POES Action Research 23doc

An Action Research
of
P. Olarte Teaching Force
MICHELLE F. LEVISTE
Teacher In-Charge/Research
Consultant
Effectiveness
of
Developing Reading
Comprehension
of the Pupils in
P. Olarte Elementary School
SUNSHINE M. GALISANAO
Teacher III
JESSA ANGELA M. GALISANAO

Teacher I
ALLYN M. SANZ
Teacher I
A.Introduction
Despite the high literacy rate, Philippines continue to be an under
developed nation. It is evident that Filipinos are not a reading populace. Filipinos
per capita consumption of books, newspapers, magazines, and other publications
is way beyond their Asian neighbors (Ople 1993; Locsin 1992; Nemenzo 1992).
The battle against illiteracy and the widespread aliteracy in campuses can only
be won by creating and implementing reading program that will generate self-
propelling and productive citizens (Hiebert and Colt 1989).
Driven by the result of Phil-Iri which was conducted on the first quarter of
the School Year,despite of the pandemic with the permission of the
parents,following the health protocols, this study was conducted. The study
focuses in improving the reading comprehension of the Primary and Intermediate
pupils through 90-day read-a-thon. The authors believe that the genuine love for
reading develops when child is exposed to different reading materials. It aims to
develop the pupils reading skills such as reading comprehension and literary
appreciation skills. The pupils are expected to read the selection well and work
with the comprehension questions to be able to determine how well he
comprehends the selection.
The authors hope to help the primary and intermediate pupils to become
a better reader through different selections. Belief in Divine Providence, love of
nature, patriotism, is just examples of themes that the reader could engage
himself into. These were believed to contribute total development of a pupil not
only to become a better reader but also a consciousness of their growth and
development to be a responsible citizen.
This 90 day read-a-thon encourages pupils to read a many reading
comprehension exercises as possible daily for 30 minutes. It aims to develop the
pupils reading skills such as reading comprehension and literary appreciation
skills. The pupils are expected to read the selection well and work the
comprehension questions to be able to determine how well he comprehends the
selection. The selections vary in length, as the reader improves his ability, the
passage become longer.
The author hopes the primaryand intermediate grades of P. Olarte
Elementary School to become a better reader through different selections. Belief
in Devine Providence, love of nature, patriotism, is just examples of themes that
the reader could engage himself into. These were believed to contribute total
development to be a responsible citizen.
It is hoped that pupils of P.Olarte Elementary School will enjoy their
reading experiences through these reading materials.
B.Literature Review
Over the several decades, reading fluency has been neglected and
misunderstood, and as a result, reading fluency instruction in many classrooms
has been ignored or implemented in ways that are not necessarily good
instruction (Rasinski, 2012). For examples, many teachers complain about having
to do daily “timed readings” in their classrooms, in which students are prompted
to read as quickly as possible, all in the name of developing reading fluency.
Reading teachers face a number of problems as they strive to implement
effective instruction. Henk, Moore, Marinak, and Tomasetti (2000) noted that
school professionals often experience difficulty as they attempt to work together
toward the identification and accomplishment of common literacy goals.
According to Sloat et al. (2007), “Reading is a complex process and that
complexity is reflected in the range of philosophies, pedagogies, curricula, and
programs available to guide early elementary reading instruction” (p.523).
Sloat et al. concluded that with so many options available, and with the
constraints imposed by limited resources and students’ diverse skills,
practitioners and researchers face the crucial question of how best to ensure that
children learn to read well in their early years. Addressing concerns about literacy
programming, Sloat et al. (2007) cited the need to respect empirical evidence of
what constitutes effective practice while at the same time taking into account the
involvement of students, parents, teachers, and administrators. (Alber-Morgan et
al., 2007). Research reveals that repeated reading methods have contributed to
an increase in fluency for some readers.
Machin and Mcnally (2008) evaluate an in-class literacy programs in the English primary
schools in which one hour per day is set aside for literacy-related activities such as group
reading. The authors show that the program had a significant effect on reading an English
scores, and that the literacy program even had a lasting impact on students’ English scores
once they reach secondary school.
Linden, et.al (2011) evaluated a program that aims to improve children’s reading
skills by providing classes with age-appropriate reading material and incentivizing
children to read through a 31 day read-a-thon. During the read-a-thon, the
program significantly increases the propensity of children to read, improves
students’ reading habits and skills and increases students’ scores in a reading
assessment. Implementing such short term programs that promote reading can
therefore be an effective way of cultivating good sustainable reading habits in
children and improving their reading ability.
The battle against illiteracy and the widespread aliteracy in campuses can
only be won by creating and implementing reading program that will generate
self-propelling and productive citizens (Hiebert and Colt 1989).
Conceptual Framework
Pre-Test Conduct Post Test

of
(Reading 90-day
(Reading
Level) read-a-thon Level)
The figure above shows that the effectiveness of the study will be determined by the result of
pre-test and post-test.
C. Research Question
This research seeks to find answers to the following questions:
1.What is the reading level of the pupils?
2.Is there a significant effect in the conduct of reading improvement of selected POES pupils?
D.Scope and Limitation

This study is limited to the pupils of P. Olarte Elementary Schgool. The respondents are
19 male and 25 female with a total of 44.
E. Research Methodology
To determine the effectiveness of developing reading comprehension in P. Olarte
Elementary School. Pre-test will be given to determine the pupil’s reading level. After
determining the reading level of the pupils, they will be given selections suited for their reading
level within a 90-day period. There will be a 90-day read-a-thonand will be conducted on a
scheduled time for each class’ remedial time at 3:20-3:50 pm. Post-test will also be given after
the reading marathon has ended.
i. Sampling
44 pupils from different grades will be the respondents of the study,24 from primary and
20 pupils from intermediate. The reading level of these pupils will be determined after pre-test
has been given.
ii. Data collection
Every pupils will be given a reading materials suited for their reading level. Each reading
materials has a comprehension questions after the selection. The results will be recorded daily.
The data collected will be consolidated at the end of 90-days to determine the effectiveness of
reading comprehension in POES.
iii. Ethical issues

Before conducting the study, the researchers will seek approval from the principal. After
the principal’s approval of the study, everything will be prepared for the implementation.
iv. Plan for data analysis

This study uses both quantitative and qualitative techniques in determining the
effectiveness of developing reading comprehension in selected pupils of P. Olarte Elementary
School pupils.
All data will analyzed with the use of Microsoft Excel. The researchers will the evaluate
the results of the pre-test and post-test
.
F. Timetable
The 44 respondents will undergo a 90-day Read-a-thon program wherein pupils from
primary and intermediate grades will be given reading materials with comprehension questions.
The study will start on March 8,2023 and will end on June 30,2023.
G.Cost Estimated
Each respondents will receive a reading materials worth fifty pesos. The table below
shows the cost estimated within that period.
Item Quantity Cost per unit Total cost
Reading Materials 44 booklet 50 Php 2,200.00
Typing/printing 90 3 Php 270.00
Total Php 2,470.00
H.Plans for dissemination
The researchers are willing to present the study to the different schools through
meetings and LAC sessions.
I.References
Abeberese, A.B, Krumier T.J, Linden, L.L. 2013, Improving reading skills by encouraging to
Read in School: A Randomized Evaluated of the Sa Aklat Sisikat Reading program in the
Philippines.
Locsin, T.L., 1992 Towards Making Reading a Nation Habit, The RAP Journal XV27
Nemenzo, F. Jr. 1992 Towards Living Society, The RAP Journal XV7-9
Ople, B.F. 1993 The Battle for Tomorrow Philippine Panorama 22/36:26
Orencia, Melissa Alma R (2006) Enhancing Pupils Reading Comprehension and Attitudes
through a Whole Language-Inspired Literature-Based Reading Program, CELEA Journal 2006
Vol.29 No.3
Show me a family of
readers,and I will show
you the people who
move the world.
-Napoleon Bonaparte
THANK YOU SO MUCH !!!

God bless us all.
An Action Research
by:
MELANIE S. ADAP
Teacher II
EMMA C. IYO
Principal II/Research Consultant

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An Action Research

P. Olarte Teaching Force

JESSA ANGELA M. GALISANAO

Pre-Test Conduct Post Test

D.Scope and Limitation

iii. Ethical issues

iv. Plan for data analysis

Item Quantity Cost per unit Total cost

Reading Materials 44 booklet 50 Php 2,200.00

Typing/printing 90 3 Php 270.00

Total Php 2,470.00

H.Plans for dissemination

THANK YOU SO MUCH !!!

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