INTEGRATING TECHNOLOGY TO IMPROVE THE READING PERFORMANCE OF NON-READER 1

PUPILS IN GRADE IV – GARNET SCHOOL YEAR 2020 – 2021

A CLASSROOM BASED ACTION RESEARCH PROPOSAL

INTEGRATING TECHNOLOGY TO IMPROVE THE READING PERFORMANCE

OF NON-READER PUPILS IN GRADE IV – GARNET

SCHOOL YEAR 2020 - 2021

ANNAROSE E. DRAGUIN
PROPONENT

Approved by:

NILDA A. QUITANEG
PRINCIPAL IV
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PUPILS IN GRADE IV – GARNET SCHOOL YEAR 2020 – 2021

TABLE OF CONTENTS

TITLE PAGE…………………………………………………….............................. 1

TABLE OF CONTENTS……………………………………………………............. 2

I. CONTEXT AND RATIONALE…………………………………………. 3

II. INNOVATION, INTERVENTION OR STRATEGY…………………….. 7

III. ACTION RESEACH QUESTIONS……………………………………... 8

IV. ACTION RESEARCH METHODS……………………………………... 8

Type of Research…………………………………………………….. 8

Respondents and Sampling Method…………………………….. 8

Research Instruments………………………………………………... 9

Data Collection Procedure and Ethical Considerations……… 9

Data Analysis…………………………………………………………... 9

V. RESULTS AND REFLECTION……………………………………………

REFERENCES………………………………………………………………………... 11

I. CONTEXT AND RATIONALE

Reading is critical to understanding written communication. When students are not able

to recognize words and fluently read text, they may not follow instructions. Learning to read
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text is critical for students to be successful in school and future careers. As new technologies

emerge, there is a drive to integrate technology into the classroom to promote academic

success among pupils. Furthermore, there are mandates to use technology in the classroom.

This research investigated the effects of computer technology as a supplemental tool to

support and improve the reading performance level of struggling and at-risk readers.

Technology features investigated by the studies reviewed include various types of multi-

featured electronic texts, computerized supplemental reading programs, a handheld text

reader, and using computers to create responses to reading printed texts. The various

technologies were found to provide equal or greater benefit than traditional means for aiding

struggling and at-risk readers with reading performance level.

Reading is a big part of the everyday world of children because it is the key that unlocks

the door to the world of enlightenment and enjoyment. In our daily lives, eighty percent of

the things we do involves reading. It is the basic tool for learning, enabling one to ponder the

mysteries of the world, explore accumulated knowledge and contemplate the unknown.

Pupils need to communicate by means of talking or writing in order to express the

content of what they know to make sense of what they read. But some, do not see the

relevance of the reading assignments to their lives and are not interested in putting forth the

effort to complete the task. However, these pupils need help because they are not motivated

to engage with the reading tasks. Engagement in reading is essential because it leads to a

sustained interaction and practice to ensure that pupils develop good reading habits and

increase their proficiency and competence.

There are significant bases of studies that were developed about the effective approaches

to teach pupils to read using technology. Meyer and Rose (1998) pointed that, the potential of

new technology to revitalize reading instruction and make reading more relevant to the lives

of children growing up in Electronic age. According to Sherman (2004), the technology

framework consists of four general capabilities that computers can provide to support
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students learning to read. Computers can present information and activities to students, assess

students’ work, respond to students’ work, and provide scaffolds, such as access to word

pronunciation and definitions that help students read successfully. These four key

capabilities, whether supplied by teachers using traditional materials, such as books and

audiotapes, or by computers, have proven to be important components in reading instruction.

Computers can now provide each of these capabilities to support teaching and learning in

new ways. There are specific softwares that provide these capabilities to support reading

instruction.

Bruce and Peyton (1999) stated that teachers can use network-based approaches to

literacy instruction to support authentic reading and writing, collaboration, student-centered

learning, writing across the curriculum, and the creation of classroom writing activities.

A study by Baker and Torgeson (1995) also indicated that computer-assissted instruction

is valuable in improving the phonological awareness of six-year-olds. The computer program

helped the children learn to discriminate and sequence the sound of words, which improved

their word-reading ability.

Several research studies have shown positive results of using software with text-to-

speech capabilities designed to help young children develop phonemic awareness and, in

some studies, phonics abilities. In one study, Mitchell and Fox (2001) expressed that,

students who were at-risk for reading problems received software intervention on blending

phonemes. The results show that these students improved their skills as much as a group of

peers who worked directly with a teacher. A third group of students who received no

intervention failed to show any notable improvement.

One additional benefit of computer supported instruction is the effect of technology may

have on students’ motivation to learn and to read. A study of kindergarten students using

hypermedia-based software to teach letter recognition found that, although at-risk readers

benefited the most from the software, all students were enthusiastic about using the
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computers and were motivated to explore and learn from the software (Boone, Higgins et al

1996). Presented with comparable paper and electronic resources, kindergarten and first-

grade students preferred to wait for an opportunity to use the electronic version, even if a

print version was immediately available (Mitchell and Fox 2001). An earlier study of such

motivation found that the enthusiasm for learning in the target content areas persists even

after the computers are taken away (Moxley and Warash 1990-1991).

Reading is a gateway and can be the key to many lifelong opportunities. Angeo (2014)

stated that, Educational technology is nudging literacy instruction beyond its oral and print-

based tradition to embrace online and electronic texts as well as multimedia. Computers are

creating opportunities for reading, writing and collaborating. The internet is constructing

global bridges for students to communicate, underscoring the need for solid rock reading and

writing skills. By changing the way that information is absorbed, processed, and used,

technology is influencing people read, write, listen and communicate. Integration of

technology with a literacy program is increasing the student's ability to read. One of the

reasons for this is that technology is a great motivator for students. There is a big consensus

that for our students to be prepared for the 21st century, they will need to have technological

knowledge and skills. One way for students to get that knowledge is for teachers to integrate

technology into their daily curriculum (May 2003).

Technology has potential uses that can successfully enhance reading instruction. Multi-

media technology can present any type of auditory or visual material. It can link different

types of representations such as pictures with sounds, animations, photographs, videos, oral

readings with written text, or any combination that might reinforce teaching and learning.

Integrating technology into a reading program is one strategy that can help motivate pupils to

engage in reading and improve reading performance level.

II. INNOVATION, INTERVENTION OR STRATEGY

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Grade 4 English teachers will develop reading modules that are accessible by learners

online or printed materials to help them increase and enhance their reading performances.

Parents will play an important role in helping the learners for they will guide them in reading

as instructed in the parents’ guide in the reading modules.

PHIL-IRI pretest will be administered to respondents and the result will be baseline

information on the reading performance of the non-reader pupils in Grade IV – Garnet.

Reading modules will be used as intervention in enhancing reading skills of pupils. After

intervention PHIL-IRI post-test will be administered and results will determine whether the

respondents improved or not. Table 1 shows the plan of action.

TIME
ACTIVITY EXPECTED OUTPUT
FRAME
August-
Development of reading Reading modules accessible online
December
modules or printed materials
2020

Administration of PHILI-IRI September Baseline information on the reading

pretest 2020 performance of respondents

September
Intervention using the reading
2020 - Parent guide respondents to read
modules
January 2021

Administration of PHIL-IRI Interpretation of data to determine

February
post-test and consolidation of improved reading performance of
2021
results respondents

Table 1
Plan of Action

III. ACTION RESEARCH QUESTIONS

This study aims to look into the result of integrating technology to improve the reading

performance of the non-reader pupils in Grade IV – Garnet pupils of Gordon Heights I

Elementary School for the School Year 2020-2021.

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Specifically, it tries to find answers to the following questions:

1. What is the reading level of the respondents?

2. What is the effectiveness of integrating technology in a reading intervention to improve

the reading performance of the respondents?

IV. ACTION RESEARCH METHODS

This part briefly discusses the research type, method and technique, the population of the

respondents, the research instruments, data collection procedures and analysis that will be

employed in the study.

Type of Research

This study used the descriptive method of research to describe the reading level of the

respondents and the effectivity of technology integration in the reading program to improve

the reading performance of the non-reader pupils in Grade 4 – Garnet of Gordon Heights I

elementary School.

Respondents and Sampling Method

The researcher will involve the Grade 4 - Garnet class of Gordon Heights I Elementary

School that will take the PHIL-IRI test to determine the respondents’ level for the school year

2020-2021.

Research Instruments

The researcher will use the PHIL-IRI Grade IV Pre-test and Post-test to gather

information. The test is composed of two parts. The pre-test identifies the current reading

levels of the respondents at the beginning of the school year. The post-test will determine if
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there are improvements on the performance level in reading of the non-reader respondents

after integrating technology in reading interventions.

Data Collection Procedure and Ethical Considerations

Permission from the office of the principal of Gordon Heights I Elementary School to

administer the PHIL-IRI test to the target respondents will be properly secured through a

request letter which the researcher personally presented. The school head and parents will be

informed of the purposes of the investigation during parent-teacher conferences. Having

granted such request, the PHIL-IRI tests will be administered to the subjects. Results will be

recorded immediately for data gathering purposes. Data will be presented in tabular form

following the sequence of the problems.

Data Analysis

The data for this study will be collected from a purposive sampling of Grade 4 –

Garnet pupils of Gordon Heights I Elementary School. The data will be presented in tabular

form in order for the researcher to describe, interpret and derive implications.

Table 2 shows the number and percentage of pupils per reading level, while Table 3

shows the adjectival equivalent for effectiveness of technology in reading interventions to

improve the reading performance of the respondents.

READING LEVEL

PHIL-IRI
NON-READER FRUSTRATION INSTRUCTIONAL INDEPENDENT
TESTS

Total Percentage Total Percentage Total Percentage Total Percentage

Pretest

Post test
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Table 2
Number and Percentage of Pupil per Reading Level

Percentage Effectiveness
91-100 Highly Effective
85-89 Very Effective
80-84 Effective
75-79 Fairly Effective
Below 74 Ineffective

Table 3
Adjectival Equivalent for Effectivity of Technology in Reading Intervention

REFERENCES

Angeo, F. M. (2014) Integrating Technology into a Reading Program: A Reflection. The

Modern Teacher Vol. LXIII, No.4. Metro Manila: Publishers’ Association of the
Philippines, Inc.

Barker, A. B., & Torgeson, J. K. (1995). An evaluation of computer-assisted instruction in

phonological awareness with below average readers. Journal of Educational
Computing Research, 13, 89- 103.

Boone, R., Higgins, K., Notari, A., and Stump, C.S. (1996). Hypermedia Pre-reading lessons:
Learnercentered software for kindergarten. Journal of Computing in Childhood
Education, 7(1/2), 39- 70.

Bruce, B., & Peyton, J.K. (1999). Literacy development in network-based classrooms:
Innovation and realizations. International Journal of Educational Technology, 1.
[Online]. Available: http://www.outreach.uiuc.edu/ijet/v1n2/bruce/index.html
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PUPILS IN GRADE IV – GARNET SCHOOL YEAR 2020 – 2021

May, Shawna White (2003) Integrating Technology into a Reading Program. T H E Journal
(Technological Horizons In Education). Volume: 30. Issue: 8 Publication date: March
2003. Page number: 34+. © 1105 Media, Inc. COPYRIGHT 2003 Gale Group.

Meyer, A., & Rose, D. (1999). Learning to Read in the Computer Age. Cambridge, MA:
Brookline Books.

Mitchell, M. J., & Fox, B. J. (2001). The effects of computer software for developing
phonological awareness in low-progress readers. Reading Research and Instruction,
40(4), 315-332.

Moxley, R. A., & Warash, B. (1990-1991). Spelling strategies of three prekindergarten

children on the microcomputer. Journal of Computing in Childhood Education, 2, 47-
61.

Sherman, D. et al (2004) Technology and Teaching Children to Read. Copyright 2004

Education Development Center, Inc. Available online at:
http://www.neirtec.org/reading_report/