Professional Documents
Culture Documents
Action Research Ed
Action Research Ed
Department of Education
National Capital Region
DIVISION OF LAS PIAS
ALMANZA ELEMENTARY SCHOOL
TS CRUZ ANNEX
Ilang-ilang St. TS Cruz Subd. Almanza II Las Pias City
Submitted by:
EDUARDO A. TOCAYON
AES-TS CRUZ ANNEX
LAS PIAS CITY
Submitted to:
ABSTRACT
INTRODUCTION:
Do students fully understand what they are reading? Are they able to express
verbally or in written communication what they have read? Professional teachers need to
guide students to become independent and effective in a fast- faced, fast- growing
society.
Reading comprehension is the ability to read text, process it and understand its
meaning. An individual's ability to comprehend text is influenced by their traits and skills,
one of which is the ability to make inferences. If word recognition is difficult, students use
too much of their processing capacity to read individual words, which interferes with their
ability to comprehend what is read. There are a number of approaches to improve reading
comprehension, including improving one's vocabulary and reading strategies.
Learning to read is an essential part of basic education. Reading, after all, is an
important gateway to the other disciplines.
Over the past decade, there has been an increased focus nationally on the
development of literacy for all students. This increased focus has spawned several
important documents to assist teachers in providing effective reading instruction to
prevent reading difficulties (National Research Council, 1998) and to improve overall
reading performance (National Reading Panel [NRP], 2000). Each of these documents
identified reading comprehension as an essential literacy outcome for students and the
ultimate goal of reading instruction. However, these national panels also acknowledged a
need for more research on reading comprehension. In comparison to existing research on
the code-based components of reading (i.e., phonemic awareness, alphabetic
understanding, automaticity with the code), research on reading comprehension including
vocabulary development, is less extensive, rigorous, and current. This conclusion was
echoed by the RAND Reading Study Group (2002) which determined that evidencebased improvements in the teaching practices of reading comprehension are sorely
needed
Studies indicate however that many Filipino learners are not attaining functional
literacy without which they find it too difficult to meet the challenges posed by the rapid
changing world.
are read by only 47 percent and 36 percent of the population respectively, according to a
2003 government survey.
In the beginning of the K to 12 Curriculum where pupils sent to school in the early
ages, the pupils are still playful and not ready yet for the school tasks thus the teachers
and the parents were having trouble in the process of admitting the pupils inside the
classroom daily. Some pupils were crying and they dont want to be left in school. Thus in
the end they could not properly learn the lesson thats why a lot of non-readers and
struggle leaders as a product of Mass promotion.
As an intervention, the school creates this reading intervention to help pupils
visualize the words and to help augment their reading speed and comprehension.
The learner is one of the important elements in education. On the other hand, the
teacher and the pupil are mutually responsible for achieving the goals of the school
curriculum. To identify the significant factors that bridge the two, this study will be
completed for such purpose.
The main objective of the study is to identify the determinants that have significant
impacts on the performance of the pupils in Grade II, III and IV in Reading. Specifically,
this paper aims to:
1. Determine the profile of the pupils according to various attributes and personal
traits
1.1 Name
1.2. Grade and Section of the pupil
2. Identify any significant attributes that affect the performance of the pupils in
reading.
2.1 Teaching Strategies
2.2 Attendance in school
2.3 Food intake
2.4 Home Follow-up
3. Determine the extent of effect on the factors, singly or in combination, to the
reading performance of the pupils.
SCHOOL ADMINISTRATORS. The findings of this study help them plan appropriate
interventions to fit pupils need especially to pupils with learning difficulty and provide
necessary instructional aides to uplift quality education in Public
SCHOOLS CURRICULUM MAKERS. Through this study curriculum makers may able to
device the curriculum in strengthening the academic performance of the pupils.
ENGLISH SUPERVISORS. The result of the study may serve as the catalyst in
improving instructional methods and identify the needs that caused the weakness of
having trouble in reading and reading comprehension. Implementing of the strategies and
other measures necessary to obtain quality education and can be devised by them.
ENGLISH TEACHERS. They may find the result of the study helpful in planning and
initiating appropriate strategic interventions materials in teaching reading and
comprehension at any learning level inside the classroom and encourage other teachers
to upgrade their methods and techniques in the teaching- learning process.
PARENTS. The findings of the study may enhance parents active participation in
supporting the needs of their children and improve their relationship as supporters and
partners of the school in achieving high academic performance.
PUPILS. The study may be of great help to the pupils. It could give them the motivation
on how to cope their difficulty and motivate them to study hard in order to overcome their
weaknesses.
FUTURE RESEARCHERS. The study may serve as valuable source of data while
Number of
Number of
Total
condition
Grade II
Male
19
Female
18
37
Non-readers/cant
identify sounds
Non-readers/Cant
Grade III
14
14
28
total
33
32
65
identify alphabets.
DESCRIPTION OF RESPONDENTS:
The study was composed of 65 respondents from pupils who are currently enrolled
in AES TS Cruz annex Elementary School. The respondents were drawn from the Grade
II and Grade III pupils 33 boys and 32 girls who cant really identify sounds enrolled in the
school.
GRADE
Ro
TEACHER
TEACHER
AND
om
ADVISER
ASSIGNED
PHRASE
SENTENCE
EVALUATION AS OF
DECEMBER 2015
PARAGRAPH
SECTIO
N
Rance I.
II
Romero
Rosal
Mrs. Aguiar
Cherry
Rose
Barquin
READER IN ENG.
AND FIL.LANG.
John Patrick
II
Mrs. Aguiar
Girlie
Lobodese
Henry M.
Rosal
II
4
1
Mrs. Aguiar
Zamora
Mesalin
Gaa
Rosal
Alvin Nikolai
II
Espiritu
Ilang-
John Carlo
ilang
II
Rapas
Ilang-
Grace
Jun Mar D.
ilang
II
Yanong
Donna
Tolentino
Ilang-
Shiela
ilang
II
Carandan
Ilang-
Ms. Tagum
Ms. Tagum
Marie
Ms. Tagum
Tubice
Flame
II
Suarez
Ilang-
Eron, Basas
ilang
II
Ms. Tagum
Mrs.
Clarind
Embestro
Daffo
dil
READER IN ENG.
READER IN ENG.
AND FIL.LANG.
/
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
Marin
dil
Segovia
Rose
Patricia Mae
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
Mae
in
Alma
II
Tagum
Ms. Tagum
READER IN ENG.
AND FIL.LANG.
Aguiar
Shayne
Gerogal
Adrian Jay
ilang
Daffo
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
Embest
5
Mrs.
ro
Salud
READER IN ENG.
Embestro
Joy
AND FIL.LANG.
Custodi
o
Bryan Orpilla
II
Daffo
Charles
dil
II
Adrian
Daffo
Catimbang
Xiayou Lel
dil
II
Arnisto
Daffo
Angel Lubian
dil
II
Daffo
Erica Parreno
dil
II
Daffo
Michael Jay
dil
II -
Adrigado
Carna
tion
Mark Anthony II -
Atancio
Carna
Arjay Jhade
tion
II -
Llanza
Carna
Denshel
tion
II -
Mopia
Carna
Jobbi
tion
II -
Labutap
Carna
tion
Mrs.
Gladies
Embestro
Landaz
AND FIL.LANG.
Mrs.
abal
Sheryl
READER IN ENG.
Embestro
Garcia
AND FIL.LANG.
Mrs.
Morena
Embestro
Tallon
Mrs.
Esraelit
Embestro
Mrs.
Cueva
Antonet
Embestro
te
READER IN ENG.
AND FIL.LANG.
/
READER IN ENG.
AND FIL.LANG.
ro
Mrs. Guiyab Melinda /
READER IN ENG.
Cariso
AND FIL.LANG.
/
Dumdu
Buenco
nsejo
READER IN ENG.
AND FIL.LANG.
Caballe
m
Mrs. Guiyab Malou
READER IN ENG.
AND FIL.LANG.
F.
READER IN ENG.
AND FIL.LANG.
Laggui
Mrs. Guiyab Emilyn
Gerilla
Mrs. Guiyab Liezel
READER IN ENG.
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
Ronnie
II -
Reomaloe
Carna
Benore
Queency
tion
II -
Bondice
Carna
II -
Caballero
Carna
Jake B. Tante
tion
II
II -
a
Mrs. Guiyab Mira
READER IN ENG.
AND FIL.LANG.
csa
Cristy
Magsico
Magsic
Ms.
o
Anorata
Magsico
Jimene
Ms.
z
Aurea
Muoz
Riza
READER IN ENG.
Bagala
Ms.
Formales
Jian A.
AND FIL.LANG.
Sumatr
Maria Lyka
II -
READER IN ENG.
tion
Justin D.
AND FIL.LANG.
/
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
/
READER IN ENG.
Capistrano
Kathleen Y.
II -
Magsico
Ms.
Morina
Yurie
II -
Magsico
Ms.
Patricio
Ereneo
Magsico
Inan Jr.
Ms.
Clariss
Magsico
a
/
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
Benjamin
Garcia
Jen Mikel A.
II -
Sonorio
Joshron
II -
Ms. Aljibe
Peduca
Marifer
Gana
Jiro Ezekiel
Lotus
II -
1
1
Ms. Aljibe
Aljibe
Jonalyn
Ignacio
Lotus
Baligod
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
/
READER IN ENG.
AND FIL.LANG.
AND FIL.LANG.
Rhian
II -
Biancah
Lotus
Bauer
Jessa Mae
II -
Bhol
Lotus
Jhasmine
II -
Ramos
Lotus
o
Guiyab
Mary
Precious
II -
Trisha
Lotus
Ms. Aljibe
Ms. Aljibe
READER IN ENG.
AND FIL.LANG.
Wilfred
READER IN ENG.
a
Ms. Aljibe
Ms. Aljibe
AND FIL.LANG.
Villarin
Gervaci
READER IN ENG.
AND FIL.LANG.
Rose
READER IN ENG.
AND FIL.LANG.
Roloya
II -
n
Ms. Vergara Brigette
Clarence
Alapide
Kennedy
Teves
Sabedoria
John
Ronald
READER IN ENG.
Joie
II -
AND FIL.LANG.
Vergara
Ms. Vergara Baby
/
Pineda
READER IN ENG.
Jean M.
AND FIL.LANG.
Catimb
Allysa Jane
II -
ang
Ms. Vergara Hayde
Mikaella
Rivero
Mark Wayne
READER IN ENG.
Olayon
II -
Escaros
Jhuno Jille
AND FIL.LANG.
/
READER IN ENG.
Baldev
II -
era
Ms. Vergara Nelia
Lantacon
Koby Bryan
III -
Mrs.
Garrote
Ma.
H. Serino
Acaci
Sibayan
Ruli
AND FIL.LANG.
/
READER IN ENG.
/
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
Grace
Sibaya
Antonio
III -
Mrs. Ferrer
n
Johna
Mancao
Michelle
Yakal
III
2
1
Mrs. Ferrer
Ferrer
Margie
Benusa
Yakal
Lyn
Salazar
Joey
Mark
III
Laurence
Yakal
Alapide
Princess
III
Coely
Yakal
Anastacio
Gisamit
III -
Mrs.
s
Russel
Armenta
Maho
Tapaoan
Tapaoa
Carl Patrick
gany
III -
Mrs.
n
Jonalyn
D. Casimiro
Maho
Tapaoan
Gundan
Raven
gany
III -
Mrs.
Mechiel
Maozo
Maho
Tapaoan
Paraiso
Cryzlyn Jane
gany
III -
Mrs.
Beatric
B. Lucanias
Maho
Tapaoan
Romeo
gany
III -
Ms. Silva
Palafox
Syril
Tinedero
Apito
Dave Santos
ng
III -
Mrs. Ferrer
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
/
READER IN ENG.
Tube
Mrs. Ferrer
Cristina
AND FIL.LANG.
/
READER IN ENG.
Montaje
AND FIL.LANG.
/
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
Silva
6
Ms. Silva
Maricel
READER IN ENG.
AND FIL.LANG.
/
READER IN ENG.
Apito
Ebron
Princess
ng
III -
Calusa
Apito
John Robert
ng
III -
Morena
Apito
ng
Bernud
III -
o
Jerilyn
Riger Tarsiao
Ms. Silva
AND FIL.LANG.
Wilma
READER IN ENG.
Dela
6
Ms. Silva
Ms. Silva
Cruz
Rebecc
Apito
Familar
Margarette
ng
III -
a
Ronilo
Serila
Apito
Jaylon J Dias
ng
III -
Ms. Silva
AND FIL.LANG.
/
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
/
Aristos
7
Mrs. Albar
Lawa
AND FIL.LANG.
a
Jinephe
r Albar
Sulaiman
an
III -
Hussin
Lawa
an
Quindo
Raiven
III -
y
Herwin
Villarin
Lawa
Mistelyn
an
III -
Baraquiel
Lawa
Ryza Mara
an
III -
Casurra
Lawa
Mrs. Albar
Mrs. Albar
Mrs. Albar
Catalin
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
Simbillo
Fe
Arcilla
7
Mrs. Albar
Corsina
a.
READER IN ENG.
AND FIL.LANG.
a
7
READER IN ENG.
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
an
Perez
Renmie
III -
Logronio
Lawa
Gerson
an
III -
Malquisto
Kama
Jennalyn
gong
III -
Guarin
Kama
Mrs. Albar
Emily
Mr. Teves
Ronald
AND FIL.LANG.
/
READER IN ENG.
Teves
Mr. Teves
Eugeni
AND FIL.LANG.
/
READER IN ENG.
a
Doming
Jeralyn
III -
uez
Eloisa
Rodriguez
Kama
Jovanie Alde
gong
III -
Kama
John Rolly
gong
III -
Magtalas
Kama
Cabalz
Nathaly
gong
III -
a
Ryan
Hernandez
Kama
Juliana
gong
III -
Patulada
Kama
Noted:
READER IN ENG.
Tampus
gong
gong
Mr. Teves
AND FIL.LANG.
READER IN ENG.
Mojica
Mr. Teves
AND FIL.LANG.
Emilyn
Gerilla
Mr. Teves
Mr. Teves
Roselle
AND FIL.LANG.
/
READER IN ENG.
AND FIL.LANG.
/
Zamudi
Mr. Teves
o
Angelo
Castillot
READER IN ENG.
READER IN ENG.
AND FIL.LANG.
READER IN ENG.
AND FIL.LANG.
e
Assessed by:
EDUARDO A.
EMILYN F.
TOCAYON
GERILLA
Master Teacher-1/
Master Teacher-
Teacher-In-Charge
The Researchers findings agrees that According to Jennings and DiPrete (2009),
the primary years of learning are largely influenced by educators, both in their behavioral
and social development. The authors furthered that the accomplishments of the learners
is a straightforward reflection of what their teachers do for them. There are also more than
enough papers that would reveal how important teachers are in the formative years of a
earner. According to Jennings and DiPrete (2009), the primary years of learning are
largely influenced by educators, both in their behavioral and social development. The
authors furthered that the accomplishments of the learners is a straightforward reflection
of what their teachers do for them. There are also more than enough papers that would
reveal how important teachers are in the formative years of a learner.
FINDINGS:
The study came up with the following findings:
1. That the strategies/ approaches made by the teacher showed significant factor in
motivating the child to love reading.
2. That the regular attendance of the pupils to instructions gives a great impact to the
reading ability of the pupils.
3. That the importance of food intake is needed to make the pupils attentive and active.
4. That the parents manifestation to support showed willingness of the pupils to learn.
5. Regular house visitations develop trust and confidence between the two important
factors of the child development, the teacher and the parents.
Recommendations:
Based on the outcomes and implication of the study, the following are the
recommendations:
1. Teachers must be resourceful enough to attract the interest of the pupils.
2. Varied and differentiated instructions are highly recommended.
3. Parents and Teachers must collaborate for the betterment of the pupils.
4. At the early age they should develop on them the love for reading.
5. Bulletin boards must be regularly structured.
6. Regular intake of nutritious food is also advised.