ACTION RESEARCH

PARENTS INTERVENTION IN IMPROVING THE READING

PERFORMANCE OF GRADE IV PUPILS

LALAINE C. OPSIMA
LHIZA FLOR A. PATUBO
REXMEL P. RAGASA
PROPONENT
PARENTS INTERVENTION IN IMPROVING THE READING
PERFORMANCE OF GRADE IV PUPILS

AN ACTION RESEARCH

LALAINE C. OPSIMA
LHIZA FLOR A. PATUBO
REXMEL P. RAGASA
Cagayan State University
Gonzaga campus
S.Y. 2021-2022
 ABSTRACT
TITLE: Parents intervention in Improving the Reading Performance of
Grade IV Pupils
RESEARCHER: Lalaine C. Opsima, Lhiza Flor A. Patubo, Rexmel P. Ragasa
BEED IV
SCHOOL: Cagayan State University Gonzaga Campus
ACKNOWLEDGEMENT
IV. CONTEXT AND RATIONALE
Reading is defined as a cognitive process that involves decoding symbols to

arrive at meaning. It is an active process of constructing meanings of words. Although

the reasons for reading may vary, the primary purpose of reading is to understand the

text. It allows the reader to use what he or she may already know, also called prior

knowledge. During this processing of information, the reader uses strategies to

understand what they are reading, uses themes to organize ideas, and uses textual

clues to find the meanings of new words. It is therefore, reading is the foundation of

learning.

As a result of the International Millennium Development Goals

commitments, there has been a significant increase in school enrolment globally, yet

approximately 250 million primary-aged children cannot read, write, or do basic

Math despite more than half having attended at least four years of school. This global

learning crisis has triggered a narrower focus on education access to include enhanced

quality of learning. We are focused on improving the quality of learning outcomes by

enhancing the science of reading, while developing solutions for the global learning

crisis. (American Institute for Research) 

The ECARP (Every Child a Reader Program) is a National program that

addresses the thrust of the Department of Education to make every Filipino child a

reader at his/her own level. It is designed to equip elementary pupils with strategic

reading and writing skills to make them independent young readers and writers. It also

provides a year – long training for teachers to make them multi – literate and

independent problem solvers.

 In line with the K to 12 Program and the goal of making every child should

be a reader, the Department of Education is strengthening its reading program through

the implementation of the Early Language, Literacy, and Numeracy Program.

The Philippine Informal Reading Inventory (Phil-IRI) is an initiative of the

Bureau of Learning Delivery, Department of Education that directly addresses its thrust

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

Department: “Every Child A Reader Program,” which aims to make every Filipino child a

reader and a writer at his/her grade level.

The researchers found out that during the conduct of Phil-IRI pre-test last

school year 2019 – 2020 at Cabanbanan Norte Elementary School, it was found out that

there were pupils in Grades 3, now in Grade 4 who were identified under frustration

level. Out of seven (7) pupils six (6) of them are at risk. This situation of the learners

who were identified to be under the frustration level will continue to become a burden of

teachers in Grades 5 and 6 if it will not be given proper attention and action.

On the other hand, COVID19 Pandemic has contributed much burden to

the educational system in the country. It caused a lot of frustration not only on the

delivery of learning to the learners but also the significance of attention given by

teachers to each diverse pupils in terms of their academic performance, specifically, in

their reading, which is known to be the foundation of their learning. Much more that the

approved learning delivery modality is printed modular, teachers can no longer monitor

the reading progress of each child because Face-to-Face interaction is not allowed

because of the COVID19 Pandemic. To at least give alternative intervention on reading,

it is very timely to initiate an innovation to help the struggling pupils with the guidance
and support of the parents at the comfort of their homes. This prompted the

researchers to conduct a research in improving the reading performance of Grade 4

pupils thru the Parent Reading Intervention.

V. ACTION RESEARCH QUESTIONS

The aim of this research is to determine the effectiveness of home-based parent

intervention in improving the reading performance of grade 5 pupils.

Specifically, this research will provide answers to the following questions:

1. Profile of the respondents as to:

1.1. Who assists them in doing their studies?

1.2. Educational attainment of the parent/guardian

2. What form of assistance and its frequency is extended by the parent/guardian

to the participants?

3. What are the pre-test and post-test reading comprehension scores of the

pupils at risk in grades 5?

4. Is there a significant difference between the pre-test and post-test reading

comprehension scores of the pupils at risk in grades 4?

5. What is the effectiveness rate of the Home-Based Reading Intervention to the

reading performance of the pupils at risk in grades 4?

 6. Is there a significant relationship between the parent/guardian’s profile, the

form of assistance and its frequency the participants’ reading performance post-

test comprehension scores of the pupils?

VI. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

The researchers will use their modified Parent Reading Intervention Materials.

The said intervention consists of materials taken the Phil – IRI reading materials,

however some modifications were made for easier mastery in word recognition. The

reading materials consist of short stories with comprehension questions. The

intervention materials will be brought home by the pupils and used as supplemental

reading materials at home with their parents to monitor them and checked their

progress in reading. The intervention entailed having the child read to the parent for at

least one hour per day for the entire week, followed by the parent asking the child three

comprehension questions: one, what happened in what we just read; two, what do you

think will happen next; and three, a question of the parent's choosing (a list was

provided with sample questions, or parents were able to make up their own third

question). Parents were taught to keep asking questions until their child had produced

three statements or replies to each one. Parents might use a paired reading technique

that includes the five literacy components: comprehension, fluency, vocabulary,

phonics, and phonemic awareness. Paired reading is a practice for improving fluency.

The Pre – Reading Test Materials will be given to the pupils and the result will

be recorded as their pre-test scores. Then, sets of modified Parent Reading

Intervention Materials will be given to each the pupils for a weekly reading activity with

their parents. The researchers will schedule a home-visit monitoring of the said

intervention thrice a week for a 2-month duration of the said intervention. Other option

for the monitoring of the intervention can be done by other platforms like phone calls,

video call, or audio recording. The proponent will check their answers in school to verify

if the intervention is really done at home. Parents will affix their signature below the

reading material given to each pupil as verification that the material is read. The

duration of the said intervention will be done in eight consecutive weeks. Then, a post

reading test will be administered. The scores of the pupils during the pre-test and post-

test will be recorded and analyzed.

VII. ACTION RESEARCH METHODS

This chapter describes the research method and design, as well as the setting,

participants, and instrumentation used. This chapter also describes the data sources,

data collection method, ethical considerations, and data analysis plan that will be used

in the study. In the research, the descriptive pre-experimental design will be used.

The purpose of this research is to determine the effectiveness of a home-based

parent reading intervention in improving grade 4 pupils' reading performance.

 A. Participants and Other Sources of Data

This study was conducted during the Second Quarter of the school year 2021-

2022.

The five pupils of Grade IV at risk in reading at Cabanbanan Norte Elementary

School will be the respondents of the study. A pre – test and a post test will be

administered. Their scores will be recorded, analyzed and interpreted.

B. Data Gathering Methods

The result of the Phil – IRI will be used as basis in identifying the pupils under

frustration level.

A pre-test reading set will be given to the pupils. Their scores will be recorded.

Then a weekly home-based reading intervention materials will be given to them. The

researchers will check and record their comprehension scores in weekly basis. After the

eight-week reading intervention, a post-test reading set will be given. The post-test

scores of the pupils will also be recorded.

C. Plan for Data Analysis

1. The Mean and the Standard Deviation will be computed from the pre-test

and post-test scores of the pupils.

2. The Paired Sample t-test will be used to test the significant difference

between the pre-test and post-test scores of the respondents at .05 level of

significance.

3. Chi󠄣² will be used to determine the significant relationship of the weekly

reading comprehension scores of the pupils to their post- test reading

comprehension scores.

4. The Eta2 was used to determine the impact of the PRI to the reading

performance of the.
VIII. DISCUSSION RESULTS AND REFLECTION

Table 1
Result of Pre Test and Post Test

Pretest Posttest

Mean 3.4 6.6

n=5

Table 1 shows the mean pretest scores of the students prior to utilizing the

intervention and their mean posttest scores after using the intervention. The table

reveals a significant increase in their achievement after the intervention was utilized in

their reading performance. Table 2 shows their corresponding reading levels on word

identification, oral reading, and reading comprehension as determined by the Qualitative

Reading Inventory II (Leslie & Caldwell, 1995).

 Table 2

Frequency and Percentage Distribution of the Respondents Achievement

Oral Word Pre Test Post Test

Reading Reading
Level Score (in Frequency % Frequency %
%)
Independent 97-100% 0 0 2 40%
Instructiona 90-96% 1 20% 3 60%
l
Frustration 89% and 4 80% 0 0
below
Total 5 100% 5 100%

Oral Comprehension Pre Test Post Test

Reading Score (in %)
Level Frequency % Frequency %

Independent 80-100% 0 0 3 60%

Instructiona 59-79% 1 20% 2 40%
l
Frustration 58% and below 4 80% 0 0
Total 5 100% 5 100%

The pretest for word-level reading reveals that among the 5 pupils, 4 or 80% are

frustrated (58 % and below) and 1 or 20% are instructional (59-79 %). This indicates

that there are more pupils who are at the frustration level than those who are at the

instructional level. The posttest results show that among the 5 pupils who actively

participated in the parents' intervention, 2 or 40% of their total number are at the
independent level (97-100%) and 3 or 60% are at the instructional level (90-96%). This

demonstrates that there is a significant improvement in their reading performance level,

particularly in word-level reading, after using the intervention. This further indicates that

the majority of the pupils have achieved the essential skills for the aforementioned

category and are now at the Instructional level.

Under the reading comprehension criterion, the pretest reveals that 4 or 80 % of

the 5 pupils are at a frustration level of 58 % or below, and 1 or 20 % are at an

instructional level of 59-79 %. This demonstrates that there are more pupils who are at

the frustration level than those who are at the instructional level. The posttest results

show that among the 5 pupils who actively participated in the parents' intervention, 2 or

40% of their total number are in the instructional level (59-79%) and 3 or 60% are in the

independent level (80-100%). This indicates that there is a significant improvement in

their reading performance, particularly in reading comprehension, following the use of

the intervention. This further indicates that the majority of the pupils have acquired

the required skills for the aforementioned category and are now at the Independent

level.

This indicates that in order to increase pupils' reading performance, an innovative

intervention is needed. As evidenced by their pretest, pupils were unable to read the

offered paragraph at the word reading in isolation, and oral reading, and exhibited

limited understanding.

Therefore, Parent Reading Intervention is an effective approach and method for

improving reading performance, particularly fluency and comprehension, when

compared to the results of pupils' pretest and posttest scores, which show a significant

improvement in their performance.

Table 3

Difference between the Pretest and Posttest Scores of the Pupils

t- Computed p- value Level of Statistical

Significance Inference
(alpha)
Pretest 3.719924 .02048 0.05 Significant
Posttest

Table 3 shows the significant difference between the pupils' pretest and posttest scores.

According to the data in the table, the computed p - value of the pupils' pretest and

posttest scores is .02048, which is lower than the alpha (level of significance) of 0.05.

This suggests that the difference between the pupils' post-test and pretest Reading

scores is significant.