Enclosure No. 2 to Regional Memorandum No.

57 s 2018

I. RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF

IMMEDIATE SUPERVISOR
Please make sure that all required fields are properly filled out prior to submission of the
form.
A. RESEARCH INFORMATION

RESEARCH TITLE

INTERVENTIONS ON THE ENHANCEMENT OF READING ABILITY OF

GRADE II PUPILS AT STA. MONICA ELEMENTARY SCHOOL IN THE NEW
NORMAL

For the past two years, Grade 2 pupils at Sta. Monica Elementary School fully engaged in
the educational instruction where the primary sources of learning are the self-learning
materials designed for them to continue their educational process. Time spent away from
the classroom really affects the early reading ability of pupils. At this point, effective
reading interventions should be applied to pupils in the Grade 2 level in order to cope-up
with the aftereffect of the pandemic.
RESEARCH CATEGORY (check only one) RESEARCH AGENDA CATEGORY
(check only one main research theme)
National
Region Teaching and Learning
Schools Division Child Protection
District Human Resource Development
School Governance

(check only one) (check up to one cross-cutting theme, if

applicable)
Applied Research
Action research DRRM
Gender and Development
Inclusive Education
Others (please specify): __________

FUND RESOURCE (e.g. BERF, SEF, AMOUNT

others)*

Personal Funds P1,000.00

TOTAL AMOUNT P1,000.00

*Indicate also if proponent will use personal funds
B. PROPONENT INFORMATION

LEAD PROPONENT/INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

LACANILAO ALBERTH YENZON
BIRTHDATE(MM/DD/YYYY) SEX: POSITION/DESIGNATION:
JUNE 16, 1973 MALE TEACHER II
REGION/DIVISION/SCHOOL (whichever is applicable)
STA. MONICA ELEMENTARY SCHOOL
CONTACT NUMBER 1: CONTACT EMAIL ADDRESS:
09684687247 NUMBER2: alberth.lacanilao@deped.gov.p
h
EDUCATIONAL ATTAINMENT TITLE OF THE THESIS/DISSERTATION/RELATED
(DEGREE TITLE) RESEARCH PROJECT
Enumerate from bachelor’s degree
up to doctorate degree

Bachelor of Elementary Education

SIGNATURE OF PROPONENT:

Proponent 2 (if applicable only)

LAST NAME: FIRST NAME: MIDDLE NAME:

COSME MERYLL JOYCE FLORES
BIRTHDATE(MM/DD/YYYY) SEX: POSITION/DESIGNATION:
DECEMBER 01, 1998 FEMALE TEACHER I
REGION/DIVISION/SCHOOL (whichever is applicable)
STA. MONICA ELEMENTARY SCHOOL
CONTACT NUMBER 1: CONTACT EMAIL ADDRESS:
09684603759 NUMBER2: merylljoyce.cosme@deped.gov.p
h
EDUCATIONAL ATTAINMENT TITLE OF THE THESIS/DISSERTATION/RELATED
(DEGREE TITLE) RESEARCH PROJECT
Enumerate from bachelor’s degree
up to doctorate degree

MASTER OF ARTS –
EDUCATIONAL MANAGEMENT
 SIGNATURE OF PROPONENT:

Proponent 3 (if applicable only)

LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE(MM/DD/YYYY) SEX: POSITION/DESIGNATION:

REGION/DIVISION/SCHOOL (whichever is applicable)

CONTACT NUMBER 1: CONTACT EMAIL ADDRESS:

NUMBER2:
EDUCATIONAL ATTAINMENT TITLE OF THE THESIS/DISSERTATION/RELATED
(DEGREE TITLE) RESEARCH PROJECT
Enumerate from bachelor’s degree
up to doctorate degree

SIGNATURE OF PROPONENT:
 IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have the
capacity to implement a research study without compromising his/her office functions.

LEONA M. CRUZ
Name and Signature of Immediate Supervisor

Position/Designation: Principal III

Date:

Name and Signature of Immediate Supervisor

Position/Designation:
Date:

Name and Signature of Immediate Supervisor

Position/Designation:
Date:
Enclosure No. 3 to Regional Memorandum No. 57 s 2018
II. Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI PLAGIARISM

1. I, ALBERTH Y. LACANILAO & MERYLL JOYCE F. COSME, understand that

plagiarism is the act of taking and using another’s ideas and works and passing them off
as one’s own. This includes explicitly copying the whole work of another person and/or
using some parts of their work without proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and have cited properly all the
references used. I further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I shall use appropriate citations
in referencing other works from various sources.

3. I understand that violation of this declaration and commitment shall be subject to

consequences and shall be dealt with accordingly by the Department of Education and
(insert grant mechanism)

PROPONENT 1:

PRINTED NAME: ALBERTH Y. LACANILAO

SIGNATURE: ____________________________
DATE: MARCH 18, 2024

PROPONENT 2:

PRINTED NAME: MERYLL JOYCE F. COSME

SIGNATURE: ____________________________
DATE: MARCH 18, 2024

PROPONENT 3:

PRINTED NAME: ________________________

SIGNATURE: ____________________________
DATE: __________________________________
 DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, ALBERTH Y. LACANILAO & MERYLL JOYCE F. COSME, understand that conflict of

interest refers to situations in which financial or other personal considerations may
compromise my judgment in evaluating, conducting, or reporting research*.

2. I hereby declare that I do not have any personal conflict of interest that may arise from the
application and submission of my research proposal. I understand that my research proposal
may be returned to me if found out that there is a conflict of interest during the initial
screening as per (insert RMG provision)

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the research
committee for immediate action.

4. I understand that I may be accountable by the Department of Education and (insert grant
mechanism) for any conflict of interest which I have intentionally canceled.

PROPONENT 1:

PRINTED NAME: ALBERTH Y. LACANILAO

SIGNATURE: ____________________________
DATE: MARCH 18, 2024

PROPONENT 2:

PRINTED NAME: MERYLL JOYCE F. COSME

SIGNATURE: ____________________________
DATE: MARCH 18, 2024

PROPONENT 3:

PRINTED NAME: ________________________

SIGNATURE: ____________________________
DATE: __________________________________
 *Office of Ethics and Compliance, University of California, San Francisco, retrieved from http://coi.ucsf.edu/

INTERVENTIONS ON THE ENHANCEMENT OF READING ABILITY OF GRADE

II PUPILS AT STA. MONICA ELEMENTARY SCHOOL IN THE NEW NORMAL

ACTION RESEARCH
STA. MONICA ELEMENTARY SCHOOL
LUBAO NORTH DISTRICT

ALBERTH Y. LACANILAO
MERYLL JOYCE F. COSME
Researchers

Noted:

LEONA M. CRUZ
Principal III

MAY 20, 2024

 Table of Contents

I. Abstract

II. Introduction

III. Scope and Delimitation

IV. Methodology

V. Findings

VI. Solution Plan of Action

VII. Conclusion

VIII. Recommendations and Solution

 I. ABSTRACT

Reading interventions are activities and strategies that help struggling readers develop their ability
to read. In this recent time, where learners are away from formal classroom instructions and spending
most of the time learning with parents or from any family members is quite difficult to fully guide
these beginning readers in the most appropriate strategies as teachers do in school. As a result, there
are an increasing number of learners facing problems in their learning, especially in reading.
Our school has 104 Grade 2 pupils who are the main customer of this research. Reading
assessment with the use of reading assessment tools designed by the department through the use of
Comprehensive Rapid Literacy Assessment (CRLA) shows that there is an essential number of pupils
from this grade who really need reading intervention in order to catch up to their reading ability.
This action research will analyze the problems encountered by learners to read in the New Normal
and will give appropriate reading interventions effectively proven by us teachers that will help and
enhance their reading ability.
II. INTRODUCTION
Reading difficulties is one of the issues faced by pupils in primary level this new normal. Pupils
basically have not mastered their skills in reading, as time passes, there is a big impact on them if it
will continue. It may cause a big problem to them including interaction with peer relationships, in
communicating with people around them as well as their individual ego.
Struggling readers can be students who are not able to decode, or break up, words into syllables.
Through decoding, students sound out unfamiliar words they encounter while reading. On the other
hand, you may have a reader who can decode but cannot comprehend what they're reading. It's also
possible to have a reader who can comprehend and decode, but whose oral reading is poor. The reader
may orally read very slowly, mispronounce many of the words, or read in monotone without
expression. This type of reader has problems with fluency. In all cases, the use of reading intervention
programs will help get pupils on track. (study.com)
Teaching reading is a laborious and backbreaking task. Reading is not a single topic. Reading is
composed of five big components, namely: phonics, phonemic awareness, fluency, vocabulary, and
comprehension. Thus, it is only through introducing these components to our learning facilitators that
they get to familiarize themselves and somehow acquire background knowledge in teaching reading.
(M.B. Labastida, 2021)
Moreover, the researcher will present interventions that are designed to enhance the reading
ability of the Grade 2 level in this school.

 STATEMENT OF THE PROBLEM

Main Research Question
1. What concrete reading interventions will be used to enhance the reading ability of
Grade 2 pupils?
III. SCOPE AND DELIMITATION
 The general aim of this research is to present a reading intervention that will enhance the reading
ability of Grade 2 pupils of Sta. Monica Elementary School. These pupils were one by one
investigated. The data were collected from September 2023 to May 2024.

IV. METHODOLOGY

A. Purpose of the Study

The purpose of this research is to apply interventions that will enhance the reading ability of 104
Grade 2 pupils of Sta. Monica Elementary School. It will comprise components that will improve
their phonics and phonemic awareness, fluency, vocabulary, and most importantly comprehension.

B. Participants

The participants of this study are the Grade 2 pupils of Sta. Monica Elementary School for the
school year 2023-2024. From a population size of 104, a sample size of 70. Grade 2 Malikhain will be
the experimental group and another section will be the control group. The students for the study will
be chosen through pair matching of the two sections. The assignment of the two sections as
experimental and control groups will be done through simple random sampling. It will be rolled and
placed in a separate container designated for each section.
Seventy (70) students will be included in this investigation, 35 pupils (from Grade 2-Malikhain) in the
experimental group and 35 pupils (from Grade 2-Matapat) in the control group.

Table 1 shows the distribution of participants.

Distribution of Participants

Group Number of Participants

Experimental Group 35
Control Group 35
Total 70
C. Data Gathering Instrument
The researcher will use formulated and adopted questionnaire to gather the needed data. The
data needed for the study will be gathered using 10 reading performance questionnaires. The
questionnaire will undergo pilot testing, face, and content validation.
To determine the level of reading ability of the participants, 5 formulated and adopted
questionnaire items comprising the 5 major components affecting the improved ability of the pupils.
To describe the pupils’ reading performance, the Likert scale will be used and it will be responded as
follows:
Scale Description
5 Strongly Agree
3-4 Neutral
1-2 Strongly Disagree
 D. Data Gathering Procedures
The study will be conducted during the third quarter of the school year 2023-2024. Data
needed for this quasi-experimental research will be gathered using a formulated and adopted 5 items
questionnaire comprising the 5 major components affecting the improved ability of the pupils.

Necessary permission will be secured from the Office of the Principal. After the permit is
granted, the researcher will ask another primary level teacher to conduct the study to avoid biases in
the study.
This study will be conducted for eight weeks or 40 school days. Group I will undergo the
experimental treatment using online reading classes with their teacher, and Group II will undergo the
control treatment using parents as their reading teacher at home. Both groups will be given tests (pre
and post) on researcher-made tests before and after reading intervention, using the two approaches.

E. The Experimental Procedure

To establish the effect of reading intervention with the teacher (using online) in the reading
performance of Grade 2 pupils, the researcher will execute the following steps: Initially, two sections
in grade 2 (Sections: Malikhain and Matapat) will be identified as the respondents of this study. Two
groups will be randomly selected since the class assignments are based on the enrollment sequence
and not on their performance in their previous grade level. The experimental and control groups will
use simple random sampling.
Five major lessons are identified as the selections for the pretest and posttest: phonics,
phonemic awareness, fluency, vocabulary, and comprehension. Before the start of the study, the same
set of pretests will be administered to both groups: the experimental group and the control group
purposely to gather initial data on the understanding and appreciation of the importance of reading
prior to the introduction of the intervention. The researcher will ask another primary level teacher to
administer the pretest to both groups. The pretest will be checked, recorded, and tabulated for analysis
using the appropriate statistical tools.
The test covered the skills and competencies in phonics, phonemic awareness, fluency,
vocabulary, and comprehension. The same set of tests will be given to both groups.
Thereafter, the accomplished test and questionnaire will be collected and the responses will
be tallied, tabulated, analyzed processed, and interpreted using the Statistical Packages for the Social
Sciences (SPSS) software. Results or responses were treated with maximum confidentiality.

F. Statistical Data Analysis and Procedure

The data gathered will be subjected to descriptive and inferential analysis. The following data
will be presented in the Annex part of the research, (a) frequency distribution and percentage, (b)
mean, (c) standard deviation, and (d) Pearson r with a 0.5 level of significance.
V. FINDINGS

This part is concerned with the data presentation of the findings obtained through the
study. The findings are presented in tabular form after being analyzed with SPSS version
15 to facilitate readings and understanding.

A. Demographic Characteristics

The study is about the enhancement of the reading ability of Grade 2 pupils at Sta.
Monica Elementary School at Lubao North District thus respondents’ age, gender, their
children’s current reading engagement, reading ability status, and motivation are
considered very important demographic characteristics in my findings.

Table 1 Age of Respondents

Frequency Percent
7 33 47.14

8 35 50.00

9 2 2.86

Total 70 100.00
Table 1 shows the respondents who responded to my questionnaires. Out of the 70
who responded, 33 (47.14%) were 7 years old, 35 (50%) were 8 years old, and 2 (2.865)
were 9 years old. This analysis that the majority of the respondents fall under the age of 8.
This implies that in Grade 2 level, most of the age is 8.
Table 2 Gender of the Respondents

Frequency Percent
Male 27 38.57

Female 43 61.43

Total 70 100.00
Table 2 shows the respondents who responded to my questionnaires. Out of the 70
who responded, 27 (38.57%) were males, and 43 (61.43%) were females. This implies
that females are many as compared to males.

B. Respondent’s Profile Characteristics

Table 3 In terms of Phonics-Distinguishing letters and sounds of the alphabet

Frequency Percent
Strongly Agree 33 47.14
 Neutral 21 30.00

Strongly disagree 16 22.86

Total 100.00
Table 3 shows that out of 70 respondents, 33 (47.14%) strongly agree, 21
(30.00%) are neutral, and 16 (22.86%) strongly disagree with the questionnaire
answered. This implies that there is a need for intervention on the enhancement of the
reading ability of the respondents in terms of phonics.
Table 4 In terms of Phonemic Awareness- The ability to hear and manipulate the
sounds in spoken words and the understanding that spoken words and syllables are made
up of sequences of speech sounds (Yopp, 1992)

Frequency Percent
Strongly Agree 33 47.14

Neutral 19 27.14

Strongly disagree 18 25.72

Total 100.00
Table 4 shows that out of 70 respondents, 33 (47.14%) strongly agree, 19 (27.14%)
are neutral, and 18 (25.72%) strongly disagree with the questionnaire answered. This
implies that there is a need for intervention on the enhancement of the reading ability of
the respondents in terms of phonemic awareness.
Table 5 In terms of Fluency- It is the ability to read a text accurately, quickly, and
with expression. Reading fluency is important because it provides a bridge between word
recognition and comprehension.

Frequency Percent
Strongly Agree 30 42.86

Neutral 19 27.14

Strongly disagree 21 30.00

Total 100.00
Table 5 shows that out of 70 respondents, 30 (42.86%) strongly agree, 19 (27.14%) are
neutral, and 21 (30.00%) strongly disagree with the questionnaire answered. This implies
that there is a need for intervention on the enhancement of the reading ability of the
respondents in terms of fluency.
Table 6 In terms of Vocabulary Development- Vocabulary development has a major
influence on reading comprehension, the development of literacy skills, and overall
academic success (Fisher, Frey, & Hattie, 2016; McKeown & Beck, 2011). “When a
learner acquires information about a word’s meaning, connections form in his or her brain
to other words and to experiences related to what has been learned previously,”
(McKeown & Beck, 2011, p. 140). Vocabulary refers to the words required to
communicate effectively—through listening, speaking, reading, and writing.
 Frequency Percent
Strongly Agree 30 42.86

Neutral 15 21.42

Strongly disagree 25 35.72

Total 100.00
Table 6 shows that out of 70 respondents, 30 (42.86%) strongly agree, 15
(21.42%) are neutral, and 25 (35.72%) strongly disagree with the questionnaire
answered. This implies that there is a high need for intervention on the enhancement
of the reading ability of the respondents in terms of vocabulary development.
Table 7 In terms of Reading Comprehension- Reading comprehension is the ability to
process text, understand its meaning, and integrate with what the reader already
knows.

Frequency Percent
Strongly Agree 32 45.71

Neutral 13 18.57

Strongly disagree 25 35.72

Total 100.00

Table 7 shows that out of 70 respondents, 32 (45.71%) strongly agree, 13

(18.57%) are neutral, and 25 (35.72%) strongly disagree with the questionnaire
answered. This implies that there is a high need for intervention on the enhancement
of the reading ability of the respondents in terms of reading comprehension.
VI. SOLUTIONS
Give Opportunities to Practice

Pupils in grade 2 will build reading comprehension skills when they are actively
involved in the learning process. Using these concepts will allow them the
opportunity to understand problems and resolution; a skill they will need in higher
grades. All of the communication skills of reading, writing, speaking, and listening
are covered (Bright Hub Education).

1. In terms of Phonics – Schedule daily lessons with phonics at least five minutes
plus integration of it on other subjects thought. A ready-made video lesson about
phonics will be sent to the pupils through group chat daily. Monitor them by
asking parents to take and send pictures of actual learning at home.
2. In terms of Phonemic Awareness- For Grade 2 pupils it is well and good to make
phonics bingo learning materials to use during listening and blending sounds.
 3. In terms of fluency- Use repeated reading and fluency board learning materials
during interventions. This will basically improve the reading fluency of a learner.
4. In terms of Vocabulary Ability- Do reading aloud and unlock difficulties before
the story lesson.
5. In terms of Comprehension- Reading comprehension goes beyond understanding
the words on a page. Effective reading comprehension entails identifying the
main idea of a passage, understanding vocabulary in context, making valid
inferences from the text, and discerning the author’s purpose. Participants must
use analytical thinking and analytical reasoning skills to device the correct
answers. Do storytelling at least once a week and tandem yourself to your pupils
in understanding the content of every short story read. Give chance to pupils in
expressing their thoughts from the lesson.

VI. PLAN OF ACTION

Action Plan is Implemented, its effectiveness must be continually monitored,

evaluated, and revised for further success of the research see the chart below.

Q2 2024 Q3 2024 Q4 2024 Q4 2024

M
Task Oc No D Ja Fe a Ap M
t. v. ec. n. b. r. r. ay
20 20 20 21 20 2 20 21
1

Planning

Research

Design

Implementation

Follow-up

VII. CONCLUSION

Reading is comprised of five major components, phonics, phonemic awareness,

fluency, vocabulary, and comprehension. The researcher focused on the effect of these
components to enhance or improve the reading ability of a child. And it found concrete
interventions to use during the learning reading process that is essentially enhancing the
reading ability of a child. The researcher, therefore, concludes that with the use of these
interventions an effective result will prevail in enhancing the reading ability of every
child.

VIII. RECOMMENDATION AND SOLUTION

The researcher recommends the enhancement of reading ability of Grade 2 pupils

following the standard procedures equipped with the learning materials made and fit to
the reading components and be started on the start of third grading period perhaps it is the
required and fit time for learners to learn and improve their reading ability and progress.
IX. REFERENCES

1. brighthub.com – Phonics
2. readingrockets.com – Fluency in Reading
3. study.com – reading Interventions, Programs, Strategies and Activities
4. Wikipedia.com – Reading Comprehension