DIVISION OF MISAMIS OCCIDENTAL

Oroquieta City, Misamis Occidental

 PROJECT Capacitating Parents Awareness on
Reading Techniques and Needs to Encourage
Remediation ( CaPARTNER): An Intervention on
Improving Pupils’ Word
Recognition Level

Bonnevie B. Galindo – MT1

Cristino E. Bonita – HT3
Rom Flor M. Cobrado – T3
MIALEM ELEMENTARY SCHOOL
Jimenez District
INTRODUCTION
 RESEARCH QUESTIONS
This study aimed to determine the effectiveness of Project CaPARTNER in
improving the pupils’ word recognition ability. It sought to addressed the
following questions.
1. What is the word recognition level of pupils before project CaPARTNER
intervention in terms of:
a. Alphabet Knowledge;
b. Letter Sound Correspondence
c. Reading Syllables
d. Reading Phrases
e. Reading Sentences?

2. What is the word recognition level of pupils after CaPARTNER intervention?

3. Is there a significant difference between the pretest and posttest result of
the pupils’ word recognition ability?
 RESEARCH METHODOLOGY
*Participants- The participants of this study were the 23 pupils in
Grades 1-3 who have no absolute mastery and a very low mastery
during the pretest utilizing the researcher –made Marungko- Based
Reading Assessment.
•Research Design- one- shot case study pre-experimental design
• Data Gathering Procedure=
1. Mapping of Pupils at Risk of Reading Difficulty ( Conduct of
Pretest)
2. Launching of Project CaPARTNER/ Capability Training
3. Implementation of Reading Remediation at Home
4. Monitoring
4. Evaluation ( Conduct of Posttest)
 Cont. Research Methodology
*Data Analysis Plan
Researcher- Made Marungko- Based Reading Assessment- used in
determining pupils word recognition ability.
•Mastery Level- Descriptive Equivalent- used in interpreting the
mastery level of pupils’ word recognition
• One- Sample t-Test used in determining the significant difference of
pupils’ word recognition level in the pretest and in the posttest.
SUMMARY OF RESULTS AND DISCUSSIONS

Figure 1 shows the mastery level of pupils’ word recognition before the
intervention. Results showed that these pupils have average mastery in
alphabet knowledge but low mastery in letter sound correspondence. Thus
these pupils have no absolute mastery in reading syllables, phrases and
sentences.
Figure 2 shows the mastery level of pupils’ word recognition after the
intervention. Results showed that after the intervention, pupils mastered letter
naming and sounding, and were moving towards mastery in reading syllables,
have average mastery in reading words, phrases and sentences which implies
reading progress.
Variable T-value P-value Decision of Ho Interpretation

Pretest -15-9 < 0.001 Reject Significant

Postest

Figure 3 shows test of significant difference on pupils’ word recognition level in

the pretest and in the posttest. Results revealed that there is a significant
difference between the pupils’ word recognition ability in the pretest and in the
posttest. This implies that the intervention greatly contributed an impact on
word recognition ability of 23 pupils.
CONCLUSION & RECOMMENDATIONS
Conclusion:
1. Project CaPARTNER is an effective reading intervention program.
2. Greatly contributed an impact on the improvement of pupils’ word
recognition level.

•Recommendation:
1. Conduct constant monitoring as to the implementation of reading
remediation facilitated by parents and guardians at home.
2. Provide a comprehensive technical support to parents who are having
a hard time teaching their children how to read.
3. Tap the support of the community to scout for volunteer tutors.
4. Further researchers may be conducted that look into the factors
affecting pupils’ reading performance in distance learning modality.
 REFERENCES
Zettersten, M., Bergey, C., Bhatt, N., Boyce, V., Braginsky, M., Carstensen, A., ... & Frank, M. C. (2021). Peekbank: Exploring
children's word recognition through an open, large-scale repository for developmental eye-tracking data. Retrieved on January 18,
2022 from
https://scholar.google.com/scholar?as_ylo=2018&q=word+recognition+ability+of+child &hl=tl&as_sdt=0,5

Hubag, D. M., Elona, E. F., & Felisilda, M. J. M. (2021). Effectiveness of project PFRATH on reading performance of grade one
pupils in mother tongue based-multilingual education. Sapienza: International Journal of Interdisciplinary Studies, 2(3), 106-112.
Retrieved on January 19, 2022 from https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/125

Boltron, M. T., & Ramos, A. L. (2021). Improving Beginning Reading Literacy through Marungko Approach. ASEAN Journal of Basic and Higher Education, 5, 1-12.
Retrieved on February 13, 2022 from
February 13, 2022

https://paressu.org/online/index.php/aseanjbh/article/view/285
Seiler, A., Leitão, S., & Blosfelds, M. (2019). Evaluating the efficacy of an app‐supported decoding intervention for children with
reading impairment. International Journal of Language & Communication Disorders, 54(2), 189-202.
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doi:http://dx.doi.org/10.1111/1460-6984.12388
THANK YOU!