This document describes a research project aimed at improving the oral reading fluency of 3rd and 4th grade students in the Philippines. The researcher found that 37% of students struggled with fluency. To address this, they implemented "Project 4K" which used peer tutoring and rewards to provide fluency practice. Students met weekly to do repeated reading with partners and were assessed periodically. The intervention timelines and budget are outlined. Pre- and post-intervention assessments will evaluate the effectiveness of the program at improving students' oral reading fluency.

1. MIZEL G. DAGANI
Teacher 1
Developing Oral Fluency in English
Through Project 4K
( Kamag-aral Ko, Kaagapay Ko)
RUVILYN M. BACOLCOL
Teacher 1

2. I. CONTEXT AND RATIONALE
Fluency is one of the important components of early elementary reading instruction. It
is the ability to read connected text quickly, accurately, and with expression. Unfortunately,
acquiring this reading skill is not easy especially for poor readers. The primary focus of this research
is to develop the reading recognition and fluency skills of Grades three and four pupils . The
teacher-researcher utilized Twisted Peer Tutoring with Rewards to improve pupils’ oral fluency in
reading that would suit to this new normal.
In Grade III section Joy and Grade IV section Brainy, out of 27 pupils,37% or 10 pupils had
difficulty to read with fluency. When these pupils were interviewed, most of them answered that no
one assessed them at home because their parents cannot read too. Some answered that they have
no time to read because they are helping their father to earn a living for their family. As their
teacher adviser, we wanted to help them improve their oral fluency especially that they are grade
three and four already and to prepare them for grade six and high school.

3. II. ACTION RESEARCH QUESTIONS
1. What is the reading performance of the pupils before the implementation of the project 4K
2. What is the performance of the pupils after the implementation of the project 4K?
3. Is the intervention effective?

4. To improve the reading fluency of the pupils, project 4k was implemented. This intervention was design
to help identified pupils whose reading fluency were poor. As the researcher, I firmly believed that, if
those students will be given adequate assistance in reading they will surely develop the skill.
During the preparation stage, the teacher develops the instructional materials needed for the
intervention. Aside from that, the teacher also adheres the following mechanics:
a. Schedule. Project 4K will be done every Saturday from 8:30-11:00 A.M. at purok waiting shed where
those identified recipients reside. Parents/Guardians were asked to sign Parent’s permit allowing their
child to come at the venue as scheduled.
b. Duration of the intervention. This intervention will be done with in the month of July to August.
c. Learning instruction. The teacher utilizes the project 4K Learning Package based on the reading level of
the pupils. The following activities were done: Modelling (letting the fluent reader or their partner to read
aloud first.) Repeated Reading with their partner. Reading materials must be carefully chosen by the
teacher, these must include, short poem, short passages which were taken from the Phil IRI Reading
package.
d. To ensure the effectiveness of the intervention, a weekly assessment was conducted. Adjustments
were considered based on the performance result of evaluation.
III. PROPOSED INTERVENTION

5. Activities Resources Budget Person
Involved
Month
Week 1 Week
2
Week
3
Week 4
Conceptualizing
the Learning
Package and
activities.
Bond paper,
Ink
MOOE Teacher
Consultation with
the school head
on the suggested
activities.
NONE NONE School Head
Teacher
PROJECT 4K INTERVENTION TIMELINES
V. INTERVENTION TIMELINES AND COST ESTIMATES

7. IV. Action Research Methods
a. Participants and/or other Sources of Data and Information.
Table 1
Participants of the Study
Grade Level Number of Pupils
Grade 3 14
Grade 4 13
__________________________________________________________________________
N - 27
The participants of this action research were the twenty seven learners of Gasa
Elementary School in the district of Medina North in the Division of Misamis Oriental.
These grades level namely, Grade 3-Joy and Grade 4-Brainy.