INITIAL OUTLINE OF THE COLLABORATIVE ACTION RESEARCH PROPOSAL

TOPIC: Reading comprehension

PROBLEM: The low reading proficiency of the primary education learners

TITLE: “ACTION READING PLAN FOR NONREADER ELEMENTARY PUPILS”

PARTICIPANTS: Grades 1 to 3 elementary pupils of Busay Elementary School (estimated 10

nonreaders for the focus group) and other chosen elementary pupils

PROPOSED INTERVENTION: Conduct reading sessions and handing out reading worksheets
and materials that will enhance the learners’ vocabulary and comprehension and motivate them
to love reading.

PHILOSOPHY, PSYCHOLOGY, & SOCIOLOGY TOPICS RELATED TO THE

GROUP’S ACTION RESEARCH PROPOSAL:
1. Perennialism: the group researchers are more concerned with the continuous
transfer of knowledge and skills in reading
2. Essentialism: this concept emphasizes the training of the mind and stresses the
core knowledge in reading. The researchers use tools that include memorization
of vocabulary, repetition of speech, practice of reading skills, and assessment of
the learners’ reading proficiency. The researchers are concerned with the
improvement of the selected learners’ reading proficiency and their promotion
from non-reader level to reader level.
ACTION READING PLAN FOR NON-READER ELEMENTARY PUPILS

A Collaborative Action Research Proposal

In partial fulfillment of the requirements

of the Foundations of Education course in

Bicol College

Presented to Dr. Imelda L. Areola

Conducted by “Catalysts” group

Vargas, Jude

Madela, Mary Ann

Mimay, Karl Steven

Diones, Imelda May

Brizo, Nikkita Louise

Valerio, Angelica

June 1, 2024
 TABLE OF CONTENTS

I. Context and Rationale ………………………………………………………………… 1

II. Action Research Questions ……………………………………………………………. 2

III. Proposed Innovation, Intervention, and Strategy …………………………………. 2-3

IV. Action Research Methods …………………………………………………………… 4-5

a. Participants and/or Other Sources of Data and Information

b. Data Gathering Methods

c. Data Analysis Plan

V. Action Research Work Plan and Timeline …………………………………………... 5

VI. Cost Estimates …………………………………………………………………………. 6

VII. Plans for Dissemination and Utilization ……………………………………………... 6

VIII. Findings and conclusion………………………………………………………………...7

IX. References …………………………………………………………………………….... 8

 CHAPTER I - CONTEXT AND RATIONALE

Reading proficiency is one of the important aspects for a holistic and successful learner’s

academic performance. The reading capabilities of the young Filipino learners have been a

frequent struggle for the Philippine educators and lawmakers. Even with the continuous efforts

of our government and other educational institutions in improving the literacy rates in our

country, recent studies have shown that many young Filipino learners need assistance with

language development, reading comprehension, and critical thinking skills. According to the

World Bank’s 2022 data on learning poverty, at least 90% of the Filipino children in the early

age of 10 have difficulty in reading and understanding simple text. The low reading proficiency

of Filipino learners can be associated with several factors, including resource deficit, child’s

cognitive and behavioral growth and development, and socioeconomic factors.

The consistent increase in the number of non-reader children led the researchers to

conduct this study. This study has integrated the philosophical concepts of perennialism and

essentialism, which emphasize the need for continuous training of the mind and transfer of the

core knowledge and skills in reading. The researchers of this study will use tools that include

memorization of vocabulary, repetition of speech, practice of reading skills, and assessment of

the learners’ reading proficiency. This action research will address and support our nation’s

concerns and endeavors regarding the low reading proficiency in the English language and the

classified reader promotion of the young Filipino learners.

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 CHAPTER II - ACTION RESEARCH QUESTIONS

This collaborative action research proposal seeks to answer these following questions:

1. What are the common problems or issues that influence the reading proficiency of

the non-reader elementary learners?

2. What are the methods that could be used to effectively address the low reading

proficiency of the non-reader elementary learners?

3. Is there a significant difference between the level of the non-readers’ reading

proficiency before and after the proposed intervention?

CHAPTER III - PROPOSED INTERVENTION AND STRATEGY

The proposed intervention of the researchers is to conduct reading sessions and hand out

reading materials and worksheets that are appropriate for the non-readers’ grade levels. It

consists of reading activities that will enhance the non-readers’ vocabulary and comprehension,

supplement their learnings of the English language, and bring out their love for reading.

The researchers will mainly conduct the reading intervention at the Busay Elementary

School with the selected Grades 1 to 3 non-readers for two months. In the first session of the

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reading intervention, there will be a diagnostic test given to the selected non-reader elementary

learners of the mentioned school. The following sessions of intervention will focus on the

enhancement of the learners’ text decoding, vocabulary development, word pronunciation, and

reading comprehension. In the last session of the intervention, there will be a final assessment to

determine if there is an improvement in the reading proficiency of the non-readers. For the young

learners to be familiar with the researchers, each reading session includes a class routine and a

reward system. In case of inevitable circumstances, such as time constraints, class suspensions,

and members’ prior engagements, the researchers have an alternative course of action to find and

select Grades 1 to 3 non-reader elementary pupils who can participate in the reading

intervention.

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 CHAPTER IV - ACTION RESEARCH METHODS

A. Participants and/or Other Sources of Data and Information

The participants of this collaborative action research are the primary education learners

(Grades 1 to 3) who have low reading proficiency. The non-readers come from the Busay

Elementary School in Daraga, Albay and in other locations. These learners are chosen for

this study because they are in the early levels of development in education. The mastery

of basic knowledge and skills in reading is crucial for these learners to be able to

participate and excel in academic and societal activities in the near future.

For our contingency plan, we will select a number of students from our localities if in

case the reading intervention in Busay did not materialize.

B. Data Gathering Methods

The researchers ensure a proper and smooth conduct of the reading intervention through

giving formal request letters and consent forms to the involved stakeholders. As per

Chapter III of this study, the researchers will conduct diagnostic tests, session activities,

and final assessments of the non-readers’ reading proficiency. The data derived from

these activities and the observed participants will contribute to the results of this study.

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 C. Data Analysis Plan

The data analysis plan for this action research is shown below:

Pre- and Post Reading Compare and Data Determine the

Assessments Contrast Verification Next Steps

Look for the Compare the Look for the Think of the
apparent and Current and data that possible
recurring Previous against our solutions for
reading issues Reading expectations the recurring
of the non- Scores and and verify the low reading
readers Behaviors data with the proficiency of
references the non-
readers

CHAPTER V - ACTION RESEARCH WORK PLAN AND TIMELINE

The table shows the timeline of activities for the intervention that will be carried out by
the researchers.

ACTIVITIES April May

(Shade the corresponding month per activity)

1. Conducting of diagnostic test

2. Review of the basic sounds of the English

Alphabet

3. Review of the basic syllables in English

4. Understanding and reading simple English words

5. Reading simple sentences in English

6. Reading short paragraphs and stories in the

English language

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 7. Assessment for the non-readers’ reading
comprehension

The execution of the work plan and timeline of activities may depend on the current
circumstances of the educational industry and the researchers’ engagements.

CHAPTER VI - COST ESTIMATES

The expenses incurred in the proposed intervention are presented in this table.

ACTIVITY ELIGIBLE QUANTITY COST

EXPENDITURES
1. Conducting of the sessions Printing of learning PHP 270.00 PHP 270.000
in the reading intervention and instructional
materials
School supplies PHP 100.00 PHP 100.00
Transportation PHP 250 PHP 250
expense
Food and other PHP 200 PHP 200
possible to be
incurred expenses
TOTAL PHP 820.00

CHAPTER VII - PLANS FOR DISSEMINATION AND UTILIZATION

The dissemination activities that are included in the two-month intervention are indicated
in the table below.

DISSEMINATION ACTIVITIES April May

1. Group brainstorming for the action research

proposal

2. Meeting with the involved stakeholders and

giving request letters and consent forms

3. Conducting of reading intervention with the

non-reader elementary pupils

4. Summarization of results for the action

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 research output
Findings and Conclusion
These are the common problems or issues that issues that influence the reading
proficiency of non-reader elementary learners:
 Not knowing the alphabet.
 Not knowing the different sounds of the alphabet or phonics.
 Weak word identification and vocabulary.
 Not understanding what is being read or poor comprehension.
 Low self-esteem, motivation, or confidence in oral reading
 Poor vocabulary development;
 Young children's addiction to technology rather than book reading.

The methods that was used to effective address the low reading
Proficiency of the non-reader elementary learners:

 Schedule time to read.

 Let the learners recognize the different sounds of the alphabet.
 Learners practice sight word learners can easy to recognize words.
 Learners practice reading a shot text.
 Learners read more frequently.
 Reading aloud.
 Reading make more fun. Make some activities.
 Repeated readings.
 Reading with other students.
 Repetition is the key to mastery
 Reading and spelling sessions.
 Explicit teaching and practice of fundamental reading skills, such as phonemic
awareness (the ability to identify and manipulate word parts presented orally)
 phonics (the study of letter-sound relationships),
 decoding (the process of blending letter-sound patterns to produce words), and
encoding (the study of common spelling patterns).

Conclusion
Yes, there is a big difference. At the end of the reading session, the learners can
identify the structures of the text and identify the message or topic of the paragraph;
they can read with better pronunciation; they can understand letter-sound relationships;
they can produce words out of letters and sounds; and they can now encode and
decode texts.

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CHAPTER VIII - REFERENCES

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Bokiy, V. (2021, May 8). Syllables. Live Worksheets.
https://www.liveworksheets.com/w/en/english-language/1233217

Cadiz-Gabejan, A. M., & Quirino, M. C. (2021). Students’ reading proficiency and

academic performance. International Journal of English Language Studies, 3(6), 30–40.
https://doi.org/10.32996/ijels.2021.3.6.4

Chi, C. (2024, January 13). Explainer: With students’ poor literacy, are all teachers now
‘reading teachers’? Philstar.com.
https://www.philstar.com/headlines/2024/01/11/2325063/explainer-students-poor-
literacy-are-all-teachers-now-reading-teachers

Idulog, M.V., et al. (2023). Filipino Students’ Reading Abilities: A Note on the
Challenges and Potential Areas for Improvement. International Journal of Education and
Teaching Zone 2 (2):233-242. https://philpapers.org/rec/IDUFSR-2

Reading Worksheets. (n.d.). Englishlinx.com. https://englishlinx.com/reading/second-

grade-reading/

Seuss, Dr. (1957). The Cat in the Hat. Random House, Inc.
https://nfc.cambridgeschool.edu.in/wp-content/uploads/sites/2/2020/05/THE-CAT-IN-
THE-HAT.pdf

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