Addressing Challenges in Reading, Spelling, and

Comprehension Skills Among Elementary Learners at SJCCI

The more that you read, the more things you will know. The more that you learn, the
more places you’ll go. – Dr. Seuss

I. CONTEXT AND RATIONALE

Introduction

Reading, spelling, and comprehension are foundational skills that underpin all areas
of learning and serve as essential tools for lifelong success. The ability to read fluently, spell
accurately, and comprehend written texts not only enhances academic performance but also
fosters critical thinking, communication, and confidence. However, many elementary learners
struggle with these skills, which can lead to disengagement in school and difficulties in other
subject areas.

At St. Joseph College of Canlaon, Inc. (SJCCI), teachers have observed that a
significant number of students face challenges in mastering these literacy skills. These issues
manifest as low reading fluency, frequent spelling errors, and limited comprehension of
written material, which negatively impact their academic achievements and self-esteem.
Addressing these challenges is crucial to ensuring that every learner has the opportunity to
thrive academically and socially.

This action research is focused on identifying the specific factors contributing to these
literacy challenges among elementary learners at SJCCI and implementing targeted
interventions to address them. By employing strategies such as structured reading programs,
interactive spelling activities, and comprehension-enhancing exercises, the study aims to
improve the learners’ abilities and overall academic outcomes. The results will not only
benefit the students directly involved but also serve as a resource for educators and
stakeholders at SJCCI to design more effective teaching practices for literacy development.
Background of the Study

Reading, spelling, and comprehension are essential skills for students to succeed
academically and personally. These skills form the foundation for learning in all subjects, as
well as for critical thinking and effective communication.

However, many elementary learners at St. Joseph College of Canlaon, Inc. (SJCCI)
have been observed to struggle with these basic literacy skills, which affects their overall
academic performance and engagement in learning.

Teachers at SJCCI have noticed that students often face difficulties in reading fluently,
spelling words correctly, and understanding what they read. These challenges are particularly
evident in language subjects, but they also affect students’ ability to grasp content in other
areas. Despite the best efforts of teachers to provide support, these difficulties continue to
impact students’ academic progress.

The goal of this action research is to identify the root causes of these challenges and
implement practical solutions to improve reading, spelling, and comprehension skills among
elementary learners at SJCCI. Through targeted interventions and strategies, this study aims
to enhance the literacy skills of students, helping them succeed in their academic journey.

The research will also explore how these improvements can positively affect students’
overall learning experience and self-confidence.

Objective of the Study

The objective of this study is to identify and address the challenges faced by
elementary learners at St. Joseph College of Canlaon, Inc. (SJCCI) in reading, spelling, and
comprehension. Specifically, the study aims to:

1. Identify the common difficulties that students experience in reading, spelling, and
comprehension.
 2. Determine how these challenges affect students’ academic performance and
confidence in learning.

3. Explore and implement effective strategies or interventions to improve students’

reading fluency, spelling accuracy, and comprehension skills.
4. Evaluate the effectiveness of the implemented interventions in helping students
overcome their literacy challenges.

The study’s goal is to improve literacy skills among elementary learners, boosting
their overall academic performance and confidence in their abilities.

Review of Related Literature

The development of reading, spelling, and comprehension skills is essential in a

child’s early education. Research shows that difficulties in these areas often lead to
challenges in academic performance and overall learning success. The following studies
provide insight into the challenges elementary learners face in these areas, particularly
focusing on reading, spelling, and comprehension.

Reading Challenges Among Elementary Learners

Reading is foundational to learning in all subjects, and many elementary learners

struggle with basic reading skills, which impacts their academic success. According to the
National Reading Panel (2000), reading difficulties are often linked to issues with phonemic
awareness, fluency, and vocabulary. Elementary learners, particularly in the early stages of
education, require strong phonics and decoding skills to read fluently. Without these skills,
students often fall behind in their reading development, leading to challenges in other
academic subjects.

In the context of the Philippines, a study by the Department of Education (2018)

highlighted that many students struggle with reading comprehension and fluency. These
difficulties often stem from limited exposure to reading materials, insufficient vocabulary,
and a lack of early intervention. The study suggested that students who face reading
difficulties early on are more likely to encounter academic challenges later in their education.

Spelling and Writing Difficulties

Spelling is an essential component of literacy development, and difficulties in spelling

are often reflective of broader issues with reading and writing. Research by Gentry (2004)
shows that spelling difficulties in young learners are often linked to poor phonemic
awareness, which is the ability to hear and manipulate sounds in words. Spelling errors can
also indicate a lack of knowledge about word patterns and structures, which are crucial for
developing effective writing skills.

In a study conducted by Lao (2015), Filipino students were found to have significant
spelling difficulties, particularly in words that involve more complex phonetic rules. This
issue often arises from the differences between the phonetic structures of Filipino and
English, as many learners struggle to connect the sounds they hear to the appropriate letters in
writing. This challenge is compounded by a lack of consistent practice in spelling during the
early school years.

Comprehension Skills and Challenges

Reading comprehension is another critical literacy skill that significantly affects

academic performance. According to McNamara (2007), comprehension involves more than
just decoding the words; it requires making connections, drawing inferences, and applying
background knowledge to fully understand the text. Comprehension difficulties can hinder
students’ ability to learn in subjects such as science, mathematics, and social studies, which
require reading complex texts.

In the Philippines, studies have shown that reading comprehension is a significant

challenge for many elementary learners. The Department of Education (2019) found that
many students struggle to understand the meaning of texts, especially when the material is
unfamiliar or complex. Teachers have observed that students often have difficulty identifying
main ideas, making inferences, or answering questions based on what they have read. This
challenge is exacerbated by limited access to reading materials and a lack of effective
teaching strategies to promote deeper understanding of texts.

Effective Interventions for Improving Literacy

To address these challenges, a range of interventions have been explored and

implemented. Research shows that targeted interventions, such as focused phonics
instruction, vocabulary development, and comprehension strategies, can significantly
improve students’ literacy skills. The National Institute for Literacy (2008) emphasizes the
importance of phonics-based instruction, as it helps students connect sounds with letters and
build reading fluency. Programs that include reading comprehension strategies, such as
summarizing, questioning, and making predictions, also help students improve their
understanding of texts.

In the Philippines, various programs have been introduced to support struggling

readers. For example, the “Every Child a Reader Program” (ECRP) launched by the
Department of Education aims to provide early intervention and individualized support for
students who are struggling with reading. The program focuses on phonics instruction,
vocabulary development, and reading comprehension, and has shown positive results in
improving the reading skills of elementary learners.

Conclusion

The literature shows that reading, spelling, and comprehension challenges are
common among elementary learners, particularly in the Philippines. These difficulties often
affect students’ overall academic performance, and addressing them early is essential for
long-term success. Effective interventions that focus on phonics, vocabulary, and
comprehension strategies can significantly improve students’ literacy skills. It is clear that
targeted support and early intervention are key to helping students overcome these challenges
and succeed academically.
II. ACTION RESEARCH PROBLEM

Statement of the Problem

This study aims to identify and solve the problems that elementary learners at St.
Joseph College of Canlaon, Inc. (SJCCI) face with reading, spelling, and comprehension. The
study will answer these questions:

1. What are the main problems students have with reading, spelling, and
understanding what they read?

2. How do these problems affect their school performance?

3. What ways can be used to help improve their reading, spelling, and comprehension
skills?

4. How well do these solutions help students improve their skills?

The goal is to find ways to help students get better at reading, spelling, and
understanding what they read.

Significance of the Study

This study is significant for several reasons:

1. Improving Student Performance: By addressing challenges in reading, spelling, and

comprehension, the study aims to help elementary learners at St. Joseph College of Canlaon,
Inc. (SJCCI) improve their academic performance. Strong literacy skills are essential for
success in all subjects, and enhancing these skills will help students perform better in their
lessons.
 2. Boosting Student Confidence: Struggling with literacy can lead to low self-esteem
and a lack of confidence in students. By providing support and improving their skills, the
study can help boost students’ confidence and encourage a positive attitude toward learning.

3. Supporting Teachers: The study will provide teachers with insights into the specific
challenges their students face in literacy. It will also offer effective strategies and
interventions that can be applied in the classroom to better meet the needs of struggling
learners.

4. Contributing to Educational Practices: The findings from this study will be valuable
for the school’s educators, administrators, and other stakeholders. It can inform future
teaching strategies, curriculum development, and school policies aimed at improving literacy
across all grade levels.

5. Long-Term Benefits for Students: Improving literacy skills in elementary students

lays a strong foundation for their future academic success. This study will help equip learners
with the necessary skills for lifelong learning and achievement.

In summary, this study will positively impact students, teachers, and the overall
educational environment at SJCCI, leading to better learning outcomes for all.

III. PROPOSE INNOVATION, INTERVENTION, AND STRATEGY

The proposed innovation, intervention, and strategy for addressing challenges in reading,
spelling, and comprehension skills among elementary learners at St. Joseph College of
Canlaon, Inc. (SJCCI) are as follows:

1. Phonics Instruction Program

• Innovation: A structured phonics program to improve decoding skills, which are

crucial for reading fluency.
 • Intervention: Implementing daily phonics lessons that focus on letter-sound
relationships and blending skills.
• Strategy: Use multisensory activities such as flashcards, phonics songs, and
interactive games to help students practice letter sounds and word recognition. Repetition of
sounds and words in context will improve their ability to read and spell.

2. Vocabulary Building Activities

• Innovation: A vocabulary enrichment program designed to enhance students’ word

knowledge.

• Intervention: Incorporating activities that introduce new words in context and help
students learn their meanings.

• Strategy: Teachers can use visual aids, word walls, and context clues exercises.
Engaging students in daily reading sessions where they encounter new words will allow them
to practice using those words in different contexts.

3. Reading Comprehension Strategies

• Innovation: A comprehensive reading comprehension program that teaches strategies

to help students understand and retain information from texts.

• Intervention: Teaching students how to make predictions, visualize the content,

summarize, and ask questions while reading.

• Strategy: Incorporating guided reading sessions where students actively engage with
the text and use comprehension strategies. Post-reading activities such as group discussions
or written reflections will help reinforce understanding.

4. Spelling Reinforcement and Word Pattern Recognition

• Innovation: A targeted spelling program that focuses on recognizing and using

common spelling patterns.
 • Intervention: Weekly spelling tests, word sorts, and writing exercises that help
students practice difficult words and identify patterns in spelling.

• Strategy: Provide hands-on activities like word puzzles, dictation, and interactive
games that emphasize the relationship between sounds and spelling.

5. Peer Learning and Collaboration

• Innovation: A peer-assisted learning approach where students work together to

improve each other’s reading and spelling skills.

• Intervention: Pairing stronger readers with those who need more support. Students
can take turns reading aloud and assisting each other with spelling and comprehension.

• Strategy: Organize paired or small group reading sessions where students help each
other with challenging texts, provide feedback, and discuss key ideas from the reading
material.

6. Technology Integration

• Innovation: Use of digital tools to support literacy development.

• Intervention: Incorporating educational apps or online resources that focus on

spelling, reading, and comprehension skills.

• Strategy: Encourage students to use educational games, quizzes, and interactive e-

books to practice their skills. Digital platforms like literacy games, e-readers, and virtual
spelling bees can make learning more engaging and personalized.

7. Regular Formative Assessments and Feedback

• Innovation: Ongoing assessments to monitor student progress in reading, spelling,

and comprehension.
 • Intervention: Using quizzes, reading logs, and regular comprehension checks to
track students’ development in these areas.

• Strategy: Teachers can provide timely, specific feedback to students, highlighting

areas of improvement and offering tailored support for individual learning needs.

8. Parental Involvement

• Innovation: Encouraging parental engagement in their children’s literacy

development.

• Intervention: Hosting workshops or meetings for parents to equip them with

strategies to support reading, spelling, and comprehension at home.

• Strategy: Provide parents with resources such as reading materials, suggested

activities, and tips for creating a literacy-rich home environment to reinforce what students
learn in school.

Conclusion

These proposed innovations, interventions, and strategies are designed to tackle the
challenges of reading, spelling, and comprehension skills by focusing on phonics instruction,
vocabulary enhancement, comprehension strategies, spelling practice, peer learning, and
digital tools. Together, they create a well-rounded approach to addressing literacy issues and
ensuring that students at SJCCI have the support they need to succeed academically.
IV. ACTION RESEARCH METHODS

Research Design

• Design: The research will still follow a qualitative action research design. It will
focus on identifying and addressing the challenges in reading, spelling, and comprehension
skills across various age groups (Kindergarten to Grade 6). The design will allow for hands-
on interventions in the classroom setting and observation of their effectiveness in improving
literacy skills.

• Approach: A mixed-methods approach can be used to gather both qualitative and

quantitative data. This allows for more comprehensive analysis across different age groups,
given the diverse needs of students at various grade levels.

Participants

• Who are the Participants?

• The participants will include students from Kindergarten to Grade 6 at St.
Joseph College of Canlaon, Inc. (SJCCI).
• The sample group will be those identified as struggling with reading,
spelling, and comprehension. This may include varying numbers of students from
each grade level based on teacher assessments and observations.
• The teacher (researcher) will actively participate by implementing the
interventions and collecting data.

Data Collection

1. Pre- and Post-Assessments

• Reading Comprehension Tests: Tailored to each grade level, assessing their
ability to understand and interpret texts. These tests will be given before and after the
interventions to track improvements.
• Spelling Tests: Age-appropriate spelling assessments will be given to
measure changes in spelling accuracy.
 • Diagnostic Reading Assessments: For younger learners, informal
reading assessments (such as reading aloud or recognizing sight words) will be
used.

2. Student Journals and Reflections

• Students will be encouraged to reflect on their learning progress in simple
journals. For younger students, this could include drawings or verbal reflections,
while older students might write more detailed reflections on their reading and
comprehension experiences.

3. Teacher Observations
• The teacher will observe students during class activities to monitor progress.
A checklist or rubric will be used to track behaviors such as reading fluency, spelling
accuracy, and comprehension across the different grade levels.

4. Focus Group Discussions

• These discussions will be conducted with students from different grades to
assess how well the interventions are working. For younger students, this may involve
simpler discussions or feedback sessions, while older students can engage in more
structured group discussions about their experiences.

5. Student Work Samples

• Teachers will collect samples of students’ work, such as written responses,
spelling exercises, and reading comprehension summaries. These samples will be
analyzed for improvement in reading, spelling, and comprehension skills.

6. Parent and Teacher Feedback

• Collecting feedback from both parents and teachers will help gauge the
students’ progress outside the classroom. Parent feedback will focus on home support
for reading and spelling, while teachers will provide insights based on classroom
performance.
V. ACTION RESEARCH WORK PLAN AND TIMELINES

Activity Timeline Description

1 Planning and Preparation Day 1 - Identify students who need
help with reading, spelling,
and comprehension.
- Prepare materials quickly
(simple flashcards,
worksheets, and short
reading passages).
2. Pre-Assessment Day 1-2 - Conduct a quick
assessment of reading,
spelling, and comprehension
skills.
- Observe students and note
where they are struggling
(quick, informal test).
3. Implement Interventions Day 2-6 - Start daily short lessons
(Daily Activities) focused on reading, spelling,
and comprehension.
- Use simple, engaging
activities such as group
reading, games, and
flashcards.
- Provide direct support to
struggling students.
4. Monitor Progress Day 2-6 - Observe students’ progress
every day. Keep notes on
their participation and
improvement in skills.
- Adjust activities daily as
needed based on students’
performance.
5. Post-Assessment Day 7 - Conduct a short post-
 assessment (same as pre-
assessment) to check
improvements in reading,
spelling, and
comprehension.
6. Data Analysis and Day 8 - Analyze the results from
Reflection pre- and post-assessments.
- Reflect on the
effectiveness of the
interventions. What worked?
What could be improved?

7. Final Report and Day 9-10 - Write a short report

Recommendation summarizing the action
research process, findings,
and recommendations for
future improvement.
8. Share Results Day 10 - Share findings with
teachers and any other
stakeholders. Provide
suggestions for continuing
improvement in literacy
skills.

VI. COST ESTIMATES

 Item Estimated Cost Description
1. Reading Materials, ₱ 200 - ₱ 250 Use free online resources,
(Books, Worksheets, downloadable worksheets,
Flashcards) and simple printed
flashcards. Consider
borrowing books from the
school library.
2. Stationery (Markers, ₱ 100 - ₱ 150 Basic stationery like
Papers, Notebooks, etc.) notebooks and pens. Use
reusable whiteboards or
markers if available.
3. Printing Cost ₱ 100 - ₱ 150 Print basic materials like
worksheets, assessments,
and activities.
4. Rewards and Incentives ₱ 50 - ₱ 100 Small low-cost incentives to
(e.g., stickers, pencils)
motivate pupils.
5. Technology Tools ₱ 0 - ₱ 80 If needed, use free online
phonics apps or games.
6. Miscellaneous Cost ₱ 15 - ₱ 50 If small travel expenses are
(Transportation, etc.) needed, keep the cost
minimal.

Total Estimated Cost:

₱ 465 - ₱ 780
VII. PLANS FOR DISSEMINIATION AND UTILIZATION

Plans for Dissemination and Utilization

1. Dissemination to Stakeholders:

• Presenting to Teachers and School Administrators: The findings and

recommendations from this action research will be shared with school administrators, fellow
teachers, and relevant stakeholders in a staff meeting or professional development session.
This will help inform other educators about successful strategies for addressing challenges in
reading, spelling, and comprehension skills.

• Sharing with Parents: A simple report or newsletter summarizing the action research
findings will be shared with parents to inform them about their children’s progress and the
strategies used in the intervention. Parent-teacher conferences can also be used to discuss
how parents can further support their child’s learning at home.

2. Utilization in the Classroom:

• Implementing Successful Strategies: The strategies and interventions found to be

effective will be integrated into regular classroom practices. Teachers can continue using the
phonics games, reading exercises, and comprehension activities to enhance students’ literacy
skills on a long-term basis.

• Ongoing Monitoring: After the completion of the research, the researcher can
continue monitoring the progress of students and implement similar activities to ensure
sustained improvement in reading, spelling, and comprehension.

3. Possible Collaboration with BEED College Students:

• Clubs Exclusive for Elementary Pupils: In collaboration with BEED (Bachelor of

Elementary Education) college students, a club could be established for elementary pupils to
engage in activities focused on improving reading, spelling, and comprehension skills. The
BEED students can serve as mentors or tutors, facilitating fun and educational activities such
as storytelling sessions, phonics games, or group reading exercises.

• Developing and Running Literacy Programs: The BEED students, under the
guidance of their professors and school teachers, can help design and run after-school
programs, such as Literacy Clubs or Reading Circles, which will be beneficial for elementary
students in enhancing their reading and comprehension abilities.

• Practical Experience for BEED Students: This collaboration will also serve as a
learning experience for BEED students, allowing them to apply theoretical knowledge in a
real-world setting and gain valuable hands-on experience in working with young learners.

4. Use of Results for Future Research:

• Collaborating with Other Educators: The research findings can serve as a foundation
for further studies on literacy development. Teachers at SJCCI and other schools can use the
results to build on their own research or intervention strategies.

• Contributing to School Policies: The research can inform school policies related to
literacy instruction. For instance, the successful interventions can be recommended for
incorporation into the school’s curriculum or used as a model for professional development in
literacy education.

5. Documentation for Reference:

• The researcher will create a detailed report of the entire process, including the
intervention strategies, data collected, and results, which will be made available in the
school’s resource center. This will allow other educators and researchers to refer to the
findings when addressing similar challenges in literacy education.
Conclusion and Recommendation:

• Conclusion: The action research successfully identified and addressed the challenges
in reading, spelling, and comprehension skills among elementary learners at SJCCI through a
series of focused interventions.

• Recommendation: Teachers should incorporate more phonics-based and interactive

activities into their lessons to maintain students’ interest and improve literacy skills. Further
research and ongoing professional development in the area of literacy education should be
considered to continue supporting students’ academic success. Additionally, the establishment
of Literacy Clubs led by BEED college students could greatly benefit both elementary pupils
and future educators.

By disseminating the results of this research, collaborating with BEED students, and
utilizing the findings in various ways, the action research will not only enhance the literacy
skills of elementary pupils at SJCCI but also contribute to the development of future
educators, fostering a continuous learning environment for all.

VIII. REFERENCES

1. Snow, C. E. (2002). Academic language and the challenge of reading comprehension.

• Link: Journal of Adolescent & Adult Literacy

2. Beck, I. L., & McKeown, M. G. (2007). Building vocabulary in reading comprehension:

The role of word knowledge.
• Link: Journal of Reading Research

3. Shanahan, T., & Shanahan, C. (2008). Teaching reading comprehension to elementary

students.
• Link: The Reading Teacher

4. Pikulski, J. J., & Templeton, S. (2004). Teaching and learning phonics.

• Link: The Reading Teacher
5. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment
of the scientific research literature on reading and its implications for reading instruction.
• Link: National Institute of Child Health and Human Development

6. Philippine Department of Education. (2016). Philippine Reading Program: Enhancing

literacy skills among Filipino learners.
• Link: Department of Education (Philippines)

7. Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading
comprehension.
• Link: Journal of Educational Psychology

These links will direct you to the online platforms where you can access the full text
of these articles or publications. Some may require a subscription or institutional access (e.g.,
through a university library) to view the full content.

IX. APPENDICES