Action Research in Reading

1
Republic of the Philippines

Department of Education
Region IV-B MIMAROPA
DIVISION OF ORIENTAL MINDORO
MACATOC ELEMENTARY SCHOOL
The Reading Difficulties of Grade One Pupils

in Macatoc Elementary School,
School Year 2016-2017
An Action Research
Conducted By:
KAMILLE KAY Q. TAMOR

Master Teacher I, Macatoc E/S
March, 2017
TABLE OF CONTENTS
I. Abstract 3-31
II. Introduction 32-35
III. Research Problem 36
IV. Objectives of the Study 36-37
V. Scope and Delimitation 38
VI. Methodology 39-42
VII. Findings 43-63
VIII. Solution 64-84
IX. Plan of Actions 85-92
X. Conclusion 93-118
XI. Bibliography 119
XII. Appendix A Questionnaire 120-124
XIII. Appendix B Letter to the Principal 125
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The Reading Difficulties of Grade One Pupils

in Macatoc Elementary School
I. ABSTRACT
Teaching reading comprehension to non-readers and frustration level readers today is different
from the past. Teachers need to focus on extensive comprehension instruction with all students, not just
successful readers.
This action research investigated sixty three grade one pupils of the two classes of grade one.
They have undergone reading assessment test to know their level of reading performance.
This action research discusses the causes and reasons of reading difficulties of non-readers and
frustration level readers. It also presents multiple strategies that have proved to be successful in a first
grade classroom, as well as strategies used and found to be successful by other teachers and
researchers. As new best practices in reading instruction are developed and researched, teaching
strategies need to evolve as well.
RESEARCH PROBLEM
This study aims to make an action plan for the poor reading difficulties of grade one
pupils in Macatoc Elementary School.
Specifically it seeks to answer the following questions:
1. What is the level of reading comprehension of grade one pupils?
2. Why pupils in grade one were at the non-reader and frustration level?
3. How pupils in grade one will be helped by the teacher to address difficulty in learning to read?
4. How pupils in grade one improve their reading comprehension?
Research Design
This action research used the descriptive correlational method of research.
Descriptive research involves description, recoding, analysis and interpretation of conditions that
currently exist. The main aims are to describe the nature of a condition as it exists at the time of the study
and to explore the causes of the particular situation.
This action research utilized triangulation method as a data gathering procedure through survey
questionnaire, observation, interview and field notes.
3
Respondents of the Study
This study involved sixty three (63) grade one pupils of Macatoc Elementary School. The
respondents attended kindergarten class during the previous school year and had undergone the Early
Childhood Education Curriculum Program (ECECP).
Conclusion
1. Profile of the Pupil Respondents
1.1 Profile of the respondents in terms of age
The youngest age of the respondents was 5 and the eldest was 10. The mean age of the
respondents was 6.37. This implies that majority of the parents of the grade one pupils of entered
their child in the school at an early age.
1.2 Profile of the respondents in terms of Gender
The result reveals that 54.59% of the respondents were male 45.61% were female. It can
be gleaned that male outnumbered the female probably because much number of the enrolees
for S.Y. 2016-2017 were male. This may be because the large number of birth rate from 2004 up
to present was boys.
1.3 Profile of the Respondents in terms of Nutritional Status
Majority of the respondents’ nutritional status were beyond the normal status. Probably
the reason was that most of the pupil respondents’ weight and height corresponds normally with
their age and they were healthy enough in entering school.
1.4 Profile of the respondents in terms of Monthly Income of Parents
Majority of the respondents belonged to poor families of Barangay Macatoc with monthly
income that ranged below 8,000 which means that most of parents can’t provide all the necessary
basic needs of their children.
1.5 Profile of the respondents in terms of educational attainment of mother

Majority of the respondents’ mothers did not finish a college degree probably because
most of them belonged to a poor family and their parents cannot send and support them for
college education.
1.6 Profile of the respondents in terms of educational attainment of father

Majority of the respondents’ fathers were high school graduates and majority of them did
not finish a college education because most of them belonged to a poor family and their parents
cannot support their for college education.
2. Level of Reading Performance of the Respondents

Specifically out of all grade one pupils, majority of the respondents were on the non-
reader level and frustration level. This implies that almost all of the respondents were having
problems in reading or experiencing difficulty in learning to read.
3. Reasons Why Respondents fall Under Non-reader and frustration Level

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3.1 Reading Difficulty in Terms of Phonological and Phonemic Awareness as Pupil’s

Perspective
Respondents have difficulty in reading and learning how to read in terms of Phonological and
Phonemic Awareness. Their own perspective was supported by teacher’s perspective. This implies
that the respondents have difficulty in rhyming words, recognizing and producing sounds and
syllabication.

Perspective
Word decoding and phonics was one of the reasons for reading difficulty experience by the
respondents based on the pupil’s perspective and teacher’s perspective. This implies that the
respondents have difficulty in applying his/her knowledge of letter-sound relationships, including
knowledge of letter patterns, to correctly pronounce written words. This also mean that the
respondents have difficulty in letter-sound relationships, and how to sound out words.
3.3 Reading Difficulty in Terms of Vocabulary

Reading difficulty in terms of vocabulary is one of the reasons for reading difficulty experience
by the respondents which from the pupil’s perspective. This result was supported by the teacher’s
perspective. This denotes that the respondents have difficulty in understanding words to
communicate effectively. This implies that the pupils had a hard time to find the words that they need
to know to understand what they read. This also implies that a reader cannot understand a text
without knowing what most of the words mean.
3.4 Reading Difficulty in Terms of Fluency

Fluency is one of the reading difficulties that the respondents experience in learning how to
read. The pupil’s perspective also relates with that of the teacher’s perspective. This implies that pupil
respondents have difficulty to read with speed, accuracy, and proper expression. They were not
confident in reading aloud or silently do not read smoothly and has no proper expression.
3.5 Reading Difficulty in Terms of Comprehension

Comprehension is one of the major reasons for reading difficulties the respondents
experience in learning how to read. This result from the pupil’s perspective was supported by the
teacher’s perspective. This implies that pupil respondents have difficulty in understanding and
interpretation of what is read. They find it hard to decode what they read, had a hard time to make
connections between what they read and what they already know, and have difficulty to think deeply
about what they have read. This also mean that they do not have a sufficient vocabulary, or their
knowing of the meanings of words is not enough.
3.6 Other Sources of Reading Disability
Other sources of reading disability particularly auditory processing, memory and attention
were some of the problems why respondents have a hard time to learn how to read based on the
pupil’s perspective. The same is true with that of the teacher’s perspective. Problems related to
auditory processing implies that there is something in pupil respondents that is affecting the
processing or interpretation of the information a child hears. They often find it difficult to pay attention,
listen to, and remember information presented orally. They may need more time to process
information. This also mean that they often do not recognize subtle differences between sounds in
words, even though the sounds themselves are loud and clear.
Reading difficulty related to memory implies that pupil respondents find it hard to place
information into their memories and retrieve it when needed. Difficulty related to attention implies that
the respondents is often failing to give close attention to details, often does not seem to listen when
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spoken to directly, often has difficulty organizing tasks and activities, and is often easily distracted by
extraneous stimuli.
4 SOLUTIONS
The following are the solutions to reading difficulties that the pupil respondents experience in
reading.
STAR Collection
As an intervention program, a child will bring home a copy of a reading selection/story to read
at home. His parents will rate his/her ability to read by putting a Star on the copy of his/her selection.
The teacher will validate the rate of his patents by putting another Star on the copy, thus a child will
be earning Stars depending on his/her reading skill. Reading materials will vary according to different
types of readers (non-readers, frustration level, instructional and independent level).
Reading Buddy
A poor reader will be partnered to a good reader who will serve as his/her reading buddy
every lunch break after meal.
Pull Out Approach

Poor readers and non-readers will be pulled out from their class to be tutored/coached by
other reading teacher. Reading related activities may be given by the special reading teacher.
Teacher Nanay
The school will ask help or assistance of some volunteer parents who are knowledgeable
enough and willing to serve as reading teacher of poor readers during specified time either in school
or at home.
DEAR (Drop Everything And Read)

At 4:00 o’clock or after class hours, pupils are asked to read any materials/selection before
they go home.
PERR (Program for Effective Reading and Writing)

This is being done at 1:00 to 1:30 (before classes start in the afternoon) to enhance reading
and writing skills of the pupils. Teachers give reading materials for the pupils to read, so as exercise
their writing skills.
FWAW (Five Words a Week)
Pupils are required to look for at least five unfamiliar words a week. They will study how to
read and pronounce them properly, learn the correct spelling and know the meaning of these words
so that they will be able to use them in their own sentences.
APAD
Pupils will be asked to read aloud a short paragraph every day before classes start in order to
develop their oral reading skills.
Word Wall
List of words will be posted on one side of the wall inside the classroom for the pupils to read
and master.
MOBSW (Master of Basic Sight Words)

Slow readers will be provided with a copy of the Basic Sight Words and Talasalitaan sa
Unang Kita for them to master. Basic Sight Words and Talasalitaan sa Unang Kita may also be posted
on each classroom.
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II. INTRODUCTION
Proficient reading and writing skills are critical to success. If students are not competent
readers, they are at risk for academic, behavioral, social and emotional difficulties. Students with
reading disabilities have the potential to be unsuccessful academically and socially. (MacInnis,
2004). Children with reading difficulties throughout school and into adulthood, said how
embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to
demonstrate this weakness on a daily basis. It is clear that this type of failure affects children
negatively earlier than we thought. By the end of first grade, children having difficulty learning to
read begin to feel less positive about their abilities than when they started school (Reid Lyon,
2003).
Researchers have made considerable progress in understanding all types of reading

disabilities (Fletcher, et.al. 2007). For purposes of research, "reading impaired" children may be
all those who score below the 30th percentile in basic reading skill. Among all of those poor
readers, about 70-80 percent have trouble with accurate and fluent word recognition that
originates with weaknesses in phonological processing, often in combination with fluency and
comprehension problems. These students have obvious trouble learning sound-symbol
correspondence, sounding out words, and spelling. The term dyslexic is most often applied to this
group. Another 10-15 percent of poor readers appear to be accurate but too slow in word
recognition and text reading. They have specific weaknesses with speed of word recognition and
automatic recall of word spellings, although they do relatively well on tests of phoneme
awareness and other phonological skills. They have trouble developing automatic recognition of
words by sight and tend to spell phonetically but not accurately. This subgroup is thought to have
relative strengths in phonological processing, but the nature of their relative weakness is still
debated by reading scientists (Fletcher 2007; Katzir, 2006; Wolf & Bowers, 2009). Some argue
that the problem is primarily one of timing or processing speed, and others propose that there is a
specific deficit within the orthographic processor that affects the storage and recall of exact letter
sequences. This processing speed/orthographic subgroup generally has milder difficulties with
reading than students with phonological processing deficits.
Reading had been a long-lasting and widespread problem among pupils in the primary
level. One of the challenges facing teachers is how to motivate the pupils to read. The
implementation of the K to 12 curriculum also swell with the problem in reading of grade one
pupils. During the first year of its implementation, grade one pupils who cannot read can be
promoted to the second grade. The second grade teachers experience difficulty in teaching due
to poor reading ability of the pupils. This year the product of such curriculum were in grade three
who will also take the National Achievement Exam. The question is with the poor reading ability of
the pupil, will they pass the NAT exam.
Most pupils in grade one experience difficulty in learning how to read. They have difficulty
in learning phonetics, syllables and words. Some of them are scared to attend classes when
reading lessons started. Due to this situation, some of them drop out from school and do not
continue until the next school year begins.
The Department of Education from the national level down to the school level launched
different programs to solve the problem in reading. One of such is the Project READ (Reading
Empowerment for Academic Development) of the Division of Oriental Mindoro and Project Reach
for the STAR (Strive Toward Achievement in Reading) of the District of Victoria on the same
Division. Project READ is a five year program aimed to reduce the frustration readers by 20%
every school year starting S.Y. 2014-2015 to 2018-2019 (D.O. No. 16, S. 2014). Project Reach for
the STAR is designed to address the problem of non-readers and readers under frustration level
in the whole district. It aims to improve reading fluency, reading skills and comprehension skills of
the pupils both in English and Filipino. Currently, it has been implementing and all hoped that the
objectives will be achieved after its implementation and will solve the problems in reading.
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The aforementioned situations above triggered the researcher to conduct an action

research on the reading difficulties of grade one pupils in Macatoc Elementary School.
III. RESEARCH PROBLEM
This study aims to make an action plan for the poor reading difficulties of grade one
pupils in Macatoc Elementary School.
Specifically it seeks to answer the following questions:
5. What is the level of reading comprehension of grade one pupils?
6. Why pupils in grade one were at the non-reader and frustration level?
7. How pupils in grade one will be helped by the teacher to address difficulty in learning to read?
8. How pupils in grade one improve their reading comprehension?
IV. OBJECTIVES OF THE STUDY

This action research will be beneficial first and foremost to the sixty three grade one pupils for
they will learn how to address their difficulty in reading and will help them develop their reading
comprehension. As the respondents of this action research, they will be elevated from the non-reader
and frustration level to at least instructional level. As the pupils improve their reading comprehension
they will also easily learn lessons under the curriculum and will definitely improve their academic
performance.
The teachers will also be benefited from this action research for they will learn how to
address the difficulty of grade one pupils to learn how to read. They will also learn the strategies on
how reading comprehension of pupils will be improved. As the pupils’ reading performance elevated
from non-reader and frustration level to instructional and independent level, the teacher will also
improve his/her performance on her Performance Appraisal System for Teachers (PAST) and in the
Individual Performance Commitment and Review Form (IPCRF) under the Result-Based
Performance Management System (RPMS).
The school will also be aided from this action research because the pupils’ performance and
teachers’ performance reflects the school performance. When pupils improve their academic
performance it will reflect on their performance on the National Achievement Test (NAT) as one of the
criteria in the Performance Based Bonus (PBB). Dropout rates will be lessen when pupils’
performance in reading and in all subjects is in average to proficient level.
V. SCOPE AND DELIMITATION

This action research was conducted in Macatoc Elementary School.
The respondents of this action research were the pupils from two sections of grade one of the
school during the school year 2016-2017.
This action research will be limited to grade one pupils only and is not conducted to other
pupils of the school.
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VI. METHODOLOGY
Research Design
This action research used the descriptive correlational method of research.
Descriptive research involves description, recoding, analysis and interpretation of conditions that
currently exist. The main aims are to describe the nature of a condition as it exists at the time of the study
and to explore the causes of the particular situation.
This action research utilized triangulation method as a data gathering procedure through survey
questionnaire, observation, interview and field notes.
Respondents of the Study
This study involved sixty three (63) grade one pupils of Macatoc Elementary School. The
respondents attended kindergarten class during the previous school year and had undergone the Early
Childhood Education Curriculum Program (ECECP).
The distribution of the grade one pupils which was composed of the respondents of this study
was shown in the table.
Table A. Distribution of the Respondents in Grade One
SECTION/CLASS Pupil Respondents

Grade One - Lotus 31
Grade One - Orchids 32
TOTAL 63
Research Locale
This study will be conducted in Macatoc Elementary School. The school is on the District of
Victoria, Division of Oriental Mindoro, Region IV-B MIMAROPA. It is located at Macatoc, Victoria, oriental
Mindoro.
Macatoc Elementary School is headed by one Elementary Grade Principal I and is composed of
one Elementary Grade Master Teacher II, five Elementary Grade Teacher III, three Elementary Grade
Teacher II, six Elementary Grade Teacher, and one Kindergarten Volunteer Teacher, sixteen (16) in all.
The pupil population is five hundred ninety four (594) during the current school year. Each of the grade
levels starting from kindergarten to grade six had two sections except grade two which has three sections.
Research Instrument
A self-prepared questionnaire with four major parts will serve as the data gathering instrument in
this action research.
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Part I will deal with the profile of the respondents. Part II will deal on items that will measure the
level of reading performance of the respondents. Part III will deal with the difficulties the pupil respondents
have in learning how to read. Part IV will deal on items that exhibits the reasons why the pupil
respondents were on non-reader and frustration level.
Data Gathering Procedure
A letter of request was secured for from the School Principal with the endorsement of the Master
Teacher. Upon its approval, proper coordination with the class advisers and parents of the pupil
respondents was done by the researcher.
The researcher personally administered the questionnaire to ensure that all items will be
answered and 100% percent retrieval will be attained. The interview, observation and field notes was also
personally done by the researcher.
Statistical Treatment of the Data
Descriptive statistics such as mean and rank will be used in the study in treating the data
gathered.
The formula that will be used were the following:
 Mean
Formula:
X=
n
Where: X = mean
N
∑X = total score
n = number of respondents
VII. FINDINGS
I. Profile of the respondents in terms of age
The graph presents the profile of the respondents in terms of age. It can be gleaned that 72.63%
of the respondents belonged to 5 to 6 years old. This was followed by 7 to 8 years old which consisted
24.21%. Respondents who were 9 to 10 years old represented 3.16% of the total sample.
According to the graph, the youngest age of the respondents was 5 and the eldest was 10.
The graph also shows that the mean age of the respondents was 6.37. This implies that majority of
the parents of the grade one pupils of entered their child in the school at an early age.
10
Graph 1.1: Profile of the Respondents in terms of Age
Percentage
80
70
60
Percentage
50
40
30
20
10
0
9 to 10 7 to 8 5 to 6
Mean: 6.37
II. Profile of the respondents in terms of Gender
The graph 1.2 reveals that 54.59% of the respondents were male 45.61% were female. It
can be gleaned that male outnumbered the female probably because much number of the
enrolees for S.Y. 2016-2017 were male. This may be because the large number of birth rate from
2004 up to present was boys.
According to the National Statistics Office (2015), the Philippine’s birth rate was 24.98
births/1,000 population. From the rate, 15.56 live births were male while 9.42 were female.
Graph 1.2: Profile of the Respondents in Terms of Gender
Percentage
56
54
52 Percentage
50
48
46
44
42
40
Male Female
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III. Profile of the Respondents in terms of Nutritional Status
As shown on graph 1.3, majority of the respondents’ nutritional status were beyond the
normal status which consisted 65.61% and was the highest. Probably the reason was that most
of the pupil respondents’ weight and height corresponds normally with their age and they were
healthy enough in entering school.
Nearly one percent or 0.70% belonged to the overweight status which was the lowest.
This may be respondents who belong to the families that have the highest monthly income.
According to the World Health Organization (2015) on their Body Mass Index Manual,
nutritional status refers to the Body Mass Index (BMI) of a child. MI is based on the measurement
of the height and weight. It indicates whether or not the weight is within a healthy range for the
height. It has the following categories, severely wasted, wasted, normal, overweight and obese.
Severely wasted is a status which means that a child aged 5 to 9 got a body mass index of less
than 12.0. Wasted body mass index ranges from 12.1 to 12.9, normal body mass index is from
13.0 to 18.3, overweight body mass index ranges from 18.4 to 20.2 and obese body mass index
is from 20.3 and above.
Graph 1.3: Profile of the Respondents in terms of Nutritional Status
Percentage
70
60
50 Percentage
40
30
20
10
0
Severely Wasted Wasted Normal Overweight
 1.4 Profile of the respondents in terms of Monthly Income of Parents
Presented on Graph 1.4 was the monthly income of the respondents’ parents. Almost
forty-five percent or 44.91% of the respondents belonged to a family with 4,0001 to 6,000 monthly
income which was the strongest. The weakest was the 1.75% respondents with monthly income
of below 2,000. As seen on the graph the mean monthly income of the respondents was
4,970.02.
It can be gleaned that majority of the respondents belonged to poor families of Barangay
Macatoc with monthly income that ranged below 8,000 which means that most of parents can’t
provide all the necessary basic needs of their children.
According to the data from the National Statistical Coordination Board (2015), poverty
remains the most critical social problem that needs to be addressed. Philippines' poverty line
marks individuals earning less than 16,841 Peso a year. They added that more than one-quarter
(26.5%) of the population falls below the poverty line in 2009.This figure is a much lower figure as
compared to the 33.1% in 1991. The decline has been slow and uneven, much slower than
neighboring countries who experienced broadly similar numbers in the 1980s, such as People's
Republic of China (PRC), Thailand, Indonesia (which poverty level lies at 8.5%) or Vietnam
(13.5%). This shows that the incidence of poverty has remained significantly high as compared to
other countries for almost three decades now. The unevenness of the decline has been attributed
12
to a large range of income brackets across regions and sectors, and also unmanaged population
growth.
Ramey and Ramey (2015) describe the relationship of family socioeconomic status to
children performance at school. They stressed that across all socioeconomic groups, parents
face major challenges when it comes to providing best care and education for their children. For
families in poverty, these challenges can be alarming. Sometimes, when basic necessities are
lacking, parents must place top priority on housing, food, clothing, and health care. Educational
toys, games, and books may appear to be luxuries, and parents may not have the time, energy,
or knowledge to find innovative and less-expensive ways to foster young children's development.
Graph1.4: Profile of the Respondents in terms of Monthly Income of

Parents
Percentage
50
45
40
35
30
25
20 Percentage
15
10
5
0
ve 0 0 0 0 0 0 0 0
bo ,0 ,0
0 ,0 ,0 00
a 10 –6 –4 2,
– – –8 w
1 1 1 1 lo
00 00
1
00 00 00 Be
1 0, 8, 6, 4, 2,
Mean: 4,920.02
Of the 63 respondents, 35.09% of their mothers were high school graduates which ranks
first while 0.70% of the respondents’ mothers attained a post baccalaureate degree which ranks
the last.
From the graph, it can be gleaned that majority of the respondents’ mothers did not finish
a college degree probably because most of them belonged to a poor family and their parents
cannot send and support them for college education.
Graph 1.5: Profile of the Respondents in terms of Educational Attainment of

Mother
13
Percentage
40
35
30
25
20
15
10
5
0 Percentage
The graph exhibits the respondents’ father’s educational attainment. Majority of the
respondents’ fathers were high school graduates which consisted 79 or 27.72% which was the
highest. Three or 1.05% of the respondents’ fathers attained a post baccalaureate degree which
was the lowest. It can be noted that majority of the fathers of the respondents did not finish a
college education maybe because most of them belonged to a poor family and their parents
Feranil et. al. (2015) in their study about childcare and school performance found out that
parental care for their children is also an important contributing factor to the academic
performance and development of a child in school. In terms of time allocation, more mothers,
being the primary caregiver of these children, spent time with their children in the different
activities compared to the fathers. The study suggested fathers to spend more time for their
children in playing because it is found to be of significant. The authors further recommended that
parents should promote the attendance of their children in pre-school programs and extend
possible help for them to be physically, intellectually, socially and emotionally ready to attend
formal schooling.
Graph 1.6: Profile of the Respondents in terms of Educational Attainment

of Father
14
Percentage
30
25
20
15
10 Percentage
5
0
ree te ate ate ate ate ate ate ate e
eg ua du du du du du du du No
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D rad ra ra ra ra ra ra ra
te G rg G rg G rg G rg
rea ge de al de ol de ry de
lau o lle Un ton Un c ho Un enta Un
a C e a l s l y
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a
gh
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Ba l/V ho Ele en
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Po n o gh le
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Te

Table 1 shows the level of reading performance of the respondents. Specifically out of 63
grade one pupils, 35 or 56% of the respondents were on the non-reader level and 16 or 25% of
them were on frustration level.
This implies that almost all of the respondents were having problems in reading or
experiencing difficulty in learning to read.
Table 1: Level of Reading Performance of the Respondents
Level Frequency (%)

1. Non-reader 35 56%
2. Frustration 16 25%
3. Instructional 8 13%
4. Independent 4 0.06%
Proficient reading and writing skills are critical to success. If students are not competent
readers, they are at risk for academic, behavioral, social and emotional difficulties. Students with
reading disabilities have the potential to be unsuccessful academically and socially. (MacInnis,
2004).
3. Reasons Why Respondents fall Under Non-reader and frustration Level

Perspective
Table 3.1 shows the reasons why respondents have difficulty in reading and learning how to
read in terms of Phonological and Phonemic Awareness. As shown on the table from the pupil’s
perspective, sixty or 95.25% of the pupil respondents have experience difficulty in reading because
they have poor phonological awareness. The teacher’s perspective of the respondents’ reading
difficulty related to phonological and phonemic awareness was closely related to that of the pupil’s
perspective which got the same mean percentage as shown on table 3.1.2.
This implies that the respondents have difficulty in rhyming words, recognizing and producing
sounds and syllabication.
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Table 3.1.1 Reason for Reading Difficulty in Terms of Phonological and Phonemic
Awareness as Pupil’s Perspective
Reading Difficulty Frequency Percentage
Pupil’s Perspective
I. Phonological and Phonemic Awareness 60 95.24%
1. I don't know any words that rhyme with cat. 60 95.24%
2. What do you mean when you say, "What sounds are in the word 60 95.24%
brush?"
3. I'm not sure how many syllables are in my name. 60 95.24%
4. I don't know what sounds are the same in bit and hit. 60 95.24%
Table 3.1.2 Reason for Reading Difficulty in Terms of Phonological and Phonemic
Awareness as Teacher’s Perspective
Teacher’s Perspective
I. Phonological and Phonemic Awareness 60 95.24%
5 She doesn't correctly complete blending activities; for example, put 60 95.24%
together sounds /k/ /i/ /ck/ to make the word kick.
6 He doesn't correctly complete phoneme substitution activities; for 60 95.24%
example, change the /m/ in mate to /cr/ in order to make crate
7 He has a hard time telling how many syllables there are in the word 61 95.24%
paper.
8 He has difficulty with rhyming, syllabication, or spelling a new word 60 95.24%
by its sound.
3.2 Reading Difficulty in Terms of Word Decoding and Phonics
As shown on the table 3.2.1, reading difficulty in terms of word decoding and phonics as one of
the reasons for reading difficulty experience by the respondents got the mean percentage of 90.47%
based on the pupil’s perspective. The same was true with the teacher’s perspective which got a mean
percentage of 92.06% as presented on table 3.2.2.
This implies that the respondents have difficulty in applying his/her knowledge of letter-sound
relationships, including knowledge of letter patterns, to correctly pronounce written words. This also mean
that the respondents have difficulty in letter-sound relationships, and how to sound out words.
Table 3.2.1 Reason for Reading Difficulty in Terms of Word Decoding and Phonics as

II. Word Decoding and Phonics 58 92.06%
9 I just seem to get stuck when I try to read a lot of the words in this 57 90.47%
chapter.
10 Figuring out the words takes so much of my energy, I can't even 58 92.06%
think about what it means.
11 I don't know how to sound out these words. 58 92.06%
12 I know my letters and sounds, but I just can't read words on a page. 57 90.47%
Table 3.2.2 Reason for Reading Difficulty in Terms of Word Decoding and Phonics as

16
II. Word Decoding and Phonics 58 92.06%

1. She has difficulty matching sounds and letters, which can affect 57 90.47%
reading and spelling.
2. She decodes in a very labored manner. 58 92.06%
3. He has trouble reading and spelling phonetically. 58 92.06%
4. She has a high degree of difficulty with phonics patterns and 57 90.47%
activities.
5. He guesses at words based on the first letter or two. 57 90.47%
6. Even though I taught several short vowel sounds (or other letter 58 92.06%
sounds or patterns), the corresponding letters are not showing up
in his writing samples.
7. Even though I taught certain letter patterns, she isn't able to 58 92.06%
recognize them when reading words.
As presented on the table 3.3.1, reading difficulty in terms of vocabulary is one of the reasons for
reading difficulty experience by the respondents which got the mean percentage of 88.89% from the
pupil’s perspective. This result was supported by the teacher’s perspective who got the same mean
percentage.
This denotes that the respondents have difficulty in understanding words to communicate
effectively. This implies that the pupils had a hard time to find the words that they need to know to
understand what they read. This also implies that a reader cannot understand a text without knowing what
most of the words mean.
Table 3.3.1 Reason for Reading Difficulty in Terms of Vocabulary Pupil’s Perspective

III. Vocabulary 56 88.89%
1. I heard my friend tell what happened in the movie but I didn't 57 90.47%
really understand what he said about it.
2. I feel like I just use the same words over and over again in my 55 87.30%
writing.
3. I don't like to read on my own because I don't understand lots of 55 87.30%
the words in the book.
Table 3.2.2 Reason for Reading Difficulty in Terms of Vocabulary

III. Vocabulary 56 88.89%
1. She's unable to tell about her day in a way that makes sense. 57 90.47%
2. She misuses common words. 55 87.30%
3. He doesn't link words from a book to similar words from another 55 87.30%
book or from real life.
4. He's often not able to find the right word to describe something. 56 88.89%
5. She has questions about a lot of word meanings in a grade 57 90.47%
appropriate text.
6. He seems to have a weak vocabulary. 55 87.30%
7. She is not able to make connections among words in various 55 87.30%
texts.
17

Table 3.4.1 presents that fluency is one of the reading difficulties that the respondents
experience in learning how to read. As presented on the table, the reading difficulty in terms of fluency
got a mean percentage of 95.24% or sixty of the respondents. The pupil’s perspective also relates
with that of the teacher’s perspective which got the same mean percentage of 95.24% as shown on
table 3.4.2.
This implies that pupil respondents have difficulty to read with speed, accuracy, and proper
expression. They were not confident in reading aloud or silently do not read smoothly and has no
proper expression.
Table 3.4.1 Reason for Reading Difficulty in Terms of Fluency Pupil’s Perspective

IV. Fluency 60 95.24%
13 I just seem to get stuck when I try to read a lot of the words in this 61 96.83%
chapter.
14 It takes me so long to read something. 60 95.24%
15 Reading through this book takes so much of my energy, I can't even 60 95.24%
think about what it means.
Table 3.4.2 Reason for Reading Difficulty in Terms of Fluency Teacher’s Perspective

IV. Fluency 60 95.24%
1. He knows how to read words but seems to take a long time to 61 96.83%
read a short book or passage silently.
2. She reads a book with no expression. 60 95.24%
3. He stumbles a lot and loses his place when reading something 60 95.24%
aloud.
4. She reads aloud very slowly. 61 96.83%
5. She moves her mouth when reading silently (subvocalizing). 60 95.24%
6. Her results on words-correct-per-minute assessments are below 60 95.24%
grade level or targeted benchmark.
7. She has difficulty and grows frustrated when reading aloud, 61 96.83%
either because of speed or accuracy.
8. She does not "chunk" words into meaningful units. 60 95.24%
9. When reading, he doesn't pause at meaningful breaks within 60 95.24%
sentences or paragraphs.
10. He does not read aloud with expression; that is, he does not 60 95.24%
change his tone where appropriate.
Table 3.5.1 shows that comprehension is one of the major reasons for reading difficulties the
respondents experience in learning how to read. As shown on the table, the reading difficulty in terms
of comprehension is the problem of the sixty two respondents or a mean percentage of 98.41%. This
result was supported by the teacher’s perspective who got an almost the same mean percentage of
96.83% as presented on table 3.5.2.
18
This implies that pupil respondents have difficulty in understanding and interpretation of what
is read. They find it hard to decode what they read, had a hard time to make connections between
what they read and what they already know, and have difficulty to think deeply about what they have
read. This also mean that they do not have a sufficient vocabulary, or their knowing of the meanings
of words is not enough.
Table 3.5.1 Reason for Reading Difficulty in Terms of Comprehension Pupil’s Perspective

V. Comprehension 62 98.41%
1. It takes me so long to read something. It's hard to follow along with 61 96.83%
everything going on.
2. I didn't really get what that book was about. 63 100%
3. Why did that character do that? I just don't get it! 63 100%
4. I'm not sure what the most important parts of the book were. 61 96.83%
5. I couldn't really create an image in my head of what was going on. 62 98.41%
Table 3.5.2 Reason for Reading Difficulty in Terms of Comprehension Teacher’s

Perspective

V. Comprehension 61 96.83%
1. She's not able to summarize a passage or a book. 61 96.83%
2. He might be able to tell you what happened in a story, but can't 63 100%
explain why events went the way they did.
3. She can't explain what a character's thoughts or feelings might 63 100%
have been.
4. He doesn't link events in a book to similar events from another 61 96.83%
5. He doesn't link events in a book to similar events from another 61 96.83%
6. He seems to focus on the "wrong" aspect of a passage; for 61 96.83%
example, he concentrates so much on the details that the main
idea is lost.
7. She can tell the outcome of a story, but cannot explain why 63 100%
things turned out that way.
8. He does not go behind what is presented in a book to think 63 100%
about what might happen next or why characters took the action
they did.
9. She brings up irrelevant information when trying to relate a 61 96.83%
passage to something in her own life.
10. He seems to have a weak vocabulary. 61 96.83%
11. She cannot tell the clear, logical sequence of events in a story. 61 96.83%
12. He does not pick out the key facts from informational text. 61 96.83%
13. He cannot give you a "picture" of what's going on in a written 61 96.83%
passage; for example, what the characters look like or details of
where the story takes place.
19
Table 3.6.1 presents that other sources of reading disability particularly auditory processing,
memory and attention were some of the problems why respondents have a hard time to learn how to
read. As presented on the table, the reading difficulty in terms of processing speed is the reason of
the fifty eight respondents or a mean percentage of 0.04% based on the pupil’s perspective. The
same is true with that of the teacher’s perspective which got the same mean percentage as shown on
table 3.6.2.
Problems related to auditory processing implies that there is something in pupil respondents
that is affecting the processing or interpretation of the information a child hears. They often find it
difficult to pay attention, listen to, and remember information presented orally. They may need more
time to process information. This also mean that they often do not recognize subtle differences
between sounds in words, even though the sounds themselves are loud and clear.
extraneous stimuli.
Table 3.6 Other Sources of Reading Disability Pupil’s Perspective

VI. Other Sources of Reading Disability 3 0.04%
1. I have difficulty hearing others 3 0.04%
2. I have difficulty talking with others 2 0.03%
3. I can’t remember what other says 2 0.03%
4. I can’t focus on what I should read 3 0.04%
Table 3.6 Other Sources of Reading Disability Teacher’s Perspective

VI. Other Sources of Reading Disability 3 0.04%
1. It seems that she can’t hear me 3 0.04%
2. It seems that she can’t talk 2 0.03%
3. She doesn’t remember anything 2 0.03%
4. She has difficulty in focusing 3 0.04%
VIII. SOLUTIONS
reading.
1. Phonological and Phonemic Awareness

20
With the help of parents and teachers, kids can learn strategies to cope with phonological and/or
phonemic awareness problems that affect his or her reading. Below are some tips and specific things to
do.
1.1 What pupils can do to help themselves

 Be willing to play word and sounds games with parents or teachers.
 Be patient with learning new information related to words and sounds. Giving the ears a workout
is difficult!
 Practice hearing the individual sounds in words. It may help to use a plastic chip as a counter for
each sound you hear in a word.
 Be willing to practice writing. This will give you a chance to match sounds with letters.
1.2 What parents can do to help at home

 Check with your child's teacher or principal to make sure the school's reading program teaches
phonological, phonemic awareness, and phonics skills.
 If your child is past the ages at which phonemic awareness and phonological skills are taught
class-wide (usually kindergarten to first or second grade), make sure he or she is receiving one-
on-one or small group instruction in these skills.
 Do activities to help your child build sound skills (make sure they are short and fun; avoid allowing
your child to get frustrated):
o Help your child think of a number of words that start with the /m/ or /ch/ sound, or other
beginning sounds.
o Make up silly sentences with words that begin with the same sound, such as "Nobody
was nice to Nancy's neighbor".
o Play simple rhyming or blending games with your child, such as taking turns coming up
with words that rhyme (go – no) or blending simple words (/d/, /o/, /g/ = dog).
 Read books with rhymes. Teach your child rhymes, short poems, and songs.
 Practice the alphabet by pointing out letters wherever you see them and by reading alphabet
books.
 Consider using computer software that focuses on developing phonological and phonemic
awareness skills. Many of these programs use colorful graphics and animation that keep young
children engaged and motivated.
1.3 What teachers can do to help at school

 Learn all about phonemes (there are more than 40 speech sounds that may not be obvious to
fluent readers and speakers).
 Make sure the school's reading program and other materials include skill-building in phonemes,
especially in kindergarten and first grade (these skills do not come naturally, but must be taught).
 If children are past the age at which phonemic awareness and phonological skill-building are
addressed (typically kindergarten through first or second grade), attend to these skills one-on-one
or in a small group. Ask your school's reading specialist for help finding a research-based
supplemental or intervention program for students in need.
 Identify the precise phoneme awareness task on which you wish to focus and select
developmentally appropriate activities for engaging children in the task. Activities should be fun
and exciting – play with sounds, don't drill them.
 Make sure your school's reading program and other materials include systematic instruction in
phonics.
 Consider teaching phonological and phonemic skills in small groups since students will likely be
at different levels of expertise. Remember that some students may need more reinforcement or
instruction if they are past the grades at which phonics is addressed by a reading program (first
through third grade).
21
2. Word Decoding and Phonics

With the help of parents and teachers, kids can learn strategies to overcome word decoding and
phonics problems that affect their reading. Below are some tips and specific things to do.

 Play with magnetic letters. See how quickly you can put them in alphabetical order while singing
the alphabet song.
 Look at written materials around your house and at road signs to see if you can spot familiar
words and letter patterns.
 Write notes, e-mails, and letters to your friends and family. Represent each sound you hear as
you write.
 When you're trying to sound out a word, pay close attention to the print. Try to look at all the
letters in the word, not just the first one or two.

 For a younger reader, help your child learn the letters and sounds of the alphabet. Occasionally
point to letters and ask your child to name them.
 Help your child make connections between what he or she might see on a sign or in the
newspaper and the letter and sound work he or she is doing in school.
 Encourage your child to write and spell notes, e-mails, and letters using what he knows about
sounds and letters.
 Talk with your child about the "irregular" words that she'll often see in what she's reading. These
are the words that don't follow the usual letter-sound rules. These words include said, are,
and was. Students must learn to recognize them "at sight."
 Consider using computer software that focuses on developing phonics and emergent literacy
skills. Some software programs are designed to support children in their writing efforts. For
example, some programs encourage kids to construct sentences and then cartoon characters will
act out the completed sentence. Other software programs provide practice with long and short
vowel sounds and creating compound words.

 Have students sort pictures and objects by the sound you're teaching. At each stage, have
children say the letter sound over and over again.
 Teach phonics in a systematic and explicit way. If your curriculum materials are not systematic
and explicit, talk with your principal or reading specialist.
 Be sure to begin the systematic and explicit phonics instruction early; first grade would be best.
 Help students understand the purpose of phonics by engaging them in reading and writing
activities that requires them to apply the phonics information you've taught them.
 Use manipulatives to help teach letter-sound relationships. These can include counters, sound
boxes, and magnetic letters.
 Provide more of your instruction to students who you've divided into need-based groups.
3. Vocabulary
With the help of parents and teachers, kids can overcome vocabulary limitations that affect
their reading. Below are some tips and specific things to do.

 Find books to read on your own. The more you read, the more new words you'll see, and the
more you'll learn about the words.
 Look ahead in textbooks to learn new vocabulary and concepts before your teacher goes over the
section in class.
 Keep a list of key vocabulary and transition words.
22
 Practice telling stories using the words first, then, and finally.

 Engage your child in conversations every day. If possible, include new and interesting words in
your conversation.
 Read to your child each day. When the book contains a new or interesting word, pause and
define the word for your child. After you're done reading, engage your child in a conversation
about the book.
 Help build word knowledge by classifying and grouping objects or pictures while naming them.
 Help build your child's understanding of language by playing verbal games and telling jokes and
stories.
 Encourage your child to read on his own. The more children read, the more words they encounter
and learn.

 Help build language skills in class by playing oral and written word exercises and games.
 Teach students about the important, useful, and difficult vocabulary words before students read
the text. This will help them remember the words and improve comprehension.
 Offer students many opportunities to encounter target vocabulary words beyond the context in
which they are taught.
 Have students use taught vocabulary words often and in various ways both orally and in writing
so they are better able to remember the words and their meanings.
 Teach vocabulary via explicit instruction and also through independent readings.
 Help students learn to use context clues to determine the meanings of words. Teach them that
some context clues are more helpful than others and provide examples of helpful and less helpful
clues.
 Read to your class each day. When the book contains a new or interesting word, pause and
define the word for your students. After you're done reading, engage your students in a
conversation about the book.
 Engage your students in conversations every day. If possible, include new and interesting words
in your conversation.
 Explicitly teach the meanings of common prefixes, roots, and suffixes.
 Draw students' attention to common roots in a variety of words (for example, the similar roots and
meanings of the words vision, visual, visible, invisible) and lead a discussion of the meanings of
the words and how they tend to be used.
4. Fluency
With the help of parents and teachers, kids can learn strategies to cope with fluency
issues that affect his or her reading. Below are some tips and specific things to do.

 Track the words with your finger as a parent or teacher reads a passage aloud. Then you read it.
 Have a parent or teacher read aloud to you. Then, match your voice to theirs.
 Read your favorite books and poems over and over again. Practice getting smoother and reading
with expression.

 Support and encourage your child. Realize that he or she is likely frustrated by reading.
 Check with your child's teachers to find out their assessment of your child's word decoding skills.
 If your child can decode words well, help him or her build speed and accuracy by:
o Reading aloud and having your child match his voice to yours
o Having your child practice reading the same list of words, phrase, or short passages
several times
o Reminding your child to pause between sentences and phrases
23
 Read aloud to your child to provide an example of how fluent reading sounds.
 Give your child books with predictable vocabulary and clear rhythmic patterns so the child can
"hear" the sound of fluent reading as he or she reads the book aloud.
 Use books on tapes; have the child follow along in the print copy.

 Assess the student to make sure that word decoding or word recognition is not the source of the
difficulty (if decoding is the source of the problem, decoding will need to be addressed in addition
to reading speed and phrasing).
 Give the student independent level texts that he or she can practice again and again. Time the
student and calculate words-correct-per-minute regularly. The student can chart his or her own
improvement.
 Ask the student to match his or her voice to yours when reading aloud or to a tape recorded
reading.
 Read a short passage and then have the student immediately read it back to you.
 Have the student practice reading a passage with a certain emotion, such as sadness or
excitement, to emphasize expression and intonation.
 Incorporate timed repeated readings into your instructional repertoire.
 Plan lessons that explicitly teach students how to pay attention to clues in the text (for example,
punctuation marks) that provide information about how that text should be read.
5. Comprehension
With the help of parents and teachers, kids can learn strategies to cope with
comprehension problems that affect his or her reading. Below are some tips and specific things to
do.

 Use outlines, maps, and notes when you read.
 Make flash cards of key terms you might want to remember.
 Read stories or passages in short sections and make sure you know what happened before you
continue reading.
 Ask yourself, "Does this make sense?" If it doesn't, reread the part that didn't make sense.
 Read with a buddy. Stop every page or so and take turns summarizing what you've read.
 Ask a parent or teacher to preview a book with you before you read it on your own.
 As you read, try to form mental pictures or images that match the story.

 Hold a conversation and discuss what your child has read. Ask your child probing questions about
the book and connect the events to his or her own life. For example, say "I wonder why that girl
did that?" or "How do you think he felt? Why?" and "So, what lesson can we learn here?".
 Help your child make connections between what he or she reads and similar experiences he has
felt, saw in a movie, or read in another book.
 Help your child monitor his or her understanding. Teach her to continually ask herself whether she
understands what she's reading.
 Help your child go back to the text to support his or her answers.
 Discuss the meanings of unknown words, both those he reads and those he hears.
 Read material in short sections, making sure your child understands each step of the way.
 Discuss what your child has learned from reading informational text such as a science or social
studies book.

 As students read, ask them open-ended questions such as "Why did things happen that way?" or
"What is the author trying to do here?" and "Why is this somewhat confusing?".
24
 Teach students the structure of different types of reading material. For instance, narrative texts
usually have a problem, a highpoint of action, and a resolution to the problem. Informational texts
may describe, compare and contrast, or present a sequence of events.
 Discuss the meaning of words as you go through the text. Target a few words for deeper
teaching, really probing what those words mean and how they can be used.
 Teach note-taking skills and summarizing strategies.
 Use graphic organizers that help students break information down and keep track of what they
read.
 Encourage students to use and revisit targeted vocabulary words.
 Teach students to monitor their own understanding. Show them how, for example, to ask
themselves "What's unclear here?" or "What information am I missing?" and "What else should
the author be telling me?".
 Teach children how to make predictions and how to summarize.
6. Other Sources of Reading Difficulty

In terms of auditory processing it is best to ask the parents of the child to consult for a doctor
to check and give commendations for the situation of auditory illness of the child.
Effective and efficient memory is critical for reading and school success. The following ten
general strategies are offered to help students develop a more efficient and effective memory.
1. Give directions in multiple formats

Students benefit from being given directions in both visual and verbal formats. In addition,
their understanding and memorizing of instructions could be checked by encouraging them to repeat
the directions given and explain the meaning of these directions. Examples of what needs to be done
are also often helpful for enhancing memory of directions.
2. Teach students to over-learn material

Students should be taught the necessity of "over-learning" new information. Often they
practice only until they are able to perform one error-free repetition of the material. However, several
error-free repetitions are needed to solidify the information.
3. Teach students to use visual images and other memory strategies

Another memory strategy that makes use of a cue is one called word substitution. The
substitute word system can be used for information that is hard to visualize, for example, for the word
occipital or parietal. These words can be converted into words that sound familiar that can be
visualized. The word occipital can be converted to exhibit hall (because it sounds like exhibit hall).
The student can then make a visual image of walking into an art museum and seeing a big painting of
a brain with big bulging eyes (occipital is the region of the brain that controls vision). With this system,
the vocabulary word the student is trying to remember actually becomes the cue for the visual image
that then cues the definition of the word.
4. Give teacher-prepared handouts prior to class lectures

Class lectures and series of oral directions should be reinforced by teacher-prepared
handouts. The handouts for class lectures could consist of a brief outline or a partially completed
graphic organizer that the student would complete during the lecture. Having this information both
enables students to identify the salient information that is given during the lectures and to correctly
organize the information in their notes. Both of these activities enhance memory of the information as
well. The use of Post-Its to jot information down on is helpful for remembering directions.
5. Teach students to be active readers

To enhance short-term memory registration and/or working memory when reading, students
should underline, highlight, or jot key words down in the margin when reading chapters. They can
then go back and read what is underlined, highlighted, or written in the margins. To consolidate this
information in long-term memory, they can make outlines or use graphic organizers. Research has
shown that the use of graphic organizers increases academic achievement for all students.
25
6. Write down steps in math problems

Students who have a weakness in working memory should not rely on mental computations
when solving math problems. For example, if they are performing long division problems, they should
write down every step including carrying numbers. When solving word problems, they should always
have a scratch piece of paper handy and write down the steps in their calculations. This will help
prevent them from losing their place and forgetting what they are doing.
7. Provide retrieval practice for students

Research has shown that long-term memory is enhanced when students engage in retrieval
practice. Taking a test is a retrieval practice, i.e., the act of recalling information that has been studied
from long-term memory. Thus, it can be very helpful for students to take practice tests. When
teachers are reviewing information prior to tests and exams, they could ask the students questions or
have the students make up questions for everyone to answer rather than just retelling students the to-
be-learned information. Also, if students are required or encouraged to make up their own tests and
take them, it will give their parents and/or teachers information about whether they know the most
important information or are instead focused on details that are less important.
8. Help students develop cues when storing information

According to the memory research, information is easier retrieved when it is stored using a
cue and that cue should be present at the time the information is being retrieved. For example, the
acronym HOMES can be used to represent the names of the Great Lakes — Huron, Ontario,
Michigan, Erie and Superior. The acronym is a cue that is used when the information is being learned,
and recalling the cue when taking a test will help the student recall the information.
9. Prime the memory prior to teaching/learning

Cues that prepare students for the task to be presented are helpful. This is often referred to
as priming the memory. For instance, when a reading comprehension task is given, students will get
an idea of what is expected by discussing the vocabulary and the overall topic beforehand. This will
allow them to focus on the salient information and engage in more effective depth of processing.
Advance organizers also serve this purpose. For older students, Clif Notes for pieces of literature are
often helpful aids for priming the memory.
10. Review material before going to sleep

It should be helpful for students to review material right before going to sleep at night.
Research has shown that information studied this way is better remembered. Any other task that is
performed after reviewing and prior to sleeping (such as getting a snack, brushing teeth, listening to
music) interferes with consolidation of information in memory.
7. Other Strategies to Solve Reading Difficulties
Reading Intervention Models

The reading intervention models is an intervention program by the Department of
Education Division of Oriental Mindoro District of Victoria on its program Project Reach for the STAR
(Strive Toward Achievement in Reading) to improve the reading level of pupils from non-reader and
frustration to instructional and independent level. This models are designed to address the varying
needs of the learners and to give solutions to reading problems of the pupils. These models includes
STAR Collection, Reading Buddy, Pull Out Approach, Teacher Nanay, DEAR (Drop Everything And
Read), PERR (Program for effective Reading and Writing), FWAW (Five Words A Week), APAD, Word
Wall and MOBSW (Master the Basic Sight Words).
7.1 STAR Collection

26
7.2 Reading Buddy

7.3 Pull Out Approach

7.4 Teacher Nanay

or at home.
7.5 DEAR (Drop Everything And Read)

they go home.
7.6 PERR (Program for Effective Reading and Writing)

7.7 FWAW (Five Words a Week)

7.8 APAD
7.9 Word Wall

and master.
7.10 MOBSW (Master of Basic Sight Words)

on each classroom.
IX. PLAN OF ACTIONS
The table shows the action plan for eliminating reading difficulties and improving the non-reader
and frustration level to instructional and independent level.
Conclusion
27
15.2 Profile of the respondents in terms of age
The youngest age of the respondents was 5 and the eldest was 10. The mean age of the
respondents was 6.37. This implies that majority of the parents of the grade one pupils of entered
their child in the school at an early age.
15.3 Profile of the respondents in terms of Gender
The result reveals that 54.59% of the respondents were male 45.61% were female. It can
be gleaned that male outnumbered the female probably because much number of the enrolees
for S.Y. 2016-2017 were male. This may be because the large number of birth rate from 2004 up
to present was boys.
15.4 Profile of the Respondents in terms of Nutritional Status
Majority of the respondents’ nutritional status were beyond the normal status. Probably
the reason was that most of the pupil respondents’ weight and height corresponds normally with
their age and they were healthy enough in entering school.
1.4 Profile of the respondents in terms of Monthly Income of Parents
Majority of the respondents belonged to poor families of Barangay Macatoc with monthly
income that ranged below 8,000 which means that most of parents can’t provide all the necessary
basic needs of their children.
Majority of the respondents’ mothers did not finish a college degree probably because
most of them belonged to a poor family and their parents cannot send and support them for
college education.
Majority of the respondents’ fathers were high school graduates and majority of them did
not finish a college education because most of them belonged to a poor family and their parents
Specifically out of all grade one pupils, majority of the respondents were on the non-
reader level and frustration level.This implies that almost all of the respondents were having
problems in reading or experiencing difficulty in learning to read.
 Reasons Why Respondents fall Under Non-reader and frustration Level

Perspective
Respondents have difficulty in reading and learning how to read in terms of Phonological and
Phonemic Awareness. Their own perspective was supported by teacher’s perspective. This implies
that the respondents have difficulty in rhyming words, recognizing and producing sounds and
syllabication.
28

Perspective
Word decoding and phonics was one of the reasons for reading difficulty experience by the
respondents based on the pupil’s perspective and teacher’s perspective. This implies that the
respondents have difficulty in applying his/her knowledge of letter-sound relationships, including
knowledge of letter patterns, to correctly pronounce written words. This also mean that the
respondents have difficulty in letter-sound relationships, and how to sound out words.

Reading difficulty in terms of vocabulary is one of the reasons for reading difficulty experience
by the respondents which from the pupil’s perspective. This result was supported by the teacher’s
perspective. This denotes that the respondents have difficulty in understanding words to
communicate effectively. This implies that the pupils had a hard time to find the words that they need
to know to understand what they read. This also implies that a reader cannot understand a text
without knowing what most of the words mean.

Fluency is one of the reading difficulties that the respondents experience in learning how to
read. The pupil’s perspective also relates with that of the teacher’s perspective. This implies that pupil
respondents have difficulty to read with speed, accuracy, and proper expression. They were not
confident in reading aloud or silently do not read smoothly and has no proper expression.
Comprehension is one of the major reasons for reading difficulties the respondents
experience in learning how to read. This result from the pupil’s perspective was supported by the
teacher’s perspective. This implies that pupil respondents have difficulty in understanding and
interpretation of what is read. They find it hard to decode what they read, had a hard time to make
connections between what they read and what they already know, and have difficulty to think deeply
about what they have read. This also mean that they do not have a sufficient vocabulary, or their
knowing of the meanings of words is not enough.
Other sources of reading disability particularly auditory processing, memory and attention were
some of the problems why respondents have a hard time to learn how to read based on the pupil’s
perspective. The same is true with that of the teacher’s perspective. Problems related to auditory
processing implies that there is something in pupil respondents that is affecting the processing or
interpretation of the information a child hears. They often find it difficult to pay attention, listen to, and
remember information presented orally. They may need more time to process information. This also
mean that they often do not recognize subtle differences between sounds in words, even though the
sounds themselves are loud and clear.
extraneous stimuli.
16 SOLUTIONS
reading.
29
4.1 Phonological and Phonemic Awareness

4.1.1 What pupils can do to help themselves
 Be willing to play word and sounds games with parents or teachers.
 Be patient with learning new information related to words and sounds. Giving the ears a workout
is difficult!
 Practice hearing the individual sounds in words. It may help to use a plastic chip as a counter for
each sound you hear in a word.
 Be willing to practice writing. This will give you a chance to match sounds with letters.
4.1.2 What parents can do to help at home

 Check with your child's teacher or principal to make sure the school's reading program teaches
phonological, phonemic awareness, and phonics skills.
 If your child is past the ages at which phonemic awareness and phonological skills are taught
class-wide (usually kindergarten to first or second grade), make sure he or she is receiving one-
on-one or small group instruction in these skills.
 Do activities to help your child build sound skills (make sure they are short and fun; avoid allowing
your child to get frustrated):
o Help your child think of a number of words that start with the /m/ or /ch/ sound, or other
beginning sounds.
o Make up silly sentences with words that begin with the same sound, such as "Nobody
was nice to Nancy's neighbor".
o Play simple rhyming or blending games with your child, such as taking turns coming up
with words that rhyme (go – no) or blending simple words (/d/, /o/, /g/ = dog).
 Read books with rhymes. Teach your child rhymes, short poems, and songs.
 Practice the alphabet by pointing out letters wherever you see them and by reading alphabet
books.
 Consider using computer software that focuses on developing phonological and phonemic
awareness skills. Many of these programs use colorful graphics and animation that keep young
children engaged and motivated.
4.1.3 What teachers can do to help at school

 Learn all about phonemes (there are more than 40 speech sounds that may not be obvious to
fluent readers and speakers).
 Make sure the school's reading program and other materials include skill-building in phonemes,
especially in kindergarten and first grade (these skills do not come naturally, but must be taught).
 If children are past the age at which phonemic awareness and phonological skill-building are
addressed (typically kindergarten through first or second grade), attend to these skills one-on-one
or in a small group. Ask your school's reading specialist for help finding a research-based
supplemental or intervention program for students in need.
 Identify the precise phoneme awareness task on which you wish to focus and select
developmentally appropriate activities for engaging children in the task. Activities should be fun
and exciting – play with sounds, don't drill them.
 Make sure your school's reading program and other materials include systematic instruction in
phonics.
 Consider teaching phonological and phonemic skills in small groups since students will likely be
at different levels of expertise. Remember that some students may need more reinforcement or
instruction if they are past the grades at which phonics is addressed by a reading program (first
through third grade).
4.2. Word Decoding and Phonics

 Play with magnetic letters. See how quickly you can put them in alphabetical order while singing
the alphabet song.
30
 Look at written materials around your house and at road signs to see if you can spot familiar
words and letter patterns.
 Write notes, e-mails, and letters to your friends and family. Represent each sound you hear as
you write.
 When you're trying to sound out a word, pay close attention to the print. Try to look at all the
letters in the word, not just the first one or two.

 For a younger reader, help your child learn the letters and sounds of the alphabet. Occasionally
point to letters and ask your child to name them.
 Help your child make connections between what he or she might see on a sign or in the
newspaper and the letter and sound work he or she is doing in school.
 Encourage your child to write and spell notes, e-mails, and letters using what he knows about
sounds and letters.
 Talk with your child about the "irregular" words that she'll often see in what she's reading. These
are the words that don't follow the usual letter-sound rules. These words include said, are,
and was. Students must learn to recognize them "at sight."
 Consider using computer software that focuses on developing phonics and emergent literacy
skills. Some software programs are designed to support children in their writing efforts. For
example, some programs encourage kids to construct sentences and then cartoon characters will
act out the completed sentence. Other software programs provide practice with long and short
vowel sounds and creating compound words.

 Have students sort pictures and objects by the sound you're teaching. At each stage, have
children say the letter sound over and over again.
 Teach phonics in a systematic and explicit way. If your curriculum materials are not systematic
and explicit, talk with your principal or reading specialist.
 Be sure to begin the systematic and explicit phonics instruction early; first grade would be best.
 Help students understand the purpose of phonics by engaging them in reading and writing
activities that requires them to apply the phonics information you've taught them.
 Use manipulatives to help teach letter-sound relationships. These can include counters, sound
boxes, and magnetic letters.
 Provide more of your instruction to students who you've divided into need-based groups.
16.3 Vocabulary
 Find books to read on your own. The more you read, the more new words you'll see, and the
more you'll learn about the words.
 Look ahead in textbooks to learn new vocabulary and concepts before your teacher goes over the
section in class.
 Keep a list of key vocabulary and transition words.
 Practice telling stories using the words first, then, and finally.

 Engage your child in conversations every day. If possible, include new and interesting words in
your conversation.
 Read to your child each day. When the book contains a new or interesting word, pause and
define the word for your child. After you're done reading, engage your child in a conversation
about the book.
 Help build word knowledge by classifying and grouping objects or pictures while naming them.
31
 Help build your child's understanding of language by playing verbal games and telling jokes and
stories.
 Encourage your child to read on his own. The more children read, the more words they encounter
and learn.

 Help build language skills in class by playing oral and written word exercises and games.
 Teach students about the important, useful, and difficult vocabulary words before students read
the text. This will help them remember the words and improve comprehension.
 Offer students many opportunities to encounter target vocabulary words beyond the context in
which they are taught.
 Have students use taught vocabulary words often and in various ways both orally and in writing
so they are better able to remember the words and their meanings.
 Teach vocabulary via explicit instruction and also through independent readings.
 Help students learn to use context clues to determine the meanings of words. Teach them that
some context clues are more helpful than others and provide examples of helpful and less helpful
clues.
 Read to your class each day. When the book contains a new or interesting word, pause and
define the word for your students. After you're done reading, engage your students in a
conversation about the book.
 Engage your students in conversations every day. If possible, include new and interesting words
in your conversation.
 Explicitly teach the meanings of common prefixes, roots, and suffixes.
 Draw students' attention to common roots in a variety of words (for example, the similar roots and
meanings of the words vision, visual, visible, invisible) and lead a discussion of the meanings of
the words and how they tend to be used.
16.4 Fluency
 Track the words with your finger as a parent or teacher reads a passage aloud. Then you read it.
 Have a parent or teacher read aloud to you. Then, match your voice to theirs.
 Read your favorite books and poems over and over again. Practice getting smoother and reading
with expression.

 Support and encourage your child. Realize that he or she is likely frustrated by reading.
 Check with your child's teachers to find out their assessment of your child's word decoding skills.
 If your child can decode words well, help him or her build speed and accuracy by:
o Reading aloud and having your child match his voice to yours
o Having your child practice reading the same list of words, phrase, or short passages
several times
o Reminding your child to pause between sentences and phrases
 Read aloud to your child to provide an example of how fluent reading sounds.
 Give your child books with predictable vocabulary and clear rhythmic patterns so the child can
"hear" the sound of fluent reading as he or she reads the book aloud.
 Use books on tapes; have the child follow along in the print copy.

 Assess the student to make sure that word decoding or word recognition is not the source of the
difficulty (if decoding is the source of the problem, decoding will need to be addressed in addition
to reading speed and phrasing).
 Give the student independent level texts that he or she can practice again and again. Time the
student and calculate words-correct-per-minute regularly. The student can chart his or her own
improvement.
32
 Ask the student to match his or her voice to yours when reading aloud or to a tape recorded
reading.
 Read a short passage and then have the student immediately read it back to you.
 Have the student practice reading a passage with a certain emotion, such as sadness or
excitement, to emphasize expression and intonation.
 Incorporate timed repeated readings into your instructional repertoire.
 Plan lessons that explicitly teach students how to pay attention to clues in the text (for example,
punctuation marks) that provide information about how that text should be read.
16.5 Comprehension
 Use outlines, maps, and notes when you read.
 Make flash cards of key terms you might want to remember.
 Read stories or passages in short sections and make sure you know what happened before you
continue reading.
 Ask yourself, "Does this make sense?" If it doesn't, reread the part that didn't make sense.
 Read with a buddy. Stop every page or so and take turns summarizing what you've read.
 Ask a parent or teacher to preview a book with you before you read it on your own.
 As you read, try to form mental pictures or images that match the story.

 Hold a conversation and discuss what your child has read. Ask your child probing questions about
the book and connect the events to his or her own life. For example, say "I wonder why that girl
did that?" or "How do you think he felt? Why?" and "So, what lesson can we learn here?".
 Help your child make connections between what he or she reads and similar experiences he has
felt, saw in a movie, or read in another book.
 Help your child monitor his or her understanding. Teach her to continually ask herself whether she
understands what she's reading.
 Help your child go back to the text to support his or her answers.
 Discuss the meanings of unknown words, both those he reads and those he hears.
 Read material in short sections, making sure your child understands each step of the way.
 Discuss what your child has learned from reading informational text such as a science or social
studies book.

 As students read, ask them open-ended questions such as "Why did things happen that way?" or
"What is the author trying to do here?" and "Why is this somewhat confusing?".
 Teach students the structure of different types of reading material. For instance, narrative texts
usually have a problem, a highpoint of action, and a resolution to the problem. Informational texts
may describe, compare and contrast, or present a sequence of events.
 Discuss the meaning of words as you go through the text. Target a few words for deeper
teaching, really probing what those words mean and how they can be used.
 Teach note-taking skills and summarizing strategies.
 Use graphic organizers that help students break information down and keep track of what they
read.
 Encourage students to use and revisit targeted vocabulary words.
 Teach students to monitor their own understanding. Show them how, for example, to ask
themselves "What's unclear here?" or "What information am I missing?" and "What else should
the author be telling me?".
 Teach children how to make predictions and how to summarize.
16.6 Other Sources of Reading Difficulty

In terms of auditory processing it is best to ask the parents of the child to consult for a doctor
to check and give commendations for the situation of auditory illness of the child.
33
Effective and efficient memory is critical for reading and school success. The following ten
general strategies are offered to help students develop a more efficient and effective memory.
4.6.1. Give directions in multiple formats

Students benefit from being given directions in both visual and verbal formats. In addition,
their understanding and memorizing of instructions could be checked by encouraging them to repeat
the directions given and explain the meaning of these directions. Examples of what needs to be done
are also often helpful for enhancing memory of directions.
4.6.2. Teach students to over-learn material

Students should be taught the necessity of "over-learning" new information. Often they
practice only until they are able to perform one error-free repetition of the material. However, several
error-free repetitions are needed to solidify the information.
4.6.3. Teach students to use visual images and other memory strategies
Another memory strategy that makes use of a cue is one called word substitution. The
substitute word system can be used for information that is hard to visualize, for example, for the word
occipital or parietal. These words can be converted into words that sound familiar that can be
visualized. The word occipital can be converted to exhibit hall (because it sounds like exhibit hall).
The student can then make a visual image of walking into an art museum and seeing a big painting of
a brain with big bulging eyes (occipital is the region of the brain that controls vision). With this system,
the vocabulary word the student is trying to remember actually becomes the cue for the visual image
that then cues the definition of the word.
4.6.4. Give teacher-prepared handouts prior to class lectures

Class lectures and series of oral directions should be reinforced by teacher-prepared
handouts. The handouts for class lectures could consist of a brief outline or a partially completed
graphic organizer that the student would complete during the lecture. Having this information both
enables students to identify the salient information that is given during the lectures and to correctly
organize the information in their notes. Both of these activities enhance memory of the information as
well. The use of Post-Its to jot information down on is helpful for remembering directions.
4.6.5. Teach students to be active readers

To enhance short-term memory registration and/or working memory when reading, students
should underline, highlight, or jot key words down in the margin when reading chapters. They can
then go back and read what is underlined, highlighted, or written in the margins. To consolidate this
information in long-term memory, they can make outlines or use graphic organizers. Research has
shown that the use of graphic organizers increases academic achievement for all students.
4.6.6. Write down steps in math problems

Students who have a weakness in working memory should not rely on mental computations
when solving math problems. For example, if they are performing long division problems, they should
write down every step including carrying numbers. When solving word problems, they should always
have a scratch piece of paper handy and write down the steps in their calculations. This will help
prevent them from losing their place and forgetting what they are doing.
4.6.7. Provide retrieval practice for students

Research has shown that long-term memory is enhanced when students engage in retrieval
practice. Taking a test is a retrieval practice, i.e., the act of recalling information that has been studied
from long-term memory. Thus, it can be very helpful for students to take practice tests. When
teachers are reviewing information prior to tests and exams, they could ask the students questions or
have the students make up questions for everyone to answer rather than just retelling students the to-
be-learned information. Also, if students are required or encouraged to make up their own tests and
take them, it will give their parents and/or teachers information about whether they know the most
important information or are instead focused on details that are less important.
34
4.6.8. Help students develop cues when storing information

According to the memory research, information is easier retrieved when it is stored using a
cue and that cue should be present at the time the information is being retrieved. For example, the
acronym HOMES can be used to represent the names of the Great Lakes — Huron, Ontario,
Michigan, Erie and Superior. The acronym is a cue that is used when the information is being learned,
and recalling the cue when taking a test will help the student recall the information.
4.6.9. Prime the memory prior to teaching/learning

Cues that prepare students for the task to be presented are helpful. This is often referred to
as priming the memory. For instance, when a reading comprehension task is given, students will get
an idea of what is expected by discussing the vocabulary and the overall topic beforehand. This will
allow them to focus on the salient information and engage in more effective depth of processing.
Advance organizers also serve this purpose. For older students, Clif Notes for pieces of literature are
often helpful aids for priming the memory.
4.6.10. Review material before going to sleep

It should be helpful for students to review material right before going to sleep at night.
Research has shown that information studied this way is better remembered. Any other task that is
performed after reviewing and prior to sleeping (such as getting a snack, brushing teeth, listening to
music) interferes with consolidation of information in memory.
16.7 Other Strategies to Solve Reading Difficulties
16.7.1 STAR Collection

16.7.2 Reading Buddy

16.7.3 Pull Out Approach

16.7.4 Teacher Nanay

or at home.
16.7.5 DEAR (Drop Everything And Read)

they go home.
16.7.6 PERR (Program for Effective Reading and Writing)

16.7.7 FWAW (Five Words a Week)

35
16.7.8 APAD
16.7.9 Word Wall

and master.
16.7.10 MOBSW (Master of Basic Sight Words)

on each classroom.
Bibliography
Fletcher Janis M., Lyon GR, Fuchs LS, Barnes MA., (2015), Learning disabilities: From identification to
intervention. Retrieved on: June 29, 2016, Retrieved from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/
Katzir Tim., Kim. Y., Wolf M., (2015), Reading fluency: the whole is more than the parts. Annals
of Dyslexia, Retrieved on: June 29, 2016, Retrieved from: http://journals.plos.org/plosone/article?
id=10.1371/journal.pone.0074061
Lyon, Reid G., (2015), Reading Disabilities: Why Do Some Children Have Difficulty Learning to Read?
What Can Be Done About It? Retrieved on: June 29, 2016, Retrieved from:
http://www.education.gov.sk.ca/reading-difficulties-disabilities
MacInnis, Eric., 2015, Teaching Students with Reading Difficulties and Disabilities, Retrieved on: June
29, 2016, Retrieved from: http://www.wrightslaw.com/info/read.disability.lyon.pdf
Wolf, M., & Bowers, P. (2015), The double-deficit hypothesis for the developmental dyslexias (Reading
Disability), Retrieved on: June 29, 2016, Retrieved from:
http://www.templatezone.com/marketing2006/Temp/Carol/carol.htm
36
APPENDIX A
Questionnaire
I. Profile
Name of Pupil: ________________________________ Age:____________
Gender:________________________
Nutritional Status (Put Check /):__ Severely Wasted ___ Wasted ___ Normal ___ Overweight
Family Monthly Income (Put Check /):___ 2,000 and below, ___ 2001 to 4000, ___4001 to 6000,
___6001 to 8000, 8001 to 10000, ___10001 and above
Father’s Educational Attainment (Put Check /):
___ Elementary Undergraduate, ___Elementary Graduate, ___ Secondary Undergraduate,

___Elementary Graduate, ___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate, ___ Post Graduate Studies
Undergraduate, ___ Post Graduate Studies Graduate
Mother’s Educational Attainment (Put Check /):
___ Elementary Undergraduate, ___Elementary Graduate, ___ Secondary Undergraduate,

___Elementary Graduate, ___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate, ___ Post Graduate Studies
Undergraduate, ___ Post Graduate Studies Graduate
II. Reading Level
Reading Level: _____________________________

37
III. Reasons for Reading Disability
Reading Disability Check (/)if you

Pupil’s Perspective experience this
I. Phonological and Phonemic Awareness
1. I don't know any words that rhyme with cat.
2. What do you mean when you say, "What sounds are in the word brush?"
3. I'm not sure how many syllables are in my name.
4. I don't know what sounds are the same in bit and hit.
II. Word Decoding and Phonics
1. I just seem to get stuck when I try to read a lot of the words in this chapter.
2. Figuring out the words takes so much of my energy, I can't even think about
what it means.
3. I don't know how to sound out these words.
4. I know my letters and sounds, but I just can't read words on a page.
III. Vocabulary
1. I heard my friend tell what happened in the movie but I didn't really
understand what he said about it.
2. I feel like I just use the same words over and over again in my writing.
3. I don't like to read on my own because I don't understand lots of the words
in the book.
IV. Fluency
1. I just seem to get stuck when I try to read a lot of the words in this chapter.
2. It takes me so long to read something.
3. Reading through this book takes so much of my energy, I can't even think
about what it means.
V. Comprehension
1. It takes me so long to read something. It's hard to follow along with
everything going on.
2. I didn't really get what that book was about.
3. Why did that character do that? I just don't get it!
4. I'm not sure what the most important parts of the book were.
5. I couldn't really create an image in my head of what was going on.
VI. Other Sources of Reading Disability
1. I have difficulty hearing others
2. I have difficulty talking with others
3. I can’t remember what other says
4. I can’t focus on what I should read
Reading Disability Check (/)if the

Teacher’s Perspective pupil have this
I. Phonological and Phonemic Awareness
17 She doesn't correctly complete blending activities; for example, put together
sounds /k/ /i/ /ck/ to make the word kick.
18 He doesn't correctly complete phoneme substitution activities; for example,
38
change the /m/ in mate to /cr/ in order to make crate

19 He has a hard time telling how many syllables there are in the word paper.
20 He has difficulty with rhyming, syllabication, or spelling a new word by its
sound.
II. Word Decoding and Phonics
8. She has difficulty matching sounds and letters, which can affect reading and
spelling.
9. She decodes in a very labored manner.
10. He has trouble reading and spelling phonetically.
11. She has a high degree of difficulty with phonics patterns and activities.
12. He guesses at words based on the first letter or two.
13. Even though I taught several short vowel sounds (or other letter sounds or
patterns), the corresponding letters are not showing up in his writing
samples.
14. Even though I taught certain letter patterns, she isn't able to recognize them
when reading words.
III. Vocabulary
8. She's unable to tell about her day in a way that makes sense.
9. She misuses common words.
10. He doesn't link words from a book to similar words from another book or
from real life.
11. He's often not able to find the right word to describe something.
12. She has questions about a lot of word meanings in a grade appropriate
text.
13. He seems to have a weak vocabulary.
14. She is not able to make connections among words in various texts.
IV. Fluency
11. He knows how to read words but seems to take a long time to read a short
book or passage silently.
12. She reads a book with no expression.
13. He stumbles a lot and loses his place when reading something aloud.
14. She reads aloud very slowly.
15. She moves her mouth when reading silently (subvocalizing).
16. Her results on words-correct-per-minute assessments are below grade
level or targeted benchmark.
17. She has difficulty and grows frustrated when reading aloud, either because
of speed or accuracy.
18. She does not "chunk" words into meaningful units.
19. When reading, he doesn't pause at meaningful breaks within sentences or
paragraphs.
20. He does not read aloud with expression; that is, he does not change his
tone where appropriate.
V. Comprehension
14. She's not able to summarize a passage or a book.
15. He might be able to tell you what happened in a story, but can't explain
why events went the way they did.
16. She can't explain what a character's thoughts or feelings might have been.
39
17. He doesn't link events in a book to similar events from another book or
from real life.
18. He doesn't link events in a book to similar events from another book or
from real life.
19. He seems to focus on the "wrong" aspect of a passage; for example, he
concentrates so much on the details that the main idea is lost.
20. She can tell the outcome of a story, but cannot explain why things turned
out that way.
21. He does not go behind what is presented in a book to think about what
might happen next or why characters took the action they did.
22. She brings up irrelevant information when trying to relate a passage to
something in her own life.
23. He seems to have a weak vocabulary.
24. She cannot tell the clear, logical sequence of events in a story.
25. He does not pick out the key facts from informational text.
26. He cannot give you a "picture" of what's going on in a written passage; for
example, what the characters look like or details of where the story takes
place.
VI. Other Sources of Reading Disability
5. It seems that she can’t hear me
6. It seems that she can’t talk
7. She doesn’t remember anything
8. She has difficulty in focusing
APPENDIX B
Letter to the School Principal
Letter to the Schools Division Superintendent
Department of Education
Region IV-B MIMAROPA
Schools Division of Oriental Mindoro
Macatoc Elementary School
July 12, 2016
JOSEPHINE F. FIEDALAN
The Schools Principal
Madame:
Greetings of Peace!
I am at present conducting a proposal for an action research entitled “The Reading Difficulty of
Grade One Pupils of Macatoc Elementary School”.
40
In this connection, may I be allowed to conduct the action research on our school Macatoc
Elementary School? Grade one pupils from the sections of Lotus and Orchids for the School Year 2016-
2017 will be the respondents of my study.
Your favorable action on this request will be highly appreciated.

Thank you very much.
Very respectfully yours,
KAMILLE KAY Q. TAMOR

Master Teacher I
Researcher
Noted:
FEMELIEH F. DOCULAN
Master Teacher II
Approved by:
JOSEPHINE F. FIEDALAN
Principal I

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1

Republic of the Philippines

The Reading Difficulties of Grade One Pupils

KAMILLE KAY Q. TAMOR

The Reading Difficulties of Grade One Pupils

Specifically it seeks to answer the following questions:

1. What is the level of reading comprehension of grade one pupils?

4. How pupils in grade one improve their reading comprehension?

This action research used the descriptive correlational method of research.

Respondents of the Study

1. Profile of the Pupil Respondents

1.1 Profile of the respondents in terms of age

1.2 Profile of the respondents in terms of Gender

1.3 Profile of the Respondents in terms of Nutritional Status

1.4 Profile of the respondents in terms of Monthly Income of Parents

1.5 Profile of the respondents in terms of educational attainment of mother

1.6 Profile of the respondents in terms of educational attainment of father

2. Level of Reading Performance of the Respondents

3. Reasons Why Respondents fall Under Non-reader and frustration Level

3.1 Reading Difficulty in Terms of Phonological and Phonemic Awareness as Pupil’s

3.2 Reading Difficulty in Terms of Phonological and Phonemic Awareness as Pupil’s

3.3 Reading Difficulty in Terms of Vocabulary

3.4 Reading Difficulty in Terms of Fluency

3.5 Reading Difficulty in Terms of Comprehension

3.6 Other Sources of Reading Disability

Pull Out Approach

DEAR (Drop Everything And Read)

PERR (Program for Effective Reading and Writing)

MOBSW (Master of Basic Sight Words)

Researchers have made considerable progress in understanding all types of reading

The aforementioned situations above triggered the researcher to conduct an action

III. RESEARCH PROBLEM

Specifically it seeks to answer the following questions:

5. What is the level of reading comprehension of grade one pupils?

8. How pupils in grade one improve their reading comprehension?

IV. OBJECTIVES OF THE STUDY

V. SCOPE AND DELIMITATION

This action research used the descriptive correlational method of research.

Respondents of the Study

Table A. Distribution of the Respondents in Grade One

SECTION/CLASS Pupil Respondents

Data Gathering Procedure

Statistical Treatment of the Data

The formula that will be used were the following:

I. Profile of the respondents in terms of age

Graph 1.1: Profile of the Respondents in terms of Age

II. Profile of the respondents in terms of Gender

Graph 1.2: Profile of the Respondents in Terms of Gender

III. Profile of the Respondents in terms of Nutritional Status

Graph 1.3: Profile of the Respondents in terms of Nutritional Status

 1.4 Profile of the respondents in terms of Monthly Income of Parents

Graph1.4: Profile of the Respondents in terms of Monthly Income of

1.5 Profile of the respondents in terms of educational attainment of mother

Graph 1.5: Profile of the Respondents in terms of Educational Attainment of

1.6 Profile of the respondents in terms of educational attainment of father

Graph 1.6: Profile of the Respondents in terms of Educational Attainment

2. Level of Reading Performance of the Respondents

Table 1: Level of Reading Performance of the Respondents

Level Frequency (%)