Project FIRE (Fun In Reading Everyday):

A Game Based Reading Approach Among

Struggling Readers and Non-Readers of Grade Two Pupils

Submitted to the
School Division Office – Las Piñas City
From Emelinda D. Tesorero of
Daniel Fajardo Elementary School

School Year 2019-2020

ABSTRACT

Playing games is a great way to provide additional practice

with early reading skills.
The researcher has found that teaching reading based on a
game play is a strategy or an element in developing pupils
reading ability. It designed to improve their reading skills in having
fun while reading and playing, ignite their eagerness to read, burn
shyness and develop their confidence and self-esteem.
This action research was conducted to uplift the reading
interest of struggling readers of a Grade Two Pupils through
games. Based on the Phil-Iri test results, out of 220 grade two
pupils there are 49 Struggling Readers and Non-Readers in
different sections in their level.
The quasi-experimental method was used to determine the
improvement of the reading abilities of the Grade Two pupils.
The data that gathered were statistically treated using the
percentage. The results were compared in order to achieve the
goal for the study.

CONTEXT AND RATIONALE

As a teacher, making our pupils read independently is one

of the biggest achievements. In our classroom we can easily
identify pupils who struggled when it comes to their reading
ability or skills. As of this time this problem was so quite alarming
considering the design of the K to 12 curriculum which was
patterned on 21 st century that will be more on child centered
strategy with the use of differentiated instructions.
Each time I had reading assessment with my class, I
discover that they have skills within them, only need is to be
strengthened so that they will be encouraged to read.
It is challenging for a teacher having an average of 45
pupils in a class, plus the frustration level results of our school
Phil-Iri pre-test, the struggling readers and non-readers will let
you think how to help them in such a way that aligned to the
Department of Education Mission and Vision.
As stated in DepEd Order No. 186, s. 2007 – Administration
of the 2007-2008 Philippines Informal Inventory, the Phil-IRI
results shall provide educators, policy makers, and teachers
information on pupils’ reading proficiency and shall serve as
basis for appropriate interventions.
This study aims to develop a reading intervention with a
strategy or an approach that will develop the interest of our
pupils love for reading and that they will develop a good reading
habit.
Project FIRE (Fun In Reading Everyday) is a reading
intervention and a type of game that expresses learning
outcomes. In general, it designed the balance of playing with the
subject matter. It also includes the learner’s ability to keep in
mind and apply the subject matter to real situations. In some
children reading books is boring for them, the researcher uses
this intervention to strengthen the pupils’ interest in reading.
Since the pupils will enjoy and having fun if they play, the main
strategy of this study is to have fun while and at the same time
learning in t
he easiest way.

RESEARCH QUESTIONS

Specifically, this study tries to answer the following

questions:
1. What is the reading level performance of the pupils before the
intervention?
2. What is the reading level performance of the pupils after the
research conducted?
3. Is the Game Based Reading Approach among Struggling and
Non-Readers improves the reading level of pupils?

INOVATION, INTERVENTION AND STRATEGY

The pretest results of the Phil-Iri pushed the researcher to

conduct and come up with the study. Sourcing of data through
English Reading teacher, Phil-Iri school coordinator and likewise
an interview with the respondents including parents and
teachers.
The researcher used resources from the internet to modify
and innovate the different Game Based Learning intervention to
fit the study. Adopting stories from the different books. Produces
manipulative reading materials and insert play time while
enjoying reading.

OTHER SOURCE OF DATA AND INFORMATION

Game intervention in reading
Here are some games that can use to help young readers practice
word recognition, spelling patterns, and letter-sound knowledge. The
games design to promote the child’s sense of competence and
success.
The researcher used some of these games as an intervention all
throughout the study. The 49 struggling and non-readers in different
sections in grade two classes used as a respondent.

a. Word Concentration
Select ten basic sight words. Print each word clearly and boldly
on separate 3x5 inch cards, making pair of each word.
To play, shuffle the cards and place them face down in neat
rows. Take turns turning up two cards at a time and reading the
words aloud. If the two cards match, the player keeps them and
takes a second turn. If they do not match, the cards are replaced
face down and the next player takes a turn. Play until all cards are
match. The player with the most pairs wins. If the child has trouble
recognizing a word, say the word – do not ask the child to “sound
out” the word. The purpose of this game is to build automatic
recognition of whole words.

right
right right
right

b. Roll a Sight Word

To play:
- Print out the two sight words worksheets above and have your
die ready.
- Invite your pupil to roll the die and then find a word with the
corresponding number of letters on the “Top 100 Sight Words”
page. Then ask your pupil to write that word in the appropriate
column on the “Roll a Sight Word” page.
- Have your pupil cross off the words he/she has used.
- Read and copy all the cross off words on the separate sheet

c. Word Hunt
To play, ten sentences will be given to each respondent to
read. Sentences has an underlined word which they will find in the
word puzzle.

DATA GATHERING METHOD

This study involves the teacher, parents, the researcher and
the 49 Grade two pupil in different sections.
 By presenting the proposal and the action plan, the researcher
asked for the approval of the school head to conduct the action
research. In identifying the effectiveness of the Game Based Reading
Approach among Struggling Readers, the researcher used the pre-
test result of the Phil-IRI Test which conducted last July 15, 2019.

ACTION PLAN ON PROJECT FIRE

 Table 1

Table I

Table 1. Shows the Phil-IRI Pre-Test results conducted by the grade two teachers

The researcher conducted a monthly reading assessment to

determine to effectiveness of the Game Based Approach in reading.
Which conducted by their respective teacher before and after the
class.

Table 2
First Quarter Reading Assessment
30

25

20

15

10

0
Bernarte Flores De Leon Brillo Gernale Yabut
 Table 2. Shows the highest number of syllables, sounds and non-reader pupils
which
is Game Based Reading approached is not yet introduced by the teachers
Table 3
Second Quarter Reading Assessment
35

30

25

20

15

10

0
Bernarte Flores De Leon Brillo Gernale Yabut
 DISCUSSION OF RESULTS

Table 3. Shows that the highest number of syllables and sounds are increasing but
the number of non-reader pupils is decreasing since the Game Based
Reading Approach is started to implement.

Table 4
Third Quarter Reading Assessment
40

35

30

25

20

15

10

0
Bernarte Flores De Leon Brillo Gernale Yabut
 Table 4. Based on the result the number of non-reader is continuously decreasing.

DISCUSSION OF RESULTS
Based on all the data gathered, it revealed that the use of a Game Based
Reading Approach for struggling and non- readers contributed to the significant
change in their reading level. The researcher believe that the intervention used, fits
the learning styles of our learners today since they are always engaged in different
games.

REFLECTIONS
As the study concerned, it would not be necessary to say that pupils can easily
learn the given lesson if will used the Game Based Intervention, but what I can say
that learners much prefer to read if the activities that they encountered is not in
traditional way or purely reading. Moreover, as the results of the Game Based
Reading interventions converted the interest of the reading respondents to change
the reading style they learned.

REFERENCES

DepEd Order No. 186, series 2007. Administration of the 2007-2008 Philippine
Informal Reading Inventory

Bank Street College Education, Reading Rocket. http://readingrocket,org

Bryce, J., & Rutter, J. (2003). Gender dynamics and the social and spatial
organization of computer gaming. Leisure studies, 22(1), 1-15.

M. M. Cruz-Cunha (Eds.), Handbook of Research on Serious Games as Educational,

Business, and Research Tools (pp. 628-647). Hershey, PA: IGI Global.

Montano, Ricky (2018). Game Based Learning Uplifting Interest in Reading Among
Struggling Readers: An Action Research. http://teacherph.com

Vandercruysse, S., Vandewaetere, M., & Clarebout, G. (2012). Game based

learning: A review on the effectiveness of educational games.
APPENDIX