AIDS IN IMPROVING READING DIFFICULTIES OF GRADE 7 STUDENTS AT

BAYUGO NATIONAL HIGH SCHOOL A.Y 2022-2023

An Action Research
Presented to
the Faculty of College of Education
University of Rizal System
Pililla, Rizal
​

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Secondary Education
Major in English

HIDIE B. CULAMBO
LYRA T. ESPINAS
RASHELL ANNE D. PERJES

April 2023
 ACKNOWLEDGEMENT

Action research is a process in which participants examine their own

educational practice, systematically and carefully, using the techniques of research.

Action research approaches students to share their problems, so that teachers will

help the students with activities, shortcut methods, rhymes, songs etc. Help them out

of the problem.

The researchers would like to thank Mr. Rhene Boy F. Brozo, principal of

Bayugo National HIgh School who approved our study and gave us the opportunity

to do such wonderful research. As well as to all faculty members and teachers of

Bayugo National High School for their help and support in finding all the documents

we need in this research.

The researchers were also grateful to our cooperating teachers, Ms. Marcella

Inez G. Orca and Ms. Vina Rose Tejada who motivated us, inspired and helped us

while doing us practice teaching and Action Research.

Lastly, to all Grade seven (7) students in Bayugo National High School for

giving their time and cooperation during this research.

 ABSTRACT

Reading is a crucial element of every child's education as well as a vital part for a

child's upbringing. Reading is a macro skill that they should master as early in

primary education. It is an important skill to their success in school as it will allow

them to access the breadth of the curriculum and improve their communication and

language skills. In doing so, teachers also play an important role in making this ideal

happen. This action research employed the Phil-IRI (Philippine Informal Reading

Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’

reading skills, both their reading speed and comprehension. The study used text

passage and has 7 comprehension questions. The questions are categorized into

three dimensions, namely literal, interpretive, and applied. Hence, reading speed and

comprehension of the pupils will be classified into three levels as frustration,

instructional and independent with the applied criteria given by the Phil-IRI.

Furthermore, the results of the study demonstrated that 5 groups from 7-SPA and 7

groups from 7-Ruby demonstrated low reading performance in their oral reading test

both in speed and comprehension. The factors were also gathered through open

ended questions on the last part of the questionnaire survey. From the student's

response, It was shown that pandemic, student’s motivation and parental

involvement were a big factor in student’s low reading progress. With this, the

researcher gave specific reading aids in improving reading difficulties. It was

recommended not just to students but also to teachers and parents.

 TABLE OF CONTENTS

​ ​ ​ ​ ​ ​

I. INTRODUCTION

Reading is crucial in everyone’s life. Out of macro skills, reading is the

foundation of mastery of all the other skills. It improves one’s memory, focus, and

communication skills. It is a basic skill that students must master in the classroom to

provide them with a new set of knowledge that will benefit them in their academic
journey. Nevertheless, despite the awareness and concerns of the importance of

reading, there are still students struggling in this skill, especially after the two years

of modular distance learning which affects their academic progress.

Reading literacy is defined as “understanding, using, and reflecting on written

texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and

to participate in society” (Therrien, 2004). According to Therrien, in order to achieve

literacy there are five important skills one must learn: phonemic awareness, phonics,

vocabulary instruction, text comprehension strategies, and reading fluency. A review

of the literature has shown that literacy is not simply a basic skill but rather a goal

and a functional means in education and individual development, both within and

outside school, today and later in life, in further education, at work and in leisure

activities. Reading literacy is not only a foundation for basic learning, but also a

prerequisite for successful participation in most areas of youth or adult life (Linnakyla

et al., 2004).

Research indicates at least one out of five students has significant difficulty

reading acquisition (Therrien, 2004). Although reading fluency and comprehension

are important skills to acquire, as they are essential skills for success both in school

and later in life, many children do not acquire the necessary skills for achieving

proficiency. According to a recent study, 40% of fourth graders do not have skills and

knowledge to adequately perform the necessary grade level work (Bursuck et al.,

2004).

Various factors must be considered in ascertaining whether and to what

extent reading achievement has been affected by the restrictions related to the

pandemic. Students learn to read via formal school-based instruction, including

homework, and in their leisure time through informal reading activities. The transition
from face-to-face instruction in school because of the COVID-19 restrictions led to

less time for formal school-based instruction (Reimers and Schleicher, 2020).

Children with different family backgrounds experience different levels of

support from home and their reading socialization varies accordingly. Among other

factors, these home literacy experiences could explain that the reading achievement

of children and adolescents in Germany and many other countries is systematically

associated with family background characteristics, such as socio-cultural capital or

immigration background (Mullis et al., 2017)

As stated by Bradley (2016), it can be argued that family involvement is

crucial in the development of primary school students' reading comprehension skills

given that skills learned in primary school have an impact on all of an individual's

learning experiences throughout their lives.

The School Barometer found that many students spent less time engaged in

formal learning during the first school shutdown in March 2020 than during regular

on-site schooling (Huber and Helm, 2020; König et al., 2020). This would suggest

that students spent less time reading—and learning to read. Because the time spent

reading is an important predictor of students’ reading comprehension (Allington,

2002)

To address the alarming educational crisis and amend it, the government and

schools across the country are tasked to help learners develop their reading skills by

developing and implementing initiatives(DepEd Memorandum No. 173, s. 2019) but

it was revealed in the national assessments that early grade learners struggle to

meet the learning standards in early language, literacy and numeracy; many low

performing learners who could not comprehend (read and understand) Math and

Science word problems that are written in English, and elementary and high school
learners are still deficient in literacy skills both in languages and content areas, more

so in reading. Learning to read is one of the essential educational products of

primary education. The capability to read is vital to learners’ learning, including their

advancement of wider literacy skills, and to their upcoming productive participation in

society, including the workforce.

Pursuant to DepEd Order No. 173 series of 2019, Hamon: Bawat Bata

Bumabasa is continuously fulfilling its mandate to produce productive and

responsible citizens equipped with essential competencies and skills for lifelong

learning. To make every learner a proficient reader, schools across the country are

tasked to help the learners to develop their reading skills. The Department of

Education in the Philippines strengthened the program by providing aid to the

students and every Filipino child to learn how to read.

The Department of Education from the national level down to the school level

launched different programs to solve the problem in reading. One of such is the

Project READ (Reading Empowerment for Academic Development) of the Division of

Oriental Mindoro and Project Reach for the STAR (Strive Toward Achievement in

Reading) of the District of Victoria on the same Division. Project READ is a five year

program aimed to reduce the frustration readers by 20% every school year starting

S.Y. 2014-2015 to 2018-2019 (D.O. No. 16, S. 2014). Project Reach for the STAR is

designed to address the problem of non-readers and readers under frustration level

in the whole district. It aims to improve reading fluency, reading skills and

comprehension skills of the pupils both in English and Filipino. Currently, it has been

implemented and all hoped that the objectives will be achieved after its

implementation and will solve the problems in reading.

 The aforementioned situations above triggered the researcher to conduct an

action research on the reading skills of grade seven students at Bayugo National

High School

II. RATIONALE

This action research will be beneficial first and foremost to the forty eight (48)

selected grade seven students from section Ruby and SPA for they will learn how to

address their difficulty in reading and will help them develop their reading

comprehension. As the respondents of this action research, they will be elevated

from the non-reader and frustration level to at least instructional level. As the

learners improve their reading comprehension they will also easily learn lessons

under the curriculum and will definitely improve their academic performance.

The teachers will also be benefited from this action research for they will learn

how to address the difficulty of grade seven students to learn how to read. They will

also learn the strategies on how reading comprehension of learners will be

improved. As the learners’ reading performance elevated from non-reader and

frustration level to instructional and independent level, the teacher will also improve

his/her performance on her Performance Appraisal System for Teachers (PAST) and

in the Individual Performance Commitment and Review Form (IPCRF) under the

Result-Based Performance Management System (RPMS).

The school will also be aided from this action research because the learners’

performance and teachers’ performance reflects the school performance. When

learners improve their academic performance it will reflect on their performance on

the National Achievement Test (NAT). Dropout rates will be lessened when learners’

performance in reading and in all subjects is on average to proficient level.

III. RESEARCH QUESTIONS

This study aims to make an action plan for the poor reading difficulties of

grade seven students in Bayugo National High School.

Specifically it seeks to answer the following questions:

1.​ What are the reading levels of grade seven students in terms of correct

pronunciation, reading speed and level of comprehension?

2.​ What are the factors affecting the reading proficiency of the grade seven

students?

3.​ How do grade seven students be helped by the teachers, parents and by

themselves to address difficulty in learning to read?

IV. LITERATURE REVIEW

According to Kelly (2019), effective reading strategies that would help develop

the reading comprehension skills of the learners include generating questions before

reading and answering it after the reading process, reading aloud and monitor,

promoting cooperative talk, giving attention to text structure, taking notes, or

annotate texts to create vocabulary list, using context clues, using graphic

organizers, practicing PQ4R Method (Preview, Question Read, Reflect, Recite, and

Review), summarizing and monitoring their understanding.

In the article of Oxford learning (2019) there are reasons why students are

struggling in reading. These are; lack of support, attention disorder, difference in

learning styles, and learning disabilities. It also stated the possible ways to help

them, especially how parents help their child. These are; explore different reading

materials, motivate and reward success, work on active listening skills, read aloud,

explore individual education plans, and tutoring.

In accordance with the study of Enero (2021) as an intervention to the

emerging problem on the alarming number of learners in frustration level, they

utilized Models such as pictures and videos as an aid on reading comprehension.

The participants of the study will be subjected to a limited face to face class session

utilizing reading materials with picture-counterpart or video-counterpart for one hour

during school days with limited students following health protocols. There will be

monthly reading assessments to be conducted using Phil- IRI tools in order to

measure the progress of the learners. The monthly progress of the readers in

frustration level will be recorded using the Tracking of Monthly Progress Template.

To increase the reading fluency and comprehension of students who

encounter such problems, various strategies, such as assisted reading, reading

while listening, and paired reading have been implemented. Research addressing

the effectiveness of these strategies implemented individually, however, shows

mixed results. In contrast, programs incorporating the three previously mentioned

strategies into one technique increase reading fluency and comprehension (Therrien,

2004). Additional factors that help improve reading skills include: appropriate
grouping practices, instructional strategy, extended practice opportunities with

feedback, and breaking down tasks into smaller components (Calhoon, 2005). The

findings show all factors are associated with substantial improvements in reading

V. ACTION RESEARCH METHODS

Research Design

Descriptive research involves description, recoding, analysis and

interpretation of conditions that currently exist. The main aims are to describe the

nature of a condition as it exists at the time of the study and to explore the causes of

the particular situation.

This study was anchored in the Oral Reading Test of the Philippine Informal

Reading Inventory. The Philippine Informal Reading Inventory (Phil-IRI) initiative of

the Bureau of Learning Delivery, Department of Education, directly addresses its

thrust to make every Filipino child a reader. It is the flagship program of the

Department: “Every Child A Reader Program,” from DepEd Order No.12, series of

2015, which aims to make every Filipino child a reader and a writer at his/her grade

level. The students were given a passage intended for an oral reading test from the

Phil-IRI to assess learners’ reading skills both on speed and comprehension skills. It

is composed of a graded reading passage with eight comprehension questions for

intermediate learners.

Respondents of the Study

The respondents of this action research will be twenty seven (28) students in

grade seven Ruby and twenty (20) students in grade seven SPA, with a total of forty
eight (48) grade seven pupils. The respondents were selected through convenience

sampling and chose the two lowest sections of grade seven.

The researcher included the mentioned subjects composed of 48 pupils who

took part in the study. Students in grade seven Ruby were grouped into 7 groups

with 4 members each while students in grade seven SPA were grouped into 5 with 4

members each. They were assessed regardless of their gender and age to carefully

evaluate their reading skills.

The distribution of the grade seven pupils which was composed of the

respondents of this study was shown in the table.

Research Locale

This study will be conducted in Bayugo National High School. The school is in

T. Raagas St. Bayugo, Jalajala, Rizal, Region IV-A CALABARZON.

Research Instrument

A self-prepared questionnaire with three major parts will serve as the data

gathering instrument in this action research.

​ Part I will deal with the profile of the respondents. Part II will be reading

materials that will measure the level of reading performance of the respondents in

terms of, Comprehension, Speed level in reading and Correct pronunciation of

words. Part III will deal with the factors that affect the reading difficulties of the pupil

respondents.

Data Gathering Procedure

A letter of request was secured from the School Principal with the

endorsement of the Master Teacher. Upon its approval, proper coordination with the

class advisers and parents of the pupil respondents was done by the researcher.

To assess the pupils’ reading skills, the researcher utilized the Phil-IRI Oral

Reading Test that gives quantitative information about the pupil’s oral reading

capabilities with a predetermined set of criteria to identify the pupils' reading levels

as the reading speed and percentage of correct answers to comprehension

questions. These criteria include the percentage of word recognition accuracy and

the percentage of correct answers to comprehension questions (adapted from

Johnson, Kress and Pikulski, 1987).

The researcher recorded the time that the pupil starts reading the passage

orally. This followed by computing the number of seconds that it took the pupil to

read the passage divided by the number of words of the passage, then multiplied by

60 equals to word per minute. In the 2012 Phil-IRI manual, the criteria on the reading

speed were set into three levels based on the grade levels. Grade 7 level reading

speed based on a word per minute will be classified into three: a fast reader

(independent level) obtains 190 above, an average reader (instructional level) has

161-169 and slow reader (frustration level) acquires 160 and below word per minute

(WPM).
 In addition, the researcher also documented the miscue on the

mispronunciation of the words committed by each pupil. The computation of the oral

reading score involves counting the number of miscues minus the number of words

divided by the number of words to be multiplied by 100. On the analysis and

interpretation of word reading in percent, the pupils’ reading level will be categorized

into three: 97-100% independent level at which readers function on their own with

almost perfect oral reading and excellent comprehension (Flippo,2014), 90-96%

instructional level at which readers profit the most from teacher-directed instruction in

reading (Flippo, 2014 ), and 89% and below frustration level at which readers find

reading materials so difficult that they cannot successfully respond to them

(Flippo,2014). On computing the pupil’s comprehension of the passage after the

pupil has read the passage, the teacher reads the comprehension questions and

records the pupil’s responses. The comprehension level is computed by using the

formula of a number of correct answers divided by the number of questions

multiplied by 100 equals the percentage of the score. The scores in (%) will be

classed into three levels: 80-100% independent, 59-79% instructional and 58 and

below is frustration.

On the other hand, the researcher conducted a survey that included

determining the possible factors that caused reading difficulties.

At the end of the research, we will be able to know the reading skills of the

pupils through interpreting the data results accumulated.

Data Analysis

The gathered data were subjected to statistical treatment to determine the

pupils' reading skills and the problems they faced during the online oral reading test
amidst this pandemic. The summary of the data on the pupils’ reading skill was

grouped into three: oral reading performance (no. of miscues), reading speed and

comprehension level. The data also included the types of available gadget/device

used by the pupils and the problems during the online reading test. The collected

data were treated using the following statistical tools i.e., frequency, percentage and

ranking

VI. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

The following are the proposed solutions and innovation to reading difficulties

that the pupil respondents experience in reading.

A.​ Reading Aids and Strategies

STAR Collection

As an intervention program, a child will bring home a copy of a reading

selection/story to read at home. His parents will rate his/her ability to read by putting

a Star on the copy of his/her selection. The teacher will validate the rate of his

patents by putting another Star on the copy, thus a child will be earning Stars

depending on his/her reading skill. Reading materials will vary according to different

types of readers (non-readers, frustration level, instructional and independent level).

Reading Buddy

A poor reader will be partnered to a good reader who will serve as his/her

reading buddy every lunch break after meal.

Pull Out Approach

Poor readers and non-readers will be pulled out from their class to be

tutored/coached by other reading teachers. Reading related activities may be given

by the special reading teacher.

Teacher Nanay

The school will ask for the help or assistance of some volunteer parents who

are knowledgeable enough and willing to serve as reading teacher of poor readers

during specified time either in school or at home.

DEAR (Drop Everything And Read)

At 4:00 o’clock or after class hours, pupils are asked to read any

materials/selection before they go home.

PERR (Program for Effective Reading and Writing)

This is being done at 1:00 to 1:30 (before classes start in the afternoon) to

enhance reading and writing skills of the pupils. Teachers give reading materials for

the pupils to read, so as to exercise their writing skills.

FWAW (Five Words a Week)

 Pupils are required to look for at least five unfamiliar words a week. They will

study how to read and pronounce them properly, learn the correct spelling and know

the meaning of these words so that they will be able to use them in their own

sentences.

APAD

Pupils will be asked to read aloud a short paragraph every day before classes

start in order to develop their oral reading skills.

Word Wall

List of words will be posted on one side of the wall inside the classroom for

the pupils to read and master.

MOBSW (Master of Basic Sight Words)

Slow readers will be provided with a copy of the Basic Sight Words and

Talasalitaan sa Unang Kita for them to master. Basic Sight Words and Talasalitaan

sa Unang Kita may also be posted on each classroom.

B. Correct Pronunciation of Words

With the help of parents and teachers, kids can learn strategies to cope with

miscues problems that affect his or her reading. Below are some tips and specific

things to do.

What pupils can do to help themselves

 ●​ Be patient with learning new information related to words and sounds. Giving

the ears a workout is difficult!

●​ Practice hearing the individual sounds in words. It may help to use a plastic

chip as a counter for each sound you hear in a word.

●​ Be willing to practice writing. This will give you a chance to match sounds with

letters.

What parents can do to help at home

●​ Check with your child's teacher or principal to make sure the school's reading

program teaches phonological, phonemic awareness, and phonics skills.

●​ If your child is past the ages at which phonemic awareness and phonological

skills are taught class-wide (usually kindergarten to first or second grade),

make sure he or she is receiving one-on-one or small group instruction in

these skills.

●​ Do activities to help your child build sound skills (make sure they are short

and fun; avoid allowing your child to get frustrated):

o Help your child think of a number of words that start with the /m/ or

/ch/ sound, or other beginning sounds.

o Make up silly sentences with words that begin with the same sound,

such as "Nobody was nice to Nancy's neighbor".

o Play simple rhyming or blending games with your child, such as

taking turns coming up with words that rhyme (go – no) or blending simple

words (/d/, /o/, /g/ = dog).

●​ Read books with rhymes. Teach your child rhymes, short poems, and songs.
 ●​ Practice the alphabet by pointing out letters wherever you see them and by

reading alphabet books.

●​ Consider using computer software that focuses on developing phonological

and phonemic awareness skills. Many of these programs use colorful

graphics and animation that keep young children engaged and motivated.

What teachers can do to help at school

●​ Learn all about phonemes (there are more than 40 speech sounds that may

not be obvious to fluent readers and speakers).

●​ Make sure the school's reading program and other materials include

skill-building in phonemes, especially in kindergarten and first grade (these

skills do not come naturally, but must be taught).

●​ If children are past the age at which phonemic awareness and phonological

skill-building are addressed (typically kindergarten through first or second

grade), attend to these skills one-on-one or in a small group.

●​ Ask your school's reading specialist for help finding a research-based

supplemental or intervention program for students in need. Identify the precise

phoneme awareness task on which you wish to focus and select

developmentally appropriate activities for engaging children in the task.

●​ Activities should be fun and exciting – play with sounds, don't drill them.

●​ Make sure your school's reading program and other materials include

systematic instruction in phonics.

●​ Consider teaching phonological and phonemic skills in small groups since

students will likely be at different levels of expertise. Remember that some

students may need more reinforcement or instruction if they are past the
 grades at which phonics is addressed by a reading program (first through third

grade)

B. Comprehension

With the help of parents and teachers, kids can learn strategies to cope with

comprehension problems that affect his or her reading. Below are some tips and

specific things to do.

What pupils can do to help themselves

●​ Use outlines, maps, and notes when you read.

●​ Make flash cards of key terms you might want to remember.

●​ Read stories or passages in short sections and make sure you know what

happened before you continue reading.

●​ Ask yourself, "Does this make sense?" If it doesn't, reread the part that didn't

make sense.

●​ Read with a buddy. Stop every page or so and take turns summarizing what

you've read.

●​ Ask a parent or teacher to preview a book with you before you read it on your

own.

●​ As you read, try to form mental pictures or images that match the story.

What parents can do to help at home

●​ Hold a conversation and discuss what your child has read.

●​ Ask your child probing questions about the book and connect the events to his

or her own life. For example, say "I wonder why that girl did that?" or "How do

you think he felt? Why?" and "So, what lesson can we learn here?".
 ●​ Help your child make connections between what he or she reads and similar

experiences he has felt, saw in a movie, or read in another book.

●​ Help your child monitor his or her understanding. Teach her to continually ask

herself whether she understands what she's reading.

●​ Help your child go back to the text to support his or her answers.

●​ Discuss the meanings of unknown words, both those he reads and those he

hears.

●​ Read material in short sections, making sure your child understands each

step of the way.

●​ Discuss what your child has learned from reading informational text such

as a science or social studies book.

What teachers can do to help at school

●​ As students read, ask them open-ended questions such as "Why did things

happen that way?" or "What is the author trying to do here?" and "Why is this

somewhat confusing?".

●​ Teach students the structure of different types of reading material. For

instance, narrative texts usually have a problem, a highpoint of action, and a

resolution to the problem. Informational texts may describe, compare and

contrast, or present a sequence of events.

●​ Discuss the meaning of words as you go through the text.

●​ Target a few words for deeper teaching, really probing what those words

mean and how they can be used.

●​ Teach note-taking skills and summarizing strategies.

 ●​ Use graphic organizers that help students break information down and keep

track of what they read.

●​ Encourage students to use and revisit targeted vocabulary words.

●​ Teach students to monitor their own understanding. Show them how, for

example, to ask themselves "What's unclear here?" or "What information am I

missing?" and "What else should the author be telling me?".

●​ Teach children how to make predictions and how to summarize

VII. DISCUSSION OF RESULTS AND REFLECTION

Analysis and interpretation of the gathered data were summarized in the following
tables.

Table 1
Profile of the respondents in terms of age

Frequency Percentage
 12-13 years old 42 87.5%

14 years old and above 6 12.5%

The youngest age of the respondents was 12 and the eldest was 14 The

mean age of the respondents was 12.96. This implies that the majority of the

students entered their school at the right age.

Table 2
Profile of the respondents in terms of Sex

Frequency Percentage

Male 25 58.08%

Female 23 47.92%

Majority were male with the frequency of 25 which is equivalent to 58.08%.

Moreover, there were only 23 female respondents which is equivalent to 41.67%.

This implies that the majority of the students struggling readers were male.

Table 3
Profile of the respondents in terms of Section

Frequency Percentage

7-Ruby 28 58.33%

7-SPA 20 41.67%
Majority were 7-Ruby with the frequency of 28 which is equivalent to 58.33%.

On the other hand, 20 were 7-SPA which is equivalent to 41.67%. This implies that

the majority of the students are struggling readers from 7-Ruby.

Table 4
 Frequency and Percentage of Grade 7-Ruby’s Oral Reading Level Based on
the Number of Miscues

Groups Frequency Percentage Interpretation

1 12 84 Frustration

2 8 89.33 Frustration

3 16 78.67 Frustration

4 9 88 Frustration

5 14 81.33 Frustration

6 11 85.33 Frustration

7 10 86.67 Frustration

The accumulated miscues per group are presented in Table 1. Group 2

obtains 9 miscues as the least number of mispronounced words with 89.33 percent

as classified frustration or the level at which readers struggle the most from

teacher-directed instruction in reading. However, Group 5 acquires the highest

number of miscues with 14 or 81.33 percent. On the other hand, Groups 1-7 are

under the frustration level based on Phil-IRI Oral Reading Profile criteria with a

reading score of 89 percent below.

Table 5

Frequency and Percentage of Grade 7-SPA’s Oral Reading Level Based on the
Number of Miscues

Groups Frequency Percentage Interpretation

1 13 83 Frustration

2 11 85 Frustration

3 8 89 Frustration

4 12 84 Frustration

5 16 79 Frustration
 The gathered miscues per group are presented in Table 2. Group 3 obtains 8

miscues as the least number of mispronounced words with 89 percent as classified

frustration or the level at which readers struggle the most from teacher-directed

instruction in reading. However, Group 5 acquires the highest number of miscues

with 16 or 79 percent. On the other hand, Groups 1-5 are under the frustration level

based on Phil-IRI Oral Reading Profile criteria with a reading score of 89 percent

below.

Table 6. Reading Speed Level of Grade 7 Ruby’s Students in Oral Reading Test

Group Total Word per Level Interpretation

Minute

1 156 Slow reader Frustration

2 154 Slow reader Frustration

3 155 Slow reader Frustration

4 157 Slow reader Frustration

5 159 Slow reader Frustration

6 153 Slow reader Frustration

7 158 Slow reader Frustration

In terms of reading speed, the groups’ total score word per minute falls under

frustration level or pupils are classified as slow readers based on the Phil-IRI criteria

on reading speed. Thus, readers in frustration level or slow readers render 160 and

below words per minute.

Table 7. Reading Speed Level of Grade 7 SPA’s Students in Oral Reading Test
 Group Total Word per Level Interpretation
Minute

1 163 Average reader Instructional

2 162 Average reader Instructional

3 155 Slow reader Frustration

4 157 Slow reader Frustration

5 159 Slow reader Frustration

In terms of reading speed, group 1 and 2 demonstrates average readers with

an interpretation of Instructional. However, the overall score of all groups’ would still

fall under frustration level or pupils are classified as slow readers based on the

Phil-IRI criteria on reading speed. Thus, readers in frustration level or slow readers

render 160 and below words per minute.

Table 8. Reading Comprehension Level of Grade 7 Ruby’s Students in Oral

Reading Test

Group Total Scores Percent Interpretation

1 4 57.14 Frustration

2 3 42.86 Frustration

3 3 42.86 Frustration

4 4 57.14 Frustration

5 3 42.86 Frustration

6 3 42.86 Frustration

7 2 28.57 Frustration

Table 5 presents the reading comprehension level of each group. Groups 1

and 4 demonstrate the highest accumulated score of 4 from 7 comprehension

questions asked by the researcher after reading the passage. However, this signifies

that the level of comprehension is frustration at which readers find reading materials

so difficult that they cannot successfully respond to them.

Table 9. Reading Comprehension Level of Grade 7 SPA’s Students in Oral

Reading Test

Group Total Scores Percent Interpretation

1 3 42.86 Frustration

2 5 71.43 Frustration

3 2 28.57 Frustration

4 4 57.14 Frustration

5 3 42.86 Frustration

Table 6 presents the reading comprehension level of each group. Groups 2

demonstrate the highest accumulated score of 5 from 7 comprehension questions

asked by the researcher after reading the passage. However, this signifies that the

level of comprehension is frustration at which readers find reading materials so

difficult that they cannot successfully respond to them.

Table 10: Factors Affecting the Reading Proficiency of the Grade 7 Students

Factors Rank

Effect of Pandemic 1

Student’s Motivation 2

Parental Involvement 3

Others 4
 The table shows the factors observed in affecting reading proficiency of the

students. The most observed factor is about the pandemic followed by student’s

motivation then parental involvement. There were also various factors gathered.

Foremost, the effect of pandemic. Most of the students answered that

because of the pandemic, the modality of education shifted to modular distance

learning. Although the intention was to supplement and to continue the education of

the students, still, It was evident that It wasn’t enough for students to learn. Which is

why, It resulted in having a big learning loss especially for primary students. The

students didn’t learn enough to master the basic skills which are writing and reading.

One of the students shared their answer; “Dahil sa pandemic, kinailangan namin na

mag-aral sa bahay lamang. Dahil dito, hindi namin na bigyan ng pansin ang aming

pag-aaral lalo na ang pagbabasa”.

Another factor observed is the student's motivation. “Mas napagtutuonan

namin ng pansin ang aming mga cellphone kesa ang magbuklat ng libro. Hindi rin

kami ganoong nawiwili sa pagbabasa lalo na kung ito ay English”. The students are

easily distracted especially if they are more into entertainment. Other than that,

there’s a negative connotation when they know that the books are written in English,

there’s a huge possibility that they won’t read them because they are scared of the

complexity of this language since they didn’t speak this conventionally.

Lastly, parental involvement. “Ang mga magulang kasi namin ay abala sa

pagtatrabaho at pagbabantay ng mga maliliit namin na kapatid kaya wala talaga

silang oras sa paggabay sa amin na bumasa”. Aside from teachers’ aid, parental

involvement has a big contribution to the student’s academic progress, especially the
basic macro skills that help them in most of the aspects of their lives such as reading

which is used most of the time. Since the continuation of education during the

pandemic is through modular distance learning, parents are expected to help the

students on their studies together learn how to read for elementary students. These

are observed factors by the students which affect the improvements to their reading

skills.

VIII. CONCLUSION

The researcher arrived at the following conclusions from the analyzed and

interpreted data:

1.​ Profile of the respondents in terms of age. The youngest age of the

respondents was 12 and the eldest was 14 The mean age of the respondents

was 12.96. This implies that the majority of the students entered their school

at the right age.

2.​ Profile of the respondents in terms of sex. Majority were male with the

frequency of 25 which is equivalent to 58.08%. Moreover, there were only 23

female respondents which is equivalent to 47.92%. This implies that the

majority of the students struggling readers were male.

3.​ Profile of the respondents in terms of section. Majority were 7-Ruby with the

frequency of 28 which is equivalent to 58.33%. On the other hand, 20 were

7-SPA which is equivalent to 41.67%. This implies that the majority of the

students are struggling readers from 7-Ruby.

4.​ All groups of students from 7-Ruby and 7-SPA demonstrated low reading

performance in their oral reading test both in speed and comprehension.

 5.​ The group 1 and group 2 in grade 7 SPA manifest as average readers in

terms of reading speed level while the rest of the group from this section

together the majority of the groups from 7-Ruby are all slow readers.

6.​ Effects of pandemic were most factors observed in affecting reading

proficiency of students to be followed by student’s motivation, parental

involvement and others.

IX. RECOMMENDATIONS

Based on the findings of this research, the following recommendations were

crafted: First, administrators should have full coordination with the school heads,

teachers, parents, and pupils to have a continuous reading remedial for all grade

seven students. To have a good and comfortable reading facility is also ideal for the

said programme because It will definitely encourage the students to focus with their

reading remedial. Secondly, the teachers should also promote the utilization of

various reading strategies, methods, and approaches by which pupils improve their

reading performance through reading intervention programs designed by their

respective schools. Fourth, parents have a significant influence on how their kids

learn and are taught. Their role is to facilitate learning for their children. They must

continue to supervise reading time at home during their children using the reading

materials provided by the reading teachers, with their full cooperation to improve

their reading abilities. Last but not least, more research about the efficacy of the

planned intervention program will be carried out in order to assess the students'

progress in reading and continue the stakeholders' enormous support for the

Department of Education's advocacy to make every Filipino child a reader.

X. ACTION RESEARCH WORK PLAN AND TIMELINE

Gantt Chart

Stages of Research March March April Apri April

27,2023 31, 2023 03, 2023 10, 21, 2023

2023

Selection of topic

Data collection from secondary

sources

Research Methodology Plan

Selection of appropriate

Research Techniques

Conducting the questionnaire

and Gathering Data

Analysis and Interpretation

Findings and Recommendation

Final Action Research

XII. COST ESTIMATES

Supplies and Materials Expenses

Particulars Quantity Unit Unit Price Cost

Bond paper 1 Ream 175.00 175.00

Folders 12 — 96.00 96.00

Internet — — 100.00 100.00

Connection

TOTAL P371.00
 REFERENCES

Bursuck, W. D., Smith, T., Munk, D., Damer, M., Mehlig, L., & Perry, J. (2004).
Evaluating the impact of a prevention-based model of reading on
children who are at risk. Remedial and Special Education, 25, 303-313.
Calhoon, M. B. ( 2005). Effects of a peer-mediated phonological skill and
reading comprehension program on reading skill acquisition for
middle school students with reading disabilities. Journal of Learning
Disabilities. 38, 424-433.
DepEd.l, (2019). Hamon: Bawat Bata Bumabasa (3Bs Initiative). DepEd
Memorandum no. 173 series of 2019. November, 22, 2019. retrieved
from [Link]
Kelly, M. (Updated January 16, 2019). 10 Reading Comprehension Strategies
All Students
Linnakyla, P., Malin, A., Taube, K. (2004). Factors behind low reading literacy
achievement. Scandinavian Journal of Education Research, 48,231-248
Ludewig, U. Kleinkorres, R. Schaufelberger, R. Schlitter, T. Lorenz, R. König,
C. Frey, A. & McElvany, N (2022). COVID-19 Pandemic and Student
Reading Achievement: Findings From a School Panel Study. Front.
Psychol. 13:876485. doi: 10.3389/fpsyg.2022.876485
Micah, E. (2021). Models: Aid in Improving Reading Comprehension of Grade
7: Struggling Readers, Retrieved March 30, 2023, from
[Link]
ction-research-proposal/27142935
Oxford Learning (2019). Why Students Struggle With Reading (& What To Do
If Your Child Is Falling Behind). Retrieved March 30, 2023, from
[Link]
Therrien, W. J. (2004). Fluency and comprehension gains as a result of
remedial reading. Remedial and Special Education, 25, 252-261
 APPENDIX A

Questionnaire

I. Profile

Name (Optional) _____________________________ Date: _________________

Directions: Kindly put a check (/) on the box that corresponds to your answer or
​ ​ supply the needed data.

1.​ Age ​ ​

[ ] 11 to 12 years old​ [ ] 13 to 14 years old​ [ ] 14 years old and above

2.​ Sex

[ ] Male​ ​ ​ [ ] Female ​

3.​ Section

[ ] 7-Ruby​ ​ ​ [ ] 7-SPA ​

II. Reading Passage

GRADE LEVEL PASSAGE RATING SHEET

Prompt: Who invented the telephone? Read and find out.

Alexander Graham Bell

Alexander Graham Bell accidentally invented the telephone.

​ He was testing a new transmitter when it happened. He spilled a burning acid

on it and produced sound waves. Bell didn’t realize that the sound waves make
sound travel to different places. He shouted for help from Mr. Watson who was in the
kitchen. Mr. Watson was surprised to hear Bell’s voice clearly. He went to Bell and
uttered, “I heard every word you said.”

​ This was how the telephone was discovered.

Comprehension Questions:

Literal: 1. What Alexander Graham Bell’s invention was ​

​ mentioned?

1. What Alexander Graham Bell’s invention was mentioned?

Answer: _______________________________________ ​

​ 2. What was the testing? ​

​ Answer: ________________________________________

​ 3. What happen to the burning acid?

​ ​ Answer: ________________________________________ ​

Interpretive: 4. How did Mr. Watson receive Bell’s message?

​ Answer: ________________________________________

​ 5. What do you think is the effect of the acid to the transmitter?

​ Answers: _______________________________________

​​ _______________________________________

​​ _______________________________________

Applied: ​ 6. How important is the telephone to you? ​

Answers: _______________________________________

​​ _______________________________________

​​ ______________________________________

7. If the telephone was not invented, do you think communication

would be easy? Why?

​ Answers: _______________________________________

​​ _______________________________________

​​ _______________________________________
III. Factors affecting the reading proficiency of the grade 7 students

1.​ What do you think are the things that can affect you to improve your reading
skills?

Ano sa tingin mo ang mga bagay nakakaapekto saiyo upang mapabuti ang
kasanayan mo sa pagbabasa?

​
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