IMPROVING READING PROFICIENCY OF GRADE 10 LEARNERS WITH

READING DIFFICULTIES THOUGH READING REMEDIATION PROGRAM

Presented to the College of Teacher Education

Naga College Foundation, Inc.

An Action Research

In Partial Fulfillment of the Requirements

for the Degree of Secondary Education

Major in English in the subject

Teaching Internship

ALCAYAGA, FERNANDO JOSE T.

ARROYO, JANNAH I.
AVILA, WENDELYN A.
DEL ROSARIO, JULIE D.

April 2023
 ABSTRACT

Many teachers encounter students with reading difficulties due to low reading

proficiency. Nowadays, reading problem is still evident due to various reason and factors. In

this study, the researchers examine the reading proficiency of selected grade 10 learners. A

total of 25 students from five sections participated. The students were identified as needing a

targeted intervention.

This study attempts to determine the Reading Remediation Program (RRP) as

effective way for providing improvement in reading proficiency of grade 10 students from

Basic Education Curriculum (BEC) in Camarines Sur National High School. Reading

proficiency of not mention curriculums such as Science Technology and Engineering (STE),

Sports and Arts (SPS), SPA, and STVL are not included in this research.

This study focuses on the reading speed, fluency, and comprehension as main

variables in identifying proficiency level of the respondents. These variables are believed to

be important for students to realize the level of their reading proficiency which is necessary

for them to improve. Researchers use pre-test and post-test as data gathering tools and results

were indicated in data analysis. Thus, RRP model and strategies for improvement or

development are discussed.

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 ACKNOWLEDGMENT

The completion of this undertaking could not have been possible without the

assistance extended to the researchers. Their contributions are sincerely appreciated and

acknowledged. With these, the researchers would like to express their deepest gratitude to

those people behind the completion of the study, especially to the following individuals:

First and foremost, we would like to thank God for giving us strength each day to

make accomplish our action research and for all the blessings in our life. His love, guidance,

and protection have never failed us. We are deeply grateful for surviving the conduct of

research with stronger faith.

To our whole family who morally, emotionally, and financially supported us for our

research. It wouldn’t have been possible without your support.

To the Dean of the College of Teacher Education, Dr. Onward Ognita, for the

continuous support to research studies growing its purpose among student individuals

To the Area chairpersons: Ma’am Jocelyn Romero, Ma’am Teresita Almoite, and

Ma’am Evelyn Anagao, who assisted us to have sensible action research, thank you for the

knowledge, guidance, and support we need.

To the Camarines Sur National High School Heads for giving us the opportunity to

experience this internship and allowing us to conduct action research.

To our very kind Cooperating Teachers, who tirelessly assisted us with the ideas that

led researchers to come up with this study.

To our respondents who eagerly collaborated with our study. It wouldn't be feasible

without your active participation.

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To all the researchers for their time, effort, and ideas in crafting this study

All in all, I sincerely vow our heads in gratitude and appreciation.

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I. CONTENT AND RATIONALE

Reading plays an essential role in students’ success. Reading for various purposes is a

precursor of students’ efficacy in schools, colleges, and universities. Reading is fundamental

to teaching and learning. It is important to consider the conditions in which the developing

child is necessary to extract and utilize meaning obtained from the text (Clarke, Truelove,

Hulme, & Snowling, 2013).

Reading is a complex process as it involves “sensation, perception, comprehension,

application and integration”. It is the process of making and getting meaning from printed

words and symbols. Reading as a whole, is a means of communication and of information

and ideas.

The goal of reading is to gain information, whether it is what happens to the

characters in a story, or learning about the world. Reading fluency is the speed and accuracy

of decoding words. Reading comprehension is the ability to understand what you are reading.

A student is considered a proficient reader when reading fluency and reading comprehension

are at grade level.

Achieving the proper balance between reading fluency and reading comprehension is

important. Some students who struggle with learning to read will focus more on the

mechanics of reading (decoding) and miss comprehending what they are reading. Other

students can easily understand what they are reading even though they struggle with

decoding.

According to Senator Sherwin Gatchalian in his speech amid the celebration of

National Book WEEK from November 24 to 30, 2023 “The government should prioritize

programs and interventions that would improve Filipino learners’ proficiency in reading” The

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senator also recalled that even before the COVID-19 pandemic struck, international large-

scale assessments showed that the country’s learners were already struggling to meet the

minimum required proficiency in reading.

In the 2018 Program for International Student Assessment (PISA), the Philippines

scored lowest in Reading out of 79 countries that participated. Results of the PISA further

showed that only one out of five Filipino learners aged 15 achieved at least the minimum

proficiency level in Overall Reading Literacy.

Results of the 2019 Southeast Asia Primary Learning Metrics, on the other hand,

showed that only 10 percent of the country’s Grade 5 learners achieved the minimum

proficiency at the end of primary education.

Gatchalian, chairman of the Senate Committee on basic education, in Filipino, said,

“Reading is one of the foundations that we must strengthen in our youth and students. Now

we need to focus more on their reading, especially since the pandemic has worsened the

problem in our education sector.”

The students’ experienced difficulties in reading and learning could serve as a basis for a

strategy-based program to be designed for them to have better reading skills. Hence, this

study was conducted to assess the students’ reading profile and perceived challenges in

reading to serve as a basis for schools’ agenda and initiatives for the enrichment of reading

programs.

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II. REVIEW OF RELATED LITERATURE AND STUDIES

This chapter comes out with related literature and studies that the other scholars talk

about Improving Reading Proficiency of Grade 10 learners with difficulties in reading

through reading remediation program. Thus, this chapter will present studies, journals, and

articles that WILL SUPPORT AND STRENGTHEN THE CLAIM OF THE

RESEARCHERS.

RELATED LITERATURE

2.1 Reading Comprehension

2.1.1 Reading Comprehension Definition

According to RAND Reading Study Group, (2014) it has been proven that reading

comprehension is the process of extracting and constructing meaning from print when a

reader interacts with a text for a specific purpose or activity. Furthermore, Perfetti and Hart

(2013) stated that this process boosts word learning by furnishing students with

contextualized uses of new words. Consequently, it requires the readers to have sufficiently

expound orthographic, phonological, and semantic word knowledge. As stated by Pretorius

and Spaull (2016), the learners are not given the foundation of reading at an early age, and

this results in poor comprehension skills.

2.2 Reading Fluency

2.2.1 Reading Fluency Definition

The definition of reading fluency, given by Logdon, A. (2014) a Learning Diability Expert, it

is "the ability to read phrases and sentences smoothly and quickly, while understanding them

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as expressions of complete ideas". Thus, it is the capability of students to read fast and easily

to understand the texts. In order to do that the students must be able to read and comprehend

the words automatically and accurately. According to Wright (2013), Reading fluency is

considered the most important factor to develop students' reading skills. In connection, it does

not only differentiate good readers from poor, but it also indicates the problems concerning to

reading comprehension.

2.3 Reading Proficiency

2.3.1 Reading Proficiency Definition

Reading forms is the foundation for learning. It is not inborn or cannot be learned naturally

from parents or others. As Talley (2017) stated that reading is an essential segment of our

day-to-day societal pursuit. With that being said, effective reading approaches need to be

implemented to teach and improve reading proficiency and to instil the culture of reading in

learners. Moreover, Ercikan et al., (2015) tackled that reading proficiency has a strong

positive correlation with mathematics and science abilities. Also, achieving reading

proficiency through independent reading outside the school environment was found to

positively relate to high school children’s performance on achievement tests. Moreover,

Krawczyk (2017) stated that to compare the proficiency progress and effort of the student to

their peer typically show a high level of interest in their learning.

2.4 Speed Reading

2.4.1 Speed Reading Definition

Speed reading drawn the interest of professionals, teachers, and students as a type of

skilled reading. According to Carpenter, P. and Just, M. (2019), it is a form of rapid reading

that is reputed to increase reading speed by a factor of three to ten without much, if any, loss

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in comprehension. Since speed reading has such widespread appeal and potential pedagogical

importance, it is useful to examine objectively the psychological processes that differentiate

speed reading from normal reading, as well as the degree to which it lives up to its reputation.

Consequently, the readers can increase their reading speed by sacrificing the amount they

understand from a text; faster speed usually implies lessened comprehension, a trade-off.

In addition, the article entitled “Mind Tools Content Team article”, define speed

reading as a process of rapidly recognizing and absorbing phrases or sentences on a page all

at once, rather than identifying individual words. Thus, we likely feel pressure to get through

these details quickly, so that we can make informed decisions.

Moreover, in a blog named Iris Reading, shares that speed reading is about reading

several words per a specified unit of time. Instead of focusing on individual words, speed

readers do word group reading in phrases, sentences, or even lines. In connection, learning

how to speed read enhances the ability to comprehend what have read by engaging both

hemispheres of the brain, optimizing your focus, and improving logical thinking of students.

2.5 Reading Remediation

2.5.1 Reading Remediation Definition

The word-recognition skills of students with identified reading disabilities can be

normalized with effective interventions. However, normalizing the fluency and

comprehension skills of these students has proven extremely difficult. According to Foorman,

B., & Al Otaiba, S. (2018), reading remediation strategy has the potential to improve the

reading proficiency of all learners. Also, foundation phase learners participating in a reading

remediation clinically achieved progress. This was confirmed in the study by Hansen (2016),

that it increased the reading comprehension in average readers. Thus, the majority of the

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participating high school learners advanced one to two text levels and developed skills in

accuracy, comprehension, and fluency.

RELATED STUDIES

Linguistic comprehension in English has been found to explain more variance in

reading comprehension for high school students with reading comprehension difficulties.

According to, Solari, E, (2022) not all English learners have difficulties with reading

comprehension solely as a result of poor English linguistic comprehension. With that being

said, word-level reading difficulties remain an important source of poor performance on

reading comprehension for students.

Low literacy among adolescents and adults worldwide remains a serious problem,

even in economically developed countries. The consequences of low reading proficiency

levels can be harmful in many ways for both the individuals concerned and their communities

in terms of health, political, social and economic outcomes. While large-scale international

assessments do assess reading proficiency, the data they provide for the bottom end of the

scale are still somewhat undifferentiated. What is of particular concern to scholars and

policymakers alike is to better understand the nature of reading difficulties among low-

literate adolescents and adults. Addressing this need, Durda, et al., (2020) presented in their

article a new integrative process model which takes into consideration reader-related, text-

related and task-related factors along different stages of the reading process that can cause

reading difficulties. Thus, this article identifies core difficulty-generating factors, in particular

task and text characteristics relevant in evaluating the difficulty of a reading task and thus in

determining whether low-literate readers can solve it.

In addition, Gedik, et al., (2022) included in their study aim to remediate the reading

difficulties of students having no physical or mental problem but experiencing reading

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difficulties and to develop their skills of reading fluency. For this purpose, the repeated

reading, paired reading, and word repetition techniques were used in the research process.

Consequently, 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.

Furthermore, Thage, E. (2021) argue that the Grade 10 syllabus does not have a

resource to help learners who missed on reading skills in primary school and have difficulty

in reading and comprehending. Therefore, a significant number of learners struggle with

complicated academic literacy tasks they encounter in their content areas and there is limited

time for teaching reading skills.

In response to the challenges, this study initiated the Read to Lead Campaign to

promote the culture of reading in schools by introducing reading clubs and a Drop All and

Read campaign which promotes reading for 30 minutes at least once a week. These initiatives

are aimed at igniting the passion for reading and inculcating a reading culture, turning

learners into proficient readers. The challenge is that the programmes do not address reading

difficulties and promoting reading with understanding. Thus, it explains that the researchers

identified reading remediation as an intervention to address the reading challenges in this

context.

Lastly, Harpine & Pazda (2019) stated in their study that in looking at group

instruction rather than one-on-one tutoring they found that students in the group-centered

intervention group who were subject to hands-on teaching/counseling approach showed

greater improvement than those in one-on-one tutoring. Those in the group-based tutoring

continued to show growth 6-weeks after the 1-weeks intervention.

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III. ACTION RESEARCH QUESTIONS

This study aims to determine the reading proficiency level of Grade 10 learners in

Camarines Sur National High School, school/year 2022-2023. Specifically, this study will

answer the following specific questions:

1.What is the reading proficiency level of Grade 10 slow readers in terms of:

a. Reading speed?

b. Reading fluency?

c. Reading comprehension?

2.What are the strategies to improve and develop the reading proficiency of the students?

IV. ACTION RESEARCH METHODS

Methodology

This chapter embodies the discussion on how the study will be conducted. It presents

the method and procedures to be used in the conduct of the study to enable the researcher to

realize the goal of the study. It includes the methods used, respondents of the study, the

procedure of investigation, data gathering tools and statistical tools used.

Method Used

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 The researchers will utilize the descriptive method of research to evaluate and assess

the reading skills of the Grade 10 student in Camarines Sur National High School. The

descriptive method is a fact-finding method with adequate interpretation dealing with

questions based on the present and current phenomenon. We will use descriptive method to

answer the questions.

a. Participants of the Study

The participants of the study are the selected 25 grade 10 students with reading

difficulty.

b. Scope and Delimitation

The study is limited only for 25 selected Grade 10 students, particularly from Basic

Education Curriculum (BEC) of Camarines Sur National High School S/Y 2022-2023. The

respondents are selected students from Grade10 Caldera (6), Grade 10 Dela Torre (6), Grade

10 Nepomuceno (5), Grade 10 Kasilag (5), and Grade 10 Abelardo (3). This study focuses on

improving the reading proficiency learners with reading difficulties. Students from other

grade level and other curriculum are excluded.

c. Data Gathering Tools

The researchers will utilize the use of a questionnaire checklist as the researchers’

data gathering technique to acquire the data they needed for the study. The questionnaire

checklist contained questions that correspond to the researchers’ statement of the problem.

Survey. A written set of questions is given to selected learners for the study to collect data

regarding our topic. The survey method will be used to study different learners in the

classroom to compare their progress in reading proficiency. They will be then exposed to the

same reading exercises.

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Observation. Observation will be used to record the facial expression of the student when

taking the reading exercises. This instrument will also be used to assess the behavior of a

student in relation to the reading materials.

Definition of terms

Reading proficiency. Decoding skills that enable learners to read a text and meaning making

skills that enable learners to understand the text.

Reading fluency. The ability to decode words in speed and accurately.

Reading comprehension. The ability to understand what they are reading.

Literacy. The ability to read, write, speak, and listen to communicate effectively.

Reading Assessment. A tool to measure the reading fluency and comprehension of the

learners.

Critical thinking. The ability to evaluate and analyze the text

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 V. DISCUSSION OF RESULT
This section presents the results and the analysis from the data.
Table 1
The students’ scores in Pre-Test (including Speed Test, Fluency Test, and Comprehension Test)
Number of Speed Interpretation Fluency Interpretation Comprehension Interpretation
Student (# of (Mispronounced (Correct
minute) Word/s) Answer)
1 3.47 satisfactory 9 fair 2 fair
2 3.8 satisfactory 6 satisfactory 1 poor
3 4.3 fair 9 fair 1 poor
4 3.7 satisfactory 8 satisfactory 3 satisfactory
5 2.81 good 7 satisfactory 2 fair
6 3.56 satisfactory 9 fair 2 fair
7 2.53 good 6 satisfactory 3 satisfactory
8 3.28 satisfactory 8 satisfactory 2 fair
9 1.44 very good 5 good 2 fair
10 2.0 very good 8 satisfactory 3 satisfactory
11 1.15 very good 4 good 3 satisfactory
12 2.40 good 6 satisfactory 2 fair
13 3.47 satisfactory 6 satisfactory 2 fair
14 3.27 satisfactory 5 good 1 poor
15 4.42 fair 10 fair 0 poor
16 3.27 satisfactory 9 fair 3 satisfactory
17 2.13 good 6 satisfactory 1 poor
18 4.5 fair 11 fair 2 fair
19 3.14 satisfactory 6 satisfactory 3 satisfactory
20 1.09 very good 2 very good 3 satisfactory
21 3.28 satisfactory 9 fair 0 poor
22 4.14 fair 11 fair 2 fair
23 3.6 satisfactory 6 satisfactory 1 poor
24 2.22 good 6 satisfactory 1 poor
25 3.28 satisfactory 7 satisfactory 2 fair

Equivalent Equivalent Equivalent

Speed Test Fluency Test Comprehension Test

1-2 minutes very good 0-2 words very good 5 very good
2.1-3 minutes good 3-5words good 4 good
3.1-4 minutes satisfactory 6-8 words satisfactory 3 satisfactory
4.1-5 minutes fair 9-11 words fair 2 fair
5.1 mins. & more poor 12 words & more poor 0-1 poor
Table 2
The students’ scores in Post-Test (including Speed Test, Fluency Test, and Comprehension
Test)

Number Speed Interpretation Fluency Interpretation Comprehension Interpretation

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of Student (# of (Mispronounced (Correct
minutes) Word/s) Answer)
1 1.27 very good 2 very good 3 satisfactory
2 2.57 good 4 good 4 good
3 3.0 good 3 good 3 satisfactory
4 2.67 good 2 very good 4 good
5 2.4 good 3 good 4 good
6 2.7 good 0 very good 3 satisfactory
7 1.43 very good 0 very good 5 very good
8 2.44 good 0 very good 3 satisfactory
9 1.28 very good 2 very good 5 very good
10 2.0 very good 3 good 4 good
11 1.12 very good 1 very good 5 very good
12 1.23 very good 2 very good 4 good
13 2.51 good 3 good 4 good
14 2.48 good 2 very good 4 good
15 3.8 satisfactory 3 good 3 satisfactory
16 2.16 good 4 good 4 good
17 1.49 very good 0 very good 4 good
18 3.46 satisfactory 4 good 2 fair
19 2.56 good 4 good 4 good
20 58 sec very good 0 very good 5 very good
21 2.14 good 5 good 2 fair
22 3.52 satisfactory 4 good 4 good
23 3.0 good 0 very good 3 satisfactory
24 2.6 good 3 good 3 satisfactory
25 3.5 satisfactory 3 good 2 fair

Equivalent Equivalent Equivalent

Speed Test Fluency Test Comprehension Test

1-2 minutes very good 0-2 words very good 5 very good
2.1-3 minutes good 3-5words good 4 good
3.1-4 minutes satisfactory 6-8 words satisfactory 3 satisfactory
4.1-5 minutes fair 9-11 words fair 2 fair
5.1 mins. & more poor 12 words & more poor 0-1 poor

a. Data Analysis

The two tables show the difference of the scores gained by the respondents in speed

test, fluency test, and comprehension test during pre-test and post-test. The table 1 is the data

from pre-test scores while the table 2 is from post-test.

Using the weighted mean and percentage, the reading survey show that in Pre-Test for

speed test; out of 25 students; 4(16%) are very good; 5(20%) are good; 12(48%) performed
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satisfactorily; 4(16%) are fair; and none performed poorly. Meanwhile in Post-Test for speed

test; out of 25 students, 8(32%) are very good; 13(52%) are good; 4(16%) are satisfactory;

and none got fair and poor score.

For Pre-Test in fluency test, the data shows that; out of 25 students, only 1(4%) is

very good; 3(12%) are good; 13(52%) are satisfactory; 8(32%) are fair; and none for poor

score. Meanwhile in Post-Test for fluency test; 12(48%) out 25 students are very good; and

13(52%) are good.

For Pre-Test in comprehension test; out of 25 students, none (0%) got a very good and

good score; 7(25%) got satisfactory score; 10(40%) are fair; and 8(32%) for poor score. On

the other hand, in the post-test; out of 25, 4(16%) got very good rate; 11(44%) are good;

7(28%) are satisfactory; 3(12%) are fair; and none got poor score.

Using the Paired T-Test statistical tool, the researchers found out that:

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 (calculated from https://www.graphpad.com/quickcalcs/ttest2/)

In speed test, the two-tailed P value equals 0.5048. By conventional criteria, the

difference is considered to be not statistically significant.

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 (calculated from https://www.graphpad.com/quickcalcs/ttest2/)

In fluency test, the two-tailed P value is less than 0.0001. By conventional criteria,

this difference is extremely statistically significant.

(calculated from https://www.graphpad.com/quickcalcs/ttest2/)

In comprehension test, the two-tailed P value is less than 0.0001. By conventional

criteria, this difference is considered to be extremely statistically significant.

b. Reflection

Findings show that reading proficiency of learners with reading difficulty in terms of

speed test increases. However, the result from pre-test and post-test is not statistically

significant, which means the improvement level is not that very high. In view of fluency test,

the difference between pretest and posttest is extremely significant which means the

improvement level is very high. In comprehension test, the data shows that pretest and

posttest is extremely significant, which means the improvement level is also high.

Using the above statistics, the researchers realized that the reading proficiency level

of selected students increase after implementing the Reading Remediation Program.

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Unlocking reading difficulty of students who find hard to read, pronounce word, and do not

even comprehend what they read are the primary goal of tutoring struggling readers.

Furthermore, this study suggests that through RRP, it improve the reading ability of identified

Grade 10 learners with difficulties in reading.

c. Recommendation

Many schools are implementing a model as response to intervention in which

universal screenings identify students who need additional support and supplemental

intervention. Intervention targeted the reading skills in the areas of speed, fluency, and

comprehension. The researchers look forward for the below model as recommendation to

improve the reading skills of learners with reading difficulty:

Day Number of Hours Topic/Focus

Monday 1 ½ hour Phonemic Awareness
Tuesday 1 ½ hour Phonics
Wednesday 1 ½ hour Fluency
Thursday 1 ½ hour Vocabulary
Friday 1 ½ hour Comprehension

The table presents the target timeline, topic, area of focus, number of hours for

weekly remediation; starting with the easiest topic, phonemic awareness focus only on

improving ability to manipulate sounds in words when spoken; next is phonics/word

recognition which focus on the relationship between phonemes and individual letters/group

of letter; next is the reading fluency which focus on improving ability to read a test with

accuracy, speed, and expression; next one is building reading vocabulary; and lastly, the text

comprehension which is the ability to recognize, understand, and interpret what has been

read.

Following this format gives careful attention to five essential components of reading

that will be able teach students how to develop strong decoding ability, build vocabulary

knowledge, and increase comprehension level of classified learners with reading difficulty.

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Additionally, on the basis of result obtained and conclusions drawn from them, the following

are recommended:

 The school administrators must make institutional programs that drive everyone to

gain mastery and proficiency in reading.

 The teacher should give more emphasis in teaching strategies and give them more

practice materials.

 The students must take initiative in practice reading.

 The future researchers may conduct the study at the broader scope or enhance the

study by conducting experimental studies on language programs and effective reading

strategies.

VI. REFERENCES

RAND Reading Study Group. (2014). Reading for understanding: Toward an R&D program

in reading comprehension. Santa Monica, CA: RAND.

Perfetti, C.A., & Hart, L. (2013). The lexical quality hypothesis. In L. Verhoeven, C. Elbro,

& P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). Amsterdam,

Netherlands: John Benjamins.

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Logdon Ann (2014). About Health: What is reading fluency? Retrieved from

http://learningdisabilities.about.com/ od/ glossarng/rdgfl uency .htm

Wright J. (2013). How To: Assess Reading Speed With CBM: Oral Reading Fluency

Passages. Retrieved fromhttp://www.jimwrightonline.com/mixed _ files/lansing _IL/_

Lansing_IL _Aug_ 2013/2 _ CBA _ORF_ Directions.

Ercikan K., Chen M. Y., Lyons-Thomas J., Goodrich S., Sandilands D., Roth W. M., Simon

M. (2015). Role of reading proficiency in assessing mathematics and science learning

for students from English and non-English backgrounds: An international

perspective. International Journal of Testing, 15, 153-175.

Krawczyk, R.M. (2017). Effects of Grading on Student Learning and Alternative Assessment

Strategies. Retrieved from Sophia, the St. Catherine University repository website:

https://sophia.stkate.edu/maed/223

Durda, T., Artelt, C., Lechner, C.M. et al. Proficiency level descriptors for low reading

proficiency: An integrative process model. Int Rev Educ 66, 211–233 (2020).

https://doi.org/10.1007/s11159-020-09834-1

Osman Gedik, Research Assist, Department of Elementary Education, Niğde Ömer

Halisdemir University, ORCID: 0000-0002-6362-7607

Solari, E. et al. (2022), Effectiveness of Interventions for English Learners with Word

Reading Difficulties: A Research Synthesis. Learning Disabilities Research & Practice,

37: 158-174. https://doi.org/10.1111/ldrp.12286

Thage, E. M., Mokgosi, P. N., & Mthembu, J. T. (2021). Exploring the effects of

implementing guided reading approach to enhance the reading proficiency of English

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 second language learners in South Africa. Problems of Education in the 21st Century,

79(6), 971-992. https://doi.org/10.33225/pec/21.79.971

Foorman, B., & Al Otaiba, S. (2018). Reading remediation: State of the art. In K. Pugh & P.

McCardle (Eds.), How children learn to read: Current issues and new directions in the

integration of cognition, neurobiology and genetics of reading and dyslexia research

and practice (pp. 257–274). Psychology Press.

Hansen, K. E. (2016). Guided reading and how it affects reading comprehension in

struggling, middle and high-level readers, Education Masters Paper 360, Fisher Digital

Publications, Saint Fisher College

Pretorius, J., & Spaull, N. (2016). Exploring relationships between oral reading fluency and

reading comprehension amongst English second language reader in South Africa.

https://nicspaull.files. wordpress.com/2011/04/pretorius-spaull-2016-readingand-

writing-esl-orf-and-comprehension.pdf

Talley, L. A. (2017). Best teaching strategies to help struggling readers. Carson-Newman

University.

Carpenter, P. and Just, M. (2019). The Psychology of Reading and Language

Comprehension.

http://www.ccbi.cmu.edu/reprints/Just_Carpenter_Psych-Read-2019_speedreading.pdf

Iris Reading. June 29, 2018 “How to Speed Read for Increased Comprehension”

https://irisreading.com/

Harpine, E. C., & Pazda, A. (2019). Is Group-Centered Better than Classroom Instruction for

Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group

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 Methods. In After-School Programming and Intrinsic Motivation (pp. 29–47).

Springer, Cham.

VII. APPENDICES

a. Letter to Principal

March 29, 2023

JAVIER C. VILLAROSA

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English Teacher
Camarines Sur National High School

Sir:

Greetings!

In partial fulfillment of the requirement in the subject PROF ED 12: Participation and
Teaching Internship, we the undersigned, are conducting action research entitled “The
Integration of Effective Reading Strategies to Improve the Reading Skills in English of Grade
10 Students at Camarines Sur National High School”.

In this connection, may we request you to allow us distribute questionnaires to 20 randomly

selected students in 10-Kasilag and 10-Abelardo sections, scheduled on Tuesday. The time
for Kasilag is 2:30-3:00 pm, after their classes. For Abelardo is 1:00-1:30 pm, before their
classes.

Rest assured that the study is purely academic in nature. Data gathered will be used
objectively and with utmost confidentiality.

We hope this request merits your approval. Thank you very much.

Respectfully yours:

Alcayaga, Fernando Jose T.

Arroyo, Jannah I.
Avila, Wendelyn A.
Del Rosario, Julie D.
Researchers

Noted by:

Jocelyn D. Romero
College Supervisor

March 29, 2023

AMY T. GARCIA
English Teacher
Camarines Sur National High School

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Ma’am:

Greetings!

In partial fulfillment of the requirement in the subject PROF ED 12: Participation and
Teaching Internship, we the undersigned, are conducting action research entitled “The
Integration of Effective Reading Strategies to Improve the Reading Skills in English of Grade
10 Students at Camarines Sur National High School”.

In this connection, may we request you to allow us distribute questionnaires to 20 randomly

selected students in 10-Caldera and 10-Dela Torre sections, scheduled on Wednesday (2:00-
3:00) after their respective classes.

Rest assured that the study is purely academic in nature. Data gathered will be used
objectively and with utmost confidentiality.

We hope this request merits your approval. Thank you very much.

Respectfully yours:

Alcayaga, Fernando Jose T.

Arroyo, Jannah I.
Avila, Wendelyn A.
Del Rosario, Julie D.
Researchers

Noted by:

Jocelyn D. Romero
College Supervisor

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