Action Research Tittle Proposal

Parm: A Classroom-Based Reading Intervention Program

Marissa A. Macalisang

Department Of Education

Marissa.macalisang0607@gmail.com

CONTEXT AND RATIONALE

Reading has a vital role in the learning process. It is one of the macro communication skills that can be
correlated to the students’ academic performance. Most of the activities and tasks in all the content
areas require the students to read. It is a mandatory skill that will help the students to connect with
their lessons. In the actual learning context, these struggling readers will not understand the concepts,
and they will fail to attain the learning competencies expected of them because of a lack of skill in
reading. In connection with the Education for All Agenda, it aims to expand and improve comprehensive
early childhood care and education. It ensures all school-aged children have access to quality and free
education.

As mentioned earlier, the perspectives are also linked to the initiative of putting up a reading
intervention that will help alleviate these struggling readers reading status. Further, the baseline of this
problem is rooted in the Philippine Informal Reading Inventory (Phil-IRI) Report. Based on the collated
report last school year 2021-2022, it was revealed that 20% of the junior high school student got a
failing score in Reading Comprehension. It was averred that 25% of the total population of the students
were classified as struggling readers. The stratification of the term “ Struggling reader” falls under the
frustration level. Technically, the frustration level reflects the incapacity of the students to read and
understand texts.

Non-readers, as a level, are classified as another critical issue.In this study, those students in the
frustration level are the focus. This term is used for students who got low scores both in oral reading and
reading comprehension tests. For Grade to alone 23% are classified as struggling readers, which seems
alarming for the reading teacher, especially English teachers. This may lead to an increase of non-
readers. It can infer from the data that these students need special attention. If they are not Performing
well in the, Subject of English, these Students will have a hard time understanding English Pragmatic
stance as their second language.

If we are going to analyze, numerous factors may affect this issue. Reading is not a single competency.
There are considered Sub-Skills that should be emphasized, such as extensive sight vocabularies
decoding,comprehension, word meaning, and other essential components skills that help a student to
read. Based on the Gap analysis that was initiated before the conceptualization of this research, there
should be enough training for the English teachers to handle the struggling readers, Moreover , there is
no enough time allotted for struggling readers due to the teaches plethora of functions.

Furthermore,no specific plans and remediation activities are implemented in the English subject
intended for reading to cater to these struggling readers needs. This is to strengthen the Department of
Education’s existing programs in line with uplifting the Reading capacity of the Filipino youth.Do 18, S
2017- Guidelines on the Utilization of the 2016 Every Child a Reader Program Funds for the Early
Language, Literary and Numeracy Program: Professional Development Component.
In line with Item four of former President Duterte’s Sustainable Development Goals (SDG), which
focuses on ensuring inclusive and equitable quality education and promote life long learning
opportunities for all, the Department of Education (Dep Ed) remains Steadfast in Strengthening its
reading program though the implementation of the Early Language, Literacy, and Numeracy Program
and delivering quality education among Filipino learners. 2. The program’s purpose is to develop in
Filipino Children literacy and numeracy Skills and attitudes that will contribute to life long learning. With
this, the Department’s goal is to improve the literacy and numeracy skills of kindergarten to Grade 3
learners following the K to 12 Basic Education curriculum by establishing a sustainable and cost-
effective professional development system for teachers. 3. In this connection, the Guidelines on the
Utilization of the 2016 Every Child a Reader Program ( ECARP) Funds for the Early Language, Literary,
and Numeracy, Program: Professional Development Component described in DepEd Order No. 12, S.
2015 entitled Guidelines on the Early Language, Literary,and Numeracy: Professional. Development
Component.

The idea of having a reading intervention is very timely Through the effort with the School
Administrator’s Supervision, this research will be able to provide a research-based solution to the
problem in reading. Setting up a reading intervention is not difficult and not even accessible. There are
exiting reading Strategies, techniques especially built for the struggling readers. The concept will be in
school using different classroom activities starting from the diagnostic assessments on Reading,
Management of the Reading Profiles of the students in Del Carmen National High School, and research-
based activities to none the skills of the students to read especially designed for struggling readers. If we
are going to scrutinize the underpinning issue of reading, we can say that it is essential to take the
necessary actions.

A lack of Comprehension frequently leads to additional problems for youngsters. Ocampo (1997)
determined that students with poor reading skills often have lower self-esteem, encounter more
disciplinary difficulties, and are less likely to graduate than more adept readers. Oral fluency and reading
comprehension are the targets skills of the reading laboratory. Students will be trained on how to
develop their fluency in reading and their reading comprehension. The exemplification above is the
reality in different public school. This Study will help the classroom teachers to enhance the learning
capacity of the learners, Reading is a vital to for learning across all subjects in Junior High School.

Reading intervention is not now in the contemporary world of education. This study is a classroom-
based intervention and the modification of other existing reading intervention provided with critical
pedagogues to formulate a specific solution to the present in the researcher’s context. This