EMPOWERING LITERACY: NAVIGATING CHALLENGES AND SOLUTIONS FOR

NON-READING STUDENTS

An Undergraduate Classroom Based Action Research

Presented to Faculty of the College of Education

Eastern Visayas State University

Tacloban City

In Partial Requirements for the Degree of

Bachelor of Secondary Education Major in Science

Creer, Alexandra Bianca T.

Juntila, Rinalyn B.

May 202
 CHAPTER I

Abstract

Reading comprehension deficits present serious educational challenges for both teachers and

pupils. This study explores the fundamental causes of reading challenges in kids and offers

practical techniques for help and intervention. It also digs into the complications surrounding

these students. This study looks at a variety of methods and strategies in an effort to highlight the

complexity of literacy challenges and provide teachers with useful advice for developing literacy

abilities in non-reading pupils. By means of an extensive examination of recent studies and

optimal methodologies, this paper aims to furnish interested parties with the understanding and

resources required to tackle the difficulties faced by reluctant readers and foster an environment

of outstanding literacy in learning environments.

Context and Rationale

In today's educational environment, literacy is essential for both lifetime learning and academic

performance. But numerous children face obstacles that prevent them from becoming adept

readers, which hinders their overall growth and academic success. A thorough investigation of

the sociocultural, cognitive, and educational elements that influence non-reading learners’

challenges is necessary to comprehend the context of these students. Educators can learn a great
deal about the various needs of these pupils through investigating this situation and designing

solutions appropriately.

The rationale behind this study lies in the imperative to address the pervasive issue of reading

difficulties and equip educators with evidence-based strategies to support non-reading students

effectively. By elucidating the challenges faced by students who struggle with reading, this

research aims to foster a deeper understanding of their experiences and provide practical

guidance for educators seeking to enhance literacy outcomes. Through a systematic examination

of the context and rationale, this study endeavors to advocate for inclusive practices that

prioritize the literacy needs of all students, ultimately paving the way for improved educational

outcomes and equitable opportunities for success.

CHAPTER II

Literature Review

Non-reading students face numerous challenges in acquiring literacy skills. Catts and Kamhi

(2005) emphasize the critical importance of early identification and intervention to prevent long-

term literacy difficulties. Early intervention programs, such as phonemic awareness and phonics

instruction, have been effective in improving literacy outcomes for all students, including non-

reading students (National Reading Panel, 2000). Socioeconomic status significantly impacts
literacy development, with children from low-income families being particularly vulnerable due

to limited access to educational resources and experiences (Hart & Risley, 1995). Learning

disabilities, such as dyslexia, hinder the ability to decode words, recognize vocabulary, and

comprehend written text (Shaywitz, 1998). Multisensory instruction, such as the Orton-

Gillingham approach, has shown promise in supporting non-reading students, particularly those

with learning disabilities (Moats & Dakin, 2008). Culturally relevant pedagogy, as proposed by

Ladson-Billings (1995), incorporates students' cultural backgrounds and experiences into the

curriculum, enhancing motivation and relevance. Assistive technology, including text-to-speech

software and audiobooks, can bridge the gap for students with reading difficulties (Edyburn,

2006). Snow and Biancarosa (2003) stress the importance of ongoing professional development

for educators in evidence-based literacy instruction. By addressing these challenges and

implementing effective solutions, educators can create an inclusive learning environment where

all students have the opportunity to become literate.

 CHAPTER III

Research Questions

1. What are the primary challenges faced by non-reading students in acquiring literacy

skills?

2. How can early intervention programs be utilized to address the challenges faced by non-

reading students?

3. What is the impact of socioeconomic factors on the literacy development of non-reading

students?

4. How do learning disabilities, such as dyslexia, affect the literacy development of non-

reading students, and what strategies can be implemented to support them?

5. What role does motivation play in empowering literacy among non-reading students, and

how can it be enhanced?

6. How can culturally relevant pedagogy be integrated into literacy instruction to better

engage non-reading students?

7. What are the benefits of using assistive technology in supporting non-reading students,

and how can it be effectively integrated into the classroom?

 8. How can professional development for educators be improved to better address the needs

of non-reading students

CHAPTER IV

Scope and Limitation

This study, titled "Empowering Literacy: Navigating Challenges and Solutions for Non-Reading

Students," focuses on exploring the challenges faced by non-reading students and investigating

potential solutions to empower their literacy. The data collection will be conducted on 1-2

students randomly selected non-reading students at Marasbaras National High School during the

school year 2023-2024, representing the population. The scope of the study includes identifying

challenges such as lack of early intervention, socioeconomic factors, learning disabilities, lack of

motivation, and insufficient teacher training, along with exploring solutions such as early

intervention programs, multisensory instruction, culturally relevant pedagogy, assistive

technology, and professional development for educators.

The results of this study will be applicable only to the respondents and will not be used as a

measure of the effects of literacy challenges for non-reading students who do not belong to the

population of this study. The study will not cover other problems not considered as one of the

stressors and depressants affecting academic performance. The main source of data will be the
questionnaire, limiting the depth of understanding that can be obtained from other sources.

Geographical and temporal limitations apply; the study will be conducted only at Marasbaras

National High School and during the school year 2023-2024. Therefore, the findings may not be

applicable to other schools or other time frames. Additionally, the study will involve 1-2

randomly selected non-reading students from Marasbaras National High School. The findings

may not be entirely representative of the entire student population due to the limited sample size.

By acknowledging these limitations, the study aims to provide valuable insights into

empowering literacy for non-reading students in Marasbaras National High School during the

2023-2024 school year.

CHAPTER V

Research Methodology:

a. Sampling: The sampling method employed in this study will be random sampling. A total of

1-2 students randomly selected non-reading students at Marasbaras National High School

population during the school year 2023-2024. This sample size is considered sufficient to

represent the non-reading student population.

b. Data Collection: Data will be collected through the distribution of questionnaires to the

selected non-reading students. The questionnaire will be designed based on the research

questions and will include both closed and open-ended questions. The questions will cover the

challenges faced by non-reading students in acquiring literacy skills and potential solutions to

empower their literacy. The questionnaire will be administered during school hours, ensuring

maximum participation and completion.

c. Ethical Issues and Plan for Data Analysis: Ethical considerations will be adhered to

throughout the study. Informed consent will be obtained from the participants, and they will be

assured of the confidentiality and anonymity of their responses. The data collected will be coded

to ensure anonymity and confidentiality. Data analysis will involve both quantitative and

qualitative methods. Quantitative data will be analyzed using statistical tools such as mean,

median, and standard deviation, while qualitative data will be analyzed thematically. The

findings will then be interpreted in line with the research questions.

 CHAPTER VI

Timetable Chart (Gantt Chart)

Activities Month 1 Month 2 Month 3 Month 4

Development of research questions ✓

Literature review ✓ ✓

Questionnaire design and pre-testing ✓

Data collection ✓ ✓

Data analysis ✓ ✓

Writing the research report ✓

Finalizing the research report ✓

The timetable chart, or Gantt chart, provides a comprehensive visual representation of the

schedule and timeline for the research project "Empowering Literacy: Navigating Challenges and

Solutions for Non-Reading Students." This chart outlines the various tasks, activities, and

milestones involved in the research process. The Gantt chart is divided into different time
intervals, typically weeks or months, along the horizontal axis, while the vertical axis lists the

tasks or activities to be completed. Each task is represented by a bar, with the length of the bar

indicating the duration of the task. The Gantt chart illustrates the sequence of activities, their

start and end dates, and the dependencies between them. The chart provides a clear overview of

the entire research process, enabling effective planning, coordination, and monitoring of the

project's progress. It allows the research team to allocate resources efficiently, manage deadlines,

and ensure that the project stays on track. Moreover, the Gantt chart serves as a communication

tool, enabling stakeholders to understand the project timeline, identify potential bottlenecks, and

make informed decisions. By utilizing the Gantt chart, the research team can effectively manage

the study's timeline, ensuring that each phase of the project, from data collection to

dissemination, is completed in a timely and organized manner.

 CHAPTER VII

Cost Estimates

Items Cost Estimates

Questionnaire Design and Printing ₱200.00 Design and printing of

questionnaires to be

distributed to 1-2

randomly non-reading

students.

Data Collection (Transportation, ₱300.00 Costs associated with

Materials) transportation and

materials required for data

collection.

Data Analysis (Software) ₱150.00 Cost of software for data

analysis, including

statistical tools.

Miscellaneous Expenses ₱100.00 Additional miscellaneous

expenses related to the

study.

Total ₱750.00
The total estimated cost for the study "Empowering Literacy: Navigating Challenges and

Solutions for Non-Reading Students" is ₱750. This budget includes ₱200 for questionnaire

design and printing, covering the cost of designing and printing questionnaires to be distributed

to 100 non-reading students. ₱300 is allocated for data collection, covering transportation and

materials required for data collection. Additionally, ₱150 is reserved for data analysis software,

including statistical tools. Finally, ₱100 is allocated for miscellaneous expenses related to the

study.
 CHAPTER VIII

Dissemination and Advocacy Plan:

The dissemination and advocacy plan for the study "Empowering Literacy: Navigating

Challenges and Solutions for Non-Reading Students" aims to ensure that the findings reach key

stakeholders, including educators, policymakers, and parents, advocating for effective strategies

and policies to empower literacy among non-reading students. Dissemination will occur through

various channels, including academic journals, conferences, workshops, and community

engagement.

Academic Journals:

The findings of the study will be submitted for publication to relevant academic journals

specializing in education, literacy, and special education. This will ensure that the results are

accessible to a wide audience of researchers, educators, and policymakers. Additionally, the

study will be shared with educational journals and platforms, facilitating discussion and the

adoption of best practices in literacy instruction.

Conferences and Workshops:

Presentations will be conducted at local, national, and international conferences focusing on

education and literacy. These presentations will allow for direct engagement with educators,

researchers, and policymakers. Workshops will be organized to provide hands-on training on

implementing effective literacy strategies for non-reading students. By participating in these

events, the study's findings can be discussed and integrated into educational practices.

Community Engagement:

Engagement with the local community, including parents, will be crucial. Workshops and

information sessions will be organized to disseminate the findings and to empower parents with

strategies to support literacy development at home. By involving parents in the process, a

supportive environment for literacy development can be created both in and out of the classroom.

Policy Recommendations:

The study findings will be used to formulate policy recommendations aimed at improving

literacy instruction and support for non-reading students. These recommendations will be shared
with educational policymakers at local, regional, and national levels. By advocating for

evidence-based policies, the study aims to influence the development of effective educational

strategies and programs for non-reading students.

Media and Online Platforms:

Utilizing media and online platforms will be key to reaching a broader audience. Press releases

will be issued to local newspapers and online news platforms to highlight the study's findings.

Social media platforms will also be used to share key insights and resources, fostering

discussions and spreading awareness about the importance of empowering literacy among non-

reading students.

Collaboration with Stakeholders:

Collaboration with key stakeholders, including educators, parents, and policymakers, will be

fostered throughout the study and during the dissemination phase. By involving stakeholders

from the outset, the study can ensure that the findings are relevant, actionable, and readily

adopted into educational practices and policies.

Advocacy in Action:

The advocacy phase will include lobbying for the adoption of the study's recommendations in

educational policies. Engaging directly with policymakers, educators, and community leaders

will be essential to drive change. Continuous monitoring and follow-up will ensure that the

study's recommendations are not only acknowledged but also implemented effectively.

By disseminating the study's findings through various channels and advocating for evidence-

based policies and practices, the aim is to empower literacy among non-reading students,

fostering an inclusive learning environment where all students have the opportunity to become

literate.

CHAPTER IX

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