ASSESSMENT OF READING COMPREHENSION SKILLS AMONG GRADE 4

KOLIBUGAN PUPILS OF DOÑA CECILIA ELEMENTARY SCHOOL: BASIS FOR

DEVELOPMENT OF ENHANCED SCHOOL READING INTERVENTION PROGRAM

(An Action Research Proposal)

___________________________________

CECILIA ABIERA MAGHANOY, MA.Ed

IKE BALBASTRO SAMUEL, MA SCI.ED (on - going)
MHOSIN CONDING MARTINEZ, RPT

September 2017

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TABLE OF CONTENTS

COVER PAGE

I. CONTEXT AND RATIONALE

II. REVIEW OF RELATED LITERATURE
III. RESEARCH QUESTIONS
IV. SCOPE AND LIMITATIONS
V. METHODOLOGY
VI. WORK PLAN
VII. COST ESTIMATE
VIII. ACTION PLAN
IX. LIST OF REFERENCES

APPENDICES

A. RESEARCH INSTRUMENT
B. TOS OF THE RESEARCH INSTRUMENT
C. INFORMED CONSENT FORM

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 I. CONTEXT AND RATIONALE

Reading is a habit where students learn, gain knowledge and develop new skills
(Olivar, 2014). Understanding the significance of reading and in line with the
implementation of the K to 12 Basic Education Program of the Department of Education
(DepEd) implemented “Every Child A Reader Program” (ECARP), through DepEd
Memorandum No.402.s.2004 and Administrative Order No. 324. This aims to teach
public elementary pupils with planned training in reading and writing to make them
independent young readers and writers. Moreover, ECARP is also part of the ten-point
education agenda of President Simeon Benigno Aquino III to ensure that the country’s
public schools produce well-equipped graduates who could cope to the different
challenges in life ( Gillaco, 2014)

Despite the implemented reading program of the K to 12 Basic Education

Program of the Department of Education, However, data showed that most of the pupils
reaching Grades IV and above still have difficulties in their reading skills. The prior
research activity conducted reflects a result that transpires and reflects a dismal level of
reading proficiency by our Grades IV to VI pupils especially within the Soong Elementary
School, Soong, Digos City.

In addition, the number of Filipinos, aged 10-64 years old, who do not understand
what they read, has grown to 20.1 million. This is based on the latest figures from the
2008 Functional Literacy, Education and Mass Media Survey (FLEMMS). Dr. Ricardo
Ma. Nolasco, head of 170+ Talaytayan MLE Inc., a coalition of education reform
advocates throughout the country, said that counting and comprehension skills among
Filipinos remain dismally and alarmingly low.

In the context of Doña Cecilia Elementary School, reading comprehension skills

of the pupils have been a serious problem. Many reading program have been adapted
by the public schools yet this problem remains a predicament especially in the cluster
schools. Moreover, only few researchers had focused on utilizing the sub-skills in
assessing reading comprehension skills of a pupil. Thus, the researcher would like to
determine of what sub-skills of reading comprehension are the weaknesses and

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strengths among Doña Cecilia Elementary School pupils and find solution to the existing
dilemma to be the basis for development of enhanced school reading intervention
program.

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 II. REVIEW OF RELATED LITERATURE

“If a pupil fails to master basic reading skills at the outset, it will be a constant
struggle for them to get through other disciplines successfully, thus depriving them of the
chance to become literate and productive individuals,” (Br. Armin A. Luistro FSC)

Reading failure is a serious national problem and cannot simply be attributed to

poverty, immigration, or the learning of English as a second language (Strategic
Marketing and Research Inc.,). Reading as a field of teaching is considered one of the
important areas of teaching if not actually the most important ever. It is said to be one of
the most necessary academic skills. Besides, it is a major pillar upon which the
teaching/learning process is built. The reading ability plays a central role in the
teaching/learning success at all educational stages. Having any difficulty in this skill will
result in variety of consequences on all subjects of study, since reading includes a
variety of sub-skills where reading comprehension skills is one of the many.

Comprehension is a part of the communication process of getting the thoughts

that were in the author’s mind into the readers mind. It is thought a difficult process
because the transmission of an idea through several imperfect media is involved. For
example, the author must have a clear idea in his mind, and then reduce this idea to
written language; this will be printed; and finally the reader looks at the printed word and
forms an idea.

Reading comprehension enables the reader to interact with the text in a

meaningful way. For many, there are doors to lifetime of reading recreation and
enjoyment. Moreover, the experiential and cultural background of the ESL reader has a
strong effect on reading comprehension and ESL learners, early in their development of
English, can write English and can do so for various purposes ("Importance of Reading",
2009).

Reading comprehension is the ability to read text, process it, and understand its
meaning. Although this definition may seem simple, it is not necessarily simple to teach,
learn or practice (K12 Publishing, LLC, 2015.) An individual’s ability to comprehend text
is inclined with his skills and traits.

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 Reading comprehension is an essential skill for learners of English. For most of
learners it is the most important skill to master in order to ensure success in learning.
With strengthened reading skills, learners of English tend to make greater progress in
other areas of language learning. Reading should be an active, fluent process that
involves the reader and the reading material in building meaning.

Moreover, Reading Comprehension is defined as the level of understanding of a

text or message. This understanding comes from the interaction between the words that
are written and how they trigger knowledge outside the text or message (Rayner,
Foorman, Perfitti, Pesetsky & Seidenberg, 2001).

Reading Comprehension according to Basaraba (2013) is a complex process

that requires different building-block skills. One model of reading comprehension
proposes that understanding what we read is really the result of three levels of skills:
literal comprehension, inferential comprehension and evaluative comprehension.
Wherein, these levels could be useful in identifying the level of communication skills of
the students.

In the literacy field, comprehension is primarily identified as the goal of reading

(Duke & Pearson, 2002; Duke, Pearson, Strachan, & Billman, 2011).

Moreover, the low level of reading comprehension among American students

reveals issues with underlying reading proficiency. A wide variety of studies suggest that
as many as 85% of students testing low in core reading skills also have weak underlying
cognitive skills such as auditory and visual processing. Thus, for many students,
successful reading comprehension means a return to the basic mental tools that create
a firm cognitive foundation.

Pressley (2003), as cited by Pardo (2004), stated that increasing vocabulary,

extensive reading and critical reading are some of the practices that can be used to
strengthen and refine the person’s ability to comprehend any text. However, reading
comprehension fails for a number of reasons. One of the reasons is the lack of
knowledge base. This deals on how much knowledge a reader has about the subject he

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or she is reading. When the reader is more familiar with the happenings in the text
because they likely are similar in many ways to his or her own life experiences then he
or she can easily generate the necessary inferences from the text.

Snow, Burns. & Griffin (1998) suggested three initiatives to address the
educational needs of children beyond grade three. One is putting what we now know
about improving reading comprehension into practice. Next is building the knowledge
base for improving reading comprehension. Another is developing policies to support
improvements in practice and in research. According to the authors, initiatives to
improve practice operate most effectively through teacher education and professional
development programs. With regard to improving the knowledge base in reading
comprehension, they believe that a child who builds up a strong general knowledge base
in many different subjects will have better reading ability than a child who doesn’t.
Indeed, students need to continue to read a lot, and to be guided to read books of an
appropriate level, so that they have opportunities to practice reading skills, to learn new
vocabulary items, and to be exposed to a variety of text.

The ultimate goal in teaching reading is to have students comprehend the ideas
in a piece of text as they read. Reading helps children expand their thinking skills, learn
to concentrate, and enlarge their vocabulary and effectively master their environment
(Strategic Marketing and Research Inc.,). Furthermore, The purpose of reading is
comprehension — getting meaning from written text. Find out what else research tells us
about the active process of constructing meaning, and how good readers consciously
employing comprehension strategies. Without comprehension, reading is a frustrating,
pointless exercise in word calling. It is no exaggeration to say that how well students
develop the ability to comprehend what they read has a profound effect on their entire
lives. A major goal of reading comprehension instruction, therefore, is to help students
develop the knowledge, skills, and experiences they must have if they are to become
competent and enthusiastic readers (Texas Education Agency)

Indeed, reading comprehension is very vital for the learning process as it

provides students with the ability to understand, criticize and interact with the text; it
expands students' trends and experience ; it enhances their commonsense level; it

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deepens their thinking and assists them to orientate and monitor themselves while
reading; it helps students comprehend a text self dependently and the teachers develop
clear and successive instructional procedures and it breaks the students' inaction by
encouraging them to get involved in the educational process more actively and
effectively. Hence utilizing strategies that improve reading comprehension level within
the students is very necessary.

Without a doubt, the ability to comprehend written and spoken languages as well
as to communicate ideas and concepts are vital in one’s growth and progress. Access to
knowledge in the various disciplines is made possible through comprehension and
communication and through the mastery of the several study skills, habits and attitudes,
one can develop the enthusiasm necessary in the continual persistence of learning
(Shippen, Houchins, Crites, Derzis & Patterson, 2010). Therefore, one that is unable to
comprehend and communicate well in any forms is deprived of a wonderful learning
experience in the life as a person (Cimmiyotti, 2013; Shin, Davison, Long, Chan, &
Heistad, 2013; Quirk, & Beem, 2012).

Generally, the academic achievement of children in public schools is found to be

weak to withstand the challenges in the 21stcentury (NAEP, 1988 as cited by Cabardo,
2008). Secretary Andrew Gonzales, the former Department of Education (DepEd)
Secretary, admitted during the Education Congress at Teacher’s Camp, Baguio City that
poor academic achievement is clearly shown in the low ratings they receive in the
National Achievement Test (NAT) which were administered by the National Education
Testing and Research Center (NETRC). Moreover, the results showed that most of the
takers, both in elementary and high school, were weak in the reading comprehension
part in English. This denotes that learners had low reading proficiency.

A widespread goal of education in the elementary school is reading comprehension for

all students because reading comprehension provides the basis for a substantial amount
of learning in secondary school (Alvermann & Earle, 2003; Kirsch et al., 2002). In the
last 20 years, a major goal of reading comprehension research has been to identify
effective reading strategies That increase children’s comprehension (National Reading
Panel, 2000). But as Guthrie, Wigfield, Barbosa, et al. (2004) pointed out, the evidence
rests primarily on instructional research in which single cognitive strategies are taught in

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controlled experiments. Relatively little is known about the issue of how multiple
strategies can, and should, be combined in comprehension instruction. In multiple
strategies programs, strategy practice is often supported by peer-assisted learning
arrangements (Brown, Pressley, Van Meter, & Schuder, 1996; Klingner, Vaughn, &
Schumm, 1998; Palincsar & Brown, 1984). However, only a few investigations have
addressed issues related to the identification of the effective elements inherent in
multiple strategies programs. Consequently, the aim of this study was to examine the
effect of strategies being taught on reading comprehension and how these strategies are
practiced in relevant instruction.

A widespread goal of education in the elementary school is reading

comprehension for all students because reading comprehension provides the basis for a
substantial amount of learning in secondary school (Alvermann & Earle, 2003; Kirsch
et al., 2002). In the last 20 years, a major goal of reading comprehension research has
been to identify effective reading strategies that increase children’s comprehension
(National Reading Panel, 2000). But as Guthrie, Wigfield, Barbosa, et al. (2004) pointed
out, the evidence rests primarily on instructional research in which single cognitive
strategies are taught in controlled experiments. Relatively little is known about the issue
of how multiple strategies can, and should, be combined in comprehension instruction.
In multiple strategies programs, strategy practice is often supported by peer-assisted
learning arrangements (Brown, Pressley, VanMeter, & Schuder, 1996; Klingner, Vaughn,
& Schumm, 1998; Palincsar & Brown, 1984). However, only a few investigations have
addressed issues related to the identification of the effective elements inherent in
multiple strategies programs. Consequently, the aim of this study was to examine the
effect of strategies being taught on reading comprehension and how these strategies are
practiced in relevant instructions.

For those who study English as a second language, ability in English reading
comprehension is a must. Learners need reading comprehension to be able to
continually increase their knowledge (M.Finnochiarro). Thus, in the Philippines, English
is mostly a second language learned at home and schools.

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Reading Comprehension Sub-skills

With the research conducted by Donald Spearritt of Educational Testing Service,

Princeton, New Jercey, it revealed the nature of the mental skills involved in reading
comprehension has been investigated again by Davis (1968), in a comprehensive and
well-designed study. Following a review of earlier experimental studies of reading
comprehension, he selected eight skills and constructed items to measure each of these
skills, each item being based on a different passage for comprehension in order to avoid
the problem of experimental dependence among responses to items. After appropriate
item analyses, two sets of twelve items were selected to represent each of the following
skills:
"recalling word meanings,"
"drawing inferences about the meaning or a word from context,"
"finding answers to questions answered explicitly or in paraphrase,"
"weaving together ideas in the content,"
"drawing inferences from the content,"
"recognizing a writer's purpose, attitude, tone, and mood,
"identifying a writer's techniques,"
"following the structure of a passage."

Hence, in present context of NSW through the Department of Education and

Communities 2011 and the Department of Education New York City the sub-skills of
reading comprehension skills are:

Sequencing

Sequence is the order in which things happen. It also can tell the steps in doing
something. Think about some events that happened. Ask yourself, “Did this event
happen before this event?” “Did it happen after?” “Did it happen at the same time?” “Did
this event happen first?” “Last?” “Right before this event?” “Right after this event?”

Summarizing

A summary tells the most important details of the book or paragraph in your own
words. Steps to Summarize, After reading ask yourself, “What is the main idea of the

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chapter or book?” or “What is the main idea of each paragraph?”Write down 2 to 5 main
ideas in your own words.

Inferencing/ Making Inferences

An inference is an educated guess. There are steps to make an inference. First,

you think about the clues given in each sentence and second, think about your own
experience or your prior knowledge. Lastly, make an inference.

Comparing and contrasting

When we compare things we tell how they are alike. When we contrast things
we tell Steps to compare and contrast: Ask yourself, “Are 2 things being compared or
contrasted?”Are clue words used to show how things are alike or different?

Drawing conclusions

A conclusion is an opinion or judgment. In drawing a conclusion: Think about

what the author wrote. Think about your own experience or your prior knowledge and
make a conclusion using what the author wrote, your own experience, and your prior
knowledge.

Distinguishing between fact and opinion

A fact is something you can check to find out if it is true. An opinion tells what a
person thinks or feels about something and it cannot be proven. Think about if the
statement is true for everyone and it can be proven. If it is, then it is a fact. Think about if
the statement is not true for everyone. If it is, then it is an opinion because not everyone
agrees.

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 Finding the main idea, and supporting details

Main idea is what the passage is about. In paragraphs, it is often contained in the
first sentence. In longer passages, the main idea may be in the title, chapter headings.

Finally, we suggest some recommendations of the finding of this study for

professionals and authorities who work with children in school. It is highly recommended
that:

Teachers and authorities: Reading coordinator, Teacher Reading Coordinator

should have let pupils read aloud. This forces him to go slower, which gives him more
time to process what he reads, which improves reading comprehension. Plus, he's not
only seeing the words, he's hearing them, too. You can also take turns reading aloud.
Provide the right kinds of books. Make sure your child gets lots of practice reading books
that aren't too hard. She should recognize at least 90 percent of the words without any
help. Stopping any more often than that to figure out a word makes it tough for her to
focus on the overall meaning of the story. Let pupils reread to build fluency. To gain
meaning from text and encourage reading comprehension, your child needs to read
quickly and smoothly - a skill known as fluency. By the beginning of 3rd grade, for
example, your child should be able to read 90 words a minute. Rereading familiar,
simple books gives your child practice at decoding words quickly, so she'll become more
fluent in her reading comprehension.
encourage pupils to talk to the teacher. If your child is struggling mightily with reading
comprehension, he may need more help with his reading — for example, building his
vocabulary or practicing phonics skills.
Teachers must conduct supplement class reading. If your child's class is studying a
particular theme, look for easy-to-read books or magazines on the topic. Some prior
knowledge will help her make her way through tougher classroom texts and promote
reading comprehension. Teachers should talk about what he's reading. This "verbal
processing" helps him remember and think through the themes of the book. Ask
questions before, during, and after a session to encourage reading comprehension
(Parent and Child Magazine).

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 III. RESEARCH QUESTIONS

Statement of the Problem

The K to 12 Basic Education Program, the Department of Education (DepEd)

implemented “Every Child A Reader Program” (ECARP), through DepEd Memorandum
No.402.s.2004 and Administrative Order No. 324. This aims to teach public elementary
pupils with planned training in reading and writing to make them independent young
readers and writers.Reading Program to all Zanorte Schools, However, it appears on
school level observations at Doña Cecilia Elementary School that pupils remain to have
poor comprehension skills despite of all remediation strategies and activities it gives, and
this account for the low academic performance of pupils of Doña Cecilia Elementary
School. This alarming condition requires to be dealt for that reason.

Research Questions

The following research questions are raised to guide the study:

1. What comprehension skills are the strengths and weaknesses of the Grade 4
Kolibugan pupils of Doña Cecilia Elementary School?
2. What is the proficiency level of the Reading comprehension skills of the Grade 4
Kolibugan pupils of Doña Cecilia Elementary School?
3. Is there a significance difference in the reading comprehension skills of Grade 4
Kolibugan pupils of Doña Cecilia Elementary School when grouped according to
gender?

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 Research Hypotheses

From the research questions raised in the study, the following null hypotheses were
formulated to guide the researcher in the collection and interpretation of experimental
data:

Ho1: There is no significant difference between the mean score of Kolibugan male and
female of Grade 4 pupills of Doña Cecilia Elementary School.

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 IV. SCOPE AND LIMITATION

This study focuses on determining the comprehension skills that are identified as
strengths and weaknesses of the Grade 4 Kolibugan Pupils and determining the
proficiency level of their comprehension skills in English Context as basis for
development of enhanced school reading intervention program.

The result of the study will be limited by the scope of the prepared and validated
instrument that focuses on testing the pupils’ ability on summarizing, sequencing,
comparing and contrasting, drawing conclusions, and finding the main idea and
supporting details as major sub-skills of comprehension skills.

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 V. METHODOLOGY

a. Sampling Procedure

The study will utilize a research instrument that is prepared and devised by the
researchers and is validated by experts. In deciding the subjects and number of
respondents who will participate in the study, the researchers will consider the time,
resources available and research questions. The researcher will first determine the total
population of Grade 4 Kolibugan Pupils of Doña Cecilia Elementary School. Next, the
researcher will get a list from the Grade 4 adviser of Doña Cecilia Elementary School.
The list of pupils submitted by the classroom adviser will be consolidated. From this, a
stratified sampling technique will be employed where gender as the stratum.
Furthermore, the sample size will be calculated using online research sample size
calculator at 99% confidence level and 5% margin of error.

b. Data Collection

Research Instrument

The instrument that will be utilized in the study is known as Reading

Comprehension Skills Test (RCST) originally devised by the researchers. The
questionnaire was validated by experts to improve its language, style, format and
content. The test – retest reliability was utilized to ensure the reliability of the Test where
it was pilot tested to 10 students and generates 0.7 correlations.

In utilizing the instrument, the respondents will be asked to indicate their name,
grade level, gender and school. Also, they will answer the test in 20 minutes.

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Data Collection Procedure

Before the conduct of the study, the researcher requested permission from the
Schools District Supervisor of Sirawai district and Indigenous People Chairman thru a
written permission to conduct the study starting the Second week until the last week of
November year 2017.

The test will be administered by the researchers themselves and data results will
be encoded in excel format by the School ICT Coordinator and will be checked by the
teacher-researchers in terms of the accuracy of the encoded data. The teacher –
researcher will take a final checking of the inputted data for quality assurance prior to
data analysis.

c. Ethical Issues

For the protection of human respondents specifically Kolibugan pupils who will
participate in the study informed consent, the students who participated in the study was
given clear and sufficient information on the aspects of study at hand. Students who will
voluntarily participate in the study will be asked to sign the informed consent form
attached herein. (Please see the appended inform consent form). The researchers
administered and collected the instrument from the respondents during regular class
session with consent from their subject teachers and of the Indigenous People
Chairman.

d. Data Analysis

The collected data from the subject completed Reading Comprehension Skills Test
will be entered and encoded by the School ICT Coordinator and will be checked by
the teacher - researchers themselves. Final validation of the encoded data will be
done by the Principal Researcher for quality assurance. The data collected will be
analyzed through Descriptive Statistics involving Mean Percentage Score (MPS) to

17
answer the first and second research questions respectively while the t-test will be
used to answer the fourth research questions and will test the formulated null
hypotheses and analyze the variance.

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 VI. WORK PLAN

Below is the matrix showing the plan of activity to be conducted, persons

involved in the completion of the activity and the target date of completion.

PERSONS
ACTIVITIES TARGET DATE STATUS
INVOLVE
Reproduction of the
November 6 – 8 To be
Reading Comprehension Researchers
2017 completed
Skills Test
November 9 – 10 To be
Administering the Test Researchers
2017 completed
Researchers
Analysis of data gathered,
November 13 – To be
documentation, encoding
School ICT 17, 2017 completed
and inputting data
Coordinator
Researchers
Completion, printing, and
November 21, To be
evaluation of research
District Research 2017 completed
paper
Committee
Researchers
Submission of result and November 27, 28, To be
Consultation Division Research 2017 completed
Specicalists

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 VII. COST ESTIMATES

UNIT ESTIMATE
ACTIVITIES PARTICULARS QUANTITY UNIT
COST COST
Bond Paper ( 8 x
Reproduction of 1 Ream 150 php. 150 php
11)
the Reading
Comprehension
Ink 70ml (all
Skills Test 4 bottle 260 php 1,040 php
colors) (Epson)
Administering
the Test - - - - -
Analysis of data
gathered,
documentation,
encoding and _ _ _ _ _
inputting data
Completion, Bond Paper ( 8 x 1 Ream
printing, and 11)
150 php. 150 php
evaluation of
research paper
Submission of
Result and - - - - -
Consultation

GRAND TOTAL COST 1,340 php

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 VIII. ACTION PLAN

The findings of the study will be presented to the school level research caravan who will
give teachers, PTA officers and school administrator an understanding of the importance
of developing an optimum comprehension skills in the reading ability of the pupils.

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga del Norte
SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE
Sirawai District
DOÑA CECILIA ELEMENTARY SCHOOL

ENHANCED READING INTERVENTION PROGRAM (ERIP)

(ACTION PLAN)
S.Y. 2017 – 2018
Phases of GOALS/ ACTIVITIES/ PERSONS RESOURCES TIME SUCCESS
Institutionalizati OBJECTIVES STRATEGIES INVOLVED NEEDED FRAME INDICATOR
on
PHASE 1:
Pre –
Implementation
To select and Classification and Reading PHIL – IRI Dec 4- Level of Support
SELECTION identify selection of students to Coordinator, Results 8, 2017 to the Program
( Selection of pupils to be undergo reading Reading
pupils to be undergone interventions teachers, PHIL- IRI Handed list of
remediated) enhanced Principal, Formulation pupils to undergo
Reading Utilizing the result of the selected Procedures intervention
Intervention conducted PHIL-IRI pupils
Program

Dec 11
ORIENTATION / 12,
( Orientation and To give 2017 Level of
Introduction of orientation on Information Reading Letter to Acceptability
the one – week the nature, dissemination via letter Coordinator parents
remedial reading scope, and of permission and
program) rationale of personal conversation to Selected Contact Signed consent
the enhanced parents whose child is pupils numbers (agreeing)
reading involved in the program Parents
intervention Handouts
program to Reading
pupils and program
parents for teachers
acquaintance
and to arouse Principal
students love
for reading

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 PHASE 11: To diagnose Giving pre-tests Reading Reading Jan 4 -
Implementation and assess the involving sub-skills of Coordinator, Comprehensio 5, 2017 Reports on
Proper reading and reading comprehension Reading n Skills Reading
comprehensio (varied tests each grade Teachers and Diagnostic Diagnosis
CONDUCT n levels of the level) pupils Test involving
( Actual pupils. involved its sub-skills
Implementation Maximum
of the Remedial Adoption of the Reading -Dolch’s participation of
Reading Intervention such as: Basic sight Jan. 8- pupils
Program) To increase 􀀹 Word Wall Reading words 12,
the reading 􀀹 A Page A day Coordinator -Word games 2017
speed of the 􀀹 SRA (word domino
pupils Reading etc.)
Teachers - -Reading
pupils exercises
-Others
Stories,
fables, list of
words and etc.
Letting pupils read the given by the Level of
prepared texts aloud Reading participation
where teacher also takes Coordinator
To enhance turn to read Principal, and Reading
and increases reading Teachers
reading teachers,
comprehensio Providing the right kinds adviser, January Maximum
n skills of books and reading parents (at Variety of 15 – participation of
of pupils by practice books home) - interesting Februar pupils involved
engaging pupils stories y 9,
them to a 2017
cautiously – Stopping and rereading
prepared and Reading
varied teachers- Monitorial report
reading Encouraging pupils to pupils Books of reading
activities and talk to the reading suitable for teachers and
strategies. teachers Reading each grade reading
teachers, level (no. of coordinstor
coordinator, words)
Vocabulary building and principal-
phonics practice pupils

Reading
teachers,
advisers,
coordinator –
pupils
Discussion on what has
read by the pupils
(basketball questioning) Reading Computer
Questioning approaches coordinator, games:
- Thinking time reading hangman,
- Time-out teachers, picture word,
- Conscripts advisers, secret word…
and volunteers parents-pupils
- Phone a friend
- Hot-seating
- Mantle of the
expert
- Others Reading kits

Fish bowl
Activities on the different with follow –
sub-skills of reading up questions
comprehension
(summarizing,
sequencing, comparing
and contrasting and Reading
etc…through Graphic coordinators,

22
 organizers and modules teacher/advis
er - pupils

Computer assisted
Instructions and activities Reading
for Reading coordinators, Graphic
Comprehension Skills teacher/advis organizers
er - pupils
Story maps

ADDITIONAL Modules
STRATEGIES-------

SQ3R - Survey, Software on

Question, Read, Recite, Reading
Review Comprehensio
n
Reading Contest with (downloaded Februar Report of the fast
comprehension and well- y 12 - learner pupils
verified by 16,
experts) 2017
To encourage
a sense of Pairing of slow learners Pupils
responsibility to fast learners (Pair undergoing
for one’s Reading) Intervention,
own progress Reading Checked Activity
Coordinator – outputs/ sheets
by grade level
Activity Parent’s or
sheets Family member
positive feedback
Audio assisted reading Identified fast and report on
readers pupils Reading piece home-based
with enough (draw lots) reading
comprehensio
 Guided n skills – Checking of
reading struggling stories read at
 Embracing readers Prepared home
reading even reading
when at home materials Satisfactory in
with the Analytic Scoring
guidance of e-classroom Rubric
parents, Teacher /
sisters or teaching aid
brothers and and pupils
etc. using a
right kind of parents,
selection – brother, Audios
interesting sister or any
and relatable family
to real –life members at
experiences. home Compiled
stories with
questions
suitable for
the pupils and
relatable to
pupils real life
experiences

Sheets where
the parents
will affix their
signatures as
proof that
their child
read the
stories at
home and
answered the

23
 questions.
PHASE 111: CULMINATING
Post – ACTIVITIES (Reading
Implementation Festival) Report on Mean
 Reading Selected Reading speed
FINAL To assess the Contest by pupils Februar level and
ASSESSMENT improvement Grade Level Furnish y 19 – comprehension
of the pupils’ with English post 23, level
reading speed comprehensio Coordinator reading 2017
and reading n test: oral
comprehensio Principal reading Documentations
n skills  One – one and pictorials
reading Reading Reading
assessment teachers piece Results on the
with different
comprehensio comprehension
n (draw by sub-skills
luck) contests

-Summarizing contest
-Sequencing contest
-Finding main idea cont.
-Etc.

PREPARED BY:
RECOMMENDING APPROVAL:
IKE B. SAMUEL
CECILIA A. MAGHANOY

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 X. REFERENCES

https://www.det.nsw.edu.au/eppcontent/glossary/app/resource/factsheet/4085.pdf

evancedsolutions.com/wp.../Factors_Affecting_Reading_Ability_White_Paper.

http://www.readingrockets.org/article/what-research-tells-us-about-reading-
comprehension-and-comprehension-instruction

apjee.usm.my/APJEE_29_2014/Art%205(81-94).p

http://www.philippinesbasiceducation.us/2015/07/poor-reading-comprehension-skills-
and.html

http://local.lsu.edu.ph/institutional_research_office/publications/vol.16no.1/3.html

Al Khateeb, O. (2010). The Impact of Using KWL Strategy on Grade Ten Female
Students' Reading Comprehension of Religious Concepts in Ma'an City. Retrieved
August 10, 2010 from World Wide Web http://www.eurojournals.com/ejss_12_3_14.pdf.

Atienza, L. (2002). Basic Communication and Thinking Skills.Bulacan: Trinitas

Publishing Inc.

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Baraceros, E. Ph.D. (2005). Communication Skills. Improving Study and Thinking Skills.
Quezon City: Rex Printing Company Inc.

Jaum, V. (n.d.) Mental Ability, Gender, and Reading Comprehension in Relation to

Pupils‟ Achievement in Mathematics. Retrieved September 17, 2010, from
http://www.hnu.edu.ph/main/publication/kinaadman/03 20061731.pdf

Learning Rx Center. (1995). Reading to Achieve Reading Comprehension. Retrieved

November 7, 2010 from World Wide Web
http://www.learningrx.com/readingcomprehension. htm

Ono, L., Day, L., Harsch. (2004). Tips for Reading Extensively. English Teaching Forum.
Pp. 12-16.

Ozdemir, A. (2010). The effect of reading comprehension abilities primary school

students over their problem solving achievement. Retrieved October 10, 2010, from

Estranovskaa, et,al. Dynamics of Reading Comprehension skills in Linguistic

Intervention programme. Lumen 204

Gillaco,M. Level. Level of Word Recognition and Reading Comprehension: A Basis for a
Reading Program. Asia Pacific Journal of Education, Arts and Sciences | Vol. 1, No. 5 |
November 2014

Protacio,Maria. A Case Study of Reading Instruction in a Philippine Classroom. Western

Michigan University, [email protected]. 2013

http://www.academia.edu/30400257/Reading_Rate_and_Reading_Comprehension_amo
ng_Grade_Three_Students

Spearritt, D. Identification Of Sub-Skills Of Reading Comprehension

By Maximum Likelihood Factor Analysis, 1972

Cimmiyotti, C.B. (2013). Impact of Reading Ability on Academic Performance at the

Primary Level. Master's Theses and Capstone Projects. Paper 127. Accessed from

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http://scholar.dominican.edu/cgi/viewcontent.cgi?article=1126&context=masterstheses
on November 10, 2015.

https://poseidon01.ssrn.com/delivery.php?ID=0120171030060661111190260851240640
2711307802906505805803009001502800412300508510212510701606203811806309
6015080113101086065017029080030038029122007001022029114022071077008008
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07125066&EXT=pdf

http://www.scholastic.com/parents/resources/article/developing-reading-skills/improve-
reading-comprehension

Appendix A
Research Instrument

Reading Comprehension Skills Test (RCST)

Directions: This is a Reading Comprehension Skills Test (RCST) designed to test your
reading comprehension skills. Kindly read and understand the questions below then
write your answer in the answer sheet provided. You have 20 minutes to finish the
examination.

NAME: __________________________________ GRADE: _________

SCHOOL: ________________________________ GENDER: ________

Hey! This test is to examine your comprehension skills specifically

Summarizing, Sequencing, Comparing and Contrasting, Drawing
Conclusions and Finding the Main Idea. 20 MINUTES will be allotted.

Please read the selections and passages carefully and answer

each item honestly and correctly.

Antonio was called by his mother to the yard. His mother showed him
plants that had dried. His mother had told him to take care of the
plants. But Antonio did not obey her. He had not watered the plants
Antonio felt bad about it because he know he was at fault.

27
 1. Why did Antonio feel bad when his mother showed him
the dried plants?
a. Antonio took care of the plants but they died.
b. Antonio did not clean the yard very well.
c. Antonio did not obey his mother.
d. Antonio did not go home on time.

One day Ruben got sick. He stayed in bed and rested. He did not go to
school. How did not go to school. How he wished he could go to school
and study with his classmates.

2. Why did Ruben stay home?

a. He was not feeling well.
b. He didn’t do his homework.
c. He didn’t want to go to school.
d. He wanted to play with his classmates.

3. Read the sentences below and decide what is the correct

order of the events. Choose the letter that shows the correct
order of events.

1. I don't want to eat pizza again for a long time.

2. I ate ten pieces of pizza.
3. Later that night, I got sick.
4. I felt very full.

a. 4, 2, 3, 1
b. 1, 2, 3, 4
c. 2, 4, 3, 1
d. 4, 1, 3, 2

4. Read the statements below and arrange the order of events.

Choose the letter of the correct answer.

1. Nilo was playing with his brother at the park.

2. It was a cloudy day.
3. Suddenly, a heavy rain fell.
4. Nilo and his brother got wet.

a. 1,2,3,4
b. 4,3,2,1
c. 2,1,3,4

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 d. 3,2,1,4

Read the following selection and answer the question that follows.

Mary and Tracey are twin sisters. They are fourteen years of age.
There are many things that they have in common. Mary loves to listen
to music, and Tracy likes music also. Mary likes inspirational music,
and Tracey hip hop. Both girls attend Mount Washington Lake Middle
School. They get good grades and work hard to learn. Mary has a
temper, and very often fights with her peers, but Tracey is very quiet
and passive. Tracey never fights with anyone. Mary scores really well
on tests, but Tracey gets very nervous during tests and sometimes
doesn't score very well. Tracey can read and write fluently, but just
struggles with taking test. Mary wants to be an astronaut when she is
older, so she studies a lot of math and science. Tracey wants to
become a biologist, so she studies math and science also. Both girls
live with their mother and father in a small family home.

5. Based on the selection, how do Mary and Tracey differ from

each other?

a. Mary performs well in class while Tracey is not.

b. Mary studies math and science while Tracey studies English
c. Mary wants to be an astronaut while Tracey wants to become a
biologist.
d. Mary loves to listen to music, while Tracey does not.

6. What characteristics do they have in common?

a. Being quiet
b. Being passive
c. Being quarrelsome
d. Being music lover

One evening, Isabel saw a beautiful insect fly around and around
a lamp. “Is that a butterfly, Mother? ‘ Isabel asked.
“No, it is not a butterfly. It is a moth,” Mother answered. Look at
its body. It is small and its wings are open even when it is at rest. A
butterfly’s body is long and thin. Its wings are folded when it is at rest.
The month flies to the light at night.”

29
7. What conclusion can be drawn from the selection?
a. A butterfly is more beautiful than a moth.
b. The moth and the butterfly differ from each other.
c. The moth and the butterfly have the same characteristics.
d. Mother and daughter do not know what moths and butterflies are.

It was news story time. The third grade class was sharing important
news of the day. Linda stood up and said, “Look at the newspapers
today. Our Filipino dancers are in the papers. They were well-liked by
the audience. The most beautiful Filipino dances were presented.

8. What conclusion can be drawn from the paragraph?

a. Filipinos are good story tellers.
b. Filipinos are talented in dancing.
c. Filipinos love to read newspapers.
d. Filipinos are well-loved by other people.

Do you enjoy ice cream? Many people over the ages have enjoyed ice
cream. The ancient Greeks ate snow mixed with honey and fruit. It
really took off as a dessert in the 18th century. Today, people all over
the world enjoy the wonderful taste of ice cream.

9. What is the main idea of this passage?

a. The Ancient Greeks ate a version of ice cream.

b. Ice cream has been around a long time.
c. Ice cream was popular in the 18th century.
d. Many people eat ice cream.

The sun is some ways away from Earth. It may not seem that far when
you look at it in the sky. However, it is so far away that it takes eight
whole minutes for the light from the sun to reach us on Earth. And yet,
it is still far closer than any other star in the universe.

10. What is the main idea of the passage?

a. The sun is far away from Earth.

b. The sun’s light takes eight minutes to reach Earth.
c. The sun appears closer than it is.
d. There are suns across the universe.

30
 _________________________________
Signature of Taker over Printed Name

Appendix B

Table of Specification of the Research Instrument

COMPREHENSION SKILLS
Finding
Comparing
Items Drawing the
Summarizing Sequencing and
Conclusions Main
Contrasting
Idea

1 

2 

3 

4 

5 

6 

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 7 

8 

9 

10 

Approved by:
CECILIA A. MAGHANOY
ESP - 1
APPENDIX C

Informed Consent Form

INTRODUCTION

We are Cecilia A. Maghanoy, Ike B. Samuel, and Mhosin C. Martinez, teacher-

researcher of this institution. I would like to request your voluntary participation in a

research study. Please take time to read the information below before signing this

consent form.

PURPOSE OF THE STUDY

We are inviting you to participate in the study because we would like to know the

The reading comprehension skills among Grade 4 Kolibugan pupils of Doña Cecilia

Elementary School. As Grade 4 pupils, you are perfectly fit to be the subject of the study.

32
PROCEDURE

You will be asked to answer 14 - items Reading Comprehension Skills test. The

result of the test will be used as primary data needed to answer the questions of the

study at hand.

POTENTIAL RISKS AND DISCOMFORTS

There are no identified risks in participating in the study. However, if you feel

some discomforts in participating the study please notify the teacher-researchers.

POTENTIAL BENEFITS

This research will help to increase your level of comprehension skills on English

Language Context. Thus, your participation will help increase your level of

understanding regarding the conduct of basic research.

CONFIDENTIALITY

Any information obtained in connection with the study and that can be identified

with you will remain confidential and will be disclosed only with your permission. The

data gathered from the test will remain anonymous and will be coded using letters.

33
 The data obtained from the study will be stored in researcher’s office in a locked

cabinet. The data will be kept there for approximately six years after the study has

completed and then these will be destroyed.

No information will be released that will determine your identity when the result of

the study is published or presented in conferences.

RIGHTS OF RESEARCH SUBJECTS

Your participation in this study is voluntary; you may withdraw your consent

anytime and discontinue your participation without penalty. If you have any questions

about the result of the study and your rights as study subject please see or contact the

teacher-researcher.

IDENTIFICATION OF THE RESEARCHERS

If you have any questions about the research, please feel free to contact the

researcher/Principal Investigator at the following mobile digits: +639972043039 or reach

us through the following information:

CECILIA A. MAGHANOY

DOÑA CECILIA ELEMENTARY SCHOOL

Sirawai, Zamboanga del Norte

Mobile: +63926004534

34
IKE B. SAMUEL

DOÑA CECILIA ELEMENTARY SCHOOL

Sirawai, Zamboanga del Norte

Mobile: +639972043039

Email: [email protected]

MHOSIN C. MARTINEZ

DOÑA CECILIA ELEMENTARY SCHOOL

Sirawai, Zamboanga del Norte

+639161432037

CONSENT

Your signature below confirms that you have decided to volunteer as a research

subject for this study, and that you have read and understood the information provided

above.

Subject’s Name:_____________________________

Subject’s Signature:__________________________

Date Signed: ___________________

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36