MLG College of Learning Inc.

Atabay, Hilongos, Leyte

Action Research Paper

On

“The effects of Innovation strategies of Literacy Performance

among Grade 7 students in Concepcion National High School
(CNHS)”

Submitted by:

Rosemarie Jane M. Olicia

Davora Mae J. Lopez

Marissa F. Rosete

Davelyn J. Lopez

Jonalie Basaca

Submitted to:

Dr. Gaudencio Abayhon

January 2023
 TABLE OF CONTENTS

able of Contents … 2
Context and Rationale… 3
Action Research Question… 5
Proposed Innovation, Intervention Strategy… 5
Action Research Method… 5
Action Research Work Plan… 7
Cost Estimate… 8
Plan for dissemination and Utilization 8
References
able of Contents … 2
Context and Rationale… 3
Action Research Question… 5
Proposed Innovation, Intervention Strategy… 5
Action Research Method… 5
Action Research Work Plan… 7
Cost Estimate… 8
Plan for dissemination and Utilization 8
References
able of Contents … 2
Context and Rationale… 3
Action Research Question… 5
Proposed Innovation, Intervention Strategy… 5
Action Research Method… 5
Action Research Work Plan… 7
Cost Estimate… 8
Plan for dissemination and Utilization 8
References
Context and Rationale
Action Research Question
Proposed Innovation, Intervention Strategy
Action Research Method
Action Research Work Plan
Cost Estimate
Plan for dissemination and Utilization
References

I. CONTEXT AND RATIONALE

Reading is essential to one’s success in the varied industries of society. The ability to
read is highly valued and important for social and economic advancement. Most children
learn to read fairly well. In the Philippines, teachers are most concerned with the large
number of children who may be imperiled in their career path or social opportunities
because they have less than the sufficient reading skills that are required to meet the
demands of an increasingly competitive economy. Current difficulties in reading are largely
indicated by the rising demands for literacy. In a technological society, the demands for
higher literacy are ever increasing, creating more grievous consequences for those who fall
short (Fountas and Pinnell: 2008).

Reading is a complex and purposeful socio-cultural, cognitive, and linguistic process

in which readers simultaneously use their knowledge of spoken and written language, their
knowledge of the topic of the text, and their knowledge of their culture to construct
meaning with text. Each of these types of knowledge impacts the sense that readers
construct through print. Readers in different parts of the world easily comprehend text
with familiar language but are less successful at comprehending text with unfamiliar
language. Readers easily comprehend text on familiar topics but are less successful at
comprehending texts on unfamiliar topics. At the same time, the interpretations readers
construct with texts as well as the types of texts they read are influenced by their life
experience (Commission on Reading of the National Council of Teachers of English, 2004).

Moreover, majority of students being referred for academic concerns are also
identified as either having a specific learning disability or have difficulties in the area of
reading. Among the population of students with learning disabilities, an estimated 80
percent have reading disabilities. Students with poor reading skills are becoming more
apparent to educators and parents due to the results found on criterion-referenced, high
stakes mandatory testing that most schools nationwide have incorporated across grade
levels (Joseph, 2002).

In reading, numerous cognitive processes are used in aid of comprehension.

Likewise, strong vocabulary skills aid a student’s ability to read proficiently. Unfortunately,
as students struggle to read, they often avoid reading. Refusal to read implies a wide range
of consequences since reading also influences vocabulary development. Thus, when one’s
reading is not fluent or a regular habit, then the development of one’s vocabulary is also
retarded. During reading, students continually process words to create meaning; and
without a strong vocabulary, students struggle to understand what they read.

The significance of developing students’ competitive reading skills is aligned to the

implementation of the K to 12 Basic Education Program. This is more clearly stipulated in
DepEd Memorandum No.402 series of 2004 and Administrative Order No. 324 that
implemented the “Every Child a Reader Program” (ECARP). The aim is to teach learners in
public schools with planned training in reading and writing to make them independent
young readers and writers.

Furthermore, ECARP is also part of the ten-point education agenda of former

President Aquino to ensure that the country’s public schools produce well-equipped
graduates who can cope with different challenges. To reinforce the effectiveness of
instruction along reading skills, the pertinent assessment tools have been fortified in order
to determine the real status of students’ reading proficiency. One such assessment tool is
called the Philippine Informal Reading Inventory (Phil-IRI). It measures the reading
proficiency of learners through word recognition and reading comprehension in English
and in Filipino by obtaining students’ rate in word recognition accuracy and in
comprehension questions based on the set of criteria for reading levels. The Phil-IRI scale
enables the classification of students into different levels namely, 1) frustration, 2)
instructional, and 3) independent. Students under the frustration reading level tend to
withdraw from or refuse to read. On the other hand, students with instructional reading
level can only read under a teacher’s guidance. Those in the independent reading level can
read alone with ease even without the guidance of the teacher. Reading programs have
been set up in all school divisions for both public and private schools.

However, the programs are not enough to develop students’ optimal reading habit.
Thus, it is unfortunate to note that despite the efforts and different programs launched by
the DepEd to ensure that children in every grade level are equipped with reading skills;
actual statistics has indicated that students promoted to high school cannot even read a
simple word, i.e., so-called “struggling readers”.

Literacy and English language proficiency are tools that help people move out of
poverty and get better-paying jobs to support their families. Literacy allows parents to read
to their children. Improved literacy skills benefit not only the struggling reader, but
everyone in our community regardless of age, race, gender, or background.

II. ACTION RESEARCH QUESTIONS

This research aims to find and understand the effects of Innovation strategies of
Literacy Performance among Grade 7 students in Concepcion National High School (CNHS).

1. Is there a relationship between the self-reported use of strategies and the students’
performance on the reading comprehension test?

2. Does the intervention increase the reported ‘online’ use of reading comprehension
strategies when reading unfamiliar texts?
 3. Do other factors, such as indicators of socio-economic status, baseline reading
comprehension scores and self-reported use, as well as word recognition, influence
the effectiveness of the intervention on reading comprehension and strategy use?

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Randomization was achieved by making reading checklist. It also includes an option

where a teacher can provide their own unique experience in teaching literacy that
significantly affects the learning of the students.

The researcher makes a reading checklist that includes different possible

challenges of a teacher in teaching literacy to students. This reading checklist will be
distributed to teachers teaching literacy to students when interventions began.
Furthermore, the researcher also makes a reading checklist that includes possible
difficulties and experiences that a student experienced with reading difficulties. It also
includes an option where students can provide their own unique experience or difficulties
in reading inside the classroom that significantly affect their learning. This reading
checklist will be distributed to students studying in an overcrowded classrooms when
interventions began.

IV. ACTION RESEARCH METHODS

This study will be using the descriptive method also the qualitative
research design to gather data on the effects of innovation strategies of literacy
performance of the students. It will be assessed through the use of the researcher
own made checklist and written assessments.

Participants and/or other Sources of Data and Information

The participants of this study will be the grade 7 students and subject teachers
which is selected by non-probability purposive sampling. The researcher used
random sampling methods over non-probabilistic ones and consider them to be
more accurate and rigorous.

Data Gathering Methods

 In gathering the research data, adequate administrative and ethical protocols were
observed. Clarification and transparency clauses were made to inform the teachers
and the students about the purpose of the study and the confidentiality of the data
obtained.

Data Analysis Plan

The purpose of this action research project is to determine the effects of literacy
performance has significant impact to students’ learnings. The data collection throughout
the course of study will be done with the goal to know the effects of innovation strategies of
literacy performance among grade 7 students. Data collection for this action research will
include qualitative measures. The qualitative data consist of the student and teachers’
checklist and quarterly written assessment for students to measure learning.

V. ACTION RESEARCH WORK PLAN AND TIMELINESS

This study dealt on the development of a supplemental learning material

appropriate for Grade 7 struggling readers.

Activities to know the effects of innovation strategies of literacy

performance
TITLE OBJECTIVES ACTIVITIES INDIVIDUALS SUCCESS
INVOLVED INDICATOR

To help Conducting The students

 students Observation, are able to
express interview and Students express and
The effects of experiences reading handle the
Innovation and difficulties checklist for difficulties and
strategies of in reading. students. experiences
they
Literacy
experienced in
Performance reading.
among Grade 7
students in
Concepcion To know the Administering The teachers
challenges of Observation, are able to
National High Teachers
teachers Interview and express and
School (CNHS) teaching giving reading handle the
Literacy materials. challenges they
towards are facing in
students. teaching
Literacy.

VI. COST ESTIMATES

There is no distinguish estimated cost because the investment or the cost of the
teachers and students to access the online evaluation and also there will be the cost but it
depends to their internet connectivity cost.

VII. PLANS FOR DISSEMINATION AND UTILIZATION

This research utilizes the Grade 7 students at Concepcion National High School.
There will be self – made questionnaires for the students.
 The researcher will ask for consent and approval to the school head, teachers, and
students of the institution to have an observation and ask the subject teachers and students
in grade 7 to answer checklist and written assessment for students.

The researcher will collaborate with other teachers to continue for further
information needed in conducting this classroom-based action research.

VIII. FERERENCES

Allington, R. L. (2006). What really matters for Struggling Readers:

Designing Research-Based Programs. Boston, MA: Pearson.

Ayson, Cathy Collins (2008). Reading First and Beyond: The Complete

Guide for Teachers and Literacy Coaches: California: Corwin Press.

Barry, K. and L. King, (2007). Beginning Teaching and Beyond Australia: Social Science.
2nd Edition. New York: Longman.

Aguinaldo, M.B., et al. (2004). Reading Links. Caloocan City: Reach Out Educational
Resources.

Catts & Hogan S. (2008). Children’s Literacy Development. Oxford University Press
Inc,New York

Chall, Jeanne S. (2006). Stages of Reading Development.2nd Edition. Harcourt Brace

College Publisher