SNAKE AND LADDER SIGHT WORDS:

A TOOL IN IMPROVING WORD RECOGNITION OF GRADE 3 LEARNERS

CONTEXT AND RATIONALE

Effective word-recognition strategies permit children to quickly and automatically translate the
letters or spelling patterns of written words into speech sounds so that they can identify words and gain
rapid access to their meanings (Vandervelden & Siegel, 1997). The most consistent and successful way
for children to learn word recognition is to expose them over and over to text that contains these words,
particularly text that is not especially challenging to comprehend. One of the key aspects of teaching
reading is teaching word recognition, both by sight and sound. There are a number of strategies that
teachers can employ to get students to recognize words.

Children nowadays have more time to play than to have their time to read their books. That is
why they are behind when it comes to reading comprehension because recognizing words itself, they
cannot do. One of the major problems encountered by Grade- 2 teachers of Maligaya Elementary School
in reading especially on comprehension is the inability of the pupils to recognize word.

This situation led to the late start of intended lesson for Grade 2 wherein the teacher should
be able to teach on how to recognize the words first. One of the solutions perceived to address this
problem is the conduct of remedial classes with the support of instructional materials. But it does not
satisfy all the needs for the pupils to read. The result of School-Based Reading Assessment of Grade 2
pupils showed that the greatest number of pupils were under the frustration and non-reader level.

As specified by the past three years data on School Based Reading Assessment of the school it
showed that in School Year 2016-2017, out of 51 pupils tested there were 10 non-reader, 18
frustrations, 12 instructional and 11 independents. In School Year2017-2018, out of 41 pupils tested,
there were 5 non-readers, 14 frustrations, 12instructional and 12 independents. Then in School Year
2018-2019, out of 43 pupils tested there were 15 nonreaders, 15 pupil falls under frustration, 6 pupils
instructional and only 7 pupils are under independent level.

This result showed that most of the pupils of Grade 2 in Maligaya Elementary School cannot
read and recognized word. Based on the result of the Pre- Reading Assessment conducted on July
19,2019, out of 51 Grade 2 pupils 21 are nonreaders, 24 are under frustration and 6 is under
instructional level. Therefore 41% of the total pupils failed in word recognition. This means that their
reading level performance is very poor and needs to improved.

ACTION RESEARCH QUESTIONS

This study aims to determine the effectiveness of Sight Words Snake and Ladder Puzzle (SWSLP)
as a tool used to improve pupil’s word recognition of Grade2 pupils at Maligaya Elementary School-Main

1. What is the reading level of Grade II pupils before the implementation of project SWSLP?

2. What is the reading level of Grade II pupils after the implementation of project SWSLP?
 3. Is there a significant difference in the pretest and posttest results before and after the
implementation of the project SWSLP?

With the presented scenario, the researcher opted to create an intervention/tool to improve
the word recognition skills of Grade 2 pupils of Maligaya Elementary School-Main. The intervention will
be named PROJECT SWSLP (Sight Words Snakes and Ladders Puzzle). SWSLP is an intervention that helps
pupils develop their word recognition skills while playing. Sight Words Snakes & Ladders Puzzle is a twist
on the classic Chutes & Ladders board game, incorporating some reading into the game play. The game
gives children many opportunities for sight words repetition, while the board game format keeps it fun
and engaging. This game works best with pupil that are already familiar with the Snakes &Ladders game.
Trying to learn both the game and the words at the same time can be too much, particularly for younger
children. The game is most fun when played in a small group of 2-4 players, but the pupil himself can
also play the game. The game requires just a few basic items: a game board, game pieces, and a die.

PROPOSED INNOVATIONS INTERVENTION AND STRATEGY

To make the Snakes & Ladders board, print out a Snakes & Ladders board and print it on four
sheets of cardstock paper. Trim the edges off the four sheets and tape them together with clear tape.
Using tape allows the board to be folded for easy storage in your sight words file when not in use. Play
the game as you would regularly play Snakes & Ladders. But when the pupil/player moves their game
piece to a new spot, they must read each word along their path in order to progress. If they are unable
to read one of the words, then they stop on that word until their next turn. The pupil begins by placing
their game pieces on the START square. The first player rolls the die and moves forward that number of
spaces. On each space the player needs to say the word written on the space in order to keep moving. If
they don’t know a word or can’t say the word in less than 10 seconds, then their turn stops and we do
a quick correction to help them learn the word. If a pupil/player rolls a number that lands them at the
bottom of a ladder and they get the word correct, they may “climb” to the square at the top of the
ladder. If a pupil/player rolls a number that lands them on the head of a snake, then they “slide” down
to the square at the snake’s tail. The game finishes when all the players get to the FINISH square, with
the first pupil/player to the end being declared the winner. You do not have to roll an exact number to
finish the game. In using SWSLP, the students will be more active in the class especially in reading. They
enjoyed playing the game and at the same time they learned to recognize the word as they roll the dice.
This intervention will be done thrice a week. Monday, Wednesday and Friday during their Remedial
Period at 10:35-11:25 for seven (7) consecutive weeks. Vocabularies build up while playing this game.
Upon completing the intervention program respondents will receive a certificate of recognition for the
most improved pupils.

Researcher believes that providing learners with a reading strategy instruction which focuses on
teaching reading strategies that can help them become strategic readers and inculcate in their young
mind the love for reading as they play as well as to increase the awareness of the pupils on the
importance of reading. The researcher will be the direct implementer and provider for the materials
tobe used in the implementation of the program and the school head is free to monitor and evaluate
the program if it is properly conducted and effective.

Action Research Methods

A. Participants and/or other Sources of Data and Information

The proposed research will be conducted among the Grade II pupils in Maligaya Elementary
School. There will be 45 pupil-respondents, 25 males and 20females who will undergo in this
intervention program which will be conducted during the remedial reading class at exactly 10:35-11:25
in the morning, daily during schooldays.

The data to be utilized in the study is based on the school-Based Reading Pre and Post test
results.

B. Data Gathering Methods

The researcher will use descriptive quantitative method in the conduct of the intervention
program. Varied Activities using sight words for the pre-test and post-test will be used to assess the
word recognition of the pupils. The researcher will utilize the school-Based Reading Assessment to get
the reading profile of the Grade II pupils of Maligaya Elementary School. Sight Words Snakes and
Ladders Puzzle (SWSLP) will be employed to improve the word recognition of the pupils. The result of
the reading pre-test conducted by the researcher will be compared to the result of the post-test. The
researcher will get the difference of the pre-test mean score and post-test mean score to establish
the percentage of increase.

C. Ethical Issues

After the approval of this action research proposal, the proponent willimmediately prepare a
letter of request for the School Principal thru proper channels requesting the conduct of the said
program. A copy of the pretest results will be requested from the reading coordinator for farther
reference. Parents will be informed and asked for their support in the conduct of the intervention by

giving them an agreement form to make some follow-up to their childrens’ progress. This will make

them also realize their role as parents in educating their children and partners in promoting the
academic welfare of
theirchildren. Authors mentioned and publications that were used in the conduct of theresearch study
will be properly acknowledged.

D. Data Analysis Plan

To analyze the pretest and posttest result of the intervention Sight WordsSnakes and Ladders
Puzzle (SWSLP) among the Grade II pupils of MaligayaElementary School. The researcher will tally the
pretest and post test scores and willbe statistically treated using mean and standard deviation.Paired
samples t-test will be employed to know the effectiveness and ifwhether there is a significant difference
in the reading performance of pupils as to thepre-test and posttest in the intervention programOn the
other hand, Eta-squared - will be applied to measure the effect size ofthe differences between the mean
scores of pupils. The data will be tabulated and analyzed using Statistical Package for Social Sciences
(SPSS). Eta squared will alsobe interpreted using

Cohen’s guidelines.

0.20– small effect

0.50 –moderate effect

0.80 and above –large effect

School program Learning outcome

Nutrition month
Teacher’s day
Unit meet
Scouting
Portfolio day
Parents and teachers assembly
DFOT