EPISODE 2: Abstract of a Completed Action Research

Abstract

In this study, it was aimed to remediate the reading difficulties of a fifth-

grade student having no physical or mental problem but experiencing reading
difficulties and to develop his skills of reading fluency. For this purpose, the
repeated reading, paired reading, and word repetition techniques were used in the
research process. In addition, the meaning analysis, word map and vocabulary
notebook techniques were also used due to the positive effect of rich vocabulary
knowledge in remediating reading difficulties and improving skills of reading
fluency. This study was designed as action research, one of the qualitative
research designs, and it was carried out with a fifth-grade primary school student
in Sivas in the spring term of 2018-2019. The Error Analysis Inventory was used
to determine reading errors. In the case study to determine the levels of reading
and comprehension, it was found that the participant was at the level of frustration
in the fifth, fourth and third grade texts, and at the instructional level in the second-
grade text. As a result of the reading, comprehension and vocabulary
development activities, the student's reading motivation, desire and self-
confidence increased, and he started to detect and correct reading aloud mistakes
by himself. It was observed that the participant, who was at the second-grade
instructional level at the beginning, reached the independent level in the text of the
third grade and the instructional level in the text of the fourth grade at the end of
the study lasted for 31 class hours.

Keywords: Reading Difficulty, Reading Fluency, Vocabulary Knowledge, Reading

Levels, Paired Reading, Repetitive Reading.
 EPISODE 4: Abstract of a Completed Action Research

I. TITLE: Reading Difficulty and Development of Fluent Reading Skills: An Action

Research

II. AUTHORS: Hayati Akyolii

Osman Gediki

ABSTRACT:
In this study, it was aimed to remediate the reading difficulties of a fifth-
grade student having no physical or mental problem but experiencing reading
difficulties and to develop his skills of reading fluency. For this purpose, the
repeated reading, paired reading, and word repetition techniques were used in the
research process. In addition, the meaning analysis, word map and vocabulary
notebook techniques were also used due to the positive effect of rich vocabulary
knowledge in remediating reading difficulties and improving skills of reading
fluency. This study was designed as action research, one of the qualitative
research designs, and it was carried out with a fifth-grade primary school student
in Sivas in the spring term of 2018-2019. The Error Analysis Inventory was used
to determine reading errors. In the case study to determine the levels of reading
and comprehension, it was found that the participant was at the level of frustration
in the fifth, fourth and third grade texts, and at the instructional level in the second-
grade text. As a result of the reading, comprehension and vocabulary
development activities, the student's reading motivation, desire and self-
confidence increased, and he started to detect and correct reading aloud mistakes
by himself. It was observed that the participant, who was at the second-grade
instructional level at the beginning, reached the independent level in the text of the
third grade and the instructional level in the text of the fourth grade at the end of
the study lasted for 31 class hours.

Keywords: Reading Difficulty, Reading Fluency, Vocabulary Knowledge, Reading

Levels, Paired Reading, Repetitive Reading.

III. IDENTIFY THE PROBLEM OF THE STUDY

The reading difficulties of a fifth-grade student having no physical or mental

problem but experiencing reading difficulties and to develop his skills of
reading fluency This study aims to close the gap between traditional teaching
approaches and the different learning demands of students in the digital age,
acknowledging the critical role that reading comprehension plays in academic
accomplishment and lifelong learning.
IV. IDENTIFY THE ACTION TAKEN IN THE STUDY
Using a mixed-methods approach, the research design combines quantitative
reading comprehension level tests with qualitative information obtained from
instructor reflections, student interviews, and classroom observations.

The intervention is a multimodal approach that incorporates differentiated

instruction, technology-enhanced learning aids, and cooperative learning
exercises. In order to successfully integrate these tactics and create an engaging,
student-centered learning environment, teachers will get professional
development. Pre- and post-assessments will be used to track improvements in
the reading comprehension skills of the students over the duration of the study,
thereby measuring the success of the intervention.
 EPISODE 6: PORTFOLIO ENTRY

Title: Face to Face Learning Environment

Physical Environment

The face-to-face learning environment is thoughtfully designed to maximize the

use of physical space for teaching. Classrooms are made to be friendly, well-organized,
and helpful places to learn. A good atmosphere is enhanced by well-organized layouts,
comfortable seating arrangements, and enough lighting. Enhancing the physical
environment with interactive whiteboards, visual aids, and instructional displays makes
the area more interesting for both teachers and students.

Psychological Environment

A feeling of personal connection and immediacy define the psychological

environment of in-person instruction. In addition to providing a direct and real learning
experience, the physical presence of classmates and teachers also encourages and
supports students. Real-time feedback is possible in this setting, which opens up
possibilities for elucidation and individualized support. Face-to-face interactions also
make it easier to communicate nonverbally, which includes using body language and
facial expressions, which are vital for interpreting and expressing information. This face-
to-face communication fosters a favorable psychological environment that can improve
motivation, concentration, and general cognitive engagement.

Social Environment

Personal instruction offers a vibrant social milieu that is critical to comprehensive

growth. Colleagues' physical presence promotes interpersonal skill development,
teamwork, and social contact. Peer-to-peer learning opportunities, group activities, and
debates are essential elements of the social environment. In this environment,
friendships and a feeling of belonging frequently flourish, giving kids access to a network
of support. Furthermore, in-person instruction allows for unplanned social encounters
within and outside of the classroom, which promotes a sense of community and
belonging that goes beyond academic endeavors.

To sum up, the in-person learning environment provides a socially dynamic

setting, a psychologically stimulating ambiance, and a well-curated physical area. The
significance of a well-rounded educational experience—one in which the social,
psychological, and physical aspects work together to generate an atmosphere that is
favorable to both successful teaching and learning—is acknowledged by this holistic
approach.

Classroom/Remote Management Plan

(Episode 9)

Philosophical Statement
Every student in our dynamic and inclusive classroom is respected, cherished,
and inspired to realize their greatest potential. We are committed to creating a
welcoming, cooperative environment that supports students' academic and personal
development. By use of stimulating exercises, candid dialogue, and reciprocal regard,
our goal is to establish an environment where students feel encouraged and motivated to
succeed.
Classroom Rules and Procedures
1. Respect
Show attention and kindness to others. Pay close attention to what other
people are saying, and respect different viewpoints.
2. Responsibility
Bring all required materials to class so that you are prepared. Meet
deadlines for assignments and engage fully in class discussions.
3. Punctuality
Make sure you arrive at class on time, and turn in your assignments by the
deadline.
4. Technology
Keep an uncluttered workspace, remain silent when not speaking, and use
technology sensibly for teaching during remote sessions.
5. Communication
Encourage candid dialogue. It is urged of students to clarify things, voice
concerns, and ask questions.
Teacher-Student Relationship
Build a positive and supportive teacher-student relationship by:
1. Giving helpful criticism to promote development.
2. Establishing routine check-ins to attend to each person's needs and issues.
3. Honoring the accomplishments and victories of students.
4. Exhibiting understanding and empathy.
Schedules and Timeframes
1. Class timetables should be communicated in detail, including start and end hours,
breaks, and any scheduled modifications.
2. Sustain a regular schedule to assist students in developing productive study habits.
3. Give a weekly or monthly rundown of the subjects and homework to help in
organizing.

Classroom Structure
1. For various activities, clearly designate physical or virtual classroom locations.
2. To accommodate a range of learning styles, use a variety of instructional techniques.
3. Encourage an environment of cooperation and inclusivity where kids can freely share
their views.
Classroom Safety Rules and Procedures
1. Establish protocols for handling emergencies in both on-site and online learning
environments.
2. It is important to convey safety precautions, such as how to utilize tools and materials
properly.
3. Encourage the creation of a welcoming, safe environment free from harassment,
discrimination, or bullying.
Strategies for Rewards and Consequences
Rewards
- Expressing gratitude orally for a job well done or exemplary conduct.
Acknowledgment in the classroom or on an online forum.
- Little rewards, like an extra break or a pass for schoolwork.
Consequences
- A verbal caution for small violations.
- A time-out or privilege loss for persistent problems.
- Contact between parents and teachers over more pressing issues.
 LESSON PLAN IN HEALTH-OPTIMIZING
PHYSICAL EDUCATION
Grade VIII

I. LEARNING OUTCOMES/OBJECTIVES
Content Standard: The learner demonstrates an understanding of dance in optimizing
one's health; as a requisite for physical activity assessment performance and as a
career opportunity.
Performance Standard: The learner leads dance events with proficiency and
independent pursuit and influences others positively.
Learning Competencies: discusses the nature of the different dances. PEH12FH-Ia-
19

OBJECTIVES:
At the end of the lesson, the students are expected to:

a. discuss the nature of the different Latin ballroom dances;

b. demonstrate the basic skills of Latin dances;
c. manifest appreciation of different Latin ballroom dance.

II. SUBJECT MATTER

Topic: Latin Ballroom

Dance

References: HOPE Module

Materials: Laptop, Speaker

III. PROCEDURE

A. Preliminaries

Prayer (students lead the prayer)

Greetings
Energizer
Checking of Attendance
c. 2 Analysis

 What you have learned about the activity?

 What comes into your mind when you hear the word "dance?"

c. 3 Abstraction
What is Latin ballroom dance?
Latin ballroom dance it refers to a more rhythm-oriented from of dance, in which
the couple’s placing is rather fixed and their moves are more energetic and sharper.
Each of these forms is further divided into several-categories.
Latin ballroom dances include styles include the cha-cha-cha, rumba, jive,
samba, and paso doble. The music for these dances originated from Cuba.
Latin style has movements that are passionate, fiery, and flashy. Latin dances
are generally faster-paced, more sensual and have more rhythmic expression. Latin
dance is typically a partner activity but can also feature groups of couples dancing
together and regularly changing partners.
Watched the basics steps of the 5 dances of Latin ballroom dance.

1. Cha-cha-cha - https://www.youtube.com/watch?v=si3aiGebMFw

2. Rumba - https://www.youtube.com/watch?v=9QN9ioeOK2w

3. Jive - https://www.youtube.com/watch?v=0axclXYBB4k

4. Samba - https://www.youtube.com/watch?v=NbLRpDTqyjw

5. Paso Doble - https://www.youtube.com/watch?v=nN52QECLr2Q

 The teacher will group the class into 5 groups and they will discuss about the
different Latin ballroom dance and let the students share their insight or ideas
at the front of class after the discussion of each group.

c.4 Application

The teacher will group the class into 5 groups and they will pick a one
Latin/ballroom dance and let the students perform the basic skills dance. They can
use their gadgets to search the different Latin ballroom dance. It will present at the
front of class.
 RUBRICS SCOR
E
Creativity 5%

Mastery 10
%
Choreograph 30
y %
Execution 5%

Total:

IV. ASSESSMENT
Instruction: Encircle the correct answer.

1. is a vibrant, flamboyant, and playful dance

a. Jive

b. Samba

c. Cha-cha-cha

d. Paso doble

2. is a ballroom style that originated in the United States from African-American.

a. Rumba

b. Cha-cha-cha

c. Paso Doble

d. Jive

3. is a dance that tells a story of love and passion between strong male
and a coy, teasing woman.

a. Samba

b. Rumba

c. Jive

d. Slow Waltz
 4. is a lively dance modeled after the drama of the Spanish bullfight?

a. Cha-cha-cha

b. Samba

c. Paso Doble

d. Jive

5. The main characteristics of the are rapid steps taken on quarter beats and a
rocking swaying, motion of the dancers.

a. Samba

b. Jive

c. Cha-cha-cha

d. Rumba

V. ASSIGNMENT
Reflection
Instruction: Write a reflection of what you have learned about the different Latin
ballroom dances. (150 words or more than)
 Investigation on Improving Reading Proficiency among Grade 8 Students: An Action

Research

Study Background

Reading proficiency is a critical skill for academic success and future endeavors. However,

a concerning number of Grade 8 students in our school exhibit challenges in reading, potentially

affecting their overall academic achievement. This action research aims to identify effective

strategies for enhancing reading proficiency among Grade 8 students.

Action Research Question

How can targeted interventions improve reading proficiency among Grade 8 students facing

challenges in literacy?

Proposed Innovation

The proposed innovation involves implementing a multifaceted approach to address the

diverse needs of Grade 8 students. This includes personalized tutoring, technology-assisted

learning tools, and the integration of engaging literature to create a comprehensive and tailored

reading improvement program.

Intervention Strategy

In addressing the reading proficiency challenges among Grade 8 students, a multifaceted

intervention strategy has been devised, encompassing personalized tutoring, technology-assisted

learning, and literature integration. Personalized tutoring involves the strategic assignment of

trained tutors to engage in one-on-one sessions with students. This approach is tailored to the

individual needs of each student, focusing on specific reading challenges identified through

assessments. The goal is to provide targeted support that not only addresses immediate

difficulties but also fosters a deeper understanding and appreciation for reading.
 Simultaneously, technology-assisted learning will be introduced as a pivotal component of

the intervention. Interactive software and online platforms specifically designed to enhance

reading skills will be integrated into the curriculum. Through engaging exercises and activities,

students will have the opportunity to interact with technology in a manner that not only captures

their interest but also reinforces key reading concepts. The incorporation of technology aims to

create a dynamic and adaptive learning environment that accommodates diverse learning styles,

ultimately contributing to improved reading proficiency.

Complementing these strategies is the infusion of diverse and captivating reading materials

into the curriculum—a process referred to as literature integration.

 Research Methods

Participants

A carefully chosen sample from the cohort will be picked for the purpose of an action

research project on improving reading competency among Grade 8 students, with an emphasis on

those identified as struggling readers. Pre-intervention exams and teacher evaluations will serve

as the basis for the inclusion criteria in the sample, identifying kids who are having difficulty

developing proficient reading abilities. The study's goal is to identify this particular group of

students so that treatments can be specifically designed to meet the needs and challenges that

these struggling readers face. This focused approach guarantees that the tactics used—such as

technology-assisted learning, literature integration, and personalized tutoring—are precisely

calibrated to offer significant support and promote growth in the reading abilities of Grade 8

students who are struggling with literacy issues.

Data Gathering Methods

In tandem with the multifaceted intervention strategy aimed at enhancing reading

proficiency among Grade 8 students, a comprehensive assessment plan has been devised to

gauge the effectiveness of the implemented interventions. Pre- and post-intervention standardized

reading assessments will serve as a quantitative measure, providing a baseline understanding of

students' reading proficiency levels and allowing for the quantifiable evaluation of improvement

following the intervention period. To complement these quantitative measures, students will be

tasked with maintaining reading logs to record the frequency and types of reading activities

undertaken beyond the classroom setting. This qualitative data will offer valuable insights into

students' independent reading habits and the impact of interventions on their engagement with

literary materials.
 Furthermore, the assessment plan includes teacher and tutor observations, involving

regular monitoring to evaluate students' engagement, progress, and overall response to the

personalized tutoring, technology-assisted learning, and literature integration strategies. These

observations will provide a nuanced understanding of the dynamics at play during intervention

sessions and inform adjustments to the strategies as needed. Finally, student and parent

interviews will be conducted to gather qualitative insights into the broader impact of interventions.

These interviews will delve into students' attitudes toward reading, as well as their overall

academic experiences, allowing for a more holistic understanding of the intervention's influence on

students' perceptions of and proficiency in reading. This multifaceted assessment approach

ensures a comprehensive evaluation of the intervention's impact on Grade 8 students, combining

both quantitative and qualitative data to inform the ongoing improvement of literacy initiatives.

Data Analysis Plan

To assess the impact of the intervention strategies on reading proficiency among Grade 8

students, a dual-method approach will be employed for robust data analysis. Quantitative methods

will be utilized to analyze the pre- and post-intervention assessment data. Statistical analyses will

be applied to measure the magnitude of change in students' reading proficiency levels, providing a

quantitative understanding of the effectiveness of the interventions. This approach allows for the

identification of trends, patterns, and statistical significance, contributing to a comprehensive

evaluation of the quantitative outcomes.

In addition to quantitative analysis, qualitative analysis techniques will be employed,

specifically employing thematic coding for the interview and observation data gathered during the

study.
 Action Research Work Plan

Bridging the Literacy Gap: An Action Research Investigation on Improving Reading

Proficiency among Grade 8 Students

Activities Timeline Outcome

Orientation and Training Train tutors, introduce

technology tools, and align

Week 1 curriculum with literature

integration.

Baseline Assessment Administer pre-intervention

assessments and establish

Week 2 initial reading proficiency

levels.

Intervention Implementation Roll out personalized tutoring,

technology-assisted learning,

Week 3 and literature integration.

Monitor and adjust

interventions as needed.

Post-Intervention Assessment Administer assessments to

Week 4 measure the impact of

 interventions.

Data Analysis and Reporting Analyze data, compile

Week 5 findings, and prepare the final

action research report.

Cost Estimate

Materials Estimated cost

Reading Materials books, e-books, and

educational resources

Stationery and Supplies stationery, notebooks, and

other supplies for both

students and tutors

Plan for Dissemination and Utilization

In the final stages of this action research on improving reading proficiency among Grade 8

students, a crucial aspect involves the dissemination and utilization of the research findings. The

first step entails sharing the results with key stakeholders, including teachers, administrators, and

parents, through targeted presentations and workshops. These sessions will not only

communicate the quantitative and qualitative outcomes of the intervention but will also facilitate a

collaborative discussion on the observed improvements, challenges encountered, and potential

adjustments for sustained success. This dissemination aims to foster a collective understanding of

the intervention's impact and garner valuable feedback from those directly involved in the students'

educational journey.
 Simultaneously, the research findings will be strategically positioned for integration into the

school's literacy improvement policy. By showcasing the success of the multifaceted intervention

strategies, there is an opportunity to propose the incorporation of these effective practices into the

broader framework of the school's literacy initiatives. This step aligns with the overarching goal of

ensuring the sustainability and scalability of the interventions, making them an integral part of the

school's long-term approach to addressing reading challenges among Grade 8 students. Through

this integration, the research not only contributes to immediate improvements but lays the

groundwork for a systemic and enduring impact on literacy education within the school community.
 References

Küçükoğlu, H. (2013, January). Improving Reading Skills Through Effective Reading Strategies.

ResearchGate.

https://www.researchgate.net/publication/257718591_Improving_Reading_Skills_Through_

Effective_Reading_Strategies

Magalong, J. (n.d.). Action Research on Reading Skills. Www.academia.edu.

https://www.academia.edu/10933399/Action_Research_on_Reading_Skills

Rara Diska Nurhana. (2013). IMPROVING STUDENTS’ READING SKILLS THROUGH

INTERACTIVE MULTIMEDIA OF THE 8. https://core.ac.uk/download/pdf/33515646.pdf

 My Initial Research Action Plan

Proposed Title:
Investigation on Improving Reading Proficiency among Grade 8 Students: An Action Research

Identified Problem: The investigation begins with the identification of a clear problem:
there is a significant reading proficiency gap among Grade 8 students. Analyzing the
results of standardized tests and assessments from the classroom reveals a
discrepancy that, if left unchecked, could hinder these children' academic advancement
and overall academic success.

Reflection about the Problem: A thorough analysis of the highlighted issue requires a
multipronged strategy. Initially, a contextual study examines elements including
resource availability, student involvement, teaching approaches, and curricular
alignment. Simultaneously, many stakeholder viewpoints are elicited to gain insights into
the complex nature of the reading proficiency challenge, including those of teachers,
students, parents, and administrators. Furthermore, the Grade 8 student population's
particular areas of weakness and tendencies are shown by data analysis of the metrics
now in use.

Plan of Action: The action plan is created to deal with the identified issue in a
comprehensive manner. The first step is to create a baseline by conducting a thorough
evaluation of reading ability. The curriculum is then reviewed and revised in concert with
curriculum specialists to make sure it is in line with developmental needs. Personalized
interventions are used for kids who perform below averagely, and professional
development for educators becomes essential, emphasizing efficient methods of
teaching reading. Workshops are used to increase parental involvement, and
technology is incorporated to support conventional teaching techniques. A dynamic
system of improvement is created by implementing continuing adjustments through
feedback loops and continuous assessment.
 References

Fisher, D., & Frey, N. (2013). Better learning through structured teaching. Alexandria, Va, Usa

Ascd.

Fisher, D., Frey, N., & Lapp, D. (). Teaching students to read like detectives : comprehending,

analyzing, and discussing text. Solution Tree Press.

Reading, N. (2000). Report of the National Reading Panel : Teaching Children to Read : an

Evidence-based Assessment of the Scientific Research Literature on Reading and Its

Implications for Reading Instruction : Reports of the Subgroups.

 STRENGTHENING READING COMPREHENSION SKILLS THROUGH FLUENCY-ORIENTED
READING INSTRUCTION (FORI)

Heartchel Joy C. Barro

University of Mindanao Digos College
Digos City
hreartcheljoy@gmail.com

Abstract

Students who struggled in reading lacked the necessary skills and attention. This Action Research
determined the efficacy of Fluency-Oriented Reading Instruction (FORI) in strengthening reading
comprehension skills of students in English. It involved the Grade V students who were considered
as struggling readers. Findings revealed that the intervention increased the reading
comprehension skills of the students and even made them as independent readers. They
suggested that teachers from all grade levels should have to adopt FORI and books would be
available at home.

Keywords: comprehension, fluency-oriented reading instruction, struggling readers,

Digos City National High School, Digos City, Philippines
Context and Rationale

One of the biggest problems being faced by the Department of Education is the poor

reading comprehension skills of the students especially in English. It can be noted that it is not

their native language, and thus, many of the student opted not to focus on enhancing their reading

skills (Mohammed, 2018). In the same manner, they are only interested in silent and oral reading.

But never on digging deeper into the contexts of the texts.

In the study conducted by Imam et al. (2014) that students’ performance in reading

comprehension was at low mastery level. Further, it was found out that they poorly performed in

understanding vocabulary in context, noting details, predicting outcome, and in making inferences.

Also, it was noted that this poor performance in reading affected the different learning disciplines.

On the contrary, it was recommended that teachers must have to acknowledge that students have

different strategies of learning (Suson et al., 2020).

Problems relative to the presence of non-readers especially by those who have poor

comprehension skills is still a major problem. Though, the study of Adapon et al. (2020) cited that

CARE for Non-Readers (CRN) was effective, but still those who had taken the 2018 PISA

revealed that they faced difficulty with open response questions which hinted at illiteracy. Adding

to this, there were 76,000 students from Elementary to Senior High school were identified as

struggling or unable to read (Albano, 2021).

Therefore, this action research presented the efficacy of repeated-reading instructional

strategy which is named as Fluency-Oriented Reading Instruction (FORI). This approach involved

the repetition of the same text which was introduced among the English as a Second Language

(ESL). It was evidently potent in leading students to have fluency in reading, accuracy, and

comprehension (Han & Chen, 2010). Indeed, it is an effective strategy that brings students to the

reading texts (Powers, 2007).

 Correspondingly, this study is timely and relevant because of the presence of non-readers

in the class. With the absence of face-to-face classes because of the COVID-19 pandemic

triggered the poor reading skills of students (Schult et al., 2022). Though there were similar

studies conducted (Powers, 2007; Han & Chen, 2010; Guerin & Murphy, 2015; Amin, 2022; Park,

2022), but were conducted in the international settings. Hence, this action research was

conceptualized and conducted.

Action Research Questions

1. How does Fluency-Oriented Reading Instruction (FORI) strengthen reading comprehension

skills of Grade VIII students in English?

2. What can students suggest to further enhance the implementation of Fluency-Oriented

Reading Instruction?

Intervention

Fluency-Oriented Reading Instruction (FORI) is a repeated-reading instructional strategy

which was done among the struggling readers. This was done every afternoon after classes were

conducted. They were met every day for the duration of one hour before they were freed to go

home. Reading materials were given to them where they repeatedly read the contents and answer

the questions that followed. The reading materials contained pictures that would catch the

attention of the struggling readers. Its purpose was to motivate them to continue with their quest to

improve their reading skills especially in comprehension. Pre-test and post-test were given to

determine changes on their performance. To determine the efficacy of the FORI as a remediation

program, each student was given enough time to repeatedly read the texts with the close

supervision of the teacher-researcher.

Action Research Methods

Participants and Data Source

The participants of this action research were chosen using the criterion-based purposive

sampling. There were ten of them who were selected based on the following criteria:
 1. Struggling reader;

2. With basic decoding (reading) skills; and

3. With problem with fluency while reading.

Data Gathering Methods

I followed the protocols in the conduct of this Action Research. First, I designed FORI as an

intervention to be given to struggling Grade VIII students. It explained its rationale and the

processes of the implementation. An evaluation sheet was formulated. Each student was

purposively chosen using the criterion-based sampling.

Since, the participants were underage, a Consent-to-Ascent Form was given to their

parents. They affixed their signature signifying that they gave me the go signal in conducting the

study to their children. The intervention lasted for 4 weeks where it was conducted every day after

their classes. However, prior to this, the objectives of the study were discussed to them

thoroughly.

In the same manner, the ethical standards were observed. The anonymity of the student-

participants was kept confidential. Their names were changed into codes. Moreover, after the

intervention they were interviewed and were asked relative to its efficacy. Also, they suggested for

the improvement of the intervention.

Lastly, the results of the interview were translated to English. Themes were extracted and

discussed thoroughly. Meanwhile, the results were returned to the participants for confirmation.

Token were given to them as a sign of gratitude for the time and efforts they spent.

Data Analysis

Thematic Analysis was done. The transcripts of the interview were translated to English to

achieve universality. I re-read the lines and the responses of the participants before I drew the

themes.

Results and Discussions

Efficacy of Fluency-Oriented Reading Instruction (FORI) in Strengthening Reading

Comprehension Skills of Students in English
 Increased Reading Comprehension Skills. FORI was found to be an essential tool that

helped students in increasing their comprehension skills in English. Prior, to its implementation,

those struggling students could not even understand the meaning of words and phrases. When

they tried to decode its meaning, they translated it, thus it affected the overall meaning and

provided a context that is different from what it should mean.

During the interview, it was shared that:

“I am grateful that we have this kind of program especially for us who have the
difficulties of digging deeper into the meaning of texts. First and foremost, I did not
really have the confidence because I considered myself one of the weakest in the
class. Finally, with this program I am able to develop my skills. It was easy for me
to grasp the contexts and used those words and phrases in speaking and writing.”
(Participant 2)
In addition, the same thought was stated by the participant:

“Prior to the implementation of the intervention, I could hardly understand what I

read. With the repetitive strategy, I was able to appreciate that everything was just
easy. Also, I can say that I am ready to the next ladder of learning.” (Participant 4)
The theme is in consonance with the findings of Park (2022) that repeated reading rate and

comprehension skills of the students. There was a positive correlation between their reading rate

and comprehension as manifested on their posttest. For Han and Chen (2010), they stated that it

improved the students’ fluency in reading, accuracy, and comprehension.

Independent Readers. Because of the implementation of FORI among the students, it made

them as independent readers. They were able to read by themselves even without the intervention

of the teacher. Every day, there were changes on their perceptions and participations relative to

the efficacy of the intervention. Furthermore, the students are able to develop a reading habit

where they showed independence in understanding the texts.

The result was supported by the narrative of the participant, who said that:

“I was glad that I was chosen to participant in the said program. I knew that I
could make it. Now, I can read independently. Unlike before that I really struggled
with the texts.” (Participant 1)
In the same vein,
 “I really appreciated FORI. It enhanced by reading skills. Now, I can easily
understand the meaning of words.” (Participant 5)
Further, it was sustained that:

“For me, the intervention was effective. With the help of the teacher, I can read
even without her.” (Participant 7).
Repeated reading strategy helped students to have the command of the language. Thus,

they can have the deeper understanding of the texts. Eventually, this made them independent

readers where they do not need anymore the help of an adult that will guide them (Soleimani et

al., 2022). Conversely, Guerin and Murphy (2015) concluded that students could uncover the

meaning of texts through strategic reading whereby it increases their levels of self-directed

learning.

Suggestions to Further Enhance the Implementation of Fluency-Oriented Reading

Instruction (FORI)
Involvement of Teachers. Since this intervention was implemented in one grade

alone, it was suggested that teachers in all levels should have to utilize it to their students

who have the same experiences. Reading begins from the lower levels. And thus, any

problems with non-readers can be associated with poor teaching and intervention

strategies of teachers.

One of the participants reiterated that:

“I guess, teachers in all grade levels should have to adopt this
intervention/strategy.” (Participant 6)
In support,

“I want all teachers should implement the said strategy to their students also.
Struggling readers are not only among us but also coming from the lower grades.”
(Participant 9)
It was suggested that without the appropriate guidance, students’ interests in reading will

decrease (Nichols et al., 2009). Teachers’ practical knowledge helped shapes students’ interest

towards reading (Meijer et al., 2001).

Provisions of Reading Materials for Home Reading. It cannot be denied that in order for the

students to love reading is the availability of sufficient reading materials which they could bring at
home. Mostly, these materials are only for the classroom used and were not allowed to be brought

by the students. This suggestion strengthens the importance of reading at home. They can also

share these to their siblings. As such, there are adults at home that would guide them in their

quest for higher learning. It was highlighted during the interview that:

“I want that more books will be available for home reading.” (Participant 1)
“I wish that we will be allowed to bring those books at home where we could
continue enhancing our skills instead of spending our time in playing online
games and watching TV.” (Participant 10)
Students who have struggles in reading need more support from their teachers, peers, and

parents. Homes should have the necessary reading materials which will increase their interest

towards readings. Aside from this, home is where learning begins (Andrés et al., 2010; Oliveira et

al., 2016).

Reflection

Generally, the intervention was found to be effective in strengthening the reading

comprehension skills of the students. As a teacher, I was very happy with the findings of the

intervention. Nevertheless, this will not be made into reality without the participation of the parents

who gave me the consent to conduct this action research to their children.

More importantly, when teachers have the focus and in teaching of reading, I believe that

no one will proceed to the next grade without the necessary skills in reading. Comprehension is

very crucial because without this reading is useless. It is the ticket of the students to bring

themselves to the texts and eventually learn lessons and apply them into their daily lives.

FORI as a strategy opened my horizon as a teacher and a researcher. I can say that if this

will be adopted by my colleagues then, I could expect no difficulties in delivering the lessons.

Knowing that English is used in different disciplines, therefore, it will free them from the bondage

of illiteracy.
 References

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the care for the non-readers (crn) program on Filipino pupils’ reading proficiency. Eternal
(English, Teaching, Learning, and Research Journal), 6(2), 195-218.

Albano, E.C. Jr. (2021, August 24). Non readers in High school. The Daily Tribune.
https://tribune.net.ph/index.php/2021/08/24/non-readers-in-high-school/

Amin, E. A. R. (2022). Using Repeated-Reading and Listening–While-Reading via Text

To-Speech APPs. in Developing Fluency and Comprehension. World Journal of English
Language, 12(1).

Andrés, M. L., Canet-Juric, L., Richard’s, M. M., Introzzi, I., & Urquijo, S. (2010).
Availability of resources and the acquisiton of pre-reading skills in the family context.
Psicologia Escolar e Educacional, 14, 139-148.

Guerin, A., & Murphy, B. (2015). Repeated reading as a method to improve reading
fluency for struggling adolescent readers. Journal of Adolescent & Adult Literacy, 58(7),
551-560.

Han, Z., & Chen, C. L. A. (2010). Repeated-reading-based instructional strategy and

vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a
Foreign Language 22 (2) 242-262.

Imam, O. A., Mastura, M. A., Jamil, H., & Ismail, Z. (2014). Reading comprehension skills
and performance in science among high school students in the Philippines. Asia Pacific
Journal of Educators and Education, 29, 81-94.

Meijer, P. C., Verloop, N., & Beijaard, D. (2001). Similarities and differences in teachers'
practical knowledge about teaching reading comprehension. The journal of educational
research, 94(3), 171-184.

Mohammed, M. H. (2018). Challenges of learning English as a Foreign Language (EFL)

by non-native learners. International Journal of Social Science and Economic Research,
3(4), 1381-1400.

Nichols, W. D., Rupley, W. H., & Rasinski, T. (2008). Fluency in learning to read for
meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1-13

Oliveira, A. G. D., Conceição, M. C. P., Figueiredo, M. R., Campos, J. L. M., Santos, J.

 N., & Martins-Reis, V. D. O. (2016). Association between the performance in reading of
words and the availability of home environment resources. Audiology-Communication
Research, 21

Park, J. (2022). Promoting L2 reading fluency at the tertiary level through timed and
repeated reading. System, 107, 102802.

Powers, L. L. (2007). Repeated Reading to Improve Oral Reading Fluency.

digitalcommons.cwu.edu

Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Did students learn less during
the COVID-19 pandemic? Reading and mathematics competencies before and after the
first pandemic wave. School Effectiveness and School Improvement, 1-20.

Soleimani, H., Mohammaddokht, F., & Fathi, J. (2022). Exploring the effect of assisted
repeated Reading on incidental vocabulary learning and vocabulary learning self-efficacy in
an EFL context. Frontiers in Psychology, 13.

Suson, R., Baratbate, C., Anoos, W., Ermac, E., Aranas, A. C., Malabago, N., ... &
Capuyan, D. (2020). Differentiated Instruction for Basic Reading Comprehension in
Philippine Settings. Universal Journal of Educational Research, 8(9), 3814-3824.
 LESSON PLAN IN MAPEH 8

I.LEARNING OUTCOMES/OBJECTIVES:
Content Standard: Demonstrates understanding of common musical characteristics of the region
as well as unique characteristics of a particular Southeast Asian country.
Performance Standard: performs Southeast Asian songs with appropriate pitch, rhythm,
expression and style.
Learning Competencies: performs music from Southeast Asia with own accompaniment;
MU8SE-Ic-h-7
Objectives:
a. Identify and describe the characteristics of Southeast Asian Music
b. Appreciate the richness of Indonesia's cultural heritage through its music.
c. Perform a simple Southeast Asian Music using basic musical elements
II. SUBJECT MATTER
Topic: Southeast Asian Music
III.PROCEDURE
A. Preliminaries
 Prayer
 Greetings
 Checking of Attendance
 Review
 Motivation
B. Activity
Exploring Southeast Asian Music
Direction: Students will research and analyze the characteristics of Southeast Asian music,
focusing on different countries and their unique styles.
1) Divide students into small groups and assign each group a specific Southeast Asian
country.
2) In their groups, students will research and gather information about the music traditions,
instruments, melodies, rhythms, and cultural context of their assigned country.
 3) Each group will create a presentation or poster summarizing their findings and present it to
the class.

C. Analysis
1. What you have learned about the activity?
2. What comes into your mind when you hear the word "Music"?

D. Abstraction
What is Southeast Asian Music
(Presentation of the topic that I will be discussing for the class and some videos for
examples)
presentation of the topic that I will be
discussing for the class and some videos for
examples
presentation of the topic that I will be
discussing for the class and some videos for
examples
Southeast Asian music is a rich and diverse tapestry of sounds and rhythms that reflect the
cultural, historical, and social diversity of the region. Comprising countries such as Indonesia,
Thailand, Vietnam, Malaysia, and the Philippines, Southeast Asian music encompasses a
wide range of traditional and contemporary genres. Traditional music often involves unique
instruments, intricate rhythms, and melodies that are deeply rooted in the cultural practices
and beliefs of each community.

Here are some of the videos that you must watch:

https://youtu.be/SjcbkaozxXs?si=a0kRBVVcuZHyOCaJ

E. Application
Concept Mapping
Instruction: Students will create a concept map illustrating the connections between Southeast
Asian music, geography, history, social context, and cultural heritage.

F. Assessment

Choose the letter of the correct answer.

1. It usually plays for court ceremonies and theatrical presentations and

made up of percussions and woods instruments?
a. Kulintang
b. Gamelan
c. Pi Phat
2. Which country does the Pin Peat Ensemble belongs?
a. Myanmar
b. Cambodia
c. Thailand
3. It is a traditional ensemble music of Java and Bali in Indonesia, made
up predominantly of percussive instruments.
a. Pin Peat
b. Gamelan
c. Sidaw

VI. Assignment

Group yourselves into 8 and form your own musical ensemble and perform
a two-minutes Southeast Asian folksong using your own indigenous or
recycled instruments. Video record your performance and submit it in our
google drive provided in the group chat. All your video performances will be
presented next meeting
Choose the letter of the correct answer.
1. It usually plays for court ceremonies and theatrical presentations and made up of percussions
and woods instruments?
a. Kulintang b. Gamelan c. Pi Phat
2. Which country does the Pin Peat Ensemble belongs?
a. Myanmar b. Cambodia c. Thailand
3. It is a traditional ensemble music of Java and Bali in Indonesia, made up predominantly of
percussive instruments.
a. Pin Peat b. Gamelan c. Sidaw

VI. Assignment
Group yourselves into 8 and form your own musical ensemble and perform a two-minutes
Southeast Asian folksong using your own indigenous or recycled instruments. Video record
your performance and submit it in our google drive provided in the group chat. All your video
performances will be presented next meeting.
EPISODE 8 ARTIFACTS

Take some snapshots of your routines in the classroom or in remote learning and tell something
about them. You may also write down the procedures you have formulated and explain the reason
for this.

My field study at Digos City National High School, specifically in the volleyball-focused
Special Program in Sports (SPS), gave me important insights into the complex relationship
between teaching and learning. With the assistance of my cooperating teacher, Mrs. Lovella C.
Labayen, I watched and took part in the dynamics of Grade 8 Sections Rosal, Anthurium, and
Lady Slippers. During the observation sessions, which lasted from 1:05 pm to 3:20 pm, I was able
to see how skillfully Mrs. Labayen led volleyball practices. She moved between sections with ease,
demonstrating excellent classroom management, a crucial component of good teaching. The
change in sections, which occurred at precisely 2:35 pm for Rosal and 3:20 pm for Anthurium,
demonstrated a methodical and systematic approach to class scheduling.