Department of Education

Region I
Division of Pangasinan I
District of Bayambang II
San Gabriel-Iton Elementary School

AN ACTION RESEARCH PROPOSAL

IMPROVING THE READING FLUENCY OF THE

GRADE V PUPILS IN SAN GABRIEL-ITON
ELEMENTARY SCHOOL, BAYAMBANG DISTRICT
II THROUGH THE USE OF READERS’ THEATER,
S.Y. 2013-2014

GIGI V. BARBOZA
Teacher III
 A RESEARCH PROPOSAL

ON

IMPROVING THE READING FLUENCY OF THE GRADE V

PUPILS IN SAN GABRIEL-ITON ELEMENTARY SCHOOL,
BAYAMBANG DISTRICT II THROUGH THE USE OF
READER’S THEATER

I. Introduction

The Department of Education continues to directly address its literacy thrust on

its aim to make every Filipino child a reader by Grade Three and have mastery of the
literacy skills at his/her level. It has been the top priority of all educators to improve the
reading skills of pupils as reflected in the different programs and policies of the department
such as the ECARP, DEAR, ARALL, and NO READ, NO MOVE policy.

Different foundations and groups of concerned citizens also take part in the
DepEd’s quest to give Filipino children the gift of literacy. One is the “Project 50KB” of
Ayala Foundation headed by Vicky Garchitorena who said that “To be a lifelong learner, one
must first learn how to read” (FHL, 2011). Another foundation is the SAS Foundation
whose vision is to build a nation of readers. It seeks to deepen the Filipino child’s love and
habit of reading (Sa Aklat, Sisikat, 2001). Still, many advocates are engaged in the same
mission. These are the proofs of the need for every educator, especially in the basic
education, to devise effective reading strategies for the pupils.

This research project focuses on improving the reading fluency of the Grade Five
pupils through Reader’s Theater. The researcher agrees that “Fluency is integral to
comprehension and is a critical component of successful reading (Strecker, Roser, &
Martinez, 1998). While a pupil struggles to read difficult words, he/she will hardly
understand what he/she is reading because he/she is concentrated on pronouncing the word
correctly. As Ehri (2001) stated, “The ability to read words by sight automatically is the key
to skilled reading.” According to Rasinski ( 2006 ), “Lack of fluency is a prominent cause of
reading comprehension problems which ultimately affect overall reading development”.

Reader’s theater is one instructional strategy a teacher can use to achieve oral
language fluency in her/his students. Kelleher (1997) defines readers’ theater as "the oral
interpretation of literature presented by readers who bring forth the full expression of the
literature through their oral reading". A question for discussion is: Why should a teacher
implement reader’s theater? Reader’s theater uses oral reading to enhance comprehension
and encourages students to read for pleasure. It helps to develop life-long readers and enables
all readers to enjoy reading in a non-threatening environment. It invites students to listen to
and enjoy the written word, as well as providing an opportunity for non-proficient and
proficient readers to work together. Finally, reader’s theater exposes children to a wide
variety of quality literature and gives them an opportunity to share their creativity with
others. This is the very reason that the researcher decided to conduct this action research to
improve the fluency of the Grade V pupils at San Gabriel-Iton Elementary School.

II. THE PROBLEM

This study aims to determine the reading ability of the Grade V pupils in terms of
fluency in San Gabriel-Iton Elementary School, Bayambang II District, Division of
Pangasinan I, for the school year 2013-2014.

Specifically, it seeks to answer the following questions:

1. What is the reading level of the Grade V pupils in terms of word recognition
before using the Reader’s Theater as an intervention?

2. What is the reading level of the Grade V pupils in terms of word recognition after
using the Reader’s Theater as an intervention?

3. Is there a significant difference between the pre-test and post-test results?

Possible Causes:
The researcher considered the following as causes of the pupils’ low level
of reading fluency.
1. Lack of textbooks, especially in English
2. Lack of pupils’ interest in reading
3. Influence of modern technologies/gadgets
4. Inappropriate use of teaching approaches/strategies in reading
III. GENERATION OF ALTERNATIVE SOLUTIONS

The purpose of this study is to improve the fluency of the Grade V pupils through
the use of Readers’ Theater during the school year 2013-2014. Reader’s Theater will be used
by the researcher as an intervention during the period of Reading in the English instruction.
Readers’ theater appears to be a practical and efficient tool. Participation in reader’s theater
would allow proficient and non-proficient readers to work together and gain oral fluency.
Once the gains in oral language fluency, expression and correct phrasing resulting from
participation in reader’s theater became automatic, it would transfer throughout a student’s
future educational years.

IV. THE PLAN OF ACTION

The goal of reading is constructing meaning and that fluency in oral reading helps
to develop ease, rate, and understanding while reading. Scientifically-based research reviews
have established that reading fluency is a critical component of learning to read and that an
effective reading program needs to include instruction in fluency. Fluency is integral to
comprehension and is a critical component of successful reading. Therefore, teaching reading
in every school should be given greater attention to develop more the reading skills of pupils.

A primary task confronting a reading teacher is to first determine which of the

many oral-reading strategies he wants to use. Secondly, teachers must then assess every
student’s level of oral fluency for strategies that need more development. Then, he should
teach specific strategies to help fill any gaps in learning. The third step requires that he uses
this strategy in its most effective form. Finally, a teacher must ask if he will be able to ensure
that a student will continue to implement the learned strategy throughout her/his future
educational years.

The researcher believes that one effective way to improve the fluency of pupils is
the use of Reader’s Theater in reading.

A. Objectives
1. Enhance and improve the reading fluency of the Grade V pupils
2. Reduce struggling readers
3. Develop the pupils’ self-confidence
 4. Use the findings of this study to help other grade levels in the school to improve
their reading fluency
5. Achieve better teaching and learning outcomes in Reading using the Reader’s
Theater
6. Devise other related strategies in improving the reading fluency of pupils

B. Time Frame
August 2012 – January 2013

C. Target Subjects
Subjects are the 35 Grade V pupils in San Gabriel-Iton Elementary
School, Bayambang II District, Division of Pangasinan I.

D. Activities to be Undertaken

Target Subjects Teacher Involved Activities Expected Results

35 Grade V Pupils of San
Gabriel-Iton Elementary
School
Mrs. Gigi V. 1. Conduct a series 1. Find out the
Barboza – Grade of pre-tests to the reading ability
V Teacher target subjects of the pupils
2. Record and 2. Pupils become
analyze the pre- more interested
test results in reading
3. Select scripts and 3. Improved
group the pupils reading fluency
4. Discuss with the of the pupils
pupils the skill to 4. Developed
be developed and self-confidence
introduce the among pupils
Reader’s Theater 5. Determined the
intervention effectiveness of
5. Rehearsal/Practic Reader’s
e Theater as an
6. First performance intervention in
of each group developing
7. Three scripts will fluency of
be used by the pupils
pupils, so three 6. Better teaching
performances and learning
await each group outcomes in
8. Conduct post-tests Reading class
and compare the
results with the
pre-tests
 9. Curriculum-Based
Measurement
(CBM) approach,
also called the
Oral Reading
Fluency (ORF)
assessment will
be used to
determine the
improvement of
pupils’ fluency

E. EVALUATION CRITERIA/PROPOSED EVALUATION

The teacher researcher will make use of the Curriculum-Based

Measurement (CBM) approach, also called Oral Reading Fluency (ORF) assessment.
The CBM/ORF approach to assessment requires the reader to read grade-level text
orally which only takes 60 seconds. Three passages will be given as pre-tests to the
pupils. During the administration of the tests, the teacher marks the uncorrected errors
and then counts the total number of words read correctly per minute (WCPM). Since
three passages will be used, the averaged scores of the pupils will be the baseline data.
After the intervention, the pupils will be asked to read again the same passages as post-
tests. This tool will be used to determine the pupils’ improvement in fluency.

F. Research Design
This study will use the Time Series Type of Quasi-Experimental Design.

GIGI V. BARBOZA
Researcher
 Republic of the Philippines
Department of Education
Region I
Division of Pangasinan I
Lingayen

ALMA RUBY C. TORIO, Ed.D

Schools Division Superintendent
Division of Pangasinan I
Lingayen, Pangasinan

MADAM:

Warmest greetings!

The undersigned has the honor to request permission to conduct an ACTION RESEARCH
IMPROVING THE READING FLUENCY OF THE GRADE V PUPILS IN
SAN GABRIEL-ITON ELEMENTARY SCHOOL, BAYAMBANG II
DISTRICT, THROUGH THE USE OF READER’S THEATER
Title of the Research
Subject Area: English School Year: 2013 – 2014

Attached is the initial information about the research/project proposal duly signed and recommended by
the school head and the district supervisor.

Respectfully yours,

GIGI V. BARBOZA
Researcher
Recommending Approval:

CRISELDA V. TAMBUYAT ROSITA J. VILLANUEVA

Principal I District Supervisor

After reading your research proposal, your request is hereby GRANTED provided that the corrections
and suggestions are to be included in the final form of your work.

ANGELINE S. CASIPIT, Ed.D

Education Program Supervisor I

SHEILA MARIE A. PRIMICIAS

Assistant Schools Division Superintendent
Chairman, Personnel Selection Board
 Republic of the Philippines
Department of Education
Region I
Division of Pangasinan I
Lingayen

_____________________
( Date )
CERTIFICATION
( Elementary )

This is to certify that the Division Reading Committee on RESEARCHES has

examined and evaluated your research entitled;

IMPROVING THE READING FLUENCY OF THE GRADE V PUPILS IN SAN

GABRIEL-ITON ELEMENTARY SCHOOL, BAYAMBANG II DISTRICT,
THROUGH THE USE OF READER’S THEATER

Title of the Research

Name of the Teacher: GIGI V. BARBOZA

School: San Gabriel-Iton Elementary School District: Bayambang II

Subject Area: English School Year: 2013 - 2014

The result of this action research has been found to be effective and relevant in improving
learning outcomes of our pupils.

Recommending Approval:

ANGELINE S. CASIPIT, Ed.D

Education Program Supervisor I

ROMEO V. ESCANO, Ed.D

Monitoring Program Supervisor

SHEILA MARIE A. PRIMICIAS

Assistant Schools Division Superintendent
Chairman, Personnel Selection Board
Approved:
ALMA RUBY C. TORIO, Ed.D
Schools Division Superintendent