IMPROVING THE READING LEVEL OF 9 GRADE II

NON – READER PUPILS OF

CHERRY T. COLETO ELEMENTERY SCHOOL

“THROUGH READING ASSESSMENT PROGRAM”

An Action Research

Presented to the

Division of Surigaodel Sur

___________________________________________________________

BY:

ALINITA R.PEDROSA

Teacher l

of

Cherry T. Coleto Elementary School

Researcher

February 2017 i
 TABLE OF CONTENTS

Title Page ----------------------------------------------------------- i

Table of Contents ------------------------------------------------------- ii

Chapter I INTRODUCTION------------------------------------------- 1

Context & Rationale

Review of Related Literature ----------------------------- 2

Research Questions -------------------------------------- 3

Scope &Limitations------------------------------------------ 4

Chapter II RESEARCH METHODS ------------------------------- 5

Methodology

Research Design

Sampling

Data Collection------------------------------------------------- 6

Ethical Issues

Chapter IIIRESULTS AND DISCUSSIONS ----------------- 7

Chapter IVCONCLUSION AND RECOMMENDATIONS ----------- 8

List of References ----------------------------------------------------- 9

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 Chapter I

INTRODUCTION

CONTEXT AND RATIONALE

Reading is a means of acquisition of communication and of sharing information of

ideas. Like all language, it is a complex interaction between the text and the reader

which is shaped of the reader’s prior knowledge, experiences, attitudes, and language

communication which is culturally and socially situated. The reading process requires

continuous practices, development and requirement.

Cherry T. Coleto Elementary School encountered the issue of Non-Reader in Grade II in

English Phil. IRI resulting to cases of low performance in subject. During the conduct of

English Phil IRI Pre-Test last June 2016it was found out that out of 31pupils were

tested, 9 were found in the Non-Reader level in English Phil.IRI Pre- test.

There are two types of pupils with reading problem that school psychologists and

educators are likely to encountered, one are pupils with IQ reading achievement

discrepancies and pupils with a combination of ability and low reading achievement.

Pupils who have IQ – reading achievement discrepancies tend to have average to have

highaverage IQ and listening comprehension scores (Aaron and Joshi 1992). Children

with developmental dyslexia are included in this group of poor readers. Dyslexia is often

associated with some neurological impairment that results in poor word recognition

skills including phonological processing. Show rate of reading, erratic oral reading,
1
miscue of function words and suffixes, and reading comprehension difficulties on tired
reading tasks and among are symptom commonly associated with dyslexia ( Aaron &

Joshua, 1992)

Thus, an intervention was designed and implemented to develop reading skills of

Cherry T. Coleto Elementary School Grade 2 pupils which also be benefited by the

school.

REVIEW OF RELATED LITERATURE

Language verbal abilities are consistently the best predictors of later reading

achievement (Scarborough, 2001). Skilled readers typically draw upon multiple levels of

the language system (Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe,

2003), with abilities encompassing vocabulary, syntax, and discourse. Vocabulary size

in optimal settings may increase exponentially in the early years (some estimate about

seven words a day) (Snow et al., 1998), with children learning to comprehend words

spoken to them before they are able to produce them on their own. Word knowledge,

however, is not just developed through exposure to increasingly complex language, but

to knowledge-building language experiences (Neuman, 2001) that involve children in

developing and refining networks of categorically-related concepts.

Phonological awareness. Based on a massive body of research (Burgess, 2006;

2
Lonigan, 2006), phonological awareness is a critical precursor, correlate, and predictor

of children’s reading achievement. Discriminating units of language (i.e., words,

segments, phonemes) is strongly linked to successful reading (National Reading Panel

Report, 2000). It is, however, as described above, both a cause and a consequence of

vocabulary development and learning to read (Ehri& Roberts, 2006). Typically

developing children begin first to discriminate among units of language (i.e.,

phonological awareness), then within these units (i.e., phonemic awareness).

Phonological awareness refers to the general ability to attend to the sounds of language

as distinct from its meaning. Phonemic awareness is the insight that every spoken word

can be conceived as units of sounds that are represented by the letter of an alphabet

(Snow, Burns, & Griffin, 1998).

Recent analyses (Dickinson et al., 2003) have made it abundantly clear, however, that

oral language skills, and more specifically vocabulary development, not only play a role

in phonological awareness but also are critical skills for the development of reading

comprehension later on. Therefore, it is essential for quality indicators in early childhood

programs to recognize that oral language and vocabulary development is the foundation

for all other skills critical to successful reading.

RESEARCH QUESTIONS

Specifically, the study answers the following questions:

1. What is the participation level of identified pupils who under are Non-Reader level in

English Phil. IRI Pre – Test?

2. What is the participation level of identified Non-Reader level in Phil. IRI pretest after

implementing “Reading Assessment Program”?

3
SCOPE & LIMITATIONS

This researchis delimited on the improvement of pupils’ participation rating in

grade II. Recipients of this study are nine (9) identified non – readers’ pupils of Cherry

T. Coleto Elementary School, Based on result in English Phil.IRI – Pre-Test record and

their participation rating for the first quarter.

A 100 – day, 15 minutes regular reading session through Grade II Reading

Assessment Program was given to the identified Non-Reader level pupils with low

performance rating in the class from July 2016 – January 2017. Their attendance was

checked and monitored regularly in every (RAP) session as well as their daily

participation in every class. Their participation rating for the second quarter will be used

as bases for the analyses of results.

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 Chapter II

RESEARCH AND METHODS

Methodology

Research Design

The researcher use the experimental method to attained the goal of study.Giving

some tools to the respondents for every15 minutes before and after the class. The tools

used for intervention through “Reading Assessment Program” wereFWAW, DEAR,

READING BEAR, REWORDIFY, and STORIA.

Sampling

The purposive sampling was used in this research since all pupils need

immediate attention were pick. Analysis as to who were the respondents to be selected

was done based from the causes that emerged during the pre-test trial.

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Data Collection

This action research used the descriptive method. Data Collection was based on

pupils English Phil.IRI Pre-test in Phil.IRI Test record and their participation rating for

the first quarter. Based on the table 1 and 2 it shows the records on their class

participation, responses in class activities.

Ethical Issues

Prior to the provision of the intervention program, the parents as well as the

identified pupils were called in a special meeting. The results of their participation rating

werepresented and the planned intervention was introduced. The parents and the pupils

were given orientation to how the intervention goes through. Both parents and pupils

are aware of their responsibilities including timelines and targets.

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 Chapter III

RESULTS AND DISCUSSIONS

RESULTS AND DISCUSSIONS

At the very start of the recent school year, Grade 2 pupils were found to be very

poor in word recognition and comprehension in reading. In which it is the result of

absenteeism, and it also affects their academic performance rating. Poor reading habits,

poor retention, laziness, and lack of parents’ follow up are some causes of non –

reading level.

Table No. 1. PupilsParticipation Level (Phil. IRI. Pre- Test)

GRAD PUPIL FRUSTRATIO INSTRUCTIONA INDEPENDENT NON-

E TESTED N L READER
M F T M F T M F T M F T M F T
II 12 19 31 4 10 14 1 4 5 1 2 3 6 3 9

The table shows the number of pupils who are classified as Non-Reader. The

table further shows that pupils perform slow and participate less on their class activities.

If not given attention pupils might repeat a great level due to failure to perform and

participateclass activities.

Table No. 2 The Participation Level of Identified Non – Reader Level in (Phil. IRI. Post-

Test) Grade 2 after the intervention.

GRAD PUPIL FRUSTRATIO INSTRUCTIONAL INDEPENDENT NON-

E TESTED N READER
M F T M F T M F T M F T M F T
II 12 19 13 2 5 7 5 8 13 4 6 10 1 0 1
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 The Table shows the performance rating of Grade II English Phil.IRI pupils’ after

the Reading Assessment Program. It is shown in the table that there is an increase of

pupils’ reading level after the intervention plan. It is that I male pupil under as Non-

Reader because of his mentally impaired. Very clear that pupils’ performance rating

increased from beginning level on the Pre-test to developing level on the post-test.

Supported by Aaron and Joshua, (1992) Children with developmental dyslexia are

included in this group of poor readers. Dyslexia is often associated with some

neurological impairment that results in poor word recognition skills including

phonological processing show rate of reading , erratic oral reading, miscue of function

words and suffixes, and reading comprehension difficulties on tired reading tasks and

among are symptom commonly associated with dyslexia.

 Chapter IV

CONCLUSIONS AND RECOMMENDATIONS

Conclusions and Recommendations

Based on the Pre- English Phil. IRI reading it was found out that there is a need

of regular reading practice 15 minutes every day before and the class started and end.

On this case we focus the reading activities to the pupils so that they can read

well and comprehend what they read. Peer Reading intervention design to encourage

those pupils who are poor in reading. Every teacher from grades 1, 2& 3 should see to it

that the pupils could acknowledge phonemic awareness and teaching phonics,

decoding and word studies, including the learning of the sight vocabulary, the explicit

teaching of comprehension strategies and development of fluent reading by reading and

rereading familiar texts . Teachers should devote extra effort and time in giving

remediation. In that way the reading abilities of the pupils will be improve.

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REFERENCES

Aaron and Joshi, 1992 “Children with developmental dyslexia an included in their

group of poor reader.

Books:

Online:

https;//www.Topping 2000

https://www.wikipedia.org/wiki/Phonogram