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STRATEGIES AND INTERVENTIONS FOR NONREADERS IN TAMBULIG

NATIONAL HIGH SCHOOL (TNHS) MAIN AND TNHS-LOWER TIPARAK

ANNEX

A Research

Submitted to

The Faculty of Tambulig National High School

Tambulig, Zamboanga del Sur

In Partial Fulfillment

Of the Requirements of

Research IV

By

CABAHUG, ANGEL GRACE N.

ESTENDER, DIVINE GRACE G.

ARNOZA, ERIKA L.

March 2020
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ABSTRACT

Arnoza, Erika L., Cabahug, Angel Grace N., Estender, Divine Grace G. (2020).

Strategies and Interventions for Nonreaders in Tambulig National High

School Main and TNHS-Lower TiparakAnex. 

TambuligNatonal High School- Tambulig, Zamboanga del Sur

This research study was a qualitative study. The purpose of this study was to find out

student’s reading difficulties in seventh graders at Tambulig National High School Main

and TNHS-Lower Tiparak Annex and examine the teaching strategies and interventions

that are used for nonreaders that are implemented in the class to meet the needs of

struggling readers and to become proficient readers. The data were gathered from

fourteen students of TNHS main and TNHS-Lower Tiparak Annex including their

facilitators, a total of 16 respondents. The research design was to determine the students

reading difficulties, and then measure comprehension with assessments, discussion, and

running records.

Keywords: reading difficulties, strategies, interventions, nonreaders, seventh grade

students, reading comprehension, struggling readers, reading instruction, assessments

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February 6, 2020

Mrs. Cecilia Z. Colegado,Ed.D

Secondary School Principal II

Dear Ma’am,

Greetings in the name of our Lord God! We, the Grade 10 science curriculum
students of TNHS will conduct a research study on “The Strategies and Interventions for
Non-readers at Tambulig National High School (Main and Lower Tiparak Annex)” as our
final requirement for our research subject.

In view with this, we would like to ask your permission to allow us conduct the
said study in one of the students of the Tambulig district especially on the grade seven
students of TNHS- Main andTiparak Annex, we will be accompanied and guided by our
research adviser Mr. Bernard Hingone in conducting our research.

Your favourable response regarding this request will always be treasured in our
hearts for it will be a great help in complying and completing our research. We will be
forever grateful of your kindness.

Sincerely Yours,
The researchers:
Divine Grace Estender
Angel Grace Cabahug
Erika Arnoza

Notedby: Approved by:

Bernard Hingone Mrs. Cecilia Z. Colegado, Ed.D

Research Adviser Secondary School Principal II
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ACKNOWLEDGEMENT

Firstly, we would like to express our deepest appreciation and thanks to the Almighty

God who gives strength to us physically, mentally, and spiritually and the ability to carry

out this research study and persevered us to finish the race and also, convinced us that

He will always be there to help us in times of difficulties.

Also, to our beloved Research teacher, Mr. Bernard Hingone, for his unceasing

support and assistance to our research study, for his motivation and his guidance, which

give time to supervise and helped us to understand more about our research.

To our beloved parents, Mr. and Mrs. Cabahug, Mr. and Mrs. Estender and Mr. and

Mrs. Arnoza, who supported us financially and emotionally.

Our sincere thanks also to our Adviser, Mrs. Sheryll Colegado Olita, who keeps

advising and giving us encouragement to focus our study and finish it successfully.

Our greatest gratitude also to our friends and classmates who’s always there to help

us in times of hardship.

We would like also to thanks our beloved correspondence and teachers for their

heartwarming cooperation for this study wouldn’t be successful without their help.

And lastly, to all the people who are not mentioned who help us to succeed this

project, we are sincerely saying thank you for your good deeds.

May God be the glory! 

 
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DEDICATION

This piece of work is wholeheartedly dedicated

To the following supportive persons:

Researchers’ Parents

Brothers and Sisters, Relatives and Friends

Colleagues and students

Above all to Our Almighty Father

& to Our Savior, Jesus Christ

 
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TABLE OF CONTENTS

Title Page ------------------------------------------------------------------------------------------- i

Abstract --------------------------------------------------------------------------------------------- ii

Approval Sheet ------------------------------------------------------------------------------------- iii

Acknowledgement ---------------------------------------------------------------------------------- iv

Dedication------------------------------------------------------------------------------------------- v

Table of Contents ---------------------------------------------------------------------------------- vi

List of tables --------------------------------------------------------------------------------------- ix

List of figures -------------------------------------------------------------------------------------- xi

CHAPTER I

INTRODUCTION

Background of the study --------------------------------------------------------------------------- 1

Conceptual Framework --------------------------------------------------------------------------- 7

Theoretical Framework---------------------------------------------------------------------------- 8

Statement of the Problem------------------------------------------------------------------------- -9

Statement of the Hypothesis----------------------------------------------------------------------- 9

Significance of the Study-------------------------------------------------------------------------- 10

Scope and Limitations of the Study ------------------------------------------------------------- 11

Operational Definition of Terms ---------------------------------------------------------------- 12

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CHAPTER II

REVIEW OF RELATED LITERATURE

Review of Related Literature------------------------------------------------------------------ 13

CHAPTER III

RESEARCH METHODOLOGY

Research Design---------------------------------------------------------------------------------17

Research Environment ------------------------------------------------------------------------ 18

Research Specimen ----------------------------------------------------------------------------18

Research Instrument--------------------------------------------------------------------------- 19

Data Gathering Techniques ----------------------------------------------------------------- 19

CHAPTER IV

DATA PRESENTATIONS, ANALYSIS AD DISCUSSION OF FINDINGS

Reading Passage ---------------------------------------------------------------------------- 20

Students’ Score ----------------------------------------------------------------------------- 22

Follow-up Questions----------------------------------------------------------------------- 25

Teacher’s Strategies and Interventions Used------------------------------------------- 41

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings ----------------------------------------------------------------------- 42

Conclusion ----------------------------------------------------------------------------------- 43
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Recommendation -------------------------------------------------------------------------------- 43

References---------------------------------------------------------------------------------------- 45

Appendices

Appendix A. Teachers Questionnaire --------------------------------------------------------- 46

Appendix B. Student’s Questionnaire --------------------------------------------------------- 47

Appendix C. Structured Interview------------------------------------------------------------- 48

Curriculum Vitae -------------------------------------------------------------------------------- 49

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LIST OF TABLES
TABLE NO. TITLE PAGE
Table 3.1 Distribution of the Respondents 18
Table 4.1 Results from Reading the Passage in TNHS-Lower Tiparak 20

Annex
Table 4.2 Results from Reading the Passage in TNHS-MAIN 21
Table 4.3 Common Words that the Students found most Difficult in 25

TNHS-Lower Tiparak Annex

Table 4.4 Common Words that the Students found most Difficult in 26

Tambulig National High school Main

Table 4.5 Reasons why Students have Difficulties in 27

Reading/understanding English in TNHS- Lower Tiparak

Annex
Table 4.6 Reasons why Students have Difficulties in 28

reading/understanding in Tambulig National High School

Main.
Table 4.7 Feedback in TNHS-Lower Tiparak Annex 29
Table 4.8 Feedback in TNHS main 29
Table 4.9 Intervention and Strategies are Effective for Non-readers 30
Table 4.10 Future Self as an Illiterate Person in TNHS-Lower Tiparak 31

Annex
Table 4.11 See yourself in the future as an illiterate person in Tambulig 32

National High school TNHS-Main.

Table 4.12 Develop the Knowledge in reading in TNHS-Lower Tiparak 33

Annex
Table 4.13 Develop the Knowledge in reading in TNHS-MAIN 34
Table 4.14 Reading as an element to Improve Student’s Performance in 35

other subjects in TNHS-lower Tiparak Annex.

Table 4.15 Reading as an element to Improve Student’s Performance in 36

other subjects in TNHS- Main.

Table 4.16 The Feeling of Students If they can Read Properly in TNHS- 37

Lower Tiparak Annex

Table 4.17. The Feeling of a Students If they can Read Properly in TNHS- 38
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MAIN
Table 4.18. Entertainment in TNHS-Lower Tiparak Annex 39
Table 4.19. Entertainment in TNHS-MAIN 40

LIST OF FIGURES

FIGURE NO. TITLE PAGE

Figure 1.1 Schematic Diagram of the Study 7
Figure 4.1 Students of TNHS-Lower Tiparak Annex’s Score 22
Figure 4.2 Students of Tambulig NHS’s Score 24
Figure 4.3 Common Words that the Students found most Difficult in 25

TNHS-Lower Tiparak Annex

Figure 4.4 Common Words that the Students found most Difficult in 26

Tambulig National High school Main

Figure 4.5 Reasons why Students have Difficulties in 27

Reading/understanding English in TNHS-Lower Tiparak Annex

Figure 4.6 Develop the Knowledge in reading in TNHS-Lower Tiparak 28
Annex
Figure 4.7 Feedback in TNHS-Lower Tiparak Annex 29
Figure 4.8 Feedback in TNHS main 30
Figure 4.9 Intervention and Strategies are Effective for Non-readers 31
Figure 4.10 Future Self as an Illiterate Person in TNHS-Lower Tiparak 32
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Annex

Figure 4.11 Develop the Knowledge in reading in TNHS-Lower Tiparak 33

Annex
Figure 4.12 Develop the Knowledge in reading in TNHS-MAIN 34
Figure 4.13 Reading as an element to Improve Student’s Performance in 35

other subjects in TNHS-lower Tiparak Annex.

Figure 4.14 Reading as an element to Improve Student’s Performance in 36

other subjects in TNHS- Main.

Figure 4.15 The Feeling of Students If they can Read Properly in TNHS- 37

Lower Tiparak Annex

Figure 4.16 The Feeling of a Students If they can Read Properly in TNHS- 38

MAIN
Figure 4.17 Entertainment in TNHS-Lower Tiparak Annex 39
Figure 4.18 Entertainment in TNHS-MAIN 40
Figure 4.19 Methods that teachers used to assess students reading 41

comprehension