I'mFOREIGN #1

TITLE Students Improve in Reading Comprehension by Learning How to Teach Reading

Strategies. An Evidence-based Approach for Teacher Education
AUTHOR Helvi Koch, Nadine Spörer

DATE OF March 29, 2017

PUBLICATION
ABSTRACT In this intervention study, we investigated how we could teach university students who
were majoring in education to teach reading strategies. The goal of the study was to
analyze whether and to what extent students would benefit from the intervention with
respect to their own learning. Did their own reading skills improve after they attended the
intervention? The sample consisted of n = 61students who were assigned to one of two
conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not
taught how to teach reading strategies. The evidence-based teaching method used in the
intervention condition consisted of three elements: modeling, scaffolding, and repeated
practice. Training success was assessed in a pre-posttest control group design with
standardized reading comprehension and reading speed tests. To compare the
development of the students in the two conditions, repeated measures ANOVAs were
used. At posttest, intervention students outperformed control students in reading
comprehension as well as in reading speed.
METHODOLOGY Participants and Design
Sixty-one students participated in this quasi-experimental intervention study, and data
were collected in a pre-posttest control group design. Students enrolled on one of two
courses of the module, and they did not know if they would be enrolled on a course with a
specific intervention. The courses were randomly assigned as a block to either the
intervention condition or the control condition.
Research Conditions
There were two conditions: (a) an intervention condition (RT); and (b) a control condition
(control group (CG)). Students in both conditions were taught principles of individual
diagnosis and were given supplementary support for learning issues.
Intervention condition
In the intervention condition (RT), university students were taught to apply
comprehension strategies appropriately through an instructional framework. One
characteristic of the RT program in general is that students work collaboratively in small
groups (Palincsar & Brown, 1984) and are taught how to use the four reading strategies of
clarifying, questioning, summarizing, and predicting. To teach the strategies, the teacher
models the application of the strategies and comments on every one of his/her steps.
Afterwards, the students apply the strategies, and the teacher gives feedback on the
strategic behavior he/she observed.
Control condition
Similar to the intervention condition (RT), the control condition (CG) was also designed
to foster the students’ diagnostic and teaching competences. Here, participants took part in
a relevant seminar corresponding to the same master’s module with the same workload
and credit points, namely, ‘‘Development of Profession-Specific Action Competences.’’
In the control condition, the students were not taught to apply the comprehension
strategies through RT. They did not even learn about the RT approach in this course. The
teaching methods used in this condition included, for example, teachers’ and students’
lectures, self-study, and group discussions about case examples.
 Measures Reading-related measures
The LGVT 6–12 is a single choice test, originally developed for sixth- to twelfth-grade
students. Participants had to read an expository text of about three and a half pages in
length. After finishing the test, participants were asked to draw a vertical line behind the
last word they read. Reading comprehension was measured by adding up all of the
correctly underlined words.
Social validity
They indicated their response to this item on a 3-point Likert scale (0 ¼ no, 1 ¼ I do not
know yet, 2 ¼ yes). We used this item to measure the social validity of RT as a teaching
tool.
Treatment integrity
Fidelity measurements were established through written self-reports provided by the
trainer. There was a 3-point Likert scale (0 ¼ not realized, 1 ¼ partially realized, 2 ¼ fully
realized) for each specific content point (e.g., introducing each reading strategy). The
mean percent score for the fidelity of the implementation was 97% (SD ¼ 9.00) on
average.
Procedure
Participants were recruited within the scope of two courses on psychological education
that they attended as part of their own studies. These courses ran for an entire 15-week
semester with one lesson given per week. The pretest was administered in the second
week of the semester and involved participants taking a reading test. The intervention
period started one week after the pretest and lasted from the third week to the tenth week.
For this, participants were asked to undertake the same standardized reading tasks as
before.
RESULTS Preliminary Analyses
There were no significant differences between the pretest and posttest conditions for
reading comprehension or reading speed. For both conditions, some data was missing due
to the fact that students had missed one of the test sessions. While checking for potential
group differences in these characteristics, participants with missing values were excluded.
This procedure was chosen to retain the statistical power of the sample (Cho & Leonhart,
2013).
The RT program is being used by primary school teachers to improve the reading skills of
their primary school students in their own lessons. The social validity of the RT program
was measured at posttest only. A total of 84% of the students said they would use RT to
improve their own reading skills, with 8% saying they would not and 8% said they did not
know yet.
Univariate inferential statistical analyses
The effectiveness of our intervention was measured with students' reading achievements
at posttest compared to pretest. While there was no significant difference between RT and
CG students in reading speed at pretest, RT students improved to a greater extent during
the investigation period (Cohen's dcorr see Cohen, 1988). For reading comprehension,
there was a significant main effect of time, F(1, 60) ¼ 23.39, p <.001, Z2¼.28, and there
was an interaction between time and treatment condition as well. The pattern of the data
was quite similar to the reading comprehension pattern.
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 FOREIGN #2
TITLE Improving Reading Skills through Effective Reading Strategies
AUTHOR Hülya Küçükoğlu
DATE OF 25 January 2013
PUBLICATION
ABSTRACT Researchers have found that teaching reading strategies is a key element in developing
student comprehension. However, many teachers lack a solid foundation for teaching
these reading comprehension strategies. Therefore, teachers need to be prepared on how
to design effective comprehension strategies and how to teach these strategies to their
students. Therefore, this study aims to study the effective reading strategies in order to
improve reading skills in language classes. The study is an action research applied to a
number of 14 students in an intermediate level integrated skills course. The main question
of the study is “Would reading strategies help my students’ reading comprehension
studies?” The results of the study indicate that the students had an improvement to a great
extend have been tutored about the reading strategies.
METHODOLOG Reading proficiency is the most fundamental skill for academic learning and success in
Y school. According to a study done in the United States, the ability to read proficiently is
significantly related to how much a person can achieve in his or her personal and
professional life. Action research is a reflective process and it deals with the practical
concerns that are close to the instructors and allow them to make a change. The process
of action research assists educators in assessing needs, documenting the steps of inquiry,
analyzing data, and making informed decisions that can lead to desired outcomes. Simply
the stages of an action research are;
 planning
 acting
 observing
 reflecting (McNiff, 1988: 22)

Data collection instrument and the process of the research

The objective of this research project was to find out the reading awareness level of the
students. The teacher researcher used six strategies; predicting, making connections,
visualizing, inferring, questioning, and summarizing. The strategies were introduced to
the students and practiced for three weeks. Following the presentation of the reading
strategies, the teacher administered the Meta-comprehension Strategy Index (MSI) to see
if the strategies presented changed student understanding in reading.
RESULTS Students had a lack of knowledge and practice in reading strategies but after a
comprehensive study, there was an improvement in their success. After an intensive study
I have experienced the improvement in my students. This research journey was quite
rewarding both for my students and me. The results of the action research gave me
confidence about how to integrate the strategies into my curriculum. As for the students
they developed a better understanding of the strategies and their comprehensions in
reading have improved.
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 FOREIGN #3
TITLE Language Teaching Strategies’ Impact on Third-Grade Students’ Reading Outcomes and
Reading Interest
AUTHOR Krista Uibu,
Jaan Mikk,
Maile Kasper
Year OF International Electronic Journal of Elementary Education (2018)
PUBLICATIO
N
ABSTRACT Primary school students have difficulties with text comprehension, and therefore support from
teachers via proper language teaching strategies is needed. The aim of the study was to
determine the impact of language teaching strategies on students’ reading outcomes and reading
interest. In the current paper, two reading outcomes – vocabulary knowledge and understanding
text – and students’ interest in reading were considered. In the study, 220 Estonian-speaking
primary school students and their native language teachers (N = 12) from 12 schools
participated. The results revealed that interest in reading, vocabulary knowledge and text
comprehension were positively correlated. Path analysis indicated that the strategy of
developing reading interest had the strongest impact on both reading outcomes and students’
reading interest. In addition, the strategy of developing vocabulary had a positive effect on
students’ vocabulary knowledge. Surprisingly, the strategies of teaching text comprehension
and teaching grammar rules had negative effects on students’ reading outcomes and reading
interest. The findings emphasize the importance of proper usage of teaching strategies in
primary school language lessons.
METHODOL The study’s dataset was based on 220 third-grade students and their 12 native language
OGY teachers. Participants were chosen non-randomly from 12 Estonian primary schools, which, in
Estonia, include Grades 1 to 6 (age 7 to 13). Students’ instruments were piloted among third
graders (N= 58). After piloting, minor changes were made to the layout of the instruments, and
in addition, students’ background data (e.g., age, gender) were gathered. Instruments for the
third-grade students comprised three parts: a questionnaire for measuring students’ reading
interest, a text comprehension test, and a test to measure vocabulary knowledge
RESULTS First, to determine how strongly students’ vocabulary knowledge, understanding of the meaning
of the text and interest in reading were related, Pearson’s correlations were carried out. Means,
standard deviations and correlations of the students’ reading outcomes and interest in reading
are given in Table 1.

Table 1. Descriptive Statistics and Correlations of Students’ Interest in Reading and Reading
Outcomes

M SD 1 2 3 The
1. Interest in 2.40 0.86 -
reading
2. Vocabulary 7.14 2.25 0.17 -
knowledge
3. Understanding 12.55 3.88 3.88 0.20 -
the meaning of
the text
 strongest association occurred between students’ vocabulary knowledge and understanding of
the meaning of the text (r= .55). A low but statistically significant correlation occurred between
interest in reading and understanding of the meaning of the text (r= .20). This result revealed
that students’ interest in reading supports text comprehension. In addition, a slightly significant
correlation was identified between interest in reading and vocabulary knowledge (r= .17).
Students’ average level of interest in reading was 2.40*100/3= 80%. The results indicate that
interest in reading was high. The average level of vocabulary knowledge was 7.14*100/9 =
79%. This is considered an optimal result for that specific age group. The average level of
understanding of the meaning of the text was 12.55*100/19= 66%. This is slightly lower than
recommended for independent reading, but good in testing situations for achieving better
differentiation among students.

Table 2.

There were several moderate correlations between teaching strategies. The highest correlation
was found between the strategy of developing reading interest and developing vocabulary
(r= .52). This result indicates that developing students’ reading interest will improve their
vocabulary knowledge. Slight but significant correlations were found between the strategies of
teaching text comprehension and developing reading interest (r= .31), and between teaching
grammar rules and developing reading interest (r= .31). Teachers used the language teaching
strategies up to two times per week. The most often used strategy was developing vocabulary,
while the least often used strategy was teaching grammar rules.

Table 3.

Teaching Interest in Reading Vocabulary Understanding the

Strategies Knowledge text
Developing reading .23 .35 .32
interest
Developing .09
vocabulary
Teaching text -.07 -.16 -.12
comprehension
Teaching grammar -.06 -.12
rules

Some of the impacts were rather small, but they were useful for the quality of the model. In the
final model, teachers’ teaching strategy of teaching text comprehension had a negative impact
on students’ reading outcomes and interest in reading.
Additionally, emphasizing grammar rules diminished interest in both reading and understanding
of the meaning of the text (Table 3).
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https://www.researchgate.net/publication/
326282774_Language_Teaching_Strategies_Impact_on_Third-
Grade_Students_Reading_Outcomes_and_Interest
Title The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at
Primary School Level: A Research Synthesis (Foreign)
Author/s Shuting Huo
Shufen Wang
Year of 2017
Publication
Abstract Phonological-based instruction, namely phonological awareness instruction (PA) and phonics
instruction, has shown to be effective on early literacy skills among young children in western
countries. Children who learn English as a foreign language (EFL) learn to read English differently from
children in English-dominant societies. Effectiveness of the instruction in the EFL context is much less
investigated. The present study systematically reviewed 15 experimental and quasi-experimental
studies published in between 2000 and 2016, on the topic of the effectiveness of phonological-based
instruction in the EFL context. Study characteristics and instructional features were described, and
effect sizes were calculated. Phonological-based instruction was consistently found to be effective
among primary school EFL students on reading underlying skills, including phonemic awareness and
non-word reading. The median value of the effect size was moderate. In contrast, the effectiveness on
word recognition (lexical access and pronunciation) and reading comprehension were inconsistent
across studies. The median value of the effect size on word reading was small. This pattern suggests a
limitation of the phonological-based instruction, which is the difficulty of transferring the phonological
underlying outcomes to real reading. We found that most studies, although meeting the minimum
standards of evidence for effectiveness, suffer from methodological flaws; thus, they are potentially
biased. Therefore, the positive effects reported in this study should be interpreted with caution. The
implication for practice of this study is that including phonological-based instruction in the current
English curriculum may be beneficial for young EFL students, thus they can better learn to
phonologically decode English words. But not enough evidence has been found to support the
instructional effectiveness on real word recognition and reading comprehension. Future research on
this topic with rigorous design is needed so that strong causal inference can be made. The findings of
this study provide novel insights into foreign language education of English for young learners.
Methods Twenty studies were included for in-depth review of quality after excluding studies that did not
meet the above criteria. A study was included for further analysis only if it met the minimum
quality standards adapted from the evidence standards published by What Works Clearinghouse
(2014).

• Studies must adopt RCT or quasi-experimental design.

• Group equality on outcomes at pretest should be reported. The inequality should be addressed
in data analysis using the ANCOVA technique. Studies not reporting pretest scores on any of
the outcomes were excluded.

• A study was excluded if only one teacher was involved in each condition, unless evidence was
provided that the confounding effect was minimum or controlled. For example, the instruction
in both treatment and control conditions was monitored to ensure that teachers in both
conditions followed the lesson plan and no obvious alteration was introduced. For this reason,
studies of Chu et al. (2007), Jamaludin et al. (2015), Li and Chen (2016), Lin and Cheng
(2008), Yang (2009), and Bing et al. (2013) were included, although only one teacher was
involved in each condition. However, the findings only serve as weak evidence for
effectiveness, because the confounding factor was not eliminated and the results were
potentially biased.
 • Outcomes were clearly specified. Studies, in which generic outcomes were reported, such as
English-language proficiency or English literacy without detailed break-down of skills, were
excluded.

Results The comprehensive literature search yielded 17 comparisons out of the 15 studies. Two studies
included two comparisons. Only the ones with larger effect size were included. Five studies are
unpublished dissertations and the other 10 studies were published in peer-reviewed journals. It
described characteristics of each study and the treatment instruction, followed by the report of the
effectiveness on each outcome (see details related to each study in the Supplementary Material).
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https://www.frontierisn.org/articles/243805

Foreign #5
Titl A CONTENT ANALYSIS OF PHONEMIC AWARENESS: EFFECTIVE STRATEGIES AND
e APPROACHES FOR CHILDREN WITH SPECIAL NEEDS
Aut Chloe Hill
hor/
s
Yea August 2012
r of
Pub
licat
ion
Abs Phonemic awareness is one of the strongest predictors of early reading success. Children who have little
tract phonemic awareness often have difficulties in learning to read. Research suggests that children who have
special needs related to reading often do so, because they lack appropriate phonemic awareness and skills.
Lacking phonemic awareness can contribute to academic failure and continued academic frustration. The
purpose of this study was to review practitioner literacy journals and magazines to identify phonemic
awareness strategies were being advocated as appropriate and effective for teaching phonemic awareness
to children who have special needs. This study examined the following periodicals: three practitioner
literacy journals used were The Reading Teacher, Language Arts, Teaching Exceptional Children, and
two practitioner literacy magazines were Instructor and Teaching Pre K-8. All articles published in the
journals were analyzed for content that addressed (a) phonemic awareness, (b) phonemic awareness for
children with special needs or have phonemic awareness deficits, and (c) strategies and approaches
recommended as effective. The results of this study found only eight articles related to phonemic
awareness approaches and strategies. None of the articles explicitly stated that the strategies or
approaches were to be used solely for students with special needs. These results indicate that phonemic
awareness strategies and approaches were not a hot topic amongst the most popular practitioner journals
and magazines read by teachers during the years of 2002-2007. This is an indication that there is
disconnect between what is being advocated in practitioner literacy journals and magazines and what
research-based recommendations are advocating for effective reading instruction.
Met In conducting the research, a quantitative, deductive approach was used, as this study was designed to
hod identify effective strategies and approaches within a new setting. Using content analysis allows for testing
s of theoretical issues to enhance understanding of the data (Elo & Kyngas). Within this design the data
analysis process will include three main sections: preparation, organizing and reporting (Elo & Kyngas).
When drawing conclusions from a content analysis, “the texts and the context, are Logically independent
[and will] move from one independent domain to the other” (p. 27). Data is Coded to identify themes and
categories relevant to the study (White & Marsh). An advantage of using, Content analysis is that it uses
quantitative results which allows for replication.
When sampling, Stansbury (as cited in White & Marsh, 2006) supports using content analysis For an
investigation such as this one by saying, that it is essential to know “… all units that exist in a Population,
such as all research articles published during a particular time period within a set of Journals” (p. 31).
Keeping in line with the methodological constructs of the content analysis, all five Practitioner journals
and magazines were evaluated for articles that addressed: (a) phonemic Awareness, (b) phonemic
awareness for children with special needs or who have phonemic awareness Deficits, and © strategies and
approaches recommended as effective. A categorization matrix (using a Microsoft Excel spreadsheet) was
developed to code this data (Elo & Kynas, 2007).
Res Analysis of the data collected was used to answer the research question: What does research from
ults practitioner literacy journals and magazines say are the most effective strategies and approaches for
teaching phonemic awareness to children with special needs? The data results indicated that none of the
phonemic awareness articles in any of the journals or magazines reviewed explicitly stated that the
strategy or approach should be or could be used with student with special needs.
These results indicate that phonemic awareness strategies and approaches were not a hot topic amongst
the most popular practitioner journals and magazines read by teachers during the years of 2002-2007. This
is an indication that there is disconnect between what is being advocated in practitioner literacy journals
and magazines and what research-based recommendations are advocating for effective reading
instruction.
The National Reading Panel (NICHHD, 2000) stated phonemic awareness as an essential component to
reading instruction in the classroom. Thus, the fact that limited data were found addressing strategies and
approaches to teach phonemic awareness within the classroom for general education and students with
 special needs suggests that this is an area of weakness within reading instruction. Such limited findings
could be contributed to the unclear
Ref Snider, V. (1997). The relationship between phonemic awareness and later reading achievement.The
eren Journal of Educational Research, 90, 203-211.
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reading. Journal of Educational Psychology, 86, 221-234.
Stanovich, K. E. (1993). Romance and reality. The Reading Teacher, 47, 280-291.
https://www.google.com/url?sa=t&source=web&rct=j&url=https://etd.ohiolink.edu/apexprod/rws_etd/
send_file/send%3Faccession%3Dbgsu1336844727%26disposition
%3Dinline&ved=2ahUKEwiriubqy4j0AhXFMd4KHaAJDkA4FBAWegQIChAB&usg=AOvVaw0i196o
pOmg1BlNzx5zshT6

LOCAL #1
TITLE Reading Proficiency Level of Students: Basis for Reading Intervention Program
AUTHOR Jimmy Rey O. Cabardo
DATE OF 5 Mar 2020
PUBLICATION
ABSTRACT The study determined the reading proficiency level of Year 1 to Year 3 students in
HNHS-Aplaya Extension High School as basis for reading intervention program for the
school year 2014- 2015 using descriptive survey research design. The Philippine-
Informal Reading Inventory (Phil-IRI) materials were used in assessing the level of
reading proficiency of Years 1 to 3 students. The data were statistically analyzed using
frequency, mean, standard deviation, t-test for paired sample and analysis of variance.
All hypothetical questions will be analyzed and interpreted at 5% level of significance.
The results revealed that majority of the students belonged to frustration level of reading
 proficiency in silent reading while in instructional level for the oral reading in which
majority of the males are less proficient in reading compared to females in both silent
and oral reading. There is no significant difference on the levels of reading proficiency
levels of students when analyzed according to their year levels and gender. However, a
significant difference on the levels of reading proficiency of students in silent and oral
reading were found.
METHODOLOG Research Locale
Y This study was conducted in Hagonoy National High School – Aplaya Extension High
School, Aplaya, Hagonoy, Davao del Sur. The school belongs to the Division of Davao
del Sur. The school can be reached through land transportation.
Research Design
This study used the Philippine – Informal Reading Inventory (Phil-IRI) materials in
assessing the level of reading proficiency of the students. It has adapted the combination
of bands of reading rate (words per Minute) proposed by Morris and Gunning.
Quantitative information shows the reading levels namely: frustration, Instructional and
independent. It uses predetermined set criteria in identifying the Reading levels of the
pupils such as the reading speed and percentage of correct answers to Comprehension
questions.
Data Analysis
In this investigation, the researcher uses frequency, mean, standard deviation, t-test for
frequency and analysis of variance. All hypothetical questions will be analyzed and
interpreted at a 5% level of significance, i.e., at the level where they are considered to be
within the range of reasonable interpretation by the researcher.
RESULTS There is strong evidence to reject the null hypothesis and accept the alternative. The
study supports the idea that reading proficiency of students can be affected by several
external and internal factors. A recent study focused specifically on reading and
proficiency in science found a very high correlation between reading comprehension and
science proficiency, with the mean for all of the nation’s being.819. The United States
was among the nations with the highest correlations between reading and science.
REFERENCES Academic Quality and Standards Unit. (2006). Guidance Notes for Writing Modules
using the Template from the Online Module Database: Credit, Levels, Learning
Outcomes and
Assessment Criteria. University of Bolton. Accessed and retrieved from
www.bolton.ac.uk/Quality/QAEContents/Validation/Documents/pdf/AnnexN(ModPro
gDesign).pdf on September 10, 2013.

Bryce, N. (2011). Meeting the reading challenges of science textbooks in the primary
grades. The Reading Teacher, 64(7), 481.

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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Cromley, J. (2009). Reading achievement and science proficiency: International

comparisons from the programme on international student assessment. Reading
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Shippen, M., Houchins, D., Crites, E., Derzis, N., & Patterson, D. (2010). An
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https://www.google.com/url?sa=t&source=web&rct=j&url=https://papers.ssrn.com/
sol3/Delivery.cfm/SSRN_ID2712237_code2409039.pdf%3Fabstractid
%3D2712237%26mirid%3D1&ved=2ahUKEwjoh-
Xs4_3zAhVQZt4KHVcwAvMQFnoECCEQAQ&usg=AOvVaw19odZkY6kHw6mlk79
KgRT8

LOCAL #2
TITLE The Perceived Challenges in Reading of Learners: Basis for School Reading Programs
AUTHOR Mary Jane L. Tomas1, Erleo T. Villaros, Sheena Mai A. Galman
DATE OF May 2021
PUBLICATION
ABSTRACT This mixed method research study was conducted to investigate the English and Filipino
reading profile of learners, challenges, difficulties and lessons, the schools’ agenda and
initiatives for the enrichment of reading programs to eliminate these reading challenges
and difficulties; and stakeholders’ support and commitment. A total 4056 Filipino
reading profiles and 4216 English reading profiles of Grade 1 to Grade 7 students and
responses from the interviews done with school heads and teachers were described using
descriptive measures and analyzed using thematic analysis. Results showed that majority
of the learners were at the frustration level. Also, the perceived causes, origins and
attendant variables of the students’ reading level were non-mastery of the elements of
reading, presence of learners-at-risk, and no culture of reading. The suggested reading
programs and activities may form part in the creation of contextualized reading curricula
and be used as reading literacy initiatives in the schools. These initiatives are categorized
as Literacy Program, Individual Reading Recovery Program and
Enrichment/Enhancement Program.
METHODOLOG The study included all grades 1 to 7 learners in the Schools Division of Aurora. Twenty
Y (20) supervisors were assigned to ten (10) schools districts to conduct and evaluate oral
reading skills among sample learners of all schools. A total of 4056 Filipino reading
profiles and 4216 English reading profiles of learners across the seven (7) grade levels
were considered for description and analysis.
RESULTS Most of the learners were at the frustration level, hence, a need for improvement of the
reading level. The perceived causes, origins and attendant variables of the students'
reading level were non-mastery of the elements of reading, presence of learners-at-risk,
and no culture of reading. It is recommended that the same study be conducted in our
schools’ divisions to serve as basis for their contextualized reading initiatives.
REFERENCES Tomas, M., Villaros, E. and Galman, S. (2021) The Perceived Challenges in Reading of
Learners: Basis for School Reading Programs. Open Journal of Social Sciences, 9,
107-122. Doi: 10.4236/jss.2021.95009.

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.scirp.org/
journal/paperinformation.aspx%3Fpaperid%3D109033&ved=2ahUKEwjoh-
Xs4_3zAhVQZt4KHVcwAvMQFnoECDIQAQ&usg=AOvVaw3yov2O9sU2i4WguuzD
3ev5

LOCAL #3
TITLE Using Explicit Strategy Instruction to Improve Reading Comprehension
AUTHOR
DATE OF 2012
PUBLICATION
ABSTRACT For the purpose of this study, three students were explicitly taught three during reading
comprehension strategies. Students were given a pre and post-assessment which were
analyzed to determine the effectiveness and implications of explicit strategy instruction.
Furthermore, a questionnaire, related to reading comprehension, was distributed to
teachers at the school in which the study took place. Findings from the study suggest that
although students’ comprehension scores did not improve, their attitudes toward reading
improved and their ability to use a wide variety of strategies increased after receiving
explicit strategy instruction. The primary implication of this study is teachers must be
willing to invest time in explicit strategy instruction in order for their students to reap the
full benefits of this instructional technique.
METHODOLOG This study involved both qualitative and qualitative data collection techniques in order to
Y observe students’ metacognitive awareness and strategy use, as well as their
comprehension level of grade level text, and to determine how all of these are affected as
a result of explicit comprehension strategy instruction. The study was conducted in a
 small group (three students and one teacher) within a fourth-grade classroom at The
Harley School. The following is a detailed description of the steps taken to conduct this
study.
RESULTS SAMANTHA
Samantha made slight declines in most areas of the assessment from before receiving
explicit
Strategy instruction to after. However, it is important to note that after receiving explicit
strategy instruction, she was able to make connections and visualize while reading,
which are two strategies she did not use during the pre-assessment. Similar to my
analysis of the mean scores, after receiving explicit strategy instruction, Samantha now
uses a wider variety of strategies while reading independently. Interviews conducted
after the post assessment was complete, Samantha enjoyed visualizing the most. In the
metacognitive strategy analysis portion of the post-assessment, Samantha used
visualizing four times in the post-assessment as opposed to not using this strategy at all
during the pre-assessment which might mean that she is beginning to use this new
strategy on her own.
KELSEY
Kelsey developed a stronger understanding of her strengths as a reader and the many
strategies she can use to support her comprehension while reading. However, Kelsey
used fewer strategies in the metacognitive strategy analysis portion of the post-
assessment than she did during the pre-assessment. Although, she was able to employ a
wider variety of strategies during the post assessment. Last, her scores on the
comprehension question portion of the assessment remained the same in all areas from
pre-assessment to post-assessment.
BETTY
Like Kelsey, Betty’s scored more points on her reading survey during the post-
assessment compared to her pre-assessment. Once again, this shows that through her
participation in this study, Betty developed a stronger understanding of her strengths as a
reader and the many strategies she can use to support her comprehension while reading.
Unfortunately, during the metacognitive strategy analysis portion of the post-
assessment, Betty used fewer strategies than she did in the pre-assessment. However, she
did use questioning in the post assessment, which is a strategy she did not use initially.
Therefore, like the other girls, Betty is using a wider variety of strategies during reading
after receiving explicit strategy instruction
Kelsey and Samantha seemed to favor the strategy of Asking Questions. Last, Betty
seemed to rely most on connecting the text to her own life and experiences. Overall,
when examining their metacognitive strategy analysis as a whole, Asking Questions
surfaced as the most used strategy among the girls.
REFERENCES Ballou, Abigail K., “Using Explicit Strategy Instruction to Improve Reading
Comprehension” (2012). Education Masters. Paper 221.

https://fisherpub.sjfc.edu/education_ETD_masters/221
 LOCAL #4
TITLE Supplementary Outcome-based Resource Material in Reading Comprehension
AUTHOR
DATE OF September 2017
PUBLICATION
ABSTRACT Using the Research and Development (R&D) Methodology, this study aimed to develop
a supplementary outcome-based resource material in reading comprehension.
Specifically, it determined the trend of the National Achievement Test results in English
as a basis in the identification of the reading comprehension competencies that were
included in the supplementary resource material. It also assessed the validity of the
material in terms of its objectives, activities, instructional characteristics and evaluative
characteristics.
The main instrument used in the study is the content validation instrument which was
later used to validate the content of the supplementary resource material developed.
Weighted mean was used in the analysis of the content validation results.
METHODOLOG The R and D method was used in developing the supplementary outcome-based resource
Y material. Planning stage identified the activities undertaken by the researchers prior to
the development and validation of the resource material. These include the identification
 of Reading Comprehension Competencies from NAT and the extensive reading on
outcome-based approach because this became the basis in the development of the
resource material. In addition, reading related studies on the format, technical details and
modes of presentation of the resource material was also undertaken.
RESULTS Results showed that the summary evaluation on the characteristics of the outcome-based
resource material in reading comprehension acquired a descriptive interpretation of Very
Valid. This means that the material generally meets the standards of an outcome-based
material. Specifically, the material was evaluated as Very Valid in terms of its objectives,
activities, instructional characteristics and evaluative characteristics. Therefore, the
resource material is valid in improving the reading comprehension of students.
REFERENCES D. M. Uychoco, “Academic reading proficiency of freshmen in the college of education
of DMMMSU-SLUC: Input to the design of instructional modules for English 101,”
JPAIR, vol. 9, 2012.

E.V. Dechant, “Improving the teaching of reading,”Prentice Hall of India, vol. 67, no.
13, pp. 10-31, 1969.

G. Luiand C. Shun, “Outcome-based education and student learning in managerial

accounting in Hong Kong,” Journal of Case Studies in Accreditation and Assessment,
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G. K. W. Wong and H. Y. Cheung, “Outcomes-based teaching and learning in computer

science education at sub-degree level,” International Journal of Information and
Education Technology, vol. 1, no. 1, 2011

K. Kennedy. (2009). Outcomes-based learning: concepts, issues and actions. The Hong
Kong Institute of Education. [Online]. Available:
http://www.ied.edu.hk/obl/files/OBLConcepts%20Issues%20and%20
Action_Kennedy.doc

M. Cerce-Murcia, Teaching English as a Second or Foreign Language, 3 rd ed. Cengage

Learning Inc., 2006,pp. 171-187.

M T. N. Manzano, “English language competence of teacher education

Students in Ilocos Sur,” Ed.D. dissertation, University of Northern Philippines, Vigan
City, Ilocos Sur, 2014.

M.T. B. Nardo and E.R. Hufana, “Development and evaluation of modules in technical
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W.D. Spady, “Outcomes based education: An international perspective,” in

Understanding Outcomes Based Education: Teaching
http://www.ijlll.org/vol3/123-LC0007.pdf
 LOCAL #5
TITLE Learning by Doing Intervention: Addressing Phonological Difficulties of Children
through Audiolingual Method and Total Physical Response (Local)
AUTHOR/S Edgar Lester Romupal
, Carla Marie Rubio and
Cathy Mae Toquero
YEAR OF 2021
PUBLICATION
ABSTRACT Phonological awareness is a critical skill that children must master during the early
foundations of literacy. It is considered a highly accurate predictor of a child’s success in
learning to read. However, at the expected age, there are cases in which children have not
developed phonological awareness that consequently result in poor reading skills. This
case study sought to determine the alphabet knowledge of two seven-year-old children
and address their difficulties in phonological awareness through the alphabetic code. The
researchers conducted ten sessions of phonological interventions to children with
identified language learning difficulties in reading. The data analysis and collection
process included curriculum document reviews, diagnostic assessments, phonological
interventions, and evaluation. Diagnostic results indicated that the children have
difficulties in letter recognition of Consonant-Vowel-Consonant (CVC) patterns,
blending, and segmentation of phonemes. However, anchoring on the principles of
learning-by-doing delivered through oral-situational as a core language approach, the
interventions in this case study were found effective for phonics instruction. The
audiolingual method and the total physical response in learning phonics, or letter sounds,
activated children’s basic phonological skills. Repetition, drilling, memorisation and
performing language or vocabulary concepts using physical movement to react to verbal
input can lessen the phonological difficulties of children. In light of the current global
situation, no previous studies have applied a case study utilizing both audiolingualism
and total physical response to address the phonological issues of non-readers. Hence, this
study offers scientific and pedagogical implications.
 The ability to read is deemed as one of the important indicators to academic success. In
Introduction early literacy, reading is the foundational skill that children must develop. However,
there are cases where children have struggles in reading due to developmental delays in
language (Wolk, 2015; Choo, 2019), including phonological awareness. Phonological
awareness is a critical skill that children need to master as it is a predictor of children’s
success in learning to read (Moats & Tolman, 2009). Therefore, phonological difficulties
should be addressed through appropriate language interventions.
According to the released Global Education Monitoring Report (UNESCO, 2014), 250
million children worldwide cannot read, with 130 million of them in primary school and
these prevailing reading problems (Vilsack, 2014) on reading are attributed to the
learners’ lack of mastery of the alphabetic principles and phonological awareness.
Loniganet al. (2000) verified the role of alphabet knowledge and phonological awareness
in forecasting subsequent reading achievement in children. These two domains have been
verified as a vital component of children's emergent literacy proficiency (Coursin, 2012).
The assessment of these domains plays an important role in the management of children
at-risk for poor reading outcomes. Focusing on alphabetic principles along with
phonological awareness is crucial to address the reading problems in later life of the
children.
METHODS This study strives to determine the phonological awareness of children and create
language learning interventions to address their difficulties in alphabet knowledge and
phonological awareness. Hence, the researchers employed a single case study. Case
studies explore and investigate contemporary real-life phenomenon through detailed
contextual analysis of a limited number of events or conditions, and their relationships
when a holistic and in-depth investigation is required (Zainal, 2007).
RESULTS Preliminary Investigation Protocol
When it comes to reading a sentence, CVC word, story, or a short passage, both children
were not able to read and utter even a single word. The children did not know how to
read words. They had difficulty in reading the phonemes. Both children were not able to
read because they cannot identify letters and pronounce the sounds of the letters. They
lack mastery of alphabetic knowledge and phonological awareness.
Diagnosing PhaseDuring the administering of the pre-test which was conducted during
the first session (Phase 1), the researchers utilised an oral test in which the children were
asked to identify the letter, produce the sound, and read C-V-C word patterns. The
researchers discovered that both children did not know how to properly utter the sounds
of the letters. They lack phonemic awareness and cannot produce the sound patterns to
produce words. Since the children have poor alphabet knowledge and phonological
awareness, they need to identify the letters by naming it and producing the sound. In such
method, they can grasp the recognition of letter and sound with the help of their first-
hand execution aided by interactive instructional materials and active
play.Experimenting Phase
The researchers presented videos with the help of digital learning materials, the videos
contained tutorials about the sound of the letters or the phonics (Figure 3). The
researchers and the children watched the videos repetitively so that the children can
familiarise and recognise the sounds of the letters. Then, the facilitators uttered the letters
and let each child speak for letter sounds.
Implementing Phase
The first tool that the facilitators used was the interactive board (Figure 4). The board
consisted of the English alphabet letters (uppercase and lowercase) in order.
The second tool that the facilitators used in the course of observation was the word
 family spinner (Figure 5) that helped the children recognise patterns among words
(specifically the C-V-C), which may increase their alphabet knowledge, including the
phonological awareness and accuracy.
In the third phase, the facilitators presented a variety of instructional materials such as
presenting short stories in the form of a video with the help of digital learning resources.
They were also presented with plain texts, passages, short phrases, and stories to help in
determining the strengths and weaknesses of the child.Evaluating Phase
After giving various instructional materials through the application of audiolingual and
total physical response interventions to the children, they were able to recognise
phonemes. Sofianne was able to recognise the sounds of the letters little by little as the
days passed. Brigh was able to recognise the letters of the sounds. Eventually, he was
able to read basic CVC words by incorporating the sounds of the letters. With the
assistance of the facilitators and through teaching children to utter the sound of the letters
then connect it to the sounds of the other letters in the words, they were able to decode
phonemes
Discussion After the rigorous implementation of the interventions and tools, a noticeable
improvement can be explicitly seen in letter and sound identification. Both children in
this case study can identify the letters and sounds. In the first test, the children
manifested signs of improvement from few correct responses in the pre-test to fourteen
and more correct responses in the post-test out of twenty-six alphabets. In the second
test, the children still cannot read the entire word since they need continuous modelling
and guidance. However, their errors in stating the name of the beginning letters were
minimised. Both children need the guidance of older peers, teacher, cousin, etc., to read
and model the sounds. Both of them need the utilisation of mimicry to perform the
speech sounds. With that, it only demonstrates that both learners need support or
assistance during their learning process. This support or assistance is referred to as
scaffolding. Scaffolding is a form of support that is contingent, fading, and intended to
transfer the responsibility of a learning performance or task to the learners (Van dae Pol
aet al. 2010).
Citation Byrne B, Fielding-Barnsley R. Phonemic awareness and letter knowledge in the child’s
acquisitions of the alphabetic principle. Journal of Educational Psychology.
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Anthony, J., & Lonigan, C. (2004). The nature of phonological awareness: Converging
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