Republic of the Philippines

Department of Education
Region VI- Western Visayas
Division of Antique
District of Bugasong
IGSORO ELEMENTARY SCHOOL

INSTITUTIONALIZATION OF SCHOOL-WIDE BALANCED READING PROGRAM: AN

INTERVENTION TO IMPROVE THE PUPILS’ READING PERFORMANCE

AN ACTION RESEARCH PROPOSAL

Presented by

DARYL B. ARGUELLES, PhD

Principal I

March 2019
 Approval Sheet

This Action Research titled “INSTITUTIONALIZATION OF SCHOOL-WIDE

BALANCED READING PROGRAM: AN INTERVENTION TO IMPROVE THE PUPILS’

READING PERFORMANCE” submitted by DARYL B. ARGUELLES, PhD is hereby

approved.

Recommending Approval:

GEOFFREY P. BASILIO, PhD

Senior Education Program Specialist
Planning and Research Unit

Approved:

VICTOR G. DE GRACIA, JR., PhD, CESO V

Officer-in-charge, Office of the Assistant Regional Director
and concurrent Officer-in-charge
Office of the Schools Division Superintendent
 Context and Rationale

Reading teaches children about the world around them. Through reading, they

learn about people, places and events outside their own experience. They are exposed

to ways of life, ideas and beliefs about the world which may be different from those

which surround them. This learning is important for its own sake, however it also builds a

store of background knowledge which helps younger children learn to read confidently

and well (Powers, 2016). In this regard, The Every Child A Reader Program (ECARP), a

national program that supports the thrust of the Department of Education to make every

child a reader and writer at his/her grade level was initiated. The program will develop in

Filipino children literacy and numeracy skills and attitudes which will contribute to lifelong

learning (DO.40, s.2013).

However, despite of the implementation of the ECARP program in public schools,

the number of non-readers and learners who can hardly read still increasing. In Igsoro

Elementary School, the low reading performance of pupils is still a major cause of low

General Scholastic Average obtained of the entire class. There are still pupils in higher

grades that cannot read fluently and comprehend selections they are reading.

The ability to read proficiently is a fundamental skill that affects the learning

experiences and school performance of children and adolescents. Learners who are

competent readers, as measured by their performance on reading tests are more likely

to perform well in other subjects such as math and science. Children who struggle with

reading and reading comprehension also often have deficits in spoken

language. Learners with reading difficulties are much less likely to be academically

engaged. Reading achievement predicts the likelihood of graduating from high school

and attending college (Child Trends Databank, 2015).

 Poor reading performance of pupils is a perennial problem of teachers at all

grade levels. It is a school concern that must be addressed immediately, hence, this

study.

Action Research Questions

The purpose of this study is to determine the effectiveness of school-wide balanced

reading program in improving the reading performance of Grades I-VI pupils of Igsoro

Elementary School for School Year 2019-2020.

Specifically, this study will seek answers to the following questions:

1. What is the reading performance of pupils before the conduct of the intervention?

2. What is the reading performance of pupils after the conduct of the intervention?

3. Is there a significant difference in the reading performance of pupils before and

after the conduct of the intervention?

4. What are the actions to be undertaken to improve the reading performance of

pupils?

Proposed Innovation, Intervention and Strategy

The teachers will allot time in reading activities in their respective classes from

June to October on a thrice-a-week session (Monday-Wednesday-Friday) every 7:30-

8:00 in the morning and 4:00-4:30 in the afternoon. The conduct of reading sessions will

be strictly monitored by the reading coordinator or by the school head.

Activities during reading sessions will involve sounding and blending of letters,

reading words from word family list, reading phrases taken from word family list, reading

sentences taken from phrases used in the reading exercises, and reading selections

with comprehension questions to be answered. Teachers will employ different reading

approaches that best suited to the reading level of their pupils like Fuller approach,

Marungko, Phonics approach, and OGSL.

 Extensive reading activities will also be employed to develop their vocabulary

learning, listening, speaking and writing skills using the Reading Power selections.

The teachers will be provided with supplies to be utilized for instructional

materials for reading activities.

Action Research Methods

This study will make use of descriptive method of research to determine the

effectiveness of school-wide balanced reading program in improving the reading

performance of Grades I to VI pupils of Igsoro Elementary School.

Participants and Other Sources of Data

The participants of the study will be the Grades I to VI pupils of Igsoro

Elementary School, District of Bugasong for School Year 2019-2020.

Data Gathering Methods

This study will make use of pretest and posttest method. The Phil-IRI Group

Screening Test and Phil-IRI Graded Passages that includes (a) marking and scoring the

miscues (b) recording the miscues (c) computing the oral reading score per passage (d.)

recording the speed and rate in oral reading (e) computing the student’s comprehension

of the passage (f) analysis and interpretation of word reading and comprehension level

will be used as reading assessment tool.

Ethical Issues

Primarily, the researcher will obtain approval from the Schools Division Office,

teacher advisers, subject teachers and to the concerned parents. Afterwards, orientation

pertaining to the conduct of the study will follow and they will be requested to sign in the
consent form. The purpose and benefits derived from the research will then be

discussed thoroughly. All data to be gathered in this study will be treated with outmost

confidentiality and anonymity.

Data Analysis Plan

The data gathered will be tabulated, organized and interpreted using frequency

count, percent and mean as descriptive statistics ant Paired sample t-test as inferential

statistics.

Action Work Plan & Timelines

The following timelines will be observed in the conduct of this study:

Research Activity Duration Timelines

Preparation of research proposal 1 day March 13, 2019

Collection of Baseline Data 1 month June 2019

Collection of Endline Data 1 month October 2019

Data analysis and interpretation 1 week November 9-13, 2019

Preparation of final report 1 week November 16-20, 2019

 Cost Estimates

Table 1 shows how the research will operate in terms of expenditures. Items,
unit, unit cost, and total cost are included for transparency and accountability purposes.

Table 1

Materials and Costs

Item Unit Unit Cost Total Cost

1. Letter-sized Bond Paper 10 reams 180.00 1800.00

2. Short-sized Folder 50 pieces 7.00 350.00

3. Expanded Portfolio Folder 50 pieces 15.00 750.00

4. Fastener 10 boxes 45.00 450.00

5. Epson Ink 12 bottles 245.00 2940.00

Grand Total Php. 6,290.00

Plans for Dissemination and Advocacy

The result of the study will be primarily disseminated to the participants together

with their parents; next, to the school reading teachers; then, to the District Supervisor

and to the district research coordinator. Lastly, to the fellow administrators of the district.
 References

Griffeth & Olson. (1992). An important early step in learning to read. Retrieved from
https://www.ericdigests.org/1997-2/read.htm
Philippine Informal Reading Inventory Manual 2018. Retrieved from
http://www.deped.gov.ph/2018/03/26/do-14-s-2018-policy-guidelines-on-the-
administration-of-the-revised-phil-iri

Powers, K. (2016) A teacher’s guide to elkonin boxes. Retrieved from

https://www.duxbury.k12.ma.us/Page/5230