form so as to show a logical plan linking the various parts. It
is a regular, orderly way of reading. Hence, the reading formula is a process that can be
The first stage of the reading formula is the survey stage where the purposes for
reading are determined for a given material. This is followed by the question stage
where the questions are previewed or formulated before reading the material. These
questions can be answered after reading the text. Questions must include the different
dimension questions. The last stage is the 3-R-read, review or recall, and then recite.
This stage focuses on the ability of the reader to review or recall what he has read and
then recite the answers to the questions formulated about the selection.
The cited theory was used in the study because it suited its objectives to the
present study. It is significant in the development of the reading skills which is required
for every pupils for them to become competitive, functional and productive citizen, ready
Extent of
Implementation
of Reading
Remediation
Program
Grade III Pupils
Age
Sex Reading Action Plan to
Sibling Figure2
Performance Enhance the
Position Level of the Remediation
Parents’ Struggling Program for
Educatio Readers Struggling
nal Readers
Attainme
nt
Monthly
Family
Income
Pretest and
Posttest
Figure 1
Conceptual Framework
The study utilized the IV-DV model. The first frame includes the profile of the
respondents in terms of age, sex, sibling position, parents’ educational attainment and
monthly family income. The second frame is the dependent variable which refers to the
reading performance level of the struggling readers before and after the implementation
of the reading remediation program. The third frame refers to the output which is an
remediation program for struggling readers in Hulo Elementary School during the
1.1 age;
1.2 sex
2. What is the reading level of the struggling readers before and after the
3. Is there a significant difference on the reading level of the struggling readers before
4. What action plan may be proposed to enhance the reading remediation program for
struggling readers?
Assumption
1. There is no significant difference on the reading level of struggling readers before and
program for grade IV struggling readers in Hulo Elementary School, District of Pililla,
Division of Rizal during the School Year 2016. The 40 identified struggling readers from
Experimental method of research will be used and the pretest and posttest will
serve as the main instrument. Documentary analysis will also be utilized through the
PHIL-IRI which will serve as the instrument for identifying the struggling readers during
the conduct of pretest since the pupil respondents will be exposed to one-month
remedial instruction in reading. The needed data on the level of pupils’ performance in
Definition of Terms
For better understanding of the study, the following terms are defined
Control Group. This refers to a group of subjects or conditions that are matched
experimental treatment.
Experimental Group. This refers to where the actual experiment is taking place.
The independent variable is tested on the group and the changes in the dependent
Pre-test. It is the reading test given to the pupils at the beginning of the school
Post-test. This is the reading test given to the pupils after teaching some
concepts and ideas in a definite period usually at the end of the first semester/ second
semester.
Reading Remediation Program. This are the remedial programs which the
school implements to have a one hundred percent readers in the grade. The slow and
Struggling Readers. This refers to the pupils who find hard to grasp the relation
of the spoken and written language phonological “deficit” is the most common reason
for their reading disabilities. These readers are determined after they have been tested
Chapter 2
RESEARCH METHODOLOGY
This chapter deals with research design, setting of the study, subject of the
study, sources of data, procedure of the study and the statistical treatment.
Research Design
The study will use experimental type of research utilizing single-group design.
a problem-solving approach that the study is described in the future on what will be
when certain variables are carefully controlled and manipulated. The problem is to know
the conditions under which an event occurs and to observe the whole transaction
Documentary analysis will also be used through the PHIL-IRI which will serve as
the instrument for identifying the struggling readers during the conduct of pretest since
the pupil respondent will be exposed to one-month remedial instruction in reading. The
needed data on the level of pupils’ performance in reading will be recorded and used as
school situated at the very remote upland area in Pililla, Rizal catering Basic Education
to children residing at Brgy. San Lorenzo, Sitio Lipat-lipat, and children residing as far
mountains. It is six kilometres away from the poblacion of Pililla. School children usually
walk as far as 2-4 kilometres just to come to school to study. It was first opened in 2003
with 127 pupil population. As of now, it has a total pupil population of 530.
different reading activities patterned after the Department of Education are being
conducted and some of this are Drop Everything and Read, and Teach One-Each One
develop among the pupils the genuine love for reading and self-confidence necessary
for interacting with people and will be functional citizen who will contribute to community
development. The remediation supports the project ECARP (Every Child A Reader
Program) of the National as well as the ECARPAWP (Every Child A Reader And Writer
in Hulo Elementary School, District of Pililla, Rizal who will be selected purposively
based on their performance in the PHIL-IRI test. They will be described in terms of age,
sex, sibling position, parents’ educational attainment and monthly family income. Their
Table 1
M 55 16
F 45 24
Total 100 40
Sources of Data
will be given to the respondents. The respondents of this study are the Grade IV pupils
The secondary sources of data came from published materials such as theses
technologies.
guide of the researchers. They will secure permission and approval from the school
head of Hulo Elementary School. Afterwards, they will gather information and data as
well as related literature from the library and internet. Different reading activities
patterned after the Department of Education are being conducted and some of this are
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Drop Everything and Read, and Teach One-Each One will be implemented to make
daily. Oral and written exercises were given after every session.
Statistical Treatment
The data will be gathered, tallied, tabulated and analyzed using different
statistical tests.
respect to age, sex, sibling position, parent’s educational attainment, monthly family
To determine the reading level of the struggling readers before and after
exposure to the reading remediation program, mean and standard deviation will be
applied.
Chapter 3
This chapter presents the analysis, and interpretation of data relative to the
questions raised to determine the reading remediation programs for struggling readers
Family Income
As to the profile of the respondents in terms of age, majority of them are 11 years
old. In terms of sex, most of them are female. In terms of sibling position, mostly are the
3rd. child with a big family. In terms of educational attainment of father and mother,
majority are high school level and most of them belong to a monthly family income of
P5,ooo and below. It only means that they belong to a poor family
The researchers observed that poverty really affects the education of the
children.
Reading Level of Struggling Readers Before and After the Implementation of the
Table 2 presents the reading level of the struggling reader before and after the
Table 2
Reading Level of the Struggling Readers Before and After the Implementation of the
Reading Remediation Program
Performance Level f % F %
80-100% Independent - - 2 5%
Of the 40 struggling readers in Grade 4, the result of the pretest indicates that 40
or 100% belong to the frustration level; while in the post test, 28 or 70% are in the same
independent readers.
The pretest shows that the mean is 17.1 while in the posttest, the mean is 20.4
which shows a difference of 3.3% which is an improvement from 17.1% to 20.4%. It also
implies that the reading remediation program implemented in the school is effective
because there is a record of pupils who became instructional and independent readers.
This goes with the study of Delfin (2011) which ascertained that to acquire
needed reading skills relevant to their personal and academic goals is the aspiration of
the teacher. Thus, the need to create classroom activities that will encourage pupils to
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read. The teacher should serve as models. They should make reading a part of
classroom task. As teachers, we have to lead by example. Ensuring that children are
given varied reading opportunities at home and in school will not only lead children to
read books but also make them well rounded and responsible individuals.
Significant Difference on the Reading Level of the Struggling Readers Before and
After the Implementation of the Reading Remediation Program
Table 3 presents the result of the test on the significant difference on the reading
level of the struggling readers before and after the implementation of the reading
remediation program.
Table 3
Result of the Test on the Reading Level of the Struggling Readers Before and After the
Implementation of the Reading Remediation Program
Std. Verbal
Variables Mean Deviation t-value p-value Decision Interpretation
The result of the test on the reading level of the struggling readers before and
after the implementation of the reading remediation program shows that the p-values on
the pre-test of .000 are lower than at .05 level of significance and are Significant.
Hence, the Ho is rejected. This means that there is a significant difference on the
reading level of the struggling readers before and after the implementation of the
The performance of the pupils are significantly higher after the implementation of
the program. Findings imply that after the remedial instruction in reading, pupils’
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performance was improved. This further implies that struggling readers have already
The findings are in conformity with the study of Williams, P. et al (2005) that
reading comprehension have identified techniques that help poor readers overcome
skills, are conscious and generally effortful. Strategies are also purposeful. Other
strategies are more general in the sense that they help the reader become more active
and engaged in the reading process, which in turn makes the reading activity more
meaningful.
struggling readers.
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ACTION PLAN
Objectives Activities Strategies Time Resources Performance
Frame Indicator
Human Material Money
Encourage Reading, Picture- Remedial Flashcards, Motivate/Stimulate
each child to Writing, Word Teachers spelling reading interest of
read and Spelling Recognition notebook, the pupils by 90%
become With Grade IV
independent multi- Strugg
readers media ling
through the presenta Readers
use of tion.
varied
reading
materials.
To enable Encoding Computer Remedial Computer Improve the
the child-at- Words Aide (CAI) Teachers reader in speech
risk to and and learning
phrases Grade IV
develop difficulties or other
Strugg
phonemic ling disabilities by
awareness, Readers 75%.
strategies of
word.
Provide Playing Word Remedial Scrabble
activities with Games Teachers Game, 80% struggling
that will Words such as; Word readers achieved
Scrabble, Grade IV Factory 75% mastery of
enhance
word factory Strugg Game the level in
and ling reading and
develop Readers comprehension
intellectual,
creative and
manipulative
skills.
To increase Informal Weekly Principal Paper and 75 %level of
the diagnosis Phonemic pencil mastery on the
performance And daily Awareness Remedial weekly tests
level of Teachers
/weekly Check
pupils in
terms of monito *Daily Grade IV
Mean ring Textual Strugg
Percentage progress Read-aloud ling
Score Inventory Readers
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BIBLIOGRAPHY
A. Books
Hollowel, D.A. How the Brain Learns to Read, Thousand Oaks CA: Corwin Press, 2009.
Scott, R.MQ, Ed.D., Word Study and Reading Comprehension: Implication for
Instruction, Faculty of Education, Brook University, 2010.
Sousa, D.A. How the Brain Learns to Read, Thousand Oaks, CA: Corwin Press, 2005.
B. Periodicals/Journals
Delfin, Cristie Ann J. Leading Students to Read Books. Modern Teacher, Volume LX.
November, 2011.
Garcia, Crisanto S. “Quality Books for Reading”, The Philippine Journal of Education,
July, 2006.