RESEARCH REPORT

1. ACTIVITY 3: INDIVIDUAL
EDUC 200 METHODS OF
EDUCATIONAL RESEARCH
DR. LUIS MANUEL PAITA

2. Hello, I’m Princess
A. Rasco
from
Paracale District,
Pinagbirayan ES

3. Helping struggling readers to read:
The impact of CRLA on the
reading proficiency of the Grade 2
learners of Pinagbirayan ES

4. 1.Based from the scoresheet, What is the summary result of the
CRLA of Grade 2 learners SY 2021-2022 of Pinagbirayan ES?
2.What are the reading strategies used by the grade 2 teachers after
the conduct of the comprehensive literacy assessment (CRLA) ?
3. Is there a significant improvement occurred in pupil's reading
performance for two school years of using CRLA as a reading
assessment for K – 3 learners ?
4. What is the advantage of using CRLA in assessing the reading
profile of the Grade 2 learners of Pinagbirayan ES?
5. How CRLA assessment help the teachers address the common
reading issues of full, moderate and light refresher?

5. 3 related
literature/studies on
research title

6. RRL 1: Early Reading
Assessment: A Guiding
Tool for Instruction

7. Assessment is an essential element of education used to inform instruction (Wren,
2004). The first step in implementing good reading instruction is to determine student
baseline performance. Students enter the classroom with diverse backgrounds and
skills in literacy. Some students may enter the classroom with special needs that
require review of basic skills in reading, while other students may have mastered the
content a teacher intends to cover. Due to these various student levels, it is necessary
to design literacy instruction to meet the individual needs of each student. Individual
needs can be determined by initial and ongoing reading assessments. These
assessments provide teachers with the information needed to develop appropriate
lessons and improve instruction for all students, including students with disabilities
(Rhodes & Shanklin, 1993). The information gained from appropriate assessment
enables teachers to provide exceptional students with improved access to the general
education curriculum.

8. Notes:
Based from (WETA Public Broadcasting, 2022), assessment is
central element for any teacher and should be implemented
regularly. Through its implementation, teachers will be able to
help students access the skills and content they need from the
general education curriculum. This will allow all students to
achieve to their highest potential.
Literacy is the most important skills that learners needed to
attain. Assessing reading level of learners needed an accurate
tool to appropriately measure their reading profile and their
reading ability. CRLA is an assessment tool that provides an
approximation of children's reading skills, particularly the skill
on word recognition.
Section(s) of my proposal to which the note is relevant:
Chapter 1: Introduction

9. RRL 2:Technical Report No. 206
IMPLICATIONS OF BASIC
RESEARCH
FOR THE ASSESSMENT OF
READING COMPREHENSION
Peter Johnston
University of Illinois at Urbana-
Champaign
May 1981

10. Diagnostic Assessment
(Jhonston P., 1981)The major thrust must be towards individual, diagnostic
assessment in
which the aim is to specify not merely that the child can or cannot perform
a particular task, but to specify the conditions under which the child can
or cannot do it. In order to assess in this manner, the assessor really
needs to have a theory with which to generate testable hypotheses about
the reasons for the reader's performance. He also needs to know the
capabilities and limitations of the various assessment techniques. Thirdly,
he must be well aware of the factors which represent the "conditions under
Assessment of Reading Comprehension
which" comprehension occurred.

11. Notes: According to Jhonston P(1981), Awareness of each of these factors
can make
the teacher a more sensitive observer of behavior, and thus, ultimately, a
continuous, unobtrusive assessor. At that point, instruction and assessment
effectively become one. The assessment is a matter of locating the "leading
edge" of a child's performance and defining the generality of his
performance. The assessment requires presenting the child with tasks in the
range of optimal challenge and examining how much and what type of extra
prompting or other assistance is needed to enable him to deal successfully
with the task. Learners needed to be assessed and be given a task that is
based from the result of their assessment. In order to give proper
interventions and solution to the learner’s reading issues.
Section(s) of my proposal to which the note is relevant: RRL

12. RRL 3: Helping Struggling Readers
to Read: The Impact of the Care for
the Non-Readers (CRN) Program on
Filipino Pupils' Reading Proficiency

13. (Manguila, B. 2020, p.201-202)Part IV contained the
instrument which was utilized in determining the
effectiveness of the
suggested solutions to the problems encountered by
teachers during the implementation of the
program. It also contained ten predetermined
statements regarding the solutions to the
problems presented by the researcher. To determine
the effectiveness of the suggested solutions
to the problems encountered by teachers, the following
adjectival scale was used:

14. Meanwhile, the researchers used the results of the
Philippines Informal Reading Inventory
(Phil-IRI) in ascertaining the reading performance of the
pupils in terms of word recognition
and comprehension during the three years of the
implementation of the CNR Program. To
determine pupils’ reading performance, their scores
were categorized based on the following
classifications:

15. To obtain accurate interpretation of the data gathered,
both the descriptive statistics such as percentage and
Weighted Average Mean and the inferential statistics like
the Z-test were employed by the researchers.

16. Note: For Data gathering teacher will
descriptive statistics method in gathering
the percentage of the different reader
classifications, full refresher, moderate
refresher, light refresher, and grade ready
learners.
Section(s) of my proposal to which the note is relevant: Methodology

17. RRL for Research
Questions

18. RRL 1 for Research Question #2.
What are the reading strategies
used by the grade 2 teachers
after the conduct of the
comprehensive literacy
assessment (CRLA) ?

19. (Manguila & Adapon, 2020)The findings of the study
disclosed that teachers and parents considered the
Care for the Non-Readers Program as “Very
Effective” in improving the reading performance of
pupils. “Fuller Technique,” “Independent Reading,”
“Directed Reading Thinking Activity,” and “Say
Something” were the leading strategies applied by
teachers during the program implementation. Majority
of the pupils still belonged to the "Frustration" level.

20. Note: In CRLA the leading strategies in
improving the reading performance in Filipino
is the Marungko Approach, Letter Sounds /
Phonics, Brigada Pagbasa reading tool
activity sheet, Claveria Technique and guided
oral reading (. In improving the reading
performance in English, fuller technique, cvc
words, basic sight words, reading recovery
books are the leading strategies.

21. RRL 2 for research question no. 3:
Is there a significant improvement
occurred in pupil's reading
performance for two school years
of using CRLA as a reading
assessment for K – 3 learners ?

22. Reading Performance of
Elementary Students:
Results of a Five-Year
Longitudinal Study of Direct
Reading Instruction (Thames
et al, 2006)

23. RRL 3 for research question no. 3:
Is there a significant improvement
occurred in pupil's reading
performance for two school years
of using CRLA as a reading
assessment for K – 3 learners ?

24. Students reading profile reveals that they read few times a week with
11-20 minutes reading time, read only one to five books during free time
and they use electronic sources when reading. Students sometimes
prefer to read the materials they want to read. With regards to reading
techniques, they sometime make predictions, guesses and set goals
when reading, however, students rarely summarize the story. There is
no significant difference on students preference in reading habit and
reading techniques between the two sections. The results of reading
comprehension levels:70% are outstanding in literal level 55% are
satisfactory in inferential level and 42% are fair in critical-evaluative
level. There is no significant difference on the levels of Reading
Comprehension between the two sections. The study recommends
instructional tools must be constructed which will be beneficial to the
students with low levels of reading comprehension.

25. Note:
(Thames et al, 2006) The study recommends instructional tools
must be constructed which will be beneficial to the students with
low levels of reading comprehension.
In this research study about CRLA, after determining the
effectiveness of it, the teachers shall align strategies and aid
proper reading interventions and instruction based from the
result of the assessment or the learner’s reading level.
Section(s) of my proposal to which the note is relevant: Objectives, RRL

26. RRL 3 for research question no. 4:
What is the advantage of using
CRLA in assessing the reading
profile of the Grade 2 learners of
Pinagbirayan ES??

27. —
“PHILIPPINE INFORMAL READING
INVENTORY PERFORMANCES OF
ELEMENTARY GRADERS:
KEYSTONE FOR INNOVATIVE 21ST
CENTURY READING INTERVENTION
PROGRAM”
Joji T. Recamara, Doctor of Education Management,
Associate Professor 3, Jose Rizal Memorial State University,
Main Campus, Dapitan City, Province of Zamboanga del
Norte, Mindanao, Philippines

28. (Short and Pierce 1990). Flojo (2007)
emphasized that
based on the Philippine Informal Reading
Inventory, the strengths and weaknesses of
students are determined. Her study was
done to analyze the existing learners’
difficulties in reading and defining the
source of their difficulties in reading
comprehension.

29. The study revealed that learners should be
guided to be more aware of their level of
achievement as well as specific strengths and
weaknesses in reading. With increased
learners’ awareness, the instruction becomes
more effective. It is very important to know the
reading performance of the pupils since this
skill is considered the key for gaining
knowledge.

30. Note:
(CRLA is a guide to both teacher, learner and parent.. Teacher
will determine the reading performance of learner. The teacher
will provide proper intervention, innovative reading remedial
program and the learner will be aware of his / her strengths in
reading. The teacher will communicate the result and reading
issues of the learner and will help in follow up reading
intervention at home. The parent will be aware that parental
involvement is important and they must engage their child to
love reading.
Section(s) of my proposal to which the note is relevant: Conclusion

31. When I say to a parent, "read
to a child", I don't want it to
sound like medicine. I want it
to sound like chocolate. " —
Mem Fox

32. REFERENCES
WETA Public Broadcasting. (2022). Early Reading Assessment: A Guiding Tool for Instruction.
https://www.readingrockets.org/article/early-reading-assessment-guiding-tool-
instruction).
Thames,D. Kazelskis R. Kazelskis, C. (2006, November). Reading Performance of Elementary
Students: Results of a Five-Year Longitudinal Study of Direct Reading Instruction. Direct
Reading Instruction (1). 5-6
https://www.ideals.illinois.edu/bitstream/handle/2142/17975/ctrstreadtechrepv01981i00206_opt.pdf
Manguila, B. (2020), Helping Struggling Readers to Read: The Impact of the Care for the Non-
Readers (CRN) Program on Filipino Pupils' Reading Proficiency. ETERNAL (English
Teaching Learning and Research Journal) 6(2):195-218 , p.201-202