A reading intervention for grade one pupils of Bacao Elementary School in Cavite Philippines.

1. PROJECT GLER (GOD LOVES EVERY READER) AN INTERVENTION PROGRAM TO IMPROVE
READING LEVEL OF SELECTED GRADE 1 PUPILS
I. Context and rationale
A. INTRODUCTION
One of the problemsthatthe Grade I teachersand learnersface inthe teaching-learning
processinBacao ElementarySchool isthe pupil’sdifficultyinreadingresultingtopooracademic
performance andat riskof droppingout.
Accordingto Martin and Pappas(2006), a nonreaderlacksthe skillsof afluentreader.He
readsbelowgrade level andstruggleswithcomprehension,phonicsandvocabulary.Thisaffirmsthe
real scenarioof selectedGrade Ipupilsof Bacao ElementarySchool,thusareadingintervention
program mustbe implemented.
There is reallyaneedto lookforan appropriate interventionprogramthatwouldaddress
the probleminreading.
Accordingto Daily,et.al.,“Goodinterventionisone thatincludesexplicitapproachto
instructioninwhichlettersare taughtinisolationandthenblendedtoformwords.
As earlyasJanuary 2017, there were thirty –five (35) identifiedGrade Ipupilsinthe school
whowere non –readers.Rootcause analysis wasdone todeterminingthe reasonsof theirstruggles
inreadingwhichdirectedthe researchertowhatkindof interventiontobe utilizedineradicatingthe
saidproblem.Concernedteacherswere informedandadvisedtoperformnecessaryactionwith
regardto the planningof appropriate interventionprogram.Thenproperdisseminationof
informationtothe concernedparentsandpupilswasconducted.
It isin thispremise thatthe researcherfeltthe needtoconductanaction researchto
remedythe existingprobleminreading,particularlythe Grade Ipupils. ProjectGLER,an
InterventionProgram to Improve ReadingLevel of SelectedGrade I Pupils2017 was materialized.
Thisinterventionprogramwasconfinedonlytonon-readersinGrade I, whereinthese
learnerswere placedinareadinghubof the school forreadingimprovement.The intervention
program lastedfortwelve weeksandwashandled bythe Grade I teachersand two teachersof
anothergrade level.
The projectwas solelyfocused inreadingFilipino.
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF CAVITE
CITY OF GENERAL TRIAS
BACAO ELEMENTARY SCHOOL

2. B. REVIEW OF RELATED LITERATURE
The main objective of this action research plan is to remedy the problem on reading of
twenty (20) Grade I pupils through “ Project GLER, an Intervention Program to Improve Reading
Level of Selected Grade I Pupils 2016-2017”.
Based from Grade I Level Standards of the K to 12 Curriculum Guide (2013), the learners
shoulddemonstrate basic communication skills in talking about familiar topics using simple words
and bothverbal andnon-verbal cuestounderstandspokenlanguage, shows understanding of basic
vocabulary and language structures, reading process, writing system and appreciates aspects of
one’s culture.
Researchhasrevealedthatoral language is the basis of literacy development associated to
this development in phonemic awareness, which is a valid predictor of later reading by the end of
kindergarten(MacDonald&Figueredo,2010). According to Mac Donald and Figueredo (2010), early
detection and intervention is extremely critical and the window of opportunity closes quickly.
The effect of delaying reading intervention is loss of progress that might be made with
supplementary small group instruction across the full year (Cooke et al, 2010).
Researchpertainingtointerventionsprovideevidence thatphonemicawareness,alphabetic
understanding and decoding are in fact teachable (Simmons et all, 2007)
According to (Tankersly, 2003) The National Reading Panel’s (2000) synthesis of
experimental studiescollaboratedof attributes of instruction as being positively related phonemic
awareness and phonics outcome.
At the 2004 International Reading Association (IRA) conference, Dr. Lyon stated that
beginning readers should have a balanced approach to reading (Lyon, 2004). Because there is no
bestwayto teach beginning reading professionals who are closest to children must be the ones to
make the decisionsaboutwhatreadingmethodstouse,andtheymusthave the flexibilityto modify
those methods when they determine the particular children are not learning.
(Dufrene et al.2010, as cited in May 2012) believed the results of their study on Peer
Tutoringare promisingbecause of the needforreadinginterventionresourcesandare importantfor
middle school settings that do not have the benefit of teacher aides. This study extended the
previous research Dufrene et al. (2010) conducted endorsing the effectiveness of Peer Tutoring.
In this research (Pagan, Stephanie: Senechal, Monique) (n.d.), parents and children
participatedinacomprehensivebookreadinginterventiondesigned to improve children’s literacy.
Children in the intervention condition were encouraged to read one book weekly and they made
significantly greater gains in reading comprehension, reading fluency, and receptive vocabulary.
The article (Young et al.) (n.d.) describes a reading fluency intervention called Reading
Together that combines the method of repeated readings (Samuels, 1979) and the Neurological
Impress Method (Heckelman, 1969). Sixteen volunteers from various volunteers from various
background and trained to deliver the reading Together intervention to struggling readers in third
through fifth grade. The differences on the outcome measures between the treatment (n=29) and
comparison(n=23) were statisticallysignificant. Results suggest that Reading Together is a feasible
method of increasing students’ reading proficiency and can be delivered by trained volunteers.

3. In the studyof Ates,Seyit,(n.d.) whichaimedtoexploreeffects of repeated reading fluency
intervention with the performance based on a student with reading difficulty. During the
intervention,the activities including fluency intervention with performance based took place. The
results that there was a positive improvement in the student’s word recognition accuracy and the
student’simprovementwastowardfromfrustrationlevel toinstructionlevel.This impliedrepeated
fluency intervention and feedback provided to the student after every performance related to
reading had positive impact on the student’s reading fluency.
The study is quite similar to the present research that reading exercises as to “pantig”,
“parirala”,“pangungusap”, and“maiklingkwento”duringthe interventionprocessreallymake the
grade one pupils improve their ability in reading.
II. Research Methodology
The researcher chose descriptive design to be the approach for the study. This design fits
appropriately in determining of the competency-based assessment made by the teacher
respondentsaswell aslookingatthe relationorassociationof the knowledge and uses. Descriptive
researchseekstodescribe the currentstatusof an identified variable. Descriptive research designs
help provide answers to the questions of whrrfgj o, what, when, where and how associated
with a particular research problem: a descriptive study cannot conclusively ascertain answers to
why. Descriptive research is used to obtain information concerning the current status of the
phenomena and to describe “what exists” with respect to variables or conditions in a situation.
Thisaction researchaimedto improve the reading level of twenty (20) selected grade one
pupils at Bacao elementary school for the year 2016-2017 and sought the following research
questions:
1. What is the reading status of twenty Grade I pupils prior to the intervention program?
2. What is the reading progress of Grade I pupils as reflected in a number of weeks?
3. What is the reading status of twenty Grade I pupils after the intervention program?
III. Scope and Limitation
This action research aimed to eradicate the non-readers in Grade I during the school year
2016-2017. This was conducted in Bacao Elementary School for a period of three months from
January 2016 to March 2017.
The respondents of the study were twenty (20) Grade I pupils who struggles in reading
Filipino. The study was limited to selected twenty (20) Grade I pupils of Bacao elementary school.
IV. Methodology
In thisstudy,twenty(20) grade one pupils’ readingstatus was asseded according to
the followingindicators “PANTIG,PARIRALA, PANGUNGUSAP, MAIKLING KUWENTO” and classified
as “Nababasa”,“BahagyangNababasa”,orHindi Nababasa”andgivenreading materials in Filipino
on a weekly basis from January 2017 until March 2017.

4. The conduct of this action research involved of the learners: planning of an appropriate
interventionprogram:disseminatingof information to the concerned teachers, parents and pupils:
continuous monitoring of the program: evaluating of the result.
a. Sampling
The study used the purposive sampling. The twenty (20) identified non- readers among
Grade I pupils were the participants of this research under this Project Gler who need special
attention to improve reading skills. These identified twenty grade one pupils were the ones who
unable to read even simple “pantig” out of 113 grade one pupil at Bacao Elementary School.
b. Data Collection
Self-madechecklist was used in this research that includes different indicators on how the
grade I pupilsunderthe studywasmonitored and evaluated on their progress in reading. Different
indicators were indicated on the checklist such as “pantig”, “parirala”, “pangungusap”, and
“maiklingkuwento”.The respondentsinthisactionresearchwere assessedif theycouldreadbased
on the given indicators and were monitored their progress in reading on a weekly basis. The data
gatheredwascollated,interpretedandrecordedweeklyduring the implementation of the program
which started on January 2017 and ended March 2017.
Ethical Issues
Consultation meetings with teachers and parents of the respondents were conducted to
inform them on the conduct of the program. Likewise, permission was secured from them. The
conduct of the program did not affect the delivery of basic education in other sections and grades.
c. Plan for Data Analysis
The data gathered was analysed and interpreted using qualitative method. The frequency
count and percentage were utilized in interpreting data to determine the effectiveness of the
program.
V. Results and Discussion
The following problems were answered in this research.
1. What is the reading status of twenty (20) Grade I pupils to the intervention program?
Table I
Pre-Reading Assessment Data prior to Intervention Program