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PARM: A Classroom-Based Reading Intervention Program

Kelvin B. Esposa
Department of Education
[email protected]

CONTEXT AND RATIONALE

Reading has a vital role in the learning process. It is one of the macro communication

skills that can be correlated to the students' academic performance. Most of the activities and

tasks in all the content areas require the students to read. It is a mandatory skill that will help the

students to connect with their lessons. In the actual learning context, these struggling readers will

not understand the concepts, and they will fail to attain the learning competencies expected of

them because of a lack of skill in reading. In connection with the Education for All Agenda, it

aims to expand and improve comprehensive early childhood care and education. It ensures all

school-aged children have access to quality and free education.

As mentioned earlier, the perspectives are also linked to the initiative of putting up a

reading intervention that will help alleviate these struggling readers' reading status. Further, the

baseline of this problem is rooted in the Philippine Informal Reading Inventory (Phil-IRI)

Report. Based on the collated report last school year 2018-2019, it was revealed that 20% of the

junior high school students got a failing score in Reading Comprehension. It was averred that

25% of the total population of the students were classified as struggling readers. The

stratification of the term "struggling reader" falls under the frustration level. Technically, the

frustration level reflects the incapacity of the students to read and understand texts.

Non-readers, as a level, are classified as another critical issue. In this study, those

students in the frustration level are the focus. This term is used for students who got low scores

both in oral reading and reading comprehension tests. For Grade 10 alone, 33% are classified as
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struggling readers, which seems alarming for the reading teachers, especially English teachers.

This may lead to an increase of non-readers. It can infer from the data that these students need

special attention. If they are not performing well in the subject of English, these students will

have a hard time understanding English's pragmatic stance as their second language.

If we are going to analyze, numerous factors may affect this issue. Reading is not a single

competency. There are considered sub-skills that should be emphasized, such as extensive sight

vocabularies, decoding, comprehension, word meanings, and other essential component skills

that help a student to read. Based on the Gap analysis that was initiated before the

conceptualization of this research, there should be enough training for the English teachers to

handle the struggling readers. Moreover, there is no enough time allotted for struggling readers

due to the teachers' plethora of functions.

Furthermore, no specific plans and remediation activities are implemented in the English

subject intended for reading to cater to these struggling readers' needs. This is to strengthen the

Department of Education's existing programs in line with uplifting the Reading capacity of the

Filipino youth. DO 18, s. 2017 — Guidelines on the Utilization of the 2016 Every Child a

Reader Program Funds for the Early Language, Literacy and Numeracy Program: Professional

Development Component.

In line with Item four of President Duterte's Sustainable Development Goals (SDG),

which focuses on ensuring inclusive and equitable quality education and promote lifelong

learning opportunities for all, the Department of Education (DepEd) remains steadfast in

strengthening its reading program through the implementation of the Early Language, Literacy,

and Numeracy Program and delivering quality education among Filipino learners. 2. The

program's purpose is to develop in Filipino children literacy and numeracy skills and attitudes
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that will contribute to lifelong learning. With this, the Department's goal is to improve the

literacy and numeracy skills of Kindergarten to Grade 3 learners following the K to 12 Basic

Education Curriculum by establishing a sustainable and cost-effective professional development

system for teachers. 3. In this connection, the Guidelines on the Utilization of the 2016 Every

Child a Reader Program (ECARP) Funds for the Early Language, Literacy, and Numeracy

Program: Professional Development Component are enclosed. These guidelines shall cover the

expansion of the program's professional development component described in DepEd Order No.

12, s. 2015 entitled Guidelines on the Early Language, Literacy, and Numeracy: Professional

Development Component.

The idea of having a reading intervention is very timely. Through the effort with the

School Administrator's supervision, this research will be able to provide a research-based

solution to the problem in reading. Setting up a reading intervention is not difficult and not even

accessible. There are existing reading strategies, techniques especially built for the struggling

readers. The concept will be tested in school using different classroom activities starting from the

diagnostic assessments on Reading, Management of the Reading Profiles of the students in

Maypangdan National High School, and research-based activities to hone the skills of the

students to read especially designed for struggling readers. If we are going to scrutinize the

underpinning issue of reading, we can say that it is essential to take the necessary actions.

A lack of comprehension frequently leads to additional problems for youngsters. Ocampo

(1997) determined that students with poor reading skills often have lower self-esteem, encounter

more disciplinary difficulties, and are less likely to graduate than more adept readers. Oral

fluency and reading comprehension are the target skills of the reading laboratory. Students will

be trained on how to develop their fluency in reading and their reading comprehension. The
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exemplification above is the reality in different public schools, including Maypangdan National

High School. This study will help the classroom teachers to enhance the learning capacity of the

learners. Reading is a vital tool for learning across all subjects in Junior High School.

Reading intervention is not new in the contemporary world of education. This study is a

classroom-based intervention and the modification of other existing reading intervention

provided with critical pedagogies to formulate a specific solution to the present problem in the

researcher's context. This intervention will follow a particular process to immerse the students

and hone their oral fluency and reading comprehension skills.

INNOVATION, INTERVENTION OR STRATEGY

The Peer-Assisted Reading Model (PARM) is a classroom-based reading intervention

that addresses every student's different reading needs. This cooperative reading method pairs

students together and gives them the roles of a "Coach" and a "Player."

The first step towards implementing PARM as an intervention in the classroom is to

obtain a baseline of the students' reading strengths and weaknesses. They are then ranked

according to their reading skills and abilities. This information is used to form student pairs

carefully- a student with a higher achievement/skill rating is paired with a student who has a low

or average score.  The pairing is put into place to encourage students to learn from each other

through teaching and practicing. Information regarding the students' reading skills will be lifted

from the Phil-IRI Pretest of School Year 2019-2020. 

The implementation of the said intervention will last up for two months. Following the

principle of Reciprocal Teaching, each student takes turns being a Coach and a Player. Coaches

are instructed to observe, assist, and provide constructive feedback to the Player (Reader) and are
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even given guidelines to follow. The pairs are regularly shuffled to allow students to learn and

interact with others.

The PARM technique is a 25 35- minute activity, conducted at least 2-4 times a week. It

enables students to participate in various activities and allows them to observe, supervise, and

facilitate the activity.

To test the intervention's effectiveness, a posttest reading inventory shall be conducted a

week after the implementation of the program and will be compared from the pretest result. Both

pretest and posttest oral reading measures were collected using the Flynt Cooter Reading

Inventory for the Classroom (RIC), Flynt and Cooter, 2004.

From the pre-and posttest passages, a reading rate in words-per-minute (wpm) was

calculated. The procedure for determining wpm involved recording miscues as the student read

the passage out loud while being timed for one minute. Miscues were subtracted from the "gross"

wpm to determine a "net" wpm. This same methodology for wpm calculation was conducted for

each day of the repeated reading intervention.

ACTION RESEARCH QUESTIONS

The following questions will be the mainstay of the research in uplifting the level of

proficiency of grade 10 students/struggling readers:

1. What is the level of reading performance of Grade 10 Mendel before and after being

immersed in the Peer-Assisted Reading Model?

2. Is there a significant difference in the reading performance of Grade 10 Mendel in

their pre and post-assessments in reading?

3. What are the experiences encountered by the student participants in Peer-Assisted

Reading Model?
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4. Based on the teacher participants experiences, what improvement can be made to

the Peer-Assisted Reading Model, which may help improve students' reading level?

ACTION RESEARCH METHODS

Research Design

The study employed explanatory sequential mixed-method as a research design. An

explanatory sequential mixed-method will be used to explain some trends, findings, and or

patterns found in the quantitative phase.

According to Creswell and Plano Clark (2011), an explanatory sequential design consists

of first collecting quantitative data and then collecting qualitative data to help explain or

elaborate on the quantitative results. This approach's rationale is that the quantitative data and

results provide a general picture of the research problem; more analysis, specifically through

qualitative data collection, is needed to refine, extend or explain the general picture.

Sampling Method/Research Participants

Research participants are the 20 Grade 10 Mendel students of Maypangdan National

High School, officially enrolled for School Year 2019-2020.

A purposive sampling method was used in choosing the research participants. Results

from the Pretest PHIL-IRI report served as a basis in selecting the research participants. Upper

10 and bottom ten students were selected as research participants and shall be immersed in the

intervention PARM and paired according to the level of strength and weakness in reading.

Data Gathering Method

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A letter of permission was submitted to the Division Office, explicating writing the

research as approved by the School Head of Maypangdan National High School.

The researcher informs the participants regarding the probing and how much their

involvement in the study. With this consent, an interview was scheduled based on the

participants; availability and ease. Before their participation and engagement in the study, the

researcher informed the participants of their right to withdraw from the study (Oates,

Kwiatkowski, and Coulthard, 2009).

Participant's anonymity was held highly protected as personal information. Data from the

respondents were kept from other researchers to guarantee confidentiality and anonymity. In this

study, instead of names, codes were used.

Data Analysis Plan

Data elicited from the participants were tallied, computed, and treated using appropriate

statistical tools.

For the Quantitative part:

1. Frequencies and percentages were utilized in identifying and describing the

profile of the respondents.

2. The researcher employed t-test set at 0.05 level of significance was computed

to test the significant difference between the pre-assessment and post-assessment (before

and after the immersion of the struggling readers to Reading Laboratory)

For the Qualitative part:

1. Transcription of actual interviews was analyzed in connection to the

statement of the problem.

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2. Focus-group discussions were documented, especially among student

participants and teacher-researcher, on the perusal of the Peer-Assisted Reading Model

(PARM). The purpose is to identify the areas of challenges on its implementation and

especially about the behavioral aspect scrutiny of the struggling readers as to how they

interact with the implemented intervention.

Ethical Issues

To lessen the bias judgment in the course of the study, the researcher employed the

reflexive bracketing method. Though the study's main method is mixed-method, reflexive

bracketing is more appropriate in Interpretative Phenomenological Analysis (IPA). But, in the

same way, this method was used to bracket researchers personal judgements and biases that

would likely lead to lessen the validity of the study.

RESULTS AND DISCUSSIONS

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This section discusses the study results in determining whether the Peer-Assisted

Reading Model (PARM) could help increase the reading performance of Grade 10 students in

Maypangdan National High School, Borongan City Division.

Table 1. Reading Speed Performance of Grade 10 Mendel Before and After PARM

Participant Pretest (wpm) Posttest (wpm) Change

1 127 150 23
2 75 90 15
3 45 53 8
4 99 120 21
5 60 80 20
6 60 73 13
7 160 210 50
8 45 70 25
9 110 130 20
10 75 100 25

Mean 81 102.89
SD 37 46.99

The unit of analysis was each student's word per minute (wpm) score. Before the

implementation of the intervention PARM, participants had their diagnostic reading test with

their teacher. One of the variables measured in diagnostic reading is the reading speed. Word per

minute (wpm) scores of each participant were recorded and served as initial findings. After a

series of reading with a peer as an intervention in the study, participants once again had their

final reading test. Recorded wpm score of the participants served as final findings. As shown in

the above table, the mean wpm score of the participants before implementing PARM is 81, while

the mean wpm score after the implementation of the intervention is 102.89 (Table 1). This

measure indicates a mean score change of 21.89 wpm for the study group. All participants

showed a mean score increase after implementing the "Peer-Assisted Reading Model" (PARM).
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Table 2. Number of Miscue of Grade 10 Mendel Before and After PARM

Participant Pretest Posttest Change

1 25 9 -16
2 38 16 -22
3 42 39 -3
4 32 12 -20
5 40 16 -24
6 38 36 -2
7 18 5 -13
8 50 20 -30
9 30 14 -16
10 37 16 -21

Mean 36.11 19.33

SD 8.89 11.10

The unit of analysis for this measure was the number of reading miscues made during

each passage. Miscues were recorded during diagnostic reading prior to the implementation of

the intervention (Table 2). The mean number of miscues before PARM was introduced was

36.11, while the mean number after PARM miscues were 19.33. The mean change for the study

group was a decrease of 20.89 miscues. A Pearson correlation of 0.624 was found to be

statistically significant for miscues at p < 0.01. All students in the study group except two,

showed a decrease in a number of miscues before and after the implementation of the

intervention.

Table 3. Reading Comprehension Performance of Grade 10 Mendel Before and After PARM
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Participant Pretest Posttest Change

1 30% 75% 45%
2 15% 40% 25%
3 10% 15% 5%
4 20% 60% 40%
5 10% 30% 20%
6 10% 20% 10%
7 40% 90% 50%
8 10% 30% 20%
9 25% 65% 40%
10 20% 50% 30%

Mean 18% 44%

SD 10% 24%

On this part, reading comprehension was measured. The unit of analysis for this measure

was the percentage of items correctly answered over the total number of items in a passage-

specific comprehension test (Table 3). The mean comprehension score prior to the

implementation of the intervention PARM was 18%, while on the other hand, the mean

comprehension score after the intervention PARM was 44%. A mean change of 26% suggests

that the group had increased their comprehension level. A correlation level of 0.966 was found

to be significant for comprehension score at p< 0.01.

Table 4. Result of significant difference in the reading performance of Grade 10 Mendel before
and after PARM
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a. Reading Speed

Mean SD t-value t-critical Interpretation

Before
85.6 37.8
PARM
7.482 2.262 Significant
After
109.6 44.43
PARM
 Significant at df=9, a= (0.05)

The "Peer Assisted Reading Model" intervention appeared to improve the reading speed as

measured by the Flynt-Cooter RIC at pretest and posttest for Grade 10 students.

The increase in reading speed over each weekly period generally increased for the first four

days and then would often either slow or stop altogether. This finding concurs with the

recommendation of O'Shea (1985) that after the fourth reading, 83 percent of fluency increase

has been attained. This positive effect on reading speed has important implications for the

classroom teacher as high school teachers spend little time improving students' fluency, although

many struggling readers would stand to benefit greatly from such intervention. Recent findings

by Rasinski and Padak (2005) suggest that a lack of fluency may have contributed approximately

28 percent of the variance in student achievement tests, further underscoring the need for

increasing fluency in middle school students.

Two of the ten study participants demonstrate little change in their reading speed than the

other participants when measured by the pre-test-post-test instrument. Although the present study

cannot detect the reason for this lack of transfer from the weekly peer reading to the post-test

instrument, two possibilities are proffered. First, it can be speculated that there was little to no

word generalization between the intervention passages and the test instrument's narrative

passages. It can be pointed out that this did not affect the other eight study participants. Second,

these two participants consisted of one student at risk of dropping out and a second who tended

to repeat sentences when a decoding mistake was made. Although this tendency had partially
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subsided during the weekly intervention, it returned on the posttest measurement and may have

contributed to the lower reading rate. It may also be that the first two participants required a high

level of explicit instruction and practice and, as such, did not generalize well new learning to

other reading contexts. Over-all, as reading speed is concerned, the “Peer Assisted Reading

Model" helped much in reading these struggling readers' fluency and speed.

b. Number of Miscues

Mean SD t-value t-critical Interpretation

Before
36.11 8.89
PARM
-13.342 2.262 Significant
After
15.22 4.60
PARM
 Significant at df=9, a= (0.05)

As reflected in Table 4b, Peer Assisted Reading Model (PARM) appeared to effectively

reduce reading miscues as measured by recording of miscues on running records.

Participants showed an overall decrease in reading miscues, although, as mentioned

earlier, two students had weeks where miscues increased. Reading miscues are related to the

ability of the reader to accurately apply decoding strategies. In analyzing participant miscues,

several trends appear. First, many of the study participants were unable to decode any part of the

miscued words. Secondly, students would often read only a familiar first syllable of the word

without decoding the second or third syllables, thus misreading the word as a familiar similar,

albeit incorrect, word. Thirdly, several readers would often decode the word completely, but part

of the decoding, such as a middle syllable, would be incorrect.

A fourth area concerns several high-frequency "th" words such as "that,” "their,” and

"then" which four of the study participants would consistently misread and not be able to correct

by the peer. Even during daily reading class, these students continued to misread these words
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throughout the study. One possible explanation for this is that these words had been impressed

incorrectly over time into the reader's automatic recognition structures and are very difficult to

correct. Teachers should keep in mind that the "theory of automaticity" is a two-way street,

meaning that if a word can be correctly learned to the point of automaticity, then a word can also

be learned incorrectly to the point of automaticity (Javier, 2001).

An interesting aspect of this study was how participants had improved their reading

accuracy. Participants enjoyed their peers' company, and so reading with their peers helped much

to read word/s accurately. As student number 7 stressed out:

"… sa totoo lang..ahm, very hate ko talaga it reading…mmm kasi na awod ak na

pagkatatawaan la ak hit akon mga classmate pag mali it akon pag-basa. Uhm, asya na

hmm ge dedere e ko it subject na English" (…honestly, I hate reading for I refuse to be

mocked by my classmates due to my inadequacy in reading. This is the reason why I hate

English subject)

This statement affirms in the study of Nelson & Manset-Williamson (2006) states

"children behind in their reading often have low self-esteem and lack confidence in their

reading" (p.11); Lawrence, 2016 highlighted that this could lead to anxiety, creating an

inhibitory effect and cause children to dislike reading. He also stated that when children have a

negative attitude towards reading and/or low self-efficacy, they tend not to read as frequently as

their fluent peers. This reduces the frequency of practice, which is essential to good reading

progress.

The implications found in this miscue analysis seem to be tri-fold. First, the present study

results suggest that peer-assisted reading is an effective strategy to help the “struggling reader”

sharpen decoding skill and decrease miscues through the intervention's practice. Secondly, peer-
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assisted reading model can help the teacher pinpoint specific, reoccurring decoding problems

experienced by students and peers and then plan appropriate reading intervention material.

Lastly, it appears that certain words are consistently decoded inaccurately by some struggling

readers, despite the attempts of correcting these words by their peers during reading drills. These

words may well require targeted interventions by the teacher beyond peer-assisted reading to

undo the student's incorrect decoding.

c. Comprehension

Mean SD t-value t-critical Interpretation

Before
3.556 2.007
PARM
8.803 2.262 Significant
After
9.556 4.126
PARM
 Significant at df=9, a= (0.05)

As reflected in Table 4.c, it revealed that the study group obtained a higher mean score of

9.556 after implementing the “Peer Assisted Reading Model” than before the study was

conducted as it obtained a mean score of 3.556. Applying the independent t-test set at 0.05 level

of significance, it was found out that the computed t value (8.803) was bigger than the t critical

(2.262). So, the null hypothesis was rejected; hence, there is a significant difference in the

comprehension level after implementing the “Peer Assisted Reading Model.” It can be concluded

there was a positive effect of using the Peer-Assisted Reading Model towards students’ reading

comprehension. Peer-Assisted Reading Model is quite similar to the Peer-Assisted Learning

Strategy (PALS) as an alternative strategy that can be applied in teaching reading. There are

many advantages to applying the Peer-Assisted Learning Strategy (PALS). Lee (2010) defines

Peer-Assisted Learning Strategy (PALS) as the teaching and learning process through peer

interaction and mutual discussion; students can develop communication presentation and
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explanation abilities. It means that PALS activity can build students confidence because the steps

of activity of PALS motivate the students to interact each other, share opinion, and build

communication with their partner. This statement validates then the significant responses from

the respondents, as student number 4 share her experience:

“…nakaka enjoy bawo it pagbasa kasi hmmm…myda ha akon nagtototdo n aka edad

ko la. Waray masayado pressure ngan dire ak na awod pag papaki ana ha iya”. Another,

“Dire makuri pumakiana hit mga words nga dire ko pa naiintidihan or dire ko maaram

ma pronounce kay tapos dama kay magka edad la kami tapos sangkay pa kami. Dire

daman makaarawod pumakiana kay dire ma damo it tawo nga makulaw haemo” (It felt

comfortable I was able to ask some questions without being anxious of drawing much attention

from our classmates and also the fact that she was my friend and being the same age as her it

was less intimidating)

Besides, Peer-Assisted Learning Strategy makes students comfortable and enjoy the

activity because they work with their friends. It makes them feel brave to deliver their opinion

without being afraid if they make a mistake. Also, the activities give all of students feedback

because they have an opportunity to correct their friend’s answer.

5. Experiences encountered by the student participants in the Peer-Assisted Reading

Model

Throughout this research and interview process, several themes began to emerge. These

themes were consistently heard among the participants during the interviews and seen to a

certain extent in the observations. This phenomenological study aimed to understand the
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experiences of the student participants in regards to the Peer-Assisted Reading Model (PARM).

The emergent themes from the interviews are as follows:

a. A good experience in reading

b. Boosts the interests and confidence of the student participants

c. Bond of friendship was developed through reading

The further assessment into the participant‘s experiences and findings reveals common

threads concerning implementing the Peer-Assisted Reading Model (PARM).

a. A good experience in reading

Based on the participants' interview, two participants stated that they had enjoyed the

experience of reading with their peers.

Participant #8

“It was a good experience kay dinamo an ak nahibaroan na words tapos kun paano

ma pronounce hin tama. Han katatapos nam na fefeel ko na damo an akon nahibaroan.”(It

was a good experience because I learned a lot of words and its pronunciation. There was also a

sense of accomolishment when we finished the task.)

Participant #10

“Han tikang makaarawod maat kay dire kami close pero maupay man hiya mag

tutdo haak. Tapos nag enjoy ak kay nagging close kami dara hat na pag assist niya haak.

Damo daman an ak na baroan na bag o na words.” (He was good at peer teaching though it

was uncomfortable to not know each other so well. But eventually we became close as he assists

me and I enjoyed it. I learned bunch of words.)

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From the responses of the students, it shows that they enjoyed the peer reading activity.

b. Boosts the interests and confidence of the student participants

Participant #7

“Okay gala daman mayda time na seryoso kami hin ura ura may ada daman time na

gi lili ya e kami tas nag kikinatatawa kay dire namon aram an ibig sabihin han iba na mga

words, tapos … sa totoo lang..ahm, very hate ko talaga it reading…mmm kasi na awod ak

na pagkatatawaan la ak hit akon mga classmate pag mali it akon pag-basa. Uhm, asya na

hmm ge dedere e ko it subject na English, pero with Peer assisted reading gin build an

akon confidence ngan nagging maupay na ako mag basa and dere na ako na awod…” (It

was fine. There were times we were serious and times we weren't as we laugh at our errors.

Honestly, I hate reading for I refuse to be mocked by my classmates due to my inadequacy in

reading. This is the reason why I hate English subject, but the peer assisted reading it helps me

build my confidence and interests in reading and I am not afraid nor shy to read in class)

Participant # 4

“Nag aagi ak hiton kakurian tungod kay dire makaintindi labi na kay dire makabasa

salit dako an bulig ha akon han peer reading because I am able to read and understand

what I am reading.”… (I experienced difficulties due to the lack of reading ability but with the

peer reading I am able to read and comprehend what I had been reading).

Based from the responses of the student participans it only suggest that through the Peer-

Assisted Reading Model, students had boosts their confidence since their reading ability were
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being honed by their peers. These results are parallel to the study of Andrew and Clarck (2011)

‘Peer-Assisted Learning’-“show that PAL schemes work by addressing fears that many students

have by giving them a sense of belongingness”. With this, it helps to improve the confidence and

motivation to learn of the students.

c. Bond of friendship was developed through reading

Participant #2

”Maupay gad ngani pero mahubya pero dara kay na encourage ak niya na magbasa

permi kami nag babasa hin mga books especially during vacant class. Naging mas close pa

kame and yana nagging bestfriend ko na na hiya.” (It seems good but uninteresting but with

his encouragement we always read books especially during vacant class we go to library and

read books. And through this reading activity, our friendship get even closer.)

Participant # 9

“Maupay ga daman ngin dire laak hat naawod maupay man an iya pag tutdo tas an

ita pag basa haak ako dawla at nga nag iinawod tas nahadlok pag pakiana maupay nala

kay very accommodating hiya and yana naging mas maupay pa an amon pagiging

barkada.”(It was just fine for he teaches well in reading, I was only uncomfortable of asking

because I was shy good enough that he is very accommodating and our friendship get even

stronger)

6. Improvement can be done to Peer-Assisted Reading Model which may help improve
the reading level of students
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It was averred that the validity of the texts in the peer-assisted reading model should be

secured. Instead of adopting texts from textbooks, it is also advisable to craft reading passages.

This will be validated through readability analysis.. It should be implemented from grade 7 to

grade 10 students. Another suggestion is the revision of the framework. Though the activities are

interactive in nature, it is still important to incorporate metacognitive activities that will boost the

readers' critical-thingking skills and strengthen the reading program campaign as suggested in

this study.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This section presents the summary of the findings, conclusions drawn, and the

researchers' recommendations, which helped in answering the research questions posed in this

study.

Summary of Findings
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1. The reading speed performance of selected Grade 10 Mendel students before

implementing PARM is 81 wpm (word/s per minute) and 102.89 wpm two weeks after

the implementation of PARM.

2. Pretest result of selected Grade 10 Mendel students on number of miscues is 36.11 on the

other hand posttest result is 19.33.

3. In reading comprehension of selected Grade 10 Mendel students, the pretest result is 18%

while the post-test is 44%.

4.

4.a. There is a significant difference in the reading performance of selected Grade 10

Mendel students before and after implementing PARM, with t-value of 7.482 and t-

critical of 2.262.

4.b. There is a significant difference in the number of miscue of selected Grade 10

Mendel Students before and after implementing PARM, with t-value of -13.342 and t-

critical of 2.262.

4.c. There is a significant difference in the comprehension of selected Grade 10 Mendel

Students before and after implementing PARM, with t-value of 8.803 and t-critical of

2.262.

5. The participants' experiences show that there is a positive feedback on the social

interaction and the students' reading performance.

Conclusions

Based on the summary of findings, the following conclusions were drawn:

1. After the implementation of PARM, the reading speed performance of the participants

had increased.
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2. On the number of miscues in reading, the miscued reading had lessen half the number

from the pretest result.

3. The reading comprehension had increased after the implementation of PARM among

Grade 10 Mendel students.

Recommendations

1. High school teachers teaching English and Filipino subjects must be trained in

teaching beginning reading.

2. Teachers must monitor closely the reading performance of students especially those

struggling readers.

3. This strategy is hereby recommended to use in teaching reading and other content

area subjects.

4. A far and wide scope is hereby prosed to test its efficacy in large number of

participants.

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