Republic of the Philippines

Department of Education
Region X-Northern Mindanao
DIVISION OF MISAMIS ORIENTAL

ALUBIJID NATIONAL COMPREHENSIVE HIGH SCHOOL

Poblacion, Alubijid, Misamis Oriental

THE USE OF LOCALIZED READING MATERIALS FOR THE

WORD RECOGNITION OF GRADE 7 NON- READERS

Submitted by:

AIRA FE B. PABUALAN
Teacher I

LILIBETH R. WABE
Teacher II
 I. Abstract

Using the localized reading materials for the Grade 7 Non- readers of Alubijid National
Comprehensive High School for the school year 2018- 2019 starting from June 5, 2018
until September 7, 2018 shows that using the localized reading materials for the non –
readers of the Grade 7 curriculum has proven to be effective with the percentage of 100%
improvement from their pre- and post- reading assessment. Though, reading fluency may
still not be enhanced well but there is still an improvement in the student’s reading. The
study showed the positive effect to the students. Not only it helped them to learn word
recognition but also, students were able to comprehend better the text for they can relate
with the stories due to motivation and interest.

II. Acknowledgement

The researchers would like to thank our Lord God in blessing and guiding them in this
journey in conducting their action research for this school year.
Also, the researchers would like to give their heartfelt gratitude to the following people
who supported the researchers in making this study successful:
To the Secondary School Principal, Dr. Reynaldo S. Cabillan for his continuous
encouragement for us to conduct our study.
To the Division specialist, Mr. Lindo Cayadong for giving suggestions in making our
research better.
To our Department Head, Mrs. Ma. Romila D. Uy for her constant support and guidance
in our action research and to our families who gave moral support.

III. Context and Rationale:

Reading has always been one of the important basic skills that a learner should acquire
at an early age. Without reading, other things that the learners should learn will go to waste
due to the fact that they do not understand the lesson. By not mastering the reading skill,
other skills will follow this problem and that includes grammar, vocabulary, reading
comprehension and even it includes other subject areas. Students who are having a problem
with reading are then considered slow learners and worse, not learning anything at all. They
are always left behind. Apart from the learners’ problem of not being able to read, a lot of
problems arise. Such learners are the subject of bullying. They can either be the bully or the
bullied student while others can also be drop- outs midway through the school year due to a
lack of interest (Lapkin, 2017).

At a primary level, learners are already being taught with such skill. However,
there are still those who reach the secondary level lacking with this skill. There are those
students who belong to the frustration level and a percentage of the school’s population are
still non- readers. A lot of factors are the cause of this problem. Lack of support from
parents, lack of guidance from their basic education or lack of interest from the child could
be the cause.

Furthermore, by using localized reading materials can enhance the motivation and
interest to read by the learners. Some students tend to get bored with the text most
especially if they have a low vocabulary due to having a difficulty still with word
recognition. With added pictures of different places or people locally in the reading
materials that the learners will read, a student’s motivation and interest will take place.
Thus, the learning of word recognition too, will take place.

The researchers believed that in using localized reading materials made originally
by the English teacher, Grade 7 non- readers will have a better way to recognize words and
comprehend the text.

IV. Action Research Questions:

This action research aims to answer the following questions:
1. What is the effect of the localized reading materials to the reading performance
of the Grade 7 BEP non- readers of ANCHS?
2. What is the effect of the localized reading materials to the word recognition of
the Grade 7 BEP non- readers of ANCHS?
3. Is there a significant difference between the Pre- and Post- test result on the
students’ reading performance?

V. Proposed Innovation, Intervention and Strategy:

This study uses the experimental design. The researchers create their ten localized
reading materials for the Grade 7 non- reader students. A pre- and post- reading assessment
was conducted to see if the achievement rate of the respondents is high and whether the
study is valid and reliable.

VI. Action Research Methods:

a. Participants and/ or other Sources of Data and Information:

Before the study, Grade 7 students of Alubijid National Comprehensive High

School had undergone the pre- reading assessment conducted by their respective
English teachers. The respondents of the study will be the non- readers from the Grade
7 Basic Education Program of ANCHS specifically 10 students from Grade 7 Beryl,
Emerald, Garnet, and Gold.

b. Data Gathering Methods:

This intervention will be conducted every Friday, in the respective English

schedule of the respondents’ section. The researchers will make use of the localized
reading materials in improving the students’ reading performance.

After the interventions for the whole quarter, the 10 respondents had taken the post-
reading assessment.

c. Data Analysis Plan:

For statistical analysis, the researchers used the t- test for two correlated samples to
know the significant difference between the pre and post reading assessment.
 VII. Discussion of Results and Reflection:

Student Pre-test Post-test Frequency Frequency Frequency

Scores Scores Increase Decrease Maintain
A 30 62
B 32 70
C 26 48
D 43 70
E 36 65
F 48 74 10 or 100% 0% 0%
G 27 56
H 22 55
I 51 96
J 45 77

Table 1. The figure above shows the Pre-test and Post Reading Assessment Results of
Grade 7 Non- readers

Through the use of the ten localized reading materials for the Grade 7 non- readers, it
shows that 100% out 10 non- readers have improved in their reading and can already
recognize words during the post- reading assessment in their words per minute. Therefore,
the localized reading materials of the teachers are proven effective.

VIII. Action Research Work Plan and Timelines:

Target Timeline Persons Resources

Activity Starting Completion
Output Date Date
Involved Needed
G7 English
Pre- reading Reading June 5, June 8,
Teachers Phil- IRI
assessment Results 2018 2018
G7 Students
List of
G7 English
Identification of Students’ June 11, June 11,
Teachers Phil- IRI
Respondents Reading 2018 2018
G7 Students
Performance
G7 English
Parent’s Approval of June 15, June 15, Letter for
Teachers
Orientation Parents 2018 2018 Parents
G7 Parents
Attendance G7 English Localized
Reading June 22, Aug 31,
and pictorial of Teachers Reading
Intervention 2018 2018
students G7 Students Materials
G7 English
Post- reading Reading Sept 6, Sept 7,
Teachers Phil- IRI
Assessment Results 2018 2018
G7 Students
Data Sept 10, Sept 10,
Data Researchers Phil- IRI results
Analysis 2018 2018
 IX. Financial Report:

Activity Resources Needed Estimated Expenses Sources of Fund

Pre and Post-
Bondpaper and Ink P300.00 MOOE
reading Assessment
Parent’s Orientation Bondpaper and Ink P100.00 Personal
Localized Reading
Bondpaper and Ink P100.00 Personal
Material
TOTAL P500.00

X. References:
Alison, E. (2016). What Causes Decoding Difficulties in Beginning Readers, and What can Teachers Do about
It. Retrieved from https://learningattheprimarypond.com/blog/decoding-difficulties-in-beginning-readers/

Archer, J. (2004). Characteristics of an effective teacher of reading in elementary school setting. LSU
Digital Commons. Louisiana State University.

Bleistein, T. (2014). One- on- One Language Teaching and Learning:Theory and Practice. Auckland, New
Zealand.

Brown, A. (1998). A Practical Guide to Teaching Reading in the EarlyYears. Thousand Oaks, California: SAGE
Publication.

Cicerchia, M. (2016). Three Common Reading Problems for Students . Retrieved from
http://www.readandspell.com/us/common-reading-problems

Cornejo, G. (2014). Reading Theories and their Relationship to Reading Instruction. Retrieved from
https://www.slideshare.net/angelicamaecornejo1/reading-theories- pp

Lapkin, E. (2017). Understanding your Child’s Trouble with Reading. Retrieved from
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/reading-issues/understandi
ng-your-childs-trouble-with-reading

Luz, J. (2007). A nation of nonreaders. Philippine Center for Investigative Journalism. Philippines

Manzo, A. and Manzo, U. (2010). Teaching Children to be Literate.

Osewalt, G. (2018). Six Tips for Helping Your Child Improve Reading Comp. Retrieved from
https://www.understood.org/en/school-learning/partnering-with
Appendix B
Pictorials
One- on- One Reading in Ma’am
Wabe’s classes using the localized
reading materials