ENHANCING READING PERFORMANCE THROUGH STRATEGIC

HOME-BASED READING INSTRUCTION

An Action Research Submitted to the Schools Division

Research Committee (SDRC)

MAGIE M. RONQUILLO

CRYSTAL C. BADAYOS

NATIPER A. BAÑADOS

Vallehermoso Elementary School

Carmen 2 District

November 2022
 Abstract

ENHANCING READING PERFORMANCE THROUGH STRATEGIC

HOME-BASED READING INSTRUCTION

Natiper A. Bañados
natiper.banados01@deped.gov.ph
Crystal C. Badayos
crystal.badayos@deped.gov.ph
Magie M. Ronquillo
magie.ronquillo001@deped.gov.ph

Reading is a fundamental skill in everyday life. People start to read at a young age through
pictures and signages. And in as early as grade one, learners are already taught in school to pair
letter sounds to be able to read syllables then words. However, due to the pandemic brought by
Covid-19, face-to-face classes were suspended and these learners had to learn to read at home
with their parents and guardians as teachers. Based on the result of EGRA pre-test to Grade one
learners of Vallehermoso Elementary School of the school year 2021-2022, 5 out of 15 learners
were identified as non-readers. To solve this problem, the researchers initiated an intervention
employing Strategic Home-Based Reading Instruction as a strategy to enhance the reading
performance of these identified non- readers. In the implementation of the reading strategy, these
learners were exposed to a home-based instruction through audio and video lessons and printed
materials. This research study aims to determine the effectiveness of the above-mentioned
strategy in improving the reading performance of these Grade one learners particularly the five
identified non-readers. The result of EGRA pre-test was used as the baseline and through
Incomplete Sampling Method, the participants were identified. The data gathered were
analyzed and result showed that there was an improvement in the reading skills of the identified
non-readers after the implementation period. This indicates that the Strategic Home-Based
Reding Instruction is effective in improving the reading performance of the participants.
Therefore, recommendations for the application of this reading strategy were made.

Keywords: Strategic Home-Based Reading Instruction, audio and video lessons,

reading performance

ii
 Acknowledgments

The researchers humbly express their gratitude to everyone who extended their

assistance and participation for the accomplishment of the study. Their contributions are

gratefully acknowledged.

First of all, to Almighty God for His never-ending blessing and guidance

throughout the process, for providing the researchers their strengths and determination to

complete the study successfully.

Dr. Bianito A. Dagatan, CESO V, Schools Division Superintendent of the

Division of Bohol, for his encouragement and support.

Dr. Danilo G. Gudelosao, Assistant Schools Division Superintendent and

Chairman of SDO Research Committee, for the acceptance ang approval for

implementation of the research proposal.

Dr. Amelia L. Cortidor, SEPS/ Research Coordinator, for her inputs and support

especially during AR-KATA sessions.

Dr. Diodora R. Gabito, Research TWG/Facilitator, for her knowledge and

valuable critique for the modification and enhancement of the study.

Mrs. Mildred P. Buga, PSDS- Carmen 2 District, for her encouragement and

follow up for the completion of the study.

Vallehermoso ES teaching force for their assistance especially in making the

intervention materials.

To all the people not mentioned who in one way or another shared their support

either morally, financially, and physically.

The Researchers

iii
 TABLE OF CONTENTS

TITLE PAGE………………………………………………………………………. i

ABSTRACT……………………………………………………………………….. ii

ACKNOWLEDGEMENT…………………………………………………………. iii

TABLE OF CONTENTS………………………………………………………….. iv

LIST OF TABLES ………………..………………………………………………. vi

LIST OF FIGURES ………………..………..……………………………………. vii

CHAPTER 1 - INTRODUCTION………………………………………………… 1

Context and Rationale……………………………………………………... 1

Action Research Question…………………………………………………. 3

Strategy……………………………………………………………………. 3

Pre-Implementation………………………………………………... 4

Implementation……………………………………………………. 4

Post- Implementation……………………………………………… 5

CHAPTER 2 – ACTION RESEARCH METHODS………………………………. 6

Participants………………………………………………………………… 6

Data Gathering Methods…………………………………………………… 6

Data Analysis……………………………………………………………… 7

Ethical Considerations…………………………………………………….. 8

CHAPTER 3 – DISCUSSION OF RESULTS AND REFLECTION…………….. 9

Results……………………………………………………………………... 9

Reflection………………………………………………………………….. 10

Recommendations……………………………………………………….. 11

iv
CHAPTER 4 – ACTION RESEARCH WORKPLAN……………………………. 12

Rationale…………………………………………………………………… 12

Objective………………………………………………………………….... 12

Implementation Scheme……………………………………………………. 13

REFERENCES……………………………………………………………………. 14

APPENDICES……………………………………………………………………... 15

A. Transmittal Letter

B. Research Instrument

C. Application Form and Endorsement of Immediate Supervisor

of the Proponents

D. Declaration of Anti-Plagiarism

E. Declaration of Absence of Conflict of Interest

F. Research Proponent’s Profile

G. Certification of Action Research Implementation

H. Dissemination and Utilization Report

I. Financial Report

J. Pictorials

v
 LIST OF TABLES

Table

1. Implementation Scheme …………………………………………………. 13

vi
 LIST OF FIGURES

Figure

1. Learners’ percentage who passed in each EGRA component

in pre-test. ……………………………………………………………….. 9

2. Learners’ percentage who passed in each EGRA component

in post-test. ………………………………………………………………. 10

vii
 Chapter 1

INTRODUCTION

Context and Rationale

Reading is an important skill because it is always applied in any situation as an

individual works in today's society, like taking duties and obligations in daily activities. It

also promotes logical thinking by making learners visualize, guess, interpret, conclude,

and make decisions. Furthermore, it enables learners to experience new ideas, people, and

events. They can become aware of the most recent developments and advancements in

different fields by reading books, journals, and posts from the internet.

Thus, the ability to read is a fundamental prerequisite for learners to learn as it is

needed for the majority of cognitive tasks in the classroom. As a result, teachers try to

remediate learners to become readers. This is in line to DepEd Order No. 45 s. 2002,

where the Department of Education implements “Every Child A Reader Program”

(ECARP). Furthermore, item five of Former President Aquino’s Ten Point Basic

Education Agenda (2010) states that every child should be a reader by Grade 1. These are

some of the programs conducted to improve the reading skills of learners in school.

However, despite several studies undertaken by teacher-researchers, authors, and

academics, reading still remains a challenge, according to observations. In fact, based on

the DepEd Memorandum No. 173, s.2019 entitled “ Hamon: Bawat Bata Bumabasa”,

there are still many early graders struggling to meet the learning standards in early

language, literacy, and numeracy.

In line with the aforementioned situation, research states that reading problem can

influence learners’ success. Learners who are not competent readers are at risk for
academic, behavioral, social, and emotional difficulties. Those who have reading

disabilities have the potential to be unsuccessful academically and socially (MacInnis,

2004, as cited in Tamor, 2017). As mentioned by Kamille Kay Tamor (2017) in her study

on the reading difficulties of learners in a school in Mindoro, children having difficulty

learning to read by the end of Grade 1 begin to feel less positive about their abilities than

when they started school. These unmotivated learners my cause behavior problems by

attempting to find others in class to play with instead of reading (Gingerich & Adler,

2020).

Moreover, students who have not achieved proficiency in reading by the third

grade are four times more likely not to graduate from high school than proficient third

grade readers (Hernandez, 2012, as cited in Rasinski, 2017). Logically, the earlier

learners achieve mastery in the foundational competencies, the more likely that they will

be able to make good progress in comprehension and overall reading achievement in the

early grades and beyond.

Regardless of several strategies conducted to learners to become skilled readers,

the ability to read competently and fluently remains a pressing issue within the

classroom. As such, based on the EGRA pre-test conducted to the Grade 1 class of

Vallehermoso Elementary School, data revealed that there are five or 33% Non-Reader

pupils in Grade 1 for the subject MTB. These identified learners have clear difficulty in

learning the letter sound and name correspondence. Due to this alarming issue, the school

decided to find interventions to solve the problem.

With these indications and in realization to the Department of Education's

mission, Vallehermoso Elementary School needs to enhance the reading performance of

Grade 1 Non-Reader pupils through strategic home-based reading instruction. This will

2
utilize creative reading remediation method such as the use of multimedia devices for

audio and video resources, attractive printed reading materials, teacher-parent close

collaboration and others.

In order to address this pressing issue, careful planning among teachers and

school head is expected, as well as cooperation from stakeholders especially the

respondents’ parents and guardians. This would lead to the implementation of the K to 12

Basic Education curriculum to produce globally competitive graduates, enhancing

reading ability as a must. At the end of implementation Thus, this action research was

conceptualized.

Research Questions

The purpose of this action research was to enhance the reading performance of

Grade 1 learners of Vallehermoso Elementary School, Carmen 2 District, in the School

Year 2021-2022.

Particularly, it strived to answer the following questions:

1. What was the reading performance of the Grade 1 learners before and after the

implementation of Strategic Home-Based Reading Instruction?

2. Was there an improvement in the reading performance of the Grade 1 learners

after using the intervention?

Strategy

In order to enhance the reading performance of the identified non-readers, the

researchers made use of Strategic Home-Based Reading Instruction as an intervention. It

involved creative reading remediation through the use of multimedia, attractive reading
materials from the basic to more complex level, parent- teacher collaboration and others.

Parents played an important role in the said intervention as they were the one to primarily

utilize the intervention materials. The researchers also made sure to constantly monitor

the learners through home visitation and parents’ feedback on their child’s performance.

Pre- Implementation

Prior to the implementation, a meeting with the parents of the non-reader pupils

was called, explaining to them the nature and importance of the study and the significant

role they portray. Given the permit from the IATF to conduct an orientation, they were

oriented on the implementation process specifically on how to properly utilize the reading

materials. These materials were quality assured by the school’s QA team

Here, the resources to be used were also prepared. These comprised the audio and

video files of the letter sounds, words, and phrases, and multimedia devices such as radio

and flash drive. Printed reading materials were produced with varying levels of difficulty.

Implementation

On the implementation period, reading materials were first handed to the parents

who would initially conduct a home-based reading instruction, as instructed during the

meeting. This reading materials started from the lowest level which was about mastering

the letter names and were paired with an audio recording of the corresponding letter

sound. A video file of the letter names and sounds was also provided as an additional

resource for the learners. After that, home visitations were conducted by the teacher in

the middle and the end of the week to assess the progress of the pupils. Parents also

provided feedback on their child’s performance on that week.

 If progress is evident during home visitation, another set of reading materials

would be given. The next set that was distributed were about word syllables, words,

4 paired with audio and video materials. A

phrases, and sentences which were then again

home visitation was still conducted to constantly monitor the learner

Post- Implementation

To see the effectiveness of the intervention applied, an EGRA tool was used after

the duration. Data gathered from the post-test were analyzed and compared to the data

from the pre-test. These were tabulated and graphed to further convey the effectiveness of

the intervention.
 5
Chapter 2

RESEARCH METHODOLOGY

This study utilized the EGRA pre-test result of the Grade 1 learners as the

participants of the study. Specifically, this study focused on the five identified non-reader

learners with the proper utilization of intervention materials during its implementation. A

post test was then conducted and results were compared with the pre- test.

Participants

The study was conducted in Vallehermoso Elementary School. The Grade 1

pupils of the said school were the participants of the study. There were 15 learners in this

class where 6 were male and 9 were female. This class was a heterogeneous group where

the mode of learning was through blended distance learning. They attended kindergarten

class during the previous year and had undergone the Early Childhood Education

Curriculum Program.

The grade 1 pupils were chosen as the participants of the study as it is stated in

the Ten Point Basic Education Agenda (2010) that every child should be a reader by

Grade one. Specifically, this study gave focus to five Grade 1 pupils who were identified

as non-readers based on the result of Early Grade Assessment tool administered prior to

the study.

Data Gathering Procedure

 In this study, data from EGRA pretest were gathered and utilized. The test was

conducted by the class adviser prior to the start of the study. The result of the pretest was

the basis in determining the participants of the study. It showed that there was a need to

conduct a remedial reading instruction to the identified non-reader learners.

After the parents’ orientation on the proper utilization of the reading materials for

the intervention, these five non-reader learners from grade 1 were provided with the

reading resources which were prepared by the school researchers in cooperation with the

grade 1 class adviser. These started from the basic skills such as mastering the letter

names and would be paired with an audio recording of the corresponding letter sound.

These recordings were quality assured by the school’s QA Team. There would be a

development on the difficulty of reading materials given to the respondents from the

basic reading skills to the more complex ones such as reading word syllables, words,

phrases, sentences, and paragraphs. A home visitation was conducted in the middle and at

the end of the week to monitor the respondents.

To identify the improvement in the reading performance of these learners, a post

test was conducted with the aid of the EGRA tool. The result of the post test was

analyzed and compared to the pre-test. The result was used as basis for further actions to

be conducted.

Data Analysis

The EGRA tool comprises seven components from Component A to G, where

Component A is about Listening Knowledge, B is Letter sound Knowledge, C is

Alphabet knowledge, D is Phonemic Awareness, E is Familiar Word Reading, F is Non-

Word Reading, and G is Oral Reading Passage. In EGRA pre-test, learners must pass
Components A to F to be considered as a reader . Meanwhile, in the post test learners

must pass all the components to be considered as readers.

The result of the EGRA pre-test and post-test were tabulated, analyzed, and

compared. This served as the main measure of how effective the reading intervention is

and how much the respondents have improved over the period of intervention.

Ethical Considerations

Parental Consent. It is made clear to the respondents/ participants that their

participation in this study is voluntary and that they are not compelled to participate

should they believe detrimental to their interest. Furthermore, the respondents/

participants will be informed that the research is conducted solely for academic purposes

and the data gathered from them shall be exclusively used for such purpose.

Confidentiality Pledge. The researcher ensures the confidentiality of the gathered

data relative to the personal information of the respondents/ participants of this study and

shall not be disclosed to the public at any cause. This can be guaranteed by the following

activities: The names of the respondents will be replaced by codes. The sheet containing

the name of the respondents shall be removed and be kept or destroyed when no longer

needed for the research. Files containing research data shall be password protected and

encrypted to keep the data safe.

Authorization to Access Private Information. The interest of the respondents or

participants is protected by Republic Act 10173 also known as the Data Privacy Act of

2012, henceforth, any pertinent data or information of the respondents/ participants of

this study shall not be accessed, transported, or copied without the approval and consent

of the Regional Research Committee.

 8 3
Chapter

DISCUSSION OF RESULTS AND REFLECTION

Result

After all the needed data were gathered, these were being tabulated and analyzed

which would be the basis for reflections and recommendations. The result of the EGRA

pre-test and post test were being compared and the difference in the performance of the

participants before and after the implementation of reading remediation was evident.

Based on the EGRA pre-test result, there were five learners who subsequently

failed in the different components of the EGRA tool. Thus, these learners failed in the

overall score and were identified as non-readers.

On the other hand, the result of the post- test showed that there was a significant

improvement in the reading performance of the learners especially to the identified five

non-readers who were given strategic intervention plan conducted by the researchers.

There were 15 readers and 0 non-reader in grade 1 from the post test result.

Figure 1. Learners percentage who passed in each EGRA component in pre-test.

 PERCENTAGE OF LEARNERS WHO
PERCENTAGE OF LEARNERS WHO PASSED IN EACH
EGRA COMPONENT

PASSED
120 100
100 87
80 67 73 67 67 67
60
40
20
0

A B C D E F
G
EGRA COMPONENTS

. The figure above shows the percentage of learners who passed in each of the

seven components in the pre- test. It can be interpreted from the graph that there is only

one component where all the learners were able to pass, and that is Component A which

is about Listening Knowledge. For the rest of the components, only around 67 percent of

the students were able to pass.

Figure 2. Learners percentage who passed in each EGRA component in post test.

PERCENTAGE OF LEARNERS WHO PASSED IN EACH EGRA

EGRA COMPONENT
PERCENTAGE OF LEARNERS WHO

120 100 100 100 100 100 100 100

100
80
PASSED

60
40
20
0

A B C D E F G
EGRA COMPONENTS

On the other hand, it can be seen from the second figure that all the learners were

able to pass in each of the components of EGRA in the post test. This proves that the
interventions conducted to 5 non-reader learners effectively improve their reading

performance over the whole implementation period.

Reflection

Based on the data gathered with the implementation of the reading strategy, the

following reflections are crafted:

 Teachers play a very crucial role in the learning development of a child.

 A child learns better with the aid of more innovative instructional materials.

 Reading interventions yield better

10 results when planned and conducted

systematically.

 Constant monitoring and evaluation of a child’s learning is essential to see his/her

learning development and the effectiveness of teaching strategy.

 Hand- in- hand collaboration between teachers and parents better improves child’s

learning development.

Recommendations

From the findings of the study, the research proponents proposed the following

recommendations:

1. This study should be rolled out to other identified non- readers in the lower

grade levels.

2. The strategic home-based reading instruction should be utilized in giving

reading remediation to syllabic and other struggling readers.

 3. Teachers should regularly monitor the progress of their learners while

utilizing the reading remediation plan in order to track how effective the

strategy is.

4. This study should serve as a guide to teachers in crafting other innovative

reading remediation strategies.

Chapter 4
11
ACTION RESEARCH WORKPLAN

In this chapter, the work plan of this study is being presented which includes the
activities performed on the specific target date, the people involved in the activity as well
as the resources needed, the expenses required and the expected outcome in the activity.
This was thoroughly discussed among research proponents, other teachers particularly
those who voluntarily extended assistance, and stakeholders such as the parents of the
participants of this study.

Rationale
Many students at all ages continue to struggle in becoming proficient readers, and
for many, a lack of a strong reading foundation is the cause. Authentic and engaging
foundational instruction can help many students move toward reading proficiency
(Rasinski, 2017). The reading performance of the Grade 1 learners of Vallehermoso
 Elementary School, as shown in the EGRA pretest, showed that there was a need to
conduct interventions to strengthen the foundation of some leaners.
Thus, this study aims to strengthen the reading foundation of the Grade 1 learners
of Vallehermoso Elementary School
.
Objectives

At the end of the implementation period, the following are expected to be

achieved:

1. Gather comprehensive review on the effectiveness of the remediation strategy.

2. Disseminate the result of the study during School-Based LAC Session.

3. Roll out the study other identified non-readers in the lower grade levels.

Implementation Scheme

Table 1. Implementation Scheme

Activities Target Persons Resources Budgetary Expected
Date Involved Needed Requirements Outcome
Pre-
Implementation October, Teacher, laptop, Php 271.00 EGRA pre-
1. Conduct 2021 leaners, printer, for bond test result
EGRA to Grade parents EGRA tool paper; Php
1 learners 320 for ink

2. Call Parents November8 researchers, laptop, Php 300.00 Parents

for an orientation -12, 2021 G-1 teacher, projector, for parent oriented on
meeting parents snacks the study
3. search and November researchers, cellphone, Php 100.00 downloaded
download 8- 19, 2021 Grade 1 laptop for load intervention
intervention teacher
materials
materials

4. Craft and print November Researchers, printer, Php 650.00; crafted

intervention 8- 26, 2021 bondpaper,
Grade 1 Php 1,300 intervention
materials teacher colored laminating materials
paper, film;
 laminating
film
Implementation
1. weekly December Grade 1 crafted none distributed
distribution and 2021- April teacher, intervention intervention
implementation , 2022 researchers, materials materials
of intervention learner
materials
Post
Implementation
1. EGRA post April 11- Grade 1 EGRA tool none EGRA post
test to the non- 15, 2022 teacher, test result
readers learner
2. April 18- Researchers EGRA pre none Result
Dissemination of 22, 2022 and post test disseminate
result result d
analysis
3. Roll out to April 25, Researchers, crafted 600 for
non- readers in 2022 class intervention other
other grades onwards advisers, materials expenses
learners

References

Department of Education. (2002, November 11). Reading literacy program in the

elementary schools. https://www.deped.gov.ph/2002/09/11/do-45-s-2002-reading-
literacy-program-in-the -elementary-schools/

Department of Education. (2019, November). Hamon: Bawat Bata Bumabasa (3Bs

Initiative) https://www.deped.gov.ph/2019/11/22/november-22-2019-dm-173-s-
2019-hamon-bawat-bata-bumabasa-3bs-initiative/

Gingerich, J., & Adler, M. (2020). The importance of reading across genres. Kansas
English.

Rasinski, T. (2017). Readers Who Struggle: Why Many Struggle and Modest Proposal
for ImprovingTheir Reading. The Reading Teacher.

Tamor, K. K. (2017). The reading difficulties of grade one pupils in Macotoc ES.
 14

APPENDICES
15