ACTION RESEARCH IN READING PDF

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Republic of the Philippines Department of Education Region X DIVISION OF BUKIDNON KAPALARAN ELEMENTARY SCHOOL An Action Research in Reading by: MARIA VICTORIA B. TAKIANG Master Teacher I IMELDA R. BILLIONES ESHT- I TABLE OF CONTENTS Page I. Introduction ……………………………………………………. 1 II. Problem Identifica...

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Republic of the Philippines Department of Education Region X DIVISION OF BUKIDNON KAPALARAN ELEMENTARY SCHOOL

An Action Research in Reading

by:

MARIA VICTORIA B. TAKIANG Master Teacher I

IMELDA R. BILLIONES ESHT- I

TABLE OF CONTENTS Page ……………………………………………………. 1

I.

Introduction

II.

Problem Identification and Analysis ……………………………

2

Statement of the Problem ……………………………………….

3

Formulating Hypothesis …..………………………………….....

3

III.

Generation of Alternative Solutions ……………………………

4

IV.

Plan of Action …………………………………………………….

5

Objective ………………………………………………………….

5

Time Frame ………………………………………………………

5

Target Subjects ………………………………………………….

5

Activities Undertaken ……………………………………………

5

Evaluation Criteria ……………………………………………….

7

Presentation and Interpretation of Results ………………..

8

Phil.IRI Oral Reading Test Results (Pre-test) …………………

8

Common Reading Miscues of Grade II………………………..

9

Progress Oral Reading Test Results ……………………………

11

Reading Difficulties ……………………………………………….

12

Phil. IRI Oral Reading Test (Post-test) …………………………

13

V.

Results of the t-test of Difference Between the Mean Pre-test And Post-test Scores in Word Recognition…………………….

14

VI.

Summary, Conclusions and Recommendations ……………… 15

VII.

Appendices……………………………………………………….

18

IMPROVING THE READING SKILLS OF SLOW READERS IN GRADE II OF KAPALARAN ELEMENTARY SCHOOL THROUGH PHONICS APPROACH

I. Introduction Reading is a uniquely human activity characterized by the translation of symbols, or letters into words and sentences that communicate information and mean something to the reader. Reading is the key to skillful learning and better living. The learners who read well develop better understanding and effective adjustment towards life’s situations. When the learners understand what they read they could identify, classify, build, organize, synthesize, make adjustments and arrived at proper decisions. Reading therefore is one of the potent areas where the learners must be placed under and where an appropriate design may be addressed or utilized to assure the learners to learn effectively the basic skills in reading. Poor reading performance is one of the various problems that a teacher encountered as she teaches. While such problems could be attributed to some causes such as social, economic, environmental or psychological factors. It is then a vital task of all concerned especially the teachers to improve the quality of instruction to help the slow readers and readers at-risks acquire the basic knowledge and skills in reading which could be utilized as avenues to undertake other subject areas prescribed in the curriculum. The quality of education acquired by the pupils depend largely upon the pupil s’ know how to read and interpret printed materials adequately; and without such abilities they are

barred practically from learning effectively and meaningfully to the other subjects in the curriculum. Remedial reading measures would then be expected if the pupils could not come up with their expected performance. This is one way of knowing and meeting the needs of pupils. It is through remedial teaching which will help the pupils in achieving better reading skills and comprehension. When pupils are given assistance, encouragement and challenges that one intends to improve performance, they will be inspired to study that would enable them to perform better than they ordinarily do.

II.

Problem Identification & Analysis As a result of the Phil. IRI Pre-Test conducted, it is found out that 24 out of 36 or 67% of the pupils are slow readers and having difficulties in recognizing words; while three ( 12 ) or 33% are found at-risks and having difficulties in sounding out syllables. Thus, they belong to the frustration level in word recognition, much more in comprehension. These pupils are the low performing and achieving pupils in any of the tests given. Several factors may have contributed to these reading difficulties. One factor for most pupils is that basic skills in reading have not been fully developed or mastered. It is for this reason that the researcher conducted an action research to find some teaching strategies that will improve the oral reading abilities of slow readers and readers-at-risk in Grade II of Kapalaran Elementary School using the phonics approach.

Statement of the Problem This action research aimed to improve the reading abilities of slow readers and readers-at-risk in Grade II of Kapalaran Elementary School for the school year 20152016 through phonics approach. This will provide the necessary remedial measures to correct and improve the reading potentials of these pupils. Specifically, it seeks to answer the following questions: 1. How can I improve the reading abilities of my slow readers and readers-at-risk pupils relative to the identified reading difficulties? 2. What is the recognition level of each group of pupils after the phonics approach is used? 3. What is the significant difference between the pre-test and post-test scores in word recognition of the pupils?

Generation of Alternative Solutions This action research attempted to use the phonics approach to improve the reading abilities of slow readers and readers-at-risk in Grade II of Kapalaran Elementary School for the school year 2015-2016. In the Phonics Approach to reading word recognition is taught by using the grapheme-phoneme association method. A grapheme is the written letter (what you see on paper). A phoneme is the sound that the letter represents (what you hear). Learners are taught the vowels, consonants and blends. They are then taught to combine the sounds and blend them into words. In this way the learner read unfamiliar words by using

the association of speech sounds with certain letters or groups of letters. The early introduction of a phonics program as part of an overall reading approach has become an almost universal practice in the teaching of reading. The phonics approach can be added to a basal reading approach as well as the language experience approach as soon as learners have mastered a basic sight vocabulary of about 50 – 100 words. There are two phonics methods used in this study – the synthetic and the analytical method depending upon the identified reading difficulties of the pupils. Using the synthetic method the sounds are taught in isolation, they learn that the letter represents a certain sound, e.g. b = buh, and must then learn to blend the sounds to form words or, in other words, synthesize. The analytical method, on the other hand, teaches the sound as part of a word, e.g. b as in bat. The learners learn the new words as the phonic elements are introduced to them. independently.

Using this approach pupils were able to read

III.

Plan of Action A. Objective:  To improve the reading abilities of the pupils and reduce the percentage slow readers and readers-at-risk in Grade II using the phonics approach. B. Time Frame  This action research was conducted for two quarters during the school year 2015-2016. The intervention/remedial reading program conducted daily @ 12:30 to 1:00 pm. C. Target Subjects  The subjects of this action research were the slow readers and readers-at-risk in Grade II of Kapalaran Elementary School for S.Y. 2015-2016.

D. Activities Undertaken With the foregoing stated problems on the reading abilities of slow readers and readers-at-risk in Grade II of Kapalaran Elementary School, the following plan of actions were formulated to improve reading capabilities: 1. Strengthened the remedial reading program design – using the phonics approach to correct and improve the reading skills of slow readers and readers-at-risk. 2. Clustering of slow readers with common errors while reading for intensive remedial teaching.

3. Conducted oral reading test after each component in the reading program. 4. Results of the oral reading test were evaluated as guide in carrying out the necessary remedial measures to improve reading skills. 5. Reading corner was made attractive and more functional. 6. Used multi-media for more comprehensive lessons in phonics. 7. Involved parents to make follow-ups of their children’s homework. Time Table The following dates with their corresponding activities were followed during the implementation of the remedial reading program.

ACTIVITIES 1. Conference with the School Head and School

TIME FRAME August 1, 2015

English Coordinator about the research 2. Meeting with the parents concern

August 3, 2015

3. Preparation of instructional materials

August 6-13, 2015

4. Remedial reading to slow readers and readers-

August 22, 2015 to

at-risk in Grade II

ACTIVITIES

February 8, 2016

TIME FRAME

5. Phil. IRI Oral Reading Test by the School Coordinator in English  Pre-Test

August 14, 2015

 Final Test

January 8, 2016

6. Oral Reading Test by the researcher  Progress Test 7. Final Oral Reading Test by Master Teacher of

November 20, 2015 February 8, 2016

the school

E.

Evaluation  By the end of March 2016 at least 75% of the slow readers could have read words at their grade level with fluency, and the readersat-risk to become readers, as well.

F.

Research Design This action research relied chiefly on the results of the different oral reading tests (recognition level) conducted during the period of the program. The descriptive method of research was used in the study to find out the reading performance of the pupils. The data gathered were tabulated, evaluated and analyzed using percentages to identify the reading levels of the pupils.

IV.

Presentation and Interpretation of Results The following were the findings revealed in the implementation of the action research. Thirty-three (36) pupils in Grade II belonging to the frustration level of recognition were covered by the study. They were grouped as a. slow readers, b. syllable readers, and c. readers-at-risk. Five tables on oral reading tests were presented, evaluated, analysed and interpreted: 1. Phil. IRI Pre-Test, 2. Common Reading Miscues, 3. Progress Test, 4. Phil. IRI Post Test, and 5. Table of Reading Difficulties. They were all conducted in different schedule by the school coordinator in Reading, the Master Teacher of the school and the remedial reading teacher. 1. Phil. IRI Oral Reading Test (Pre-Test) Table 1 show that there were 39 Grade II pupils tested in word recognition during the pre-test. Nobody is independent; three (3) or 8% fall under instructional level, while thirty-six (36) or 92% belong to frustration level in word recognition. The table further reveals that recognition level of the Grade II pupils ranged from at-risk to instructional readers. Among the pupils under frustration level in word recognition, twelve(12) or 33% are slow, twelve (12) or 33% read by syllable, while three (12) or 33% are readers-at-risk.

Table 1 Phil. IRI Oral Reading Test Results (Pretest) WORD RECOGNITION LEVEL

No.

%

Independent

0

0%

Instructional

3

8%

Frustration

36

92%



Slow

12

33%



Syllable

12

33%



At-risk

12

33%

TOTAL

39

100%

The above data revealed that 92% of these pupils need thorough assistance and remediation to improve their reading capabilities and skills, and develop reasonable selfconfidence. They were the main subject of the study.

2. Common Reading Miscues of Grade II Under Frustration Level of Word Recognition Different types of miscues in word recognition were also identified in order to group the pupils under frustration level, specifically, the slow and syllable readers with common errors for intensive remedial teaching. Their common miscues were mispronunciation, substitution, reversal, insertion, omission and refusal to pronounce within 3 seconds. Table 2 shows the frequency and percentage of slow and syllable readers based on their common miscues.

Table 2 Common Miscues Among Slow Readers and Syllable Readers in Grade II

No. of Pupils

%

Mispronunciation

24

100%

Substitution

23

96%

Omission

6

25%

Refusal to read over 3 seconds

7

29%

Insertion

7

29%

6

25%

COMMON MISCUES

Reversal

The above table shows that mispronunciation is the most common miscue of all (100%) the slow readers and syllable readers in Grade II. Majority of them make substitution (96%), while seven (7) or 29% of them are making insertions and refuse to read over 3 seconds. The least (25%) are making reversals and omissions. 3. Progress Oral Reading Test (Pupils Under Frustration Level in Word Recognition) Based on the progress test conducted by the researcher, a little improvement in the number of pupils belonging to frustration level took place compared to the initial test results which is 33 or 63% to 23 or 44% as shown in Table 3. This means that effective remedial reading program is built for intensive administration of reading instruction regularly so that reading difficulties will be corrected.

Table 3 Progress Oral Reading Test Results in Grade II RECOGNITION LEVEL

Pre-test

Independent

No. 0

% 0%

Instructional

3

8%

Frustration

36

92%

12

33%

12

33%

12

33%



Slow



Syllable



At-risk

39

TOTAL

Progress Test

100%

No.

%

39

100%

Change No.

The above table shows that considerable progress of the pupil’s reading skills particularly the pupils under the frustration level of recognition which is 23 or 44% compared to 33 or 63% last August 2012. 4. Reading Difficulties

Table 4 Number of Slow Readers Across Various Reading Miscues As They Diminished Over the Given Period NO. OF PUPILS

READING MISCUES

AUGUST

NOVEMBER

JANUARY

FEBRUARY

Mispronunciation

24

22

20

19

Substitution

23

20

19

18

Omission

6

5

4

4

Refusal to read

7

6

5

4

Insertion

7

5

3

2

Reversal

6

5

4

3

over 3 seconds

The table indicates the number of pupils belonging to level of word recognition affected by the identified reading months of testing. It could be gleaned from this data affected, are reduced in every testing period.

frustration

difficulties of the four

that the number of pupils

This result

was made

possible

through the remedial measures employed during the full implementation of the program. Phil. IRI Oral Reading Test (Post Test) The final Phil. IRI oral reading test conducted by the school coordinator in English and the Master Teacher of the school shows the final decreased of pupils under frustration level of word recognition from 36 or 92% to 25 or 64% as of February 5, 2016. Table 5 shows the Phil. IRI Oral Reading Test (Word Recognition) pre-test and post test results. Table 5 Phil. IRI Oral Reading Test Results in Grade II (Pre - test and Post - test) WORD RECOGNITION LEVEL Independent

Pre –Test

Post Test

No.

%

No.

%

0

0%

3

8%

Instructional

3

8%

11

28%

Frustration

36

92%

25

64%



Slow

12

33.3%

15

60%



Syllable

12

33.3%

10

40%



At-risk

12

33.3%

0

0%

39

100%

39

100%

TOTAL

The table reveals that out of 25 pupils under frustration level of word recognition 15 or 60% are slow readers; 10 or 40% are syllable readers, while there is no more at-risk. Further, it shows that 11 slow readers went to the next higher level of recognition while 12 readers-at risk became slow and syllable readers. This implies that the pupils improved significantly in word recognition after using the intervention program in reading using the phonics approach.

V.

Summary, Conclusions and Recommendations The main concern of this study was to improve the reading abilities of slow readers and readers at-risk in Grade II of Kapalaran Elementary School for the school year 2015-2016 through phonics approach. Specifically, it tried to answer the following questions: 1. What are the strategies done to help the slow readers and relative to the identified reading difficulties?

readers-at-risk

2. What is the recognition level of each group of pupils after the phonics approach is used? 3. Is there any significant difference between the pre-test and post-test scores in word recognition of the pupils?

Objective  To improve the reading abilities of the pupils and reduce the percentage slow readers and readers-at-risk in Grade II using the phonics approach. Time Frame  This action research was conducted for two quarters during the school year 2015-2016. The intervention/remedial reading program was conducted daily @ 12:30 to 1:00 pm. This action research relied chiefly on the results of the different oral reading tests (recognition level) conducted during the period of the program. The descriptive method of research was used in the study to find out the reading performance of the pupils. The data gathered were tabulated, evaluated and analyzed using percentages to identify the reading levels of the pupils.

Conclusions On the basis of findings obtained through the analysis of data gathered, the following conclusions were arrived at:

1. There was significant improvement in reading abilities of slow readers and readers at-risk in Grade II. 2. Phonics approach in reading is effective in improving the abilities of slow readers and readers at-risk in word recognition. 3.

There were reading difficulties which were prevalent among pupils at the start of the study.

4. Continuous evaluation of pupi...