Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas
San Pascual District

Title: Improving the Reading Ability of Grade IV Pupils of

Natunuan North Elementary School through Phonics Approach

A Research Proposal

Presented to the

District Research Committee:

ANTONIO M. ILAGAN
Chairperson

CLARIZA D. DALISAY JEAN P. MAGSAYSAY,Ed. D.

Co-Chair Co-Chair

ROLENA M. GARCIA LORNA U. DINGLASAN,Ed. D FEEJAY A. DIMACULANGAN,Ph. D.

Member Member Member

July 18, 2018

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Research Proponents: Liezel S. Manalo

Gavina P. Cadorna

Division: Batangas Province

School: Natunuan North Elementary School

I.Title

Improving the Reading Ability of Grade IV Pupils of Natunuan North Elementary School

through Phonics Approach Approach

II. Abstract

This action research aimed to improve the reading abilities of Grade IV pupils of

Natunuan North Elementary School through phonics approach. This will provide the

necessary remedial measures to correct and improve the reading potentials of these

pupils.

This action research relied chiefly on the results of the different oral reading

tests (recognition level) conducted during the period of the program. The descriptive

method of research was used in the study to find out the reading performance of the

pupils. The data gathered were tabulated, evaluated and analyzed using percentages to

identify the reading levels of the pupils. Moreover, t-test is used to determine significant

correlation between the pretest and posttest results in reading, specifically in word

recognition.

The following were the findings revealed in the implementation of the action

research. Thirty-three (33) pupils in Grade IV belonging to the frustration level of

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recognition were included in the study. They were grouped as slow readers, syllable

readers, and readers-at-risk. Four tables on oral reading tests were presented,

evaluated, analyzed and interpreted: 1. Phil.IRI Pre-Test, 2. Common Reading Miscues,

3. Table of Reading Difficulties, and 4 . Results of the t-test of Difference between the

Mean Pre-test and Post-test Scores in Word Recognition. They were all conducted in

different schedule by the school coordinator in English, the Master Teacher of the

school and the remedial reading teacher.

III. Acknowledgement

Special thanks to ALMIGHTY GOD, who is always with them to give strength,

wisdom, and guidance for continuously showering his blessings to them everyday.

The researchers wish to express their sincere gratitude and profound

appreciation to the following persons for their contribution towards the study.

To Mrs. Rolena M. Garcia, principal, for encouragement to do this research.

To the District Research Committee for their untiring guidance and

encouragements in the preparation of this study and for their helpful criticisms,

suggestions,comments and modification of the study.

To pupil-respondents of this study for their willingness, patience and

cooperation in this study.

The deepest gratitude to them is all because without them this study would not

be accomplished.

IV. Context and Rationale

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 Reading is the key to skillful learning and better living. The learners who read

well develop better understanding and effective adjustment towards life’s situations.

When the learners understand what they read they could identify, classify, build,

organize, synthesize, make adjustments and arrived at proper decisions.

Reading therefore is one of the potent areas where the learners must be

placed under and where an appropriate design may be addressed or utilized to assure

the learners to learn effectively the basic skills in reading.

Poor reading performance is one of the various problems that a teacher

encountered as she teaches. While such problems could be attributed to some causes

such as social, economic, environmental or psychological factors. It is then a vital task

of all concerned especially the teachers to improve the quality of instruction to help the

slow readers and readers at-risks acquire the basic knowledge and skills in reading

which could be utilized as avenues to undertake other subject areas prescribed in the

curriculum. The quality of education acquired by the pupils depend largely upon the

pupil s’ know how to read and interpret printed materials adequately; and without such

abilities they are barred practically from learning effectively and meaningfully to the

other subjects in the curriculum.

Remedial reading measures would then be expected if the pupils could not

come up with their expected performance. This is one way of knowing and meeting the

needs of pupils. It is through remedial teaching which will help the pupils in achieving

better reading skills and comprehension. When pupils are given assistance,

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encouragement and challenges that one intends to improve performance, they will be

inspired to study that would enable them to perform better than they ordinarily do.

V. Innovation, Interventions and Strategy

Fourth graders are expected to read with fluency, comprehension, and

expression. As they read a variety of books, they expand their vocabulary and interpret

the ideas in the texts. But sad to note, majority of them, particularly the Grade Four

pupils of Natunuan North Elementary School, have been observed to have difficulties in

reading and still learning to read, rather than reading to learn.

Several factors may have contributed to these reading difficulties. One factor is

that for most pupils, basic skills in reading have not been fully developed or mastered. It

is for this reason that the researcher conducted an action research to find some

teaching strategies that will improve the oral reading abilities of slow readers and

readers-at-risk in Grade IV of Natunuan North Elementary School using the phonics

approach.

VI. Action Research Questions

This action research aimed to improve the reading abilities of Grade IV pupils of

Natunuan North Elementary School through phonics approach. This will provide the

necessary remedial measures to correct and improve the reading potentials of these

pupils.

Specifically, it seeks to answer the following question:

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 1. What are the reading abilities of the pupils before remediation?

2. What are the common miscues in reading of the pupils?

3. How may phonics approach be used in improving the reading ability of the

pupils?

4. Is there any significant difference between the reading abilities of the pupils

before and after remediation?

VII. Action Research Methods

A. Participants/and or other Sources of data and information

This action research relied chiefly on the results of the different oral reading

tests (recognition level) conducted during the period of the program. The descriptive

method of research was used in the study to find out the reading performance of the

pupils. The data gathered were tabulated, evaluated and analyzed using percentages to

identify the reading levels of the pupils. Moreover, t-test is used to determine significant

correlation between the pretest and posttest results in reading, specifically in word

recognition.

B. Data gathering Methods

Input Process Output

Preliminary
diagnosis
Documentary Disseminate
Data Gathering Analysis Findings
Feedback of
Results

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VIII. Discussion of Results and Reflection

The following were the findings revealed in the implementation of the action

research. Thirty-three (33) pupils in Grade IV belonging to the frustration level of

recognition were covered by the study. They were grouped as a. slow readers, b.

syllable readers, and c. readers-at-risk. Four tables on oral reading tests were

presented, evaluated, analyzed and interpreted: 1. Phil.IRI Pre-Test, 2. Common

Reading Miscues, 3. Table of Reading Difficulties, and 4 . Results of the t-test of

Difference between the Mean Pre-test and Post-test Scores in Word Recognition. They

were all conducted in different schedule by the school coordinator in English, the Master

Teacher of the school and the remedial reading teacher.

1. Phil. IRI Oral Reading Test (Pre-Test)

Table 1 shows that there were 49 Grade IV pupils tested in word

recognition during the pre test. Six (6) or 12% are independent; ten (10) or

20% fall under instructional level, while thirty-three (33) or 67% belong to

frustration level in word recognition. The table further reveals that recognition

level of the Grade IV pupils ranged from at-risk to independent readers.

Among the pupils under frustration level in word recognition, twenty-

one (21) or 64% are slow, nine (9) or 27% read by syllable, while three (3) or

9% are readers-at-risk.

Table 1
Phil.IRI Oral Reading Test Results
(Pre test)

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 WORD RECOGNITION LEVEL No. %
Independent 6 12%
Instructional 10 20%
Frustration 33 67%
 Slow 21 63.64%
 Syllable 9 27%
 At-risk 3 9%
TOTAL 49 100%

The above data revealed that 67% of these pupils need thorough

assistance and remediation to improve their reading capabilities and skills,

and develop reasonable self-confidence. They were the main subject of the

study.

2. Common Reading Miscues of Grade IV Under Frustration Level of Word

Recognition

Different types of miscues in word recognition were also identified

in order to group the pupils under frustration level, specifically, the slow and

syllable readers with common errors for intensive remedial teaching. Their

common miscues were mispronunciation, substitution, reversal, repetition,

omission and refusal to pronounce within 3 seconds.

Table 2 shows the frequency and percentage of slow and syllable

readers based on their common miscues.

Table 2

Common Miscues Among Slow Readers

and Syllable Readers in Grade IV

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 No. of
COMMON MISCUES %
Pupils
Mispronunciation 30 100%

Substitution 28 93%

Omission 27 90%

Refusal to read over 3 seconds 18 60%

Insertion 17 57%

Reversal 13 43%

The above table shows that mispronunciation is the most common

miscue of all (100%) the slow readers and syllable readers in Grade IV.

Majority of them make substitution (93%) and omission (90%), while

seventeen (17) or 57% of them are making insertions. The least (43%) are

making reversals.

3. Phil. IRI Oral Reading Test (Post Test)

The final Phil. IRI oral reading test conducted by the school

coordinator in English and the Master Teacher of the school shows the final

decreased of pupils under frustration level of word recognition from 33 or 63%

to 20 or 38% as of July, 2018. Table 3 shows the Phil.IRI Oral Reading Test

(Word Recognition) pre-test and post test results.

The table reveals that out of 23 pupils under frustration level of word

recognition 18 or 78% are slow readers; 3 or 13% are syllable readers, while

2 or 9% is still at-risk.

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 Further, it shows that 3 slow readers went to the next higher level of

recognition; 6 syllable readers became slow readers while 2 readers-at risk

became syllable readers.

4. Comparison of the Pre-test and Post-test Mean Scores of Pupils in

Word Recognition

Table 4
Results of the t-test of Difference between the Mean Pre-test
and Post-test Scores in Word Recognition

PAIRED SAMPLES STATISTICS PAIRED SAMPLES CORRELATION

Pai
Mean N Std. Std. Correlatio Sig.
r1
Deviation Error n
Mean

PreScore 37.4545 33 12.86004 2.23865 PreScore & .677 .000

PostScore
PostScore 47.4242 33 8.99316 1.56551

PAIRED DIFFERENCES

Pai PreScore Mean N Std. Error 95% Confidence Interval of t df Sig.

r1 Mean the Difference
& Upper Lower (2-tailed)

PostScore
-9.96970 N 1.64885 -13.32830 -6.61109 -6.046 32 .000

Conclusion of Results:

There is a statistically significant mean score gain from the

pre-scores to post-scores. P = 0.000,, p < .05.

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 It can be deduced from the table that the obtained difference is -10.81818

between the pre-test score and the post-test scores of the pupils in word recognition is

significant, as indicated by the t-value which is -6.285 with probability less than .05 level

of significance. This means that the post-test mean score is significantly higher than the

pre-test mean score.

This implies that the pupils improved significantly in word recognition after

using the intervention program in reading using the phonics approach.

IX. Action Plan

Activity Duration

From To

Gathering Literature June 05, 2018 June 16, 2018

Formulating Objectives

Analyzing and Drafting

June 17, 2018 July 3, 2018
Literature

Drafting the
July 4, 2018 July 11, 2018
Introduction

Identifying research July 12, 2018 July 24, 2018

design and

methodology

Drafting and validation July 25, 2018 August 1, 2018

of questionnaire

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 Distribution and August 2, 2018 August 27, 2018

retrieval of

questionnaire

Tallying and August 28, 2018 September 31, 2018

interpretation of

gathered documents

Drafting results and October 01, 2018 November 21, 2018

discussions

Drawing conclusions November 20, 2018 November 29, 2018

and writing the

recommendations

Finalizing the November 30, 2018 December 15, 2018

introduction ,review of

related

literature,results and

discussion,bibliography

Drafting the research December16, 2018 January 9, 2018

blueprint

Encoding and polishing January 10, 2019 January 15, 2019

the entire paper and

peer validation of the

problem-solving

Submission of the

action research to the

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 division office and

presentation to peers

TARGET DATES
End of Project First Draft Final Report
January 28, 2019 June 17, 2018 January 28, 2019

X. References

A. Books

Dechant, E.V. and Henry P. Smith. 1977. Psychology in Teaching

Reading. 2nd Edition.Englewood Cliffs, N.J., Prentice Hall.

Miranda, Benita N. 2008. English For You And Me (Reading) 4

NPSBE. Book Wise Publishing House, Inc.

Punsalan, Twila G. and Gabriel G. Uriarte. 1997. Statistics, A

Simplified Approach. Rex Printing Company, Inc.

Villamin, Araceli M. and Villamin, Chita R. 2005. Remedial Reading.

A Handbook for Teachers and Students.Phoenix Publishing

House.

B. Unpublished Materials

Effective Reading Intervention Programs | eHow.com

http://www.ehow.com/about_5426892_effective-reading-intervention-

programs.html#ixzz1bkKMWMnZ

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XI. Financial Report

Budget Item Budget Requirement

Bond Paper 150 X 3 reams = 450
Reproduction of Materials 500
Printing 950
Total 1,900

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