CHAPTER 1

INTRODUCTION

Background of the study

Reading class should be designed to build students ability to understand

increasingly complex context of the texts. The method, techniques, and teaching

media gives many benefits because through the reading activity, the students

can enlarge their knowledge ang literacy skills. Additionally, students reading

ability must be developed. Teachers have duties to develop their skills and

ability. Everything teachers do chosen and use by the teacher will influence the

success of teaching learning process and student's achievement.

Reading ability refers to the skills and competencies that individuals possess

in reading and understanding written texts. It encompasses various components,

including decoding (the ability to sound out words), fluency (reading with

accuracy and speed), vocabulary knowledge, and reading comprehension

(understanding and making meaning from the text). Reading interventions are

activities and strategies that help struggling readers develop their ability to read.

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. In some instances, the reader may orally read very

slowly, mispronounce many of the words, or read in monotone without

expression (Leipzig 2001).

1
 According to Reading Rockets, reading intervention and reading ability are

closely interconnected. Reading intervention is specifically designed to improve

reading ability by providing targeted support and instruction to individuals who

struggle with reading skills and become proficient readers. It is designed to help

improve reading abilities and address specific difficulties that individuals may

have in decoding, fluency, comprehension, or vocabulary. The importance of

reading intervention are building foundational skills, addressing reading

difficulties, enhancing reading fluency, improving comprehension, and reading

abilities (Capone 2023).

This study will provide information about reading intervention and reading

ability of students in English that may be useful to both learning and teaching

process. This study aims to determine the effects of reading intervention to the

reading ability of the students and the level of reading intervention employ by the

teacher and level reading ability of Grade 4 pupils. Lastly, if there is a relationship

between reading intervention and reading ability of Grade 4 pupils.

2
Conceptual Framework of the Study
In this research, reading intervention of the English teacher was taken as

one of the variables that may affect to the reading ability of Grade 4 pupils of

Southern Baptist College. The figure below shows the conceptual model of the

study. Where, reading intervention is the independent variable and reading ability

as the dependent variable

INDEPENDENT VARIABLE DEPENDENT

VARIABLE

Statement of the Problem

This study seeks to determine the READING INTERVENTION OF THE

ENGLISH TEACHER AND READING ABILITY OF GRADE 4 PUPILS OF

SOUTHERN BAPTIST COLLEGE

Specifically, it sought to answer the following questions:

1.What is the demographic profile of the respondents based on

a. Gender

2. What is the level of reading intervention of Grade 4 English teacher?

3. What is the level of reading ability of Grade 4 pupils?

3
4. Is there significant relationship between reading intervention of the English

teacher and reading ability of Grade 4 pupils?

Scope and Limitation of the study

This study is focused only to Grade 4 students of Southern Baptist

College Elementary Department to determine the effects of reading intervention

to the reading ability of the students to find out the relationship between reading

intervention and reading ability of Grade 4 students.

Significance of the study

This study will provide information about reading intervention and

reading ability of students in English that may be useful to both learning and

teaching process. Specifically, the following group of people will benefit from this

study.

Operational Definition of terms

Students- the result of this study will help students to read with ease and they

may be able to enjoy reading since it is very essential to them as a learning

individual.

Teachers- the result of this study will guide the teachers make teaching reading

an enjoyable one since they can create strategies making students appreciate

reading as a way of life.

4
School- this research is useful to improve the quality of education and develop

English language teaching of the school.

Future Researchers- this study will greatly help future researcher as this will

serve as their reference and it could also be used to other future researchers as

to how they will start their researches with the use of some contents of their

study.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

The last decade has brought growing consensus on the range of skills that

serve as the foundation for reading and writing ability (Dickinson, et al., 2006).

The Philippine shared a significant rate of low performers among all PISA-

participating countries and economies. That is, 80% of the Filipino students did

not reach the minimum level of proficiency in reading. Their poor scores in

English, Mathematics, and Science are attributed to the students’ lack of ability in

basic reading and comprehension. In response to this DepEd’s 3Bs Initiatives,

the Schools Division of Aurora has started its reading administration to

elementary and junior high schools to assess the level of reading ability of the

learners and determine their reading profile. It has a great hope that these

learners who have reading difficulties can still be relieved of their reading

problems by means of a suitable reading environment, teaching program and

family support. The indispensable issue to be addressed here is the form the

environment, program and support that should be undertaken. The reading

environments must be designed to eliminate the reading difficulties of students to

make them feel relaxed and willing to express themselves. In addition to this,

students’ learning must be supplemented with materials in consonance to their

interests and abilities coupled with support from the teacher.

6
Reading Intervention

To become a skilled reader, the teacher must focus on children need to

rich language and conceptual knowledge base, a broad and deep vocabulary,

and verbal reasoning abilities to understand message that are conveyed through

print. Children also must develop code-related skills, an understanding that

spoken words are composed of smaller elements of speech (phonological

awareness); the idea that letters represent these sounds the alphabetic

principle), the many systematic correspondences between sounds and spelling,

and a repertoire of highly familiar words that can be easily and automatically

recognized (McCardle, et. al.,2001).

However, to attain a high level of skill, young children need opportunities

to develop these strands, not in isolation, but interactively. Meaning, not sounds

or letters motivates children's earliest experiences with print (Neuman,et al.,

2000). Given the tremendous attention that early literacy has received recently in

policy circles (Roskos & Vokelich, 2006), and the increasing diversity of our child

population, it is important and timely to take stock of these critical dimension as

well as the strengths and gaps in your ability to measure these skills effectively.

With opportunity and practice, children's word knowledge is put to use in

syntactic structures that grow in length and complexity, children sentence often

start at two words (Bloom, 1970), but quickly lengthen to four or more words as

7
children communicate their ideas increasingly through language (Snow, et. al.,

1991) have shown that conversation that are physically remove from immediate

object or events.

Reading Ability

There are three definitions of reading that were proposed by Weaver

(1994, p.1) the first definition of reading is the ability to recognize and pronounce

words, the second is the ability to extract meaning from words and the third is the

ability to interact with the text. There are many researchers who support the third

definition of Weaver (p. 1), which presents an interactive model of reading. For

example, Rumelhart (1977) describe the act of reading as involving the reader,

the text, and the interaction between reader and text. It is similar to the definition

of Alderson and Urquhart (1984), who declared that reading consists of two

necessary aspects: a reader and a text. Moreover, the level of reading

comprehension in the text depends on the reader’s background knowledge, level

of language proficiency, interest, the use of strategies, and cultural knowledge

about reading (Aebersold and Field, 1997).

Importance of Reading Ability and Reading Intervention

In addition, reading serves as an important in every field of professional

services and one of the indispensable channels around the world to recognize,

interpret and perceive written or printed materials. It is regarded as a complex

process dealing with constructing meaning from text in a wider range of contexts

and for a variety of purposes. What research tell us about the reading process is

8
that it is not only sounding out words but actually is meaning driven. It is

important to understand that the decoding and reading words is only a part of the

complex process of reading (Adams, 1990). Therefore, reading plays a great role

for comprehension of written text. Without reading, it will be difficult for students

to further their advance education in higher fields. According to (Anderson, 1999,

p. 1), reading is one of the most important skills to master. With strengthened

reading skills ELS/EFL (English second language/ English foreign language)

readers will make greater progress and attain greater development in all

academic areas.

Reading ability is simply the ability to understand or comprehend what you

read. Strong reading comprehension typically encompasses a variety of literacy

skills needed to interpret and identify meanings within a text. Several elements

like fluency, the ability to decode unfamiliar vocabulary and using context clues

from the reading to identify key features of a text can all be components of

effective reading comprehension. These are essential skills needed for reading

comprehension includes decoding which is a skill that relies on your ability to

sound out words you’ve heard but never seen written out. Fluency is ability to

read clearly with flow, focuses on your ability to decode new vocabulary quickly

while reading. Fluency which is what it sounds like to read that can directly

impact your ability to comprehend what you read. Another is vocabulary is ability

to decode or determine the meaning of new words can also influence your

reading comprehension. Inference is also a key element of reading

comprehension. When we make inferences, we are connecting information from

9
texts to our own ideas and opinions that help us identify the meaning of what we

read. Reading comprehension is typically all about retaining what we read.

Comprehension is based on the retention of information. By practicing your

summarizing skills and remembering what you have read (Herrity, 2023).

On the other hand, regarding comprehension, definitions are varied

among different research studies. (Alvermannand Phelps, et al., 1998) agree that

comprehension occurs when readers combined information from the text and

knowledge they have already acquired to produced meaning. In the present

research, reading is viewed as an active and constructive process in which

readers take part to reconstruct meaning from the text. Goodman (1970) viewed

comprehension as the only object for reading. Reading is the process of three

kinds of informative: one kind, the graphic information, where readers visualized

information. The other two, syntactic and semantic information, are supplied

when processing the visual point. Readers use these of three kinds of

information to get the meaning since it is actually a matter of understanding and

making meaning out of printed texts by using decoding skills to infer, generalized,

predict and evaluate not just reading text aloud.

Reading interventions are programs or curricula that involve explicit

instruction and supportive scaffolding in a more targeted and direct approach to

reading. Most reading intervention programs focus on breaking down the five

essential components of reading: phonological and phonemic awareness,

phonics, vocabulary, comprehension, and fluency. These types of exercises are

extremely important for the learning process. It is vital to carry them out early.
10
Studies show that earlier intervention is often better, responding to the problem

sooner before it begins to compound on itself. In addition, according to Barron

(2017), reading strategies are the readers’ mental procedures to accomplish a

reading task. They stated that reading strategies are chains of actions reader

practices in order to make meaning in their reading process. Brevik and

Gunnulfsen (2013) defined reading strategies as procedures used by pupils to

improve their reading comprehension. They further added that reading

comprehension can be achieved if effective reading strategies are well-employed

by the students. Reading strategies comprise of skimming, scanning and

inferring to the core conceptualized ones such as stimulating schemata,

identifying text structure, using mental images, envisaging, asking questions,

monitoring comprehension, and assessing strategy used (Carrell, 1989;

Maslawati et al., 2015).

Relationship of Reading Ability and Reading Intervention

In conclusion, reading in English as a Second Language (ESL) has been

seriously emphasized in conventional L2 teaching, hence it is important for

teachers to teach reading intervention activities to the learners so that they can

equip themselves in order to be able to explain what they have read, relate their

reading comprehension of the reading materials to their schemata and evaluate

the information (Paris, 1991). He also note that teachers also need to develop

learners’ personal cognitive tools or strategies which are essential for them to

enhance their attention in reading, and prolong their memory. The teachers need

to teach the learners on how to use these personal cognitive tools and reading
11
intervention strategies selectively and flexibly. When the learners employ

appropriate reading intervention, their reading comprehension and learning

performance could be improved. Many other scholars also support Paris and his

colleagues’ perception. Roe, Smith and Burns (2011) claimed that the primary

objective of teaching reading intervention and strategies to learners is to enable

them to apply a good repertoire of reading strategies effectively.

12
 CHAPTER III
METHODOLOGY

This chapter includes the research design, locale of the study, respondents of

the study, research instrument, data gathering procedure and statistical tools.

Research Design

This study will use descriptive survey design to examine the impact of

reading intervention on the reading ability of Grade 4 pupils at Southern Baptist

College.

Locale of the study

The study will be conducted at Southern Baptist College in Barangay Bialong,

Mlang, North, Cotabato.

Respondents of the study

13
 The respondents of the study are the English teacher and grade 4 pupils of

Southern Baptist College School Year 2023-2024. There were 1 teacher and 28

pupils that completed the questionnaire

Research Instrument

The survey questionnaire will be used as the main instrument for gathering

data. A 10 items questionnaire for reading intervention and 10 items

questionnaire for reading ability was developed to serve as tool in explaining the

relationship between two variables. Another instrument that will be used to

determine the level of proficiency of the respondents is the second hand source

that comes from the English Teacher.

Data Gathering Procedure

The researchers will send a letter of permission to the principal of Elementary

Department to conduct a study in the School. If the permission will be granted,

the researchers will have an appointment with the respondents for the filling up of

the questionnaires. The respondents will answer the questionnaire within 20

minutes. After 20 minutes, the researchers will collect the questionnaires. The

researchers will secure the copy of grades of the respondents. Data will be

tallied, tabulated and analyzed.

14
Statistical Tools

Descriptive statistics such as mean and grand mean will be used to

determine the relationship of reading intervention of the teacher to the reading

ability of Grade 4 pupils.

CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presented the results derived from the survey data,

interpretation, and the discussion of supporting literatures based on the results.

Table 1

Demographics of the Respondents Based on Gender

Number of
Gender Percentage (%)
Respondents

Male 17 60.71

Female 11 39.29

Total 28 100.00

15
Demographic Profile of Grade 4 Pupils as Respondents

Table 1 below showed that there are a total of 28 respondents among

grade 4 pupils of Southern Baptist College (n=28). These respondents answered

the survey questionnaire entitled “READING INTERVENTION OF ENGLISH

TEACHER AND READING ABILITY OF GRADE 4 PUPILS OF SOUTHERN

BAPTIST COLLEGE S.Y: 2023-2024”. Among the 28 respondents, 60.71

percent are male, and 39.21 percent are female.

Table 2

Reading Intervention

Weighted Standard
Reading Intervention (n = 1) Interpretation
Mean Deviation
1. Read aloud to the class. 5.00 4.47 ALWAYS
2. Ask students to read aloud to
5.00 4.47 ALWAYS
the whole class.
3. Ask students to read aloud in
3.00 2.45 SOMETIMES
small groups or pairs.
4.Ask students to read silently on
3.00 2.45 SOMETIMES
their own.
5. Ask students to read along
silently while other students read 3.00 2.45 SOMETIMES
aloud.
6. Give students time to read
2.00 1.41 SELDOM
books of their own choosing.
7. Teach or model for students
different reading strategies (for
4.00 3.46 OFTEN
example, skimming,/ scanning,
self-monitoring).
8. Teach students strategies for
4.00 3.46 OFTEN
decoding sounds and words.
9. Teach students new vocabulary
4.00 3.46 OFTEN
systematically.
10. Help students understand new
vocabulary in texts they are 5.00 4.47 ALWAYS
reading.

16
 Overall 3.80 3.26 OFTEN

Level of Reading Intervention

Table 3 above showed the level of reading intervention of the teacher in

Southern Baptist College. Reading intervention involves intensive or targeted

instruction on reading skills to accelerate the reading skills of students who are

reading below grade level. Intervention is provided in addition to core instruction,

so students receive the general lessons and additional intervention. The

statements with the highest means are “Help students understand new

vocabulary in texts they are reading”, “Read aloud to the class”, and “Ask

students to read aloud to the whole class”, all with a mean of 5.00, interpreted as

“ALWAYS” on the Likert Scale. This means that the teacher is always making

sure that their students understands new words that they encountered while

making them read it aloud in front of the class. On contrary, the statement with

the lowest mean is the statement “Give students time to read books of their own

choosing”, with a mean of 2.00, interpreted as “Seldom”. This means that the

teacher is not letting their students read the book of their own choice for the

uniformity of the whole class. Overall, the mean for reading intervention is 3.80,

interpreted as “Often”. This implies that teacher teach or model for students

different reading strategies (for example, skimming,/ scanning, self-monitoring),

teach students strategies for decoding sounds and words, teach students new

words systematically. Brevik and Gunnulfsen (2013) defined reading strategies

as procedures used by pupils to improve their reading comprehension.

17
Table 3

Reading Ability

Weighted Standard
Reading Ability (n=28) Interpretation
Mean Deviation

1.I understand the story I read. 4.04 3.56 OFTEN

2. Read without shuttering . 3.61 3.56 OFTEN

3. Understand the sentence once I

3.61 3.56 OFTEN
read.

4. Understand the written instruction 4.25 3.56 ALWAYS

5. Improve my reading skills 4.21 3.56 OFTEN

6. I form visual images when I read 3.75 3.56 OFTEN

7. I try to relate what I read with my

3.61 3.56 OFTEN
own ideas and previous knowledge

8. I read new words and try to

3.96 3.56 OFTEN
memorize them with their meaning

9. I look up in the dictionary when I

3.32 3.56 SOMETIMES
across on the unknown words

10. Before I read a book, I look the

3.64 3.56 OFTEN
content first

Overall 3.80 3.56 OFTEN

18
Level of Reading Ability

Table 3 above showed the level of reading ability among the grade 4

pupils in Southern Baptist College. Reading ability is the potential or the

capability to read, and it implies that a student has the skill and capacity to

decode or make meaning out of a written material. Reading ability is thus a skill

needed by individuals to perform and be successful academically. The table

showed that the statement “Understand the written instruction” has the highest

mean of 4.25, interpreted as “Always”. This means that the students always

understands written instructions they read. While the statement “I look on the

dictionary when encountering unknown words” has the lowest mean of 3.32,

interpreted as “Often”. This means that the students just oftentimes browse the

dictionary when encountering new words that they cannot understand. Overall,

the mean for reading ability is 3.80, interpreted as “Often”. This implies that

students understand the written instruction. According to Goodman (1970)

viewed comprehension as the only object for reading. Reading is the process of

three kinds of informative: one kind, the graphic information, where readers

visualized information.

Table 4

Spearman Correlation

Rank
Reading Reading Rank
Statement Reading
Interventio Ability Readin
s Interventio
n (mean) (mean) g Ability
n

1 5.00 4.04 9 8 Coefficie -0.261

19
 nt (r ) :
2 5.00 3.61 9 3 N: 10
T- 0.765
3 3.00 3.61 3 3
Statistics: 5
4 3.00 4.25 3 10 DF: 8
5 3.00 4.21 3 9 p value: 0.466
6 2.00 3.75 1 6
7 4.00 3.61 6 3
8 4.00 3.96 6 7
9 4.00 3.32 6 1
10 5.00 3.64 9 5

The Relationship Between Reading Intervention and Reading Ability

Table 4 above showed the correlation of reading intervention and reading

ability. The researchers come up with the following hypothesis:

Ho: There is no relationship between reading intervention and reading ability on

Grade 4 pupils.

Based on the results using Spearman correlation, a large p value of 0.466

is insignificant at p ≥ 0.05, therefore we accept the null hypothesis. This is

contrary to most studies like, when the learners employ appropriate reading

intervention, their reading comprehension and learning performance could be

improved (Paris, 1991). Many other scholars also support Paris and his

colleagues’ perception.

20
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendation

based on the results of the study. .

Summary

This study sought to determine the reading intervention used by the teacher

and reading ability of grade four pupils of Southern Baptist College. The study

answered the following questions:

1. What is the level of reading intervention of Grade 4 English teacher?

2. What is the level of reading ability of Grade 4 pupils?

3. Is there significant relationship between reading intervention of the English

teacher and reading ability of Grade 4 pupils?

21
 4. The grade four teacher always demonstrated three of the ten reading

interventions; they also

often demonstrated three out of ten reading interventions, and sometimes

demonstrated 3

out of ten reading interventions. Overall, their demonstrated reading

intervention was

interpreted as often.

5. The grade four pupils often demonstrated eight of the ten of reading ability.

6. The relationship between reading intervention demonstrated by the grade

four pupils are not

significantly different from their reading ability.

Conclusion

The reading intervention of teacher is not significant correlates to reading

ability of pupils.

The null hypothesis is accepted.

Recommendations

Based on the findings of this study, the following recommendations are

drawn:

22
 1. The teacher should master their reading intervention to develop reading

ability of their pupils.

2. Similar study be conducted in employing different respondents of

elementary pupils.

3. Begin the reading intervention earlier than in second grade.

APPENDIX-A

Southern Baptist College

Bialong, Mlang, Cotabato

April 17, 2024

MARJORIE ACUESTA MAEd
Principal, Elementary Department
Southern Baptist College
Mlang, Cotabato

Dear Ma’am:

Good day, we are currently working in our thesis entitled “Reading

Intervention and Reading Ability of Grade 4 Students in Southern Baptist
College”. This study is purposely to comply with the requirements in our
Research Subject.

On this regard, please allow us to conduct a survey on the grade 4

students as our respondents. Rest assured that all the data gathered will be
treated with utmost confidentiality.

23
 We are fervently hoping for your approval.

Respectfully yours,

CHERRY MAE NECOR

Res
earch leader

Dr. SONIA D. LADRA

Research Teacher

Noted by;

Dr. DERBIE PADOJINOG

Dean, College of Education

Approved by;

MARJORIE ACUESTA MAEd

Principal, Elementary Department
APPENDIX- B
QUESTIONNAIRE

Name: Age: Gender: .

Directions: Check (✅) the appropriate number using the scale

5- ALWAYS 2- SELDOM
4- OFTEN 1- NEVER
3- SOMETIMES

I. READING INTERVENTION
STATEMENTS 5 4 3 2 1
Read aloud to the
class
Ask students to read
aloud to the whole

24
 class
Ask students to read
aloud in small groups
or pairs
Ask students to read
silently on their own
Ask students to read
along silently while
other students read
aloud
Give students time to
read books of their
own choosing
Teach or model for
students different
reading strategies (for
example, skimming,/
scanning, self-
monitoring)
Teach students
strategies for
decoding sounds and
words
Teach students new
vocabulary
systematically
Help students
understand new
vocabulary in texts
they are reading

II. READING ABILITY

ALWAYS OFTEN SOMETIMES SELDOM NEVER
I understand
the story I

25
read
Read without
shuttering
Understand
the sentence
once I read
Understand
the written
instruction
Improve my
reading skills
I form visual
images when
I read
I try to relate
what I read
with my own
ideas and
previous
knowledge
I read new
words and try
to memorize
them with
their
meaning
I look up in
the dictionary
when I
across on the
unknown
words
Before I
read a book,
I look the
content first

26
27