Utilizing Intensive Reading Activities:

An Intervention to Improve Students’ Reading Comprehension Skills

An Action Research

Presented to the Faculty of the College of Education

Carlos Hilado Memorial State University

Talisay City, Negros Occidental

In Partial Fulfillment

of the Requirements for the Course

Teaching Internship

By

Cayao, Kenneth Dave P.

De Juan, Dianne Sofia B.

Jimenea, Bianca Marie G.

Parreñas, Noegui Christian Charles D.

Presas, Lind Loren P.

Soberano, Cherrie Vehm E.

June 2022
 Approval Sheet

The action research entitled “Utilizing Intensive Reading Activities: An

Intervention to Improve Students’ Reading Comprehension Skills” has been prepared and

submitted by Cayao, De Juan, Jimenea, Parreñas, Presas, and Soberano.

JOHARA LOUISE T. TEMPOROSA, MAEd

Adviser

SHEFHANNIE G. CABANUS, MAEd

Collaborator

Accepted and Approved in partial fulfillment of the requirements for the course

Teaching Internship.

NORALYN S. ESONA, Ph.D.

Dean, College of Education

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 Acknowledgement

First and foremost, we would like to offer our praise and thanks to God, the

Almighty, for the blessings, good health, strength, and wisdom He bestowed upon us to

overcome difficulties through all the stages of our research journey.

Our deepest and sincere gratitude for the guidance, motivation, and support is

extended to the following individuals who, in one way or another, have contributed to the

successful completion of this action research.

To our research adviser, Miss Vanessa Joy Judith, for her intelligent supervision

and words of encouragement in our group chat that never fails to make our days brighter

and better.

To our validators, for their time and effort in examining our research, giving us

brilliant comments and suggestions, and providing us learning opportunities for

improvement.

To our editor and subject specialist, Miss Johara Louise Temporosa, for her

knowledge and expertise in this study has been invaluable to us. Also, we would like to

appreciate her compassion and patience in checking on us and reminding us from time to

time of the requirements we need to accomplish and the deadlines we need to meet.

To our families, for their consideration and undying support financially and

morally throughout the making of the research study. Their unconditional love and faith

in us have been our inspiration.

Lastly, our thanks and appreciation for the entertainment provided by Netflix

when we were clueless and unmotivated.

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 Dedication

This action research is wholeheartedly dedicated to our families and close friends,

who have always been our constant source of support and encouragement throughout our

research journey.

iv
Cayao et al., “Utilizing Intensive Reading Activities: An Intervention to Improve
Students’ Reading Comprehension Skills,” Unpublished Action Research in
Teaching Internship, Carlos Hilado Memorial State University, Talisay City,
Negros Occidental, June 2022

Abstract

This study aims to improve the reading comprehension of students through the utilization

of intensive reading activities. The researchers have decided to use convenience sampling

in the selection of the participants of the study. The participants of the study are selected

Grade 3 students from Bacolod Tay Tung High School who have poor reading

comprehension. The researchers conducted this study during the height of the COVID-19

pandemic; therefore, the interventions were implemented virtually. By employing the

inferential analysis as the data analysis method, the following results were found: 1)

intensive reading effectively improves students’ reading comprehension, and 2) lack of

concentration and having poor self-esteem influence their performances.

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 Table of Contents

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES viii

LIST OF FIGURES ix

LIST OF APPENDICES x

CHAPTER I: CONTEXT AND RATIONALE 1

Background of the Study 1
Context and Research Focus 3
Reflection of Teaching and Learning 4
Research Objective 7

CHAPTER II: METHODOLOGY 8

Research Participants 8
Planning of Research Implementation 8
Data Collection Methods 13
Data Analysis 13
Data Triangulation 15

vi
CHAPTER III: RESULTS AND DISCUSSION 17
Students’ Performance Level 17
Significant Difference in the Performance of the Students in their Pre- 19
Test and Post-Test Results
Challenges Encountered During the Implementation of the Intervention 21
Reflections 23
Suggestions for Future Researchers 24

REFERENCES 25

APPENDICES 28

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 List of Tables

Table Title Page

1 Pre-test and Post-test Performance Level of the Students’ Scores 17

2 t-test Results of the Significant Difference in the Performance of the 19

Students in their Pre-test and Post-test Results

3 Some Noted observations of the Students’ Behaviors during the 21

Application of Intervention

viii
 List of Figures

Figure Title Page

1 Map Showing the Locale of the Study 4

2 Processes and Stages of Action Followed in the Research 8

3 Different Data Sources Used for Data Triangulation Method 15

ix
 List of Appendices

Appendix Title Page

A Letters 29
B Instruments 35
C Raw Data 45
D Statistician’s Results 48
E Certification of Similarity Index 49
F Editor’s Certification 50
G Statistician’s Certification 51
H Evidences for the Conduct of the Study 52
I Curriculum Vitae 59

x
 Chapter I

Context And Rationale

This chapter features the background of the study, the context with research focus,

the reflection of teaching and learning, the research objective, and the research questions.

Background of the Study

Reading is one of the four basic language skills that need to be mastered by

students in order to have competence in the language. In language learning, students are

taught about the associated sounds of each letter, the left-to-right pattern in reading, the

pronunciation of the words, and the sentences' meaning. Classroom reading activities

mostly involve imitating, reciting, and memorizing to improve reading proficiency. Also,

extensive reading is often integrated into the classroom as studies have shown that it can

lead to improvements in vocabulary, writing, motivation, reading identity, speaking,

listening, spelling, grammar, and, of course, reading abilities (Puspandari, 2016).

Moreover, reading is a skill that enriches the students' knowledge and experience of the

language and of the world; hence exposure to a wide variety of literature and sustained

reading could help increase their reading motivation. However, having the ability and

knowledge to perform the mechanics of reading does not guarantee that a student will be

a good reader.

Such activities mentioned above do not promote students' reading comprehension

but rather suppress it. The Partnership for 21st Century Skills (P21) created the

Framework for 21st-century learning, which describes the skills needed to prepare
 2
students for the future (2011), and the four C's of 21st-century skills are critical thinking,

creativity, collaboration, and communication (Stauffer, 2020). In order to prepare good

and competent readers for the 21st century, the cultivation of the student's critical

thinking skills must not be ignored. Utilizing and combining schema theory with

principles of critical thinking is one of the effective ways of enhancing the concept of

reading comprehension (Norris & Phillips, 1987). In order to foster students' reading

comprehension, the classroom reading activities must be reformed into something that

still involves reading but challenges students to practice their critical thinking skills as

well as their creative thinking skills.

One reading method that could strengthen students' vocabulary, language skills as

well as reading comprehension is Intensive Reading. In contrast to Extensive Reading,

which focuses on promoting reading fluency and speed (Walker, 1997), Intensive reading

focuses on accuracy by emphasizing detailed study of vocabulary and grammar. Students

will likely improve achievement with the implementation of guided reading in the

language classroom. Detailed analysis of the reading materials by intensive reading

allows learners to master the language effectively (Mart, 2015). Intensive Reading was

also noted in the study (Benwari & Nemine, 2009) that it made students jot down

important points they come across while reading, which enhances their ability to recall

these points when needed. Students' reading comprehension will be improved through a

sequence of intellectual activities integrated into the English reading course as it allows

students to have innovative and critical ideas.

 3
While there are a lot of reading interventions incorporated in the English language

learning curriculum in the Philippines, no specific studies are conducted about Intensive

Reading as an intervention to improve reading comprehension. English is the second

language of the Philippines, and the lack of research into a reading method that could

improve the proficiency and fluency as well as the reading comprehension in the said

language captures the attention of the researchers. Thus, the researchers saw the need for

this study to find out the effects of Intensive Reading on students' performance in reading

and in academics, the effectiveness of Intensive Reading as an intervention to improve

reading comprehension, and the challenges the students have encountered while

undertaking the said intervention.

Context and Research Focus

The study was conducted in Bacolod City, Negros Occidental. The respondents

were grade 3 students studying at Bacolod Tay Tung High School (BTTHS) for A.Y.

2020–2021. Since there is still a threat from the COVID-19 virus and there is no chance

of having face-to-face interactions with the respondents, the study's implementation and

data gathering procedure was conducted online through the use of video conferencing

apps for the participant observation recordings and through an online survey

administration software for the questionnaires.

In the selection of the research focus, the researchers identified the challenges and

difficulties encountered by the grade 3 students in reading comprehension: (1) difficulty

in understanding long sentences, (2) difficulty in concentration, (3) difficulty in using

reading strategies, (4) vocabulary knowledge, (5) learning disability, (6) lack of interest.
 4
These persisting challenges and difficulties cause the grade 3 students to have poor

reading comprehension. Since this action research aims to improve students’ reading

comprehension skills, the researchers chose to intervene by utilizing intensive reading

activities.

Figure 1

Map Showing the Locale of the Study

Reflection of Teaching and Learning

As a byproduct of the modern COVID-19 outbreak, the academic landscape has

now been drastically altered, including how instruction (online, virtual, or distant

sessions) and Learning (modules and online classes) are carried out. In a traditional

classroom setting, students are actively involved in their learning while also enjoying
 5
each other's company. In this typical classroom setup, Hales and Pratton 2015, stated that

the Connections and activities in this modality have a beneficial effect on students'

accomplishments and Learning. However, this event hindered the long traditional way of

learning.

For instance, the Reading aspects of students (skills, comprehension, and

proficiency) were affected by these changes in the academic environment. "Reading is a

critical aspect for the overall educational growth of learners, issues in the said

competence can impair learners’ ability to master others topics as they progress through

the succeeding grade levels.” (Domingue, 2021).

Typical Interactions such as asking questions and clarifying concepts with the teacher or

vice versa, peer-to-peer interactions such as exchanging ideas about a subject, and

occasionally peer tutoring have now drifted from the usual way of learning, especially

when it comes to teaching reading skills. "Reading serves as a springboard for the

development of academic talents across all disciplines, “It’s a universal key that unlocks

all of the doors. If a child is unable to read properly by the third or fourth grade, they are

unlikely to be able to comprehend the content in future classes." (Domingue, 2021).

The COVID-19 pandemic has influenced many of these learning opportunities,

especially on the side of the Teachers; this pandemic has challenged them to deliver

lessons unconventionally. Modules had now replaced the role of teachers. (Estrada, 2020)

However, they are not sufficient as they cannot suffice all of the knowledge students

need. As a mediator, a critical source of information, and a maker of students' character.

Teachers exert a significant impact on students' performance as one of the school-related

 6
attributing elements (Rand, n.d.), and an educator's significant impact dictates students'

self-perception and technical ability. They are the ones who, furthermore, impart

knowledge to students and affect their knowledge acquisition by encouraging them with

positive comments and recognition.

Anyhow, these approaches were neglected at the height of this phenomenon,

school closures are affecting student learning development, and even employing a home-

based learning curriculum is quite as hard for parents as well. At home, Students rely

heavily on their level of understanding, as even their guardians lack the basic insight to

aid their kids at home. Some parents are unavailable because they are employed. Their

older siblings are also unable to meet their needs, as they have courses to address as well.

The significance of schools in our country during this adversity cannot be overstated, and

yet these remain chronically unopened and not retained to support learners. Amid this

catastrophic event, schools should be open to prevent worse-case scenarios for our future.

All in all, the pandemic has a significant impact on students' learning abilities,

particularly in the reading aspect, as it is an essential skill for the transition of students in

the succeeding years. Shifting from physical to modular classes, the modular approach

may affect students' performance because there are no teachers, no interactions, and no

one to guide the students effectively. These compromise learning and should not be

undertaken lightly, as they may result in future incompetent novices and graduates.
 7
Research Objective

Generally, the main objective of this action research is to aid learners in improving

and enhancing reading comprehension skills through utilizing and employing the

intervention "Intensive reading activities.”

Research Questions

Specifically, this research would like to address the following questions:

1. What is the performance level of the students based on their pretest and post-test

scores?

2. Is there a significant difference between the scores of the students in their pre-test

and post-test results?

3. What are the challenges confronted by the students during the undertaking of the

intervention?
 Chapter II

Methods

This chapter discusses the research participants, the planning of research

implementation, the data collection methods, the data analysis, and the data triangulation

method.

Research Participants

The researchers decided to use convenience sampling in the selection of the

participants of the study. Convenience sampling is considered the easiest method in

nonprobability sampling. This sampling method involves using respondents who are

available or convenient to the researcher.

The researchers’ participants of the study are purposely chosen, there are 4

readers determined who needs ongoing help through reading evaluation program and

therefore selected as respondents in this action research. They are the students from

Bacolod Tay Tung High School who have poor reading comprehension. The researchers

collaborated with the Grade 3 advisers of Bacolod Tay Tung High School in

administering the test and in gathering the data.

Planning of Research Implementation

Figure 2

Processes and Stages of Action Followed in the Research

 9

As shown in Figure 2, this action research has three (3) primary stages of action,

namely: (1) the pre-intervention stage, (2) the intervention stage, and (3) the post-

intervention stage. Each stage has sub-phases that describe the details of the action that

the researchers have taken on a specific stage.

Pre-intervention Stage

The pre-intervention stage discusses the actions that the researchers will take

before the intervention stage.

Planning

Planning is the first phase of the pre-intervention stage. In this phase, the selection

of lessons and respondents are taken into consideration. The researchers decided to focus

on giving intensive reading activities to Grade 3 students. The researchers chose this
 10
activity because they want to identify and improve the reading experience of Grade 3

students who have poor reading comprehension.

Preparation

The reading activities, data collection, and the proposed intervention are

emphasized in the preparation phase. The researchers will prepare Pre and post-test

derived from SRA, PTTs containing different short stories from BTTHS (SRA), and a

rating scale to compute their overall score.

Pre-assessment

In the pre-assessment phase, the researchers will conduct a pre-test to identify the

participants’ level of comprehension. The pre-assessment was conducted last April 01,

2022, through an online platform. The assessment consisted of 20 - item comprehension

questions divided into four different stories. The students were instructed to read and

comprehend each story and later asked by the researchers to answer each comprehension

question, at the same time while being observed by the researchers.

Intervention Stage

The intervention phase is the process of taking action on the strategies and

activities that the researcher planned in the first cycle. The researchers implemented

intensive reading activities for students who have poor reading comprehension skills.
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Application

The intervention was applied after the students were introduced to the intensive

reading activity. The intensive reading activity consisted of 15 reading materials the

students needed to read every day for three weeks. They were given only one reading

material to read and comprehend for one hour every day. During the application of the

intervention, the researchers utilized the zoom and made breakout rooms. Each breakout

room was labeled to the researchers as they were assigned to one student each. The

reading material was presented using a PowerPoint presentation. Before going directly to

the reading material, students were tasked to read aloud a total of 15 words that are

related and can be found in the text to prepare their minds to interact with the reading

material and activate their prior knowledge about the topic. The researchers advised the

students to jot down notes and unfamiliar words as they read for vocabulary building.

Students read the reading material aloud since seeing, reading, and hearing the text helps

improve their grammatical skills. Afterward, they answered the reading comprehension

questions to check their understanding of the content of the reading material. Choices

were provided to assist them in answering and comprehending.

Observation

During the first week of the intervention, the researchers observed that most of the

students had no difficulty reading the words but experienced challenges comprehending

and answering the questions, while some had difficulty pronouncing the words but had no

trouble understanding the thought of the reading material and answered the questions

correctly. Researchers assisted the students who experienced difficulties pronouncing the
 12
words after reading the text. In the following weeks of the intervention, progress was

seen in the students in terms of vocabulary knowledge and reading comprehension. There

were a few students who still needed assistance but only in word pronunciation. Students

showed improvement in their reading comprehension skills as they were able to process

ideas and understand the details presented in the text with no difficulty.

Post-Intervention

The post-intervention phase is where the researchers analyzed the data gathered to

determine the impact of the interventions they implemented. The researchers will conduct

a post-assessment and an evaluation to see if there are any improvements in the students'

level of reading comprehension.

Post-assessment

The post-assessment phase happened three weeks after the implementation of the

Intervention (May 29, 2022). The post-assessment was conducted through an online

platform. The assessment consisted of 20 - item comprehension questions divided into

four different stories (the same as the pre-test). The students were instructed to read and

comprehend each story and later asked by the researchers to answer each comprehension

question, at the same time while being observed by the researchers. The goal of this post-

assessment is to evaluate what the students have learned and if the intervention is

effective or not.
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Evaluation

It is critical to evaluate students' pre-and post-tests in order to accurately assess a

participant's level of performance prior to starting and the end of the implementation of

intensive reading activities. As shown in Tables 1 and 2, the level of proficiency tool and

numerical value and Level of Performance (Department of Education Order No. S 2012

and K to Grade 4 English Language Competency 3; Students demonstrate

comprehension) were used to evaluate students' numerical value and verbal interpretation

and level of performance.

Data Collection Methods

The data collection methods that the researchers used in this action research are

reading comprehension questionnaires and participant observation recordings. The

researchers decided to choose a reading comprehension questionnaire because they want

to identify if the participant had poor reading comprehension. Lastly, the researchers

chose participant observation recordings because the researchers also wanted to engage in

the activities of their research participants actively.

Data Analysis

The data analysis method that the researchers employed is inferential analysis.

This approach is used to derive broad conclusions about a large population-based on a

small sample of that population. The inferential analysis helps to suggest explanations for

a situation or phenomenon. It allows you to draw conclusions based on extrapolations and

 14
employs a sampling of members of a large group of people about whom the researchers

are curious.

First, the data are gathered after reading the stories (BTTHS SRA) through

comprehension questionnaires with multiple choices. After gathering the data and

identifying the pre-test and post-test mean, the results of the students' reading

comprehension skills are categorized using the descriptors and levels of performance laid

out by the Department of Education. This was utilized to identify and describe the result

of their pre-post tests through proficiency levels with descriptors:

Descriptors Grading Scale

Beginning 74% below

Developing 75%-79%

Approaching Proficiency 80%-84%

Proficient 85%-89%

Advanced 90% above

Second, the result was then analyzed by a statistician using the t-test. The

collective result was then examined to know whether the intensive reading activities are

effective and helpful to improve the reading comprehension skills of the Grade 3

students. There is a significant difference in the performance of the students in their pre-

test and post-test results. The pre-test has a mean of 7.75 with a standard deviation of

4.25 while the post-test has a mean of 15.25 and a standard deviation of 0.25. The

researchers, therefore, have sufficient evidence to say that there is a statistically

significant difference between the mean pre-test and post-test scores.

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Third, the researchers have conducted observations of the students' behaviors

during the intervention. The majority of the respondents would have the following

behaviors; blank stare on the screen, looking at their side when they're asked to answer a

question, answering back in annoyed tone, crying after finding out that they got the

answer wrong, reading in a very low voice and head-scratching. The behaviors observed

were given an interpretation presented through a table.

Lastly, it was shown in the analyzed results that the majority of the respondents

have improved their reading comprehension skills through the intensive reading

activities.

Data Triangulation Method

Figure 3

Different Data Sources Used for Data Triangulation Method

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Data Source Triangulation was used to generate study findings in this action

research. It entails combining two or more essentially distinct sets of data to arrive at the

same conclusion (Patton, 1999). The researchers' findings, related literature, and

statistical reports on the participants' pre and post-tests were obtained and then combined.

Observations were made when intensive reading activities are utilized. The researchers

interpreted the students' reading comprehension abilities using data from prior studies on

other students' comprehension skills.

 Chapter III

Results and Discussion

This chapter presents the students’ performance level, t-test results of the

significant difference in the performance of the students in their pre-test and post-test

results, the challenges encountered during the implementation of the intervention,

reflections, and the suggestions for future researchers.

Students’ Performance Level

This table presents and discusses the pre-test and post-test performance level of the

students.

Table 1

Pre-test and Post-test Performance Level of the Students’ Scores

Performance Mean Rate Interpretation

Pre-test 38.75 Beginning

Post-test 76.25 Developing

Note: 74% below (Beginning), 75%-79% (Developing), 80%-84% (Approaching

Proficiency), 85%-89% (Proficient), 90% above (Advanced)

As presented in Table 1, students performed at the Beginning (B) level of

proficiency in reading during their pre-assessment, with only a mean rate of 38.75. This

indicates that the majority of them had extremely low scores on their pre-assessment.
 18
As illustrated in Table 1, students' post-intervention performance on their post-

assessment, the mean rate of the learner's scores soared up to 76.25%. It is very high in

comparison to other.

This result is related to the study of Partanen et al. (2019), where students in third

grade were part of a tailored and intense reading program that was administered all

through the school days for an average of 189 hours of training over three months. The

researchers looked at both immediate and long-term outcomes. The performances of

these students were compared to those of two comparison groups, which included poor

readers who got small group support and good readers who did not get any additional

reading instruction or support. A decrease in major reading deficits from 62 percent

before intervention to 35 percent at follow-up was observed in the intensive group both

promptly after the program and one year later. Moreover, baseline reading, spelling,

phonemic awareness, quick naming skills, and reading comprehension were all predictive

of the weak and good readers continued to exist in the third and fourth grades, according

to the results. While this study demonstrates the relevance of a tertiary intense reading

program, it also demonstrates the necessity of ongoing support services.

The emphasis on the ability to comprehend and strategies in elementary school

shifts away from explicit instruction in fundamental reading skills and toward the

development of academic vocabulary. This is especially true for students who struggle to

analyze texts across genres or who have trouble comprehending. (Flynn, Zheng, &

Swanson, 2012)
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Bacolod Tay Tung High School’s principles align with Flynn, as the institution

makes sure that they check their student’s reading proficiency and comprehension skills

every year. In 2022, the 3rd-grade students of Tay Tung mostly had proficient-advanced

scores during the pre-assessment, but there were four students that fell behind in the

Beginning range.

Significant Difference in the Performance of the Students in their Pre-Test and Post-

Test Results

The second objective and purpose of this action research is to deduce the efficacy

of Intensive Reading activities, analysis of t-test: Paired Two Sample means were utilized

to determine if there is a significant difference between the Pre-test and Post-test mean

scores. The same strategy was used in order to determine the reliability of the results.

Table 2

t-test Results of the Significant Difference in the Performance of the Students in their Pre-

test and Post-test Results

Standard
Variables Mean df t-ratio P
Deviation

Pre-test 7.75 4.25 3 -8.66 ** 0.003

Post-test 15.25 0.25

** p <0.01

As shown on Table 2, to identify the significant difference in the performance of

the students in their pre-test and post-test results the researchers had utilized t-Test:
 20
Paired Two Sample for Means. The results show that there is a significant difference in

the pre-test and the post-test scores of the students, (t (3) = -8.66, p<0.01) It shows that

there is sufficient evidence to say that there is a statistically significant difference

between the mean pre-test and post-test scores.

This result is similar to what Cárdenas (2020) presented. His article describes an

experiment that investigated the efficacy of rigorous reading to improve reading

comprehension with a sample of university students in Pasto, Colombia. The participants

were from Pasto State University. A diagnostic test, field observations, and three

different questionnaires were utilized in the first step of the process in order to determine

the requirements of the pupils. To determine the effectiveness of the reading

comprehension tactics, a series of reading tests and sessions were carried out during the

intervention stage of the process. At the stage of evaluation, four tools (reading

examinations, a teacher's journal, students' surveys, and pre-and post-tests) were used to

gather the students' thoughts and state the results. These tools were used to evaluate the

effectiveness of the program. In the conclusion, the findings demonstrate that the reading

comprehension strategies increased students' comprehension. This is due to the fact that it

assisted students in overcoming the challenges they faced prior to the intervention stage.

The effectiveness of a multicomponent reading intervention versus a control

condition on the reading comprehension of teenage pupils with low reading

comprehension (more than 112 standard deviations below normative sample) was also

investigated in Solis, et al., (2015) experimental investigation. Students in ninth grade

were randomly allocated to one of two groups. Reading tutors gave 90-minute lessons
 21
five times every two weeks for a total of 80 sessions. For measures of reading

comprehension and fluency, treatment effects were assessed using a repeated measure of

analysis of covariance. There are no statistically significant changes between the

treatment and comparison circumstances, according to the findings. On the WJ-III PC

and Bridge-IT, repetitive analyses of variance revealed a statistically significant

interaction between treatment condition and decoding ability, with large effect sizes

(p2.16 and.12, respectively), indicating that treatment was selectively beneficial for

students with high decoding skills.

Challenges Encountered During the Implementation of the Intervention

This table shows some of the notable behaviors of the students during the

application of the intervention.

Table 3

Some Noted Observations of the Students’ Behaviors During the Application of Intervention

Observations Interpretation

The student is distracted and is not paying

Blank stare on the screen
attention
They’re being coached by their parents and
Looking at their side when they’re asked to
they look at them when they don’t know
answer a question
the answer
Answers back in an annoyed tone Bored/annoyed by the discussion
Cries after finding out that they got the
Uncomfortable/Shy
answer wrong
Reads in a very low voice Low self-esteem
Head Scratching Have a hard time understanding the text
 22
As the action research happened during the pandemic and online class in the only

option, the researchers also had to utilize the Zoom application in order to meet with the

students during the pre-intervention, intervention, and post-intervention phase. During the

implementation of the intervention, there are challenges that the researchers have

observed that is brought about by the factor that everything was conducted online.

Students that have low scores during the pre-assessment test were seen staring blankly at

the screen when the researchers were making them read or asking them questions. The

context in which the intervention was being carried out contributed to the student's lack

of focus, which was a problem. Students' ability to concentrate can be negatively

impacted when they are exposed to conditions that make it difficult for them to

concentrate and avoid distractions, such as temperatures that are too high or low, levels of

lighting that are too bright or too dim, and so on (Brame & Biel, 2015). Since they are

also in the house with the parent by their side, they can be coached, and the researchers

sometimes won’t know if the answer is actually from the child’s understanding or if

someone else is answering for them.

Table 3 reveals that there is a pattern of expressed behaviors among the students

that led to poor self-esteem and impacted their participation during the session. The

lockdown that occurred because of the epidemic is one probable explanation for why

students have low self-esteem. Students are prevented from interacting with their peers

and friends during the lockdown, which can contribute to feelings of isolation. Previous

studies have demonstrated a significant connection between feeling lonely and having

low self-esteem (Davis et al., 1992). A recent study was carried out in the state of Texas
 23
to investigate how lockdown can lead to low levels of self-esteem. It was found that one

out of every five Texans had issues with their self-esteem (Kingery, 2021). According to

Shore (n.d.), this could have a detrimental impact on a student's performance because it

will make them less motivated to learn new things and participate in-class activities. This

becomes apparent during the process of intervention when students who at first were

reluctant to participate in class are forced to do so. However, as we continued on with our

discussion on the matter, they started to participate and become more engaged.

To summarize everything, the implementation of the intervention is met with two

primary challenges: those posed by external factors and those posed by internal factors.

When we talk about kids' environments, we're referring to the external influences that can

distract them from their schoolwork. On the other hand, internal factors are obstacles that

originate inside the students themselves and prevent them from engaging in class, such as

low levels of self-confidence.

Reflections

The researchers conducted this study during the height of the Covid-19 pandemic,

which had a significant impact on both the way the study was carried out and the results

that it produced. Conducting classes or interventions online is a totally different

experience than doing it face to face. It’s only a good thing that the students who needed

to attend the intervention sessions are privileged with good online facilities and the

internet. It’s also helpful that Bacolod Tay Tung High School provided great

accommodation that allowed the researchers to use their own facilities in order to make

the research easier than it would have been. Finding those students who have low scores
 24
when it comes to reading comprehension was accurately made possible by BTTHS’

system where they conduct an assessment of all their students who need help when it

comes to the said problem.

The problems that were encountered were mostly in the intervention stage, given

the internal and external factors that affected the students’ focus. The materials used for

the intervention were not a problem as well as Bacolod Tay Tung High School provided

the researchers with SRA, which means that the material is relevant to the learners of

today. Despite the obstacles and problems that the researchers encountered, this paper

was able to be completed, and the researchers were able to determine whether or not

utilizing intensive reading activities as an intervention can improve students' reading

comprehension skills.

Suggestions for Future Researchers

Based on the findings and conclusions presented, the following recommendations

were suggested:

1. This study focused on intensive reading activities to improve the students’

reading comprehension. Future researchers may also give focus on the

effect of constant parental guidance on the students’ performance.

2. Future researchers may create 2 sample groups; one with parental

guidance and another without parental supervision.

REFERENCES
 26
References

Benwari, N. N., & Nemine, E.-B. B. (2014, October 06). Intensive Reading as a Study

Habit and Students' Academic Achievement in Economics in Selected Secondary

Schools in Bayelsa State, Nigeria. ERIC (Education Resources Information

Center) Institute of Education Sciences. Retrieved December 16, 2021, from

https://eric.ed.gov/?id=EJ1157755

Andrés, I. C. (2020). Enhancing Reading Comprehension through an Intensive Reading

Approach. HOW, 27(1), 69-82.

Domigue, B. W., Hough, H. J., Lang, D., & Yeatman, J. D. (2021, March 9). PACE –

Changing Patterns of Growth in Oral Reading Fluency During the COVID-19

Pandemic. Policy Analysis for California Education. Retrieved December 8,

2021, from https://edpolicyinca.org/publications/changing-patterns-growth-oral-

reading-fluency-during-covid-19-pandemic

Estrada, L. P. R. (2021, January 12). [OPINION] Are self-learning modules effective?

Rappler. Retrieved December 08, 2021, from

https://www.rappler.com/voices/imho/opinion-are-self-learning-modules-effective

Hales, L. W., & Pratton, J. (2015, January 21). The Effects of Active Participation on

Student Learning. Taylor & Francis Online. Retrieved December 08, 2021, from

https://doi.org/10.1080/00220671.1986.10885679
 27
Mart, C. T. (2015, January). Combining Extensive and Intensive Reading to Reinforce

Language Learning. Research Gate. Retrieved December 16, 2021, from

https://www.researchgate.net/publication/329268348_Combining_Extensive_and

_Intensive_Reading_to_Reinforce_Language_Learning

Puspandari, L. E. (2016, January 27). Extensive Reading as a way to improve students’

English Ability in Shipbuilding Polytechnic. Jurnal Linguistik Terapan. Retrieved

December 15, 2021, from https://jlt-polinema.org/?p=860

Solís, M., Vaughn, S., & Scammacca, N. (2015). The effects of an intensive reading

intervention for ninth graders with very low reading comprehension. Learning

Disabilities Research & Practice, 30(3), 104-113.

Walker, C. (1997, April). A Self Access Extensive Reading Project using Graded Readers

(With particular reference to students of English for academic purposes).

ScholarSpace. Retrieved December 16, 2021, from

https://scholarspace.manoa.hawaii.edu/handle/10125/66952,
APPENDICES
 29
Appendix A1

Letter to the Principal

April 26, 2022

ENGR. PHILIP P. CARPINA

SCHOOL PRINCIPAL

BACOLOD TAY TUNG HIGH SCHOOL

Dear Sir Carpina:

Greetings!

The undersigned are the Fourth Year students of Bachelor of Secondary Education major

in English of Carlos Hilado Memorial State College - Talisay who are currently

conducting action research entitled “Utilizing Intensive Reading Activities: An

Intervention to Improve Students’ Reading Comprehension Skills” in partial

fulfillment of our requirements for our course.

Regarding this, we humbly ask your permission to allow us to conduct action research in

your school as we require the participation of Grade 3 students to be evaluated in the

annual English Reading Evaluation A.Y. 2021-2022 the participants of our study. Rest

assured that all information derived herein will be treated with the utmost confidentiality.
 30
Your response is highly appreciated.

Thank you and more power.

Respectfully yours,

KENNETH DAVE P. CAYAO CHERRIE VEHM E. SOBERANO

DIANNE SOFIA B. DE JUAN NOEGUI CHRISTIAN CHARLES D. PARRENAS

BIANCA MARIE G. JIMENEA LIND LOREN P. PRESAS

Approved by:

ENGR. PHILIP P. CARPINA

SCHOOL PRINCIPAL

BACOLOD TAY TUNG HIGH SCHOOL

 31
Appendix A2

Letter to the Editor

May 4, 2022

Mrs. Johara Louise T. Temporosa

College Instructor
Collge of Education
Carlos Hilado Memorial State University
Talisay City, Negros Occidental

Dear Mrs. Temporosa,

Greetings!

The undersigned are the Fourth Year Bachelor of Secondary Education Major in
English students of Carlos Hilado Memorial State University who are undertaking an
action research entitled UTILIZING INTENSIVE READING ACTIVITIES: AN
INTERVENTION TO IMPROVE STUDENTS’ READING COMPREHENSION
SKILLS.

We are writing to humbly request your service and expertise to serve as our editor
for our action research. We believe that your knowledge and insights will be valuable and
will greatly enrich our work.

Thank you for your consideration and we hope you will be able to fulfill our request.

Thank you and more power.

 32
Respectfully yours,

KENNETH DAVE P. CAYAO CHERRIE VEHM E. SOBERANO

DIANNE SOFIA B. DE JUAN NOEGUI CHRISTIAN D. PARRENAS

BIANCA MARIE G. JIMENEA LIND LOREN P. PRESAS

Noted By:

JOHARA LOUISE T. TEMPOROSA

Internship Instructor
 33
Appendix A3

Letter to the Statistician

April 28, 2022

Mr. John Mil Ella

College Instructor
Collge of Arts and Sciences
Carlos Hilado Memorial State College
Talisay City, Negros Occidental

Dear Mr. Ella,

Greetings!

The undersigned are the Fourth Year Bachelor of Secondary Education Major in
English students of Carlos Hilado Memorial State University who are undertaking action
research entitled UTILIZING INTENSIVE READING ACTIVITIES: AN
INTERVENTION TO IMPROVE STUDENTS’ READING COMPREHENSION
SKILLS.

We are writing to humbly request your service and expertise to serve as our
statistician for our action research. We believe that your knowledge and insights will be
valuable and will greatly enrich our work.

Thank you for your consideration and we hope you will be able to fulfill our request.

Thank you and more power.

 34
Respectfully yours,

KENNETH DAVE P. CAYAO CHERRIE VEHM E. SOBERANO

DIANNE SOFIA B. DE JUAN NOEGUI CHRISTIAN D. PARRENAS

BIANCA MARIE G. JIMENEA LIND LOREN P. PRESAS

Noted By:

JOHARA LOUISE T. TEMPOROSA

Internship Instructor
 35
Appendix B

Research Instrument
36
37
38
39
 40
SRA Reading Program
41
42
43
44
 45
Appendix C

Raw Data

Utilizing Intensive Reading Activities: An Intervention to Improve Students’ Reading

Comprehension Skills

Research Objective
Generally, the main objective of this action research is to aid learners to improve
and enhance reading comprehension skills through utilizing and employing the
intervention "Intensive reading activities.”

Research Questions
Specifically, this research would like to address the following questions:
1. How do Intensive reading activities affect students’ performance in reading?
a. What is the performance level of the students based on their pretest scores?
b. What is the performance level of the students based on their post-test
scores?
2. How effective is the Intensive Reading activities approach in improving students'
reading comprehension?
a. Is there a significant difference between the scores of the students in their
pre-test and post-test?
Ho: There is no significant difference between the pre-test and post-
test scores of the students
Ha: There is a significant difference between the pre-test and post-
test scores of the students
3. What are the challenges confronted by the students during the undertaking of the
intervention?
 46
Grade 3 | S.Y.
2021-2022
Teacher Understands with assistance and sometimes forgets the
CATTLEYA Fernandez, K. NOH
Dianne events in the story.
Super slow in reading. Mispronounced so many words.
Teacher Needs assistance. Takes time in attacking complex
BUTTERCUP Xiao, Y. NOH
Bianca words. Answered 5 questions correctly. Doesn't
observe punctuations.
Teacher Needs assistance when it comes to understanding the
HYACINTH Huang, Y. NOH
Kenneth events and characters in the story.
Slow reader. Doesn't observe punctuations.
Teacher
HYACINTH Calida, H. NOH Mispronounced m
Vehm
any words e.g. said as 'seyd', etc.

Observed
Pre-Test Numerical Observed Level Post-Test Numerical
Name level of
Scores Interpretation of Performance Score Interpretation
performance

TOTAL 20/20 100% 20/20 100%

STUDENT 1 1+0+2+2=5/2 25% NOH 4+3+5+4=15/ 75% AE

0 20

STUDENT 2 2+3+3+2=10/ 50% NOH 5+3+4+4=16/ 80% ME

20 20

STUDENT 3 0+3+3+2=8/2 40% NOH 4+4+4+3= 75% AE

0 15/20

STUDENT 4 2+2+3+2=8/2 40% NOH 4+4+3+4=15/ 75% AE

0 20
 47

Legend:

NOH - Needs Ongoing Help

AE - Approaching Expectations
ME - Meeting Expectations
 48
Appendix D

Statistician Results
 49
Appendix E

Certification of Similarity Index

This is to certify that the generated action research output of Kenneth Dave P.
Cayao, Dianne Sofia B. De Juan, Bianca Marie G. Jimenea, Noegui Christian Charles
D. Parreñas, Lind Loren P. Presas, and Cherrie Vehm E. Soberano with the research
title “Utilizing Intensive Reading Activities: An Intervention to Improve Students’
Reading Comprehension Skills” has gone through Grammarly and Plagiarism Check
with 2% rating.
Attaching herewith is the original copy of the manuscript with the following
comments and findings issued by the Grammarly software.
This certification is issued for whatever legal purpose it may serve them best.
Issued this 14th day of June 2022.

LEAH L. FERNANDEZ, Ph.D.

Director, Research & Development
Services
 50
Appendix F

Editor’s Certification

May 30, 2022

This is to certify that the paper entitled “Utilizing Intensive Reading Activities: An

Intervention to Improve Students’ Reading Comprehension Skills” of Cayao, Kenneth

Dave P., De Juan, Dianne Sofia B., Jimenea, Bianca Marie G., Parreñas, Noegui Christian

Charles D., Presas, Lind Loren P., and Soberano, Cherrie Vehm E. for the Degree Bachelor

of Secondary Education Major in English had satisfactorily passed the criteria for final

reading (grammar and composition), undergone Grammarly/plagiarism checks, and

formatted based on the guidelines set by the College of Education. It must be noted that

the undersigned disclaims content modifications.

JOHARA LOUISE T. TEMPOROSA, MAEd

Editor
 51
Appendix G

Statistician’s Certification

CERTIFICATION

This is to certify that the undergraduate action research of BSED English 4th-year
students entitled “Utilizing Intensive Reading Activities: An Intervention to Improve
Students’ Reading Comprehension Skills” in partial fulfillment of the Teaching
Internship course requirements has been properly completed, reviewed, and statistically
analyzed. This certifies that the data/result undersigned has been consulted in the statistical
treatment and is therefore reliable.

This certification is issued on the day of 8th May 2022 at Carlos Hilado Memorial
State College, Talisay Campus, upon the request of the researchers in compliance with the
requirements of the course.

JOHN MIL ELLA, Ma.Ed

Statistician
 52
Appendix H

Evidences for the Conduct of the Study

53
54
55
56
57
58
 59
Appendix I
Curriculum Vitae

Kenneth Dave Penascosa Cayao

Brgy. 7, Victorias City,
Neg. Occ.
+639480102854
kennethdavecayao@gmail.com

Nickname Kyaw/Noy-noy
Birthday March 10, 1999
Age 23
Nationality Filipino
Religion Catholic
Civil Status Single
Father’s Name Rodolfo R. Cayao
Mother’s Name Lalaine P. Cayao

EDUCATIONAL BACKGROUND
TERTIARY
School Name Carlos Hilado Memorial State University, 2018-2022
Course Bachelor of Secondary Education Major in English
Address Talisay City, Neg. Occ.

SECONDARY (SHS)
School Name Victorias National High School, 2016-2018
Track & Strand Academic - Humanities and Social Sciences
Address Victorias City, Neg. Occ.

SECONDARY (JHS)
School Name Victorias National High School, 2012-2016
Address Victorias City, Neg. Occ.

PRIMARY
School Name Victorias North Elementary School, 2006-2012
Address Victorias City, Neg. Occ.
 60

Dianne Sofia Buenviaje de Juan

Brgy. 14, Victorias City,
Neg. Occ.
+639369075812
diannesofiadejuan526@gmail.com

Nickname Yang
Birthday May 26, 2000
Age 22
Nationality Filipino
Religion Seventh-day Adventist
Civil Status Single
Father’s Name Gilbert L. De Juan
Mother’s Name Florinda B. De Juan

EDUCATIONAL BACKGROUND
TERTIARY
School Name Carlos Hilado Memorial State University, 2018-2022
Course Bachelor of Secondary Education Major in English
Address Talisay City, Neg. Occ.

SECONDARY (SHS)
School Name Colegio de Sta. Ana de Victorias, 2016-2018
Track & Strand Academic - Humanities and Social Sciences
Address Victorias City, Neg. Occ.

SECONDARY (JHS)
School Name Victorias National High School, 2012-2016
Address Victorias City, Neg. Occ.

PRIMARY
School Name Victorias North Elementary School, 2006-2012
Address Victorias City, Neg. Occ.
 61

Bianca Marie Genise Jimenea

Brgy. Granada, Bacolod City, Neg.
Occ.
+639223766834
biancamariejimenea@gmail.com

Nickname Iya
Birthday June 20, 2000
Age 21
Nationality Filipino
Religion Baptist
Civil Status Single
Father’s Name Vicente D. Jimenea, Jr.
Mother’s Name Teenee G. Jimenea

EDUCATIONAL BACKGROUND
TERTIARY
School Name Carlos Hilado Memorial State University, 2018-2022
Course Bachelor of Secondary Education Major in English
Address Talisay City, Neg. Occ.

SECONDARY (SHS)
School Name STI West Negros University, 2016-2018
TVL - Information Technology in Mobile App & Web
Track & Strand
Development
Address Bacolod City, Neg. Occ.

SECONDARY (JHS)
School Name Emiliano Lizares National High School, 2012-2016
Address Brgy. Granada, Bacolod City, Neg. Occ.

PRIMARY
School Name Asuncion L. Lizares Elementary School, 2006-2012
Address Brgy. Granada, Bacolod City, Neg. Occ.
 62

Noegui Christian Charles dela

Pena Parrenas
Brgy. Zone 15, Talisay City,
Neg. Occ.
+639085561813
neoparrenas25@gmail.com

Nickname Neo
Birthday November 11, 1999
Age 22
Nationality Filipino
Religion Born Again Christian
Civil Status Single
Father’s Name Glenn S. Parrenas
Mother’s Name Cherrel D. Sta. Teresa

EDUCATIONAL BACKGROUND
TERTIARY
School Name Carlos Hilado Memorial State University, 2018-2022
Course Bachelor of Secondary Education Major in English
Address Talisay City, Neg. Occ.

SECONDARY (SHS)
School Name University of St. La Salle- Senior High School, 2016-2018
Track & Strand Academic - Science, Technology, Engineering, and Mathematics
Address Bacolod City, Neg. Occ.

SECONDARY (JHS)
Carlos Hilado Memorial State College- Laboratory School,
School Name
2012-2016
Address Talisay City, Neg. Occ.

PRIMARY
School Name Bacolod Evangelical Church Learning Center, 2006-2012
Address Bacolod City, Neg. Occ.
 63

Cherrie Vehm Estales Soberano

Brgy. Felisa, Bacolod City,
Neg. Occ.
+639502948332
vehmvehm2017@gmail.com

Nickname Vehm
Birthday May 5, 1999
Age 23
Nationality Filipino
Religion United Pentecostal Church
Civil Status Single
Father’s Name Danilo V. Soberano
Mother’s Name Ma Elvie E. Soberano

EDUCATIONAL BACKGROUND
TERTIARY
School Name Carlos Hilado Memorial State University, 2018-2022
Course Bachelor of Secondary Education Major in English
Address Talisay City, Neg. Occ.

SECONDARY (SHS)
School Name STI West Negros University, 2016-2018
Track & Strand Academic - Humanities and Social Sciences
Address Bacolod City, Neg. Occ.

SECONDARY (JHS)
School Name Handumanan National High School, 2012-2016
Address Brgy. Handumanan, Bacolod City, Neg. Occ.

PRIMARY
School Name Handumanan Elementary School, 2006-2012
Address Brgy. Handumanan, Bacolod City, Neg. Occ.
 64

Lind Loren Panisa Presas

Brgy. Nanunga, Hinigaran,
Neg. Occ.
+639369452135
lindpresas@gmail.com

Nickname Lind
Birthday September 21, 1999
Age 22
Nationality Filipino
Religion Catholic
Civil Status Single
Father’s Name Plaridel M. Presas, Sr.
Mother’s Name Lynie P. Presas

EDUCATIONAL BACKGROUND
TERTIARY
School Name Carlos Hilado Memorial State University, 2018-present
Course Bachelor of Secondary Education Major in English
Address Talisay City, Neg. Occ.

SECONDARY (SHS)
School Name Hinigaran National High School, 2016-2018
Track & Strand Academic - Humanities and Social Sciences
Address Hinigaran, Neg. Occ.

SECONDARY (JHS)
School Name Hinigaran National High School, 2012-2016
Address Hinigaran, Neg. Occ.

PRIMARY
School Name Sto. Rosario Elementary School, 2006-2012
Address Hinigaran, Neg. Occ.