Department of Education

Division of Misamis Oriental

2021 DISTRICT RESEARCH

CONGRESS
GUIDED ORAL READING ON IMPROVING READING SKILLS OF FRUSTRATION-
LEVEL STUDENTS

GUIDED ORAL READING ON IMPROVING READING SKILLS OF FRUSTRATION-LEVEL

Prepared by:
STUDENTS
ROBIN RAFAEL B. PESCADERO
Teacher I
San Juan National High School
Balingasag South District
Oral reading?

Oral reading is the act of reading printed or written text

aloud, and is often used by teachers to track and measure a
student's overall reading ability
including reading accuracy, pronunciation, fluency,
comprehension and understanding of punctuation.
 The Problem

When the researcher was transferred from Claveria II to San Juan

NHS Balingasag South district, he was assigned to teach two English
classes in the grade 7 level. The researcher was very delighted
because he has always loved teaching the English subject. During his
first meeting with the students, the researcher decided to have them
read a passage from the book. The researcher was stunned when he
discovered majority of the students were having a hard time reading
the simple passage I assigned to them. That was when he discovered
this problem. From then on, the researcher had decided to do
something about the problem as soon as possible granted that he is the
English teacher.

The following research-
based instructional practices can
be used to build oral reading
fluency for struggling readers:
 Repeated Reading: students are asked to read
short and meaningful passages until the desired
level of fluency is achieved for that passage.
Students should be timed and receive systematic,
corrective feedback from their teacher during
repeated reading.
 Peer-assisted learning strategies: two students are
paired together and asked to play the role of either
the coach or the student. When the “student”
reads, the “coach” listens and provides corrective
feedback.
 Tape-assisted reading: students are asked to read a
passage along with an audio-recording of the
passage.  Students may perform this task with a
teacher or independently.
 Slide and Glide: the teacher reads the first portion
of a sentence and then the student finishes the
sentence. This process is repeated throughout an
entire passage.
Innovation, Intervention, and
Strategy

This action research

 The students were tasked to read The
attempts to address students’
poor reading skills in English first lady of literacy (see Appendix
during the first quarter for the A). They were asked to read up to the
school year 2019 - 2020. The 45th word of the selection aloud. The
participants of this action table in the next slide shows the
research were 6 students who reading accuracy of the 6 participant.
were recognized and observed
by the teachers as having poor
reading skills in English in
the Grade VII level at San
Juan National High School.
 
 The graph attempts to project the 45

reading accuracy of the participants. The

result is as follows: Student A and B were 40

able to read the 22 words correctly (50%

accuracy), Students C was able to read 28 35

words correctly (63% accuracy). Student

D got 26 words correctly (59% accuracy), 30

while students E and F got 24 (54%

accuracy) and 18 words (40% accuracy) 25

respectively. The result of the initial oral

reading test shows convincing result that 20

these students are having a hard time

15
reading words correctly. Basing solely on
the results of the oral reading test
10
conducted, it is safe to say these students’
reading level can be categorized in the
5
Frustration level. Frustration level are
those students who have less than 89%
0
word recognition. Student A Student B Student C Student D Student E Student 6
 Students Response in Question number Response in Question number 2
1

Table 2. Voices of the Student 1 Dili kaayo ko gabasa sir. Sige Magpabilin ko sa hapon sir
lang ko laag. para magpatudlo ug basa.
Respondents Ipabasa ko sa klase.

In the interview with the parents and

Student 2 Agkalimtan nako ang Tudloan ko nimo unsaon
their other teachers, the researcher learned sentence sir. Gabasa ko sa pagbasa sa sentence.
that most of these 6 students were constantly balay sir pero dili nako
absent for specific reasons. Teachers also gakasabtan ang uban.
admitted that these students were given home
Student 3 Dili ko’g tuon sa balay sir. Ipabasa ko sir kada mag-test.
works like words for spelling and short texts Ag ubanon ko ni papa sa Magpatudlo ko’g basa sa wala
for reading but the students did not take the trabaho. nako nasabtan nga words.
tasks given to them seriously.
Student 4 Kuan sa utok. Dili ko gabasa Mag-spelling kada adlaw.
sa balay sir. Dili ko gatuon sa Magbasa sa libro atubangan sa
The researcher conducted a one on one balay sir. klase.
interview with the 6 identified students and
Student 5 Dili kaayo ko gabasa sa balay Mag-spelling. Magbasa diri sa
asked the following questions:
sir. Daghan man gud kaayo skwelahan.
mi trabaho. Sige ko suguon
1. What is the problem which caused you to ipatabang sa uma sa ibabaw.
have difficulty in reading English words and
literatures during the first grading period?
Student 6 Ag basa man ko sa balay sir Tudloan ko nimo og basa kung
2. How can I help you improve your reading pero daghan pa man trabaho wala kay buhaton sir.
performance in English in the second unya pagkahuman panihapon
mangatulog na mi. Basta mag
grading? absent ko sa biyernes sir kay
mag-uli ko sa Tanambo.

Participants and/or other
Sources of Data and
Information
The participants of this
study were 6 students from
the Grade 7 level who
were deemed to be very
slow and have difficulty in
reading especially English
texts and literatures during
the first grading period.
 b. Data Gathering Methods
For this study, the data were collected through
interviews, observations of teachers, and field notes. The
first form of data collected was teacher interviews. The
teacher interviews were formal, provided me with an
insight into the experience of the teachers that I
observed. Notes were taken while conducting the
interviews. The interview questions focused on
struggling readers and their fluency instruction. Some of
the questions that the researcher asked the teachers
included: (1) How important was it for their students to
develop knowledge of the phonological awareness,
fluency, comprehension, vocabulary, and phonics, and
(2) How important they thought fluency was to
struggling readers or to their reading success? The
researcher also asked them to describe the approach and
strategies that they used to teach fluency and if teaching
fluency to struggling readers was challenging? When
discussing fluency instruction, it was important to know
exactly what they were doing and why they chose
specific strategies to use with their students, and if they
felt they were working or not.
  Table 3.
Result of the last oral reading
test
Miscues: Mispronunciation, substitution, Correct
# Percentage
omission, insertion, hesitation, repetition words
After the four week run of the
intervention, the identified
students were tested once again
to read orally the same passage Student 1 94 277 74.60%

given to them titled The first

lady of literacy (see Appendix Student 2 115 256 69%
A). Students were tasked to read
the whole passage consisting of
Student 3 82 289 77.90%
371 words all in all. The
following is the result of the
test: Student 4 56 315 84.90%

Student 5 61 310 83.50%

Student 6 73 298 80%

Result of the comprehension The results show a significant increase
test in the percentage of the students’ reading
In addition, I also let the students answer the ten
accuracy and word identification. If we
item comprehension test (see Appendix B) in compare the results from the initial test to
relation to the short passage they just read orally
and the result is as follows:
the recently conducted oral reading test,
we can see a difference, though small, but
Table 4.
a positive result. The ten item
comprehension test can also show us how
much the students understood the passage
# Score/Total items Percentage
they read. The table shows that two
Student 1 6 out of 10 60% students got 60%, an indication that they
Student 2 6 out of 10 60% might not be able to fully understand the
Student 3 8 out of 10 80% passage. One student got 70%, two got
Student 4 9 out of 10 90% 80% which is a fair score if I may say,
Student 5 8 out of 10 80%
and one student got 90% which is a very
Student 6 7 out of 10 70%
satisfactory score.
 Reflection
Reading can be hard for many student. When
struggling readers spend all their time decoding words,
they are able to read for meaning and understanding.
Yildeirim, Rasinski, and Kaya (2017) stated that reading
fluency is a foundational skill that should be mastered in
the elementary grades. If students are not given explicit
fluency instruction at the elementary level, they will
continue to struggle in reading as they get older. There are
many different types of fluency instruction that can be
used, but it was seen throughout this review that repeated
reading is the most widely used. When discussing how
teachers facilitate fluency instruction among struggling
readers, it was seen that repeated readings, assisted
readings, and modeling were used across most of the
studies. It is important to indicate the need for fluency
instruction in the classroom and in small-group settings to
improve struggling readers’ fluency.
 Struggling readers need phonics and phonemic
awareness instruction in order to become fluent
readers. Staudt (2009) suggested that for students
to develop automaticity in reading, they need
decoding instruction and time to practice their
decoding skills, which timed repeated readings
provide. Decoding is a foundational skill that
struggling readers need to begin to master so they
can move to becoming fluent automatic readers. If
students aren’t given instruction and practice with
decoding, they will struggle with reading fluency.
The teachers in this study spent a large amount of
time teaching decoding and phonics instruction to
increase fluency of the students.
Action Plan