FULLER METHOD WITH APPLIED CROSS-AGE INTERVENTION: THE EFFECT OF PEER TUTORING ON GRADE FOUR NON-READERS AN ACTION RESEARCH PROPOSAL PRESENTED TO THE SCHOOLS DIVISION RESEARCH COMMITTEE SCHOOLS DIVISION OF ILOILO MAUREEN HERBI E. SANTUYA Context and Rationale Reading plays an important role in attaining success of the goal in teaching. It is important that the reading level capability of pupils must be suited on their grade level, but there are some who do not progress at the same rate. They meet problems that delay their learning. They may lack several factors that influence the acquisition of reading ability on ability and comprehension (Ginoy, 2017). The National Assessment of Educational Progress (1997) reported that 40% of fourth graders, 30% of eighth graders, and 25% of twelfth graders were reading below grade level. The percentages are even higher and the gaps even wider between grade levels in schools (Snow, Burns, & Griffin, 1998). Therefore, it is imperative that school psychologists work with a team of professionals to help students with reading problems by designing interventions from data-based decision-making activities. Low ability readers make up the largest number of poor readers. They tend to have lower than average IQ and have below grade level listening comprehension, word recognition, and reading comprehension performance. Although we tend to classify children with severe reading problems as low ability readers, current research indicates that there are no significant differences between these two groups of readers on how they develop reading precursor skills (Wristers, et al, 2000). Poor readers with word recognition difficulties generally over rely on textual cues such as pictures to identify words in a passage that are unknown to them (Kim & Goetz, 1994). Overusing textual cues to identify unknown words reduces the likelihood of transforming unknown words into sight words (Pressley, 1998). Many errors are made when children use semantic contextual approaches rather than sounding out words. Children need opportunities to sound out words even if this means they have to struggle (Adams & Henry, 1997). This may be easier said than done as many children do not know how to begin to sound out words. Some poor readers have limited letter-level knowledge or an understanding of the alphabetic principle. Typically, these types of readers are limited to being able to sound out only the beginning letter of a word. Recently, results on Monitoring, Evaluation, and Assessment (MEA) of Granada Elementary School show that most of the fourth grade pupils has or belong to frustration level in reading. And the data being fed on the school’s MEA was taken from the Philippine Informal Reading Inventory, a standardized test provided by the Department of Education to measure the reading level and ability of the learners. The data shows that 22.6% of the total enrolment of Grade Four learners has the very low level of reading ability; they got the highest percentage in the intermediate grade (see appendix A). Based on data analysis conducted by the advisers, this problem on low reading level was identified. In connection to this, an action research was being proposed to address this certain problem of seventeen Grade Four learners of Granada Elementary School, Granada, North Gigantes Island, Carles, Iloilo with low reading level for the school year 2018-2019 through Peer Tutoring with Cross-Aged Intervention using the Fuller Method Approach. In addition, the School Learners Action Cell (SLAC) of Granada Elementary School has interviewed the class advisers about the learning situation of these learners and has confirmed that they really are having trouble in reading even a single English word, thus, affecting their performance since they would not participate in oral and group reading. These learners are inactive in class discussion, too. They could not answer what is being asked since they are incapable to read the entire selection. As to prior experience, it is not just a first time that a fellow teacher, which is a Grade IV English Teacher, would come to a Kindergarten Room to borrow alphabet flashcards. Upon interrogating her, the researcher has learned that most of her pupils don’t know even the sounds of some letters of the alphabet. It is very alarming to know that at their grade level, they are most likely behind the expected reading level of fourth grade learners, and is just likely starting to identify the sounds of the alphabet which is at Kindergarten’s pace. Action Research Questions This study will be conducted to determine the effect of peer tutoring on Grade Four non-readers using the Fuller Method with applied cross-aged intervention. Specifically, it will answer the following questions: What is the reading level of Grade Four learners before and after the introduction of peer tutoring using fuller method with applied cross-aged intervention? Is there a significant difference on the reading level of Grade Four learners before and after the introduction of peer tutoring using fuller method with applied cross-aged intervention? What actions should be done after determining the effectiveness of peer tutoring using fuller method with applied cross-aged in enhancing learners reading ability? Proposed Innovation, Intervention, and Strategy This study will be using Fuller Method Approach in reading which will be applied with cross-age intervention. The provider for this instrument which is the Fuller Approach in reading is the teacher/researcher, and these will be used in the pre-test and post-test. The intervention, on the other hand, will be performed by the older peers who are fast readers and achievers. Prior to the intervention, the researcher will prepare needed materials that will aid in learning and will ensure successful outcome of the activity. There are a variety of approaches that can be employed in the teaching of reading. To get reading right in the early grades, Torgesen (2004) suggests that schools should first design a balanced reading program that includes; phonemic awareness, word building skills and reading comprehension. In addition to this, other researchers view that since early development in reading and spelling depends on phonological awareness, an area that has proved to enhance instruction, therefore training in phonological awareness would be the first requirement in developing decoding and 16 spelling skills (Bradley &Bryant, 1983; Adams, 1990; Kamhi &Catts, 1991; Lyster, 1995). Kemizano (2007) believe that for children to begin reading, they must know how to blend isolated sounds into words, and how to break words into their component sounds. Beginning readers who seem not to know letters and sounds should be given special catch-up instruction. In addition to such phonemic awareness beginning readers must know the sound of letters and have a basic understanding of that letters of words go from left to right and represent sounds. Fuller Method is an approach which is a combination of the alphabet, the phonetic and the whole word method. How? The learner is not introduced to Lesson 1 until he/she gained complete mastery in recognizing and sounding each consonant. Reading should be done downward – down the column first, then across the column. It is one of the best approaches in developing word recognition and phonemic awareness (Reading Teachers Hub, 2012). Based on the Key Performance Indicator (KPI) on the Monitoring, Evaluation, and Assessment (MEA) dated October 03, 2018 through the gathered information and data of pupils during the SLAC Session of Granada Elementary School teachers, the problem on the low reading level of Grade Four learners has been identified. The researcher was able to come up with the most probable strategy which is the conduct of Peer Tutoring with Applied Cross-Aged Intervention using the Fuller Method approach in reading. The idea of this study was taken from the book of Knowester and Plikuhn (2016), which states that older siblings play a key role in the literacy lives of children, not only by modelling reading but by sharing reading materials, talking about literature, recommending reading resources and helping to teach their younger siblings how to read. The researcher has just change the idea of older siblings into peers as the study is situated in a school-based setting. According to Topping and Bryce (2010), outcomes for methods to accelerate thinking skills involving some peer interaction have been more consistently positive than those for purely teacher‐directed or materials‐led methods. And so this study will be conducted to address the reading concerns and problems of these learners. The identified seventeen Grade Four non-reader pupils will be paired by seventeen Grade Six fast readers, the ratio will be one is to one. Experimental peer tutees will be the Grade Four non-readers (n=17) and the experimental tutors were the Grade VI fast readers and achievers. These Grade VI fast reader pupils will be given reading materials with varied word families and reading selections that is based on the Fuller Method Approach in reading. They will be oriented on the process of teaching their partners by presenting first the word family before proceeding to reading the entire selection. During the allotted time of the intervention, the researcher will facilitate activities to be conducted by the tutors and employ Fuller Method unto their tutees. Phase 1 will be the introduction of the “-at” and “-an” word families, correct sounding of the initial letter of the word like bat, rat, mat, and ran, man, pan, etc., will be emphasized and introduced to the tutees, pictures of these words will also be given to the tutees so that they can easily retain and memorize the words. Reading downward – down the column first then across the column will be the process to be followed as what is stressed in the Fuller approach in reading. After familiarizing the words, the tutee will be then introduced into word recognition having the words of the two word families, and then reading the given selection. The process will be repeated into other word families; “-et”, “-ad”, “-am”, etc. The reading development will be monitored by the researcher based on the reading capability through individual oral reading which will be followed by a set of questions. The intervention will be given to the experimental group for 10 days. Action Research Methods A pre-test using the Fuller Method instrument will be conducted which will serve as the baseline of the study. The intervention will then be applied and performed by the selected peers to the experimental group of tutees; these will be done within 10 days. A post-test, which is a set of parallel test of the same instrument during the pre-test, will then be given to test the effect of the intervention being employed, This study needs to seek answers to questions about the reading level and ability of the learners. According to Burns (2000), “Research is the systematic investigation to find answers to a problem” (p.3). This study aims to investigate the use of Peer Tutoring with Applied Cross-Age Intervention through the use of Fuller Approach in Reading to improve learners reading ability. The researcher will be using quantitative data collection methods which rely on structured data collection instruments that fit diverse experiences into predetermined response categories.  They produce results that are easy to summarize, compare, and generalize. This study aims to gather responses by collecting data from the experimental group. The data collected will be analyzed and results will then be compared to answer the questions stated in this study. One-shot experimental design will be used to determine the level in reading of Grade Four learners before and after the introduction of peer tutoring using fuller method with applied cross-aged intervention. Campbell and Stanley (1966) stated that much research in education today conforms to a design in which a single group is studied only once, subsequent to some agent or treatment presumed to cause change. Post-test Intervention Pre-test In this arrangement, subjects are presented with some type of treatment. Like all experimental designs, the goal is to determine if the treatment had any effect on the outcome.  Without a comparison group, it is impossible to determine if the outcome scores are any higher than they would have been without the treatment.  And, without any pre-test scores, it is impossible to determine if any change has taken place. Figure 1. Research Design Participants and/or Other Sources of Data and Information Seventeen Grade IV and seventeen Grade VI learners of Granada Elementary Schools for the school year 2018-2019 will be the participants of the study, a total of thirty-four. The seventeen Grade IV learners belong to the non-readers. Otherwise, belong to the fast readers. The Philippine Informal Reading Inventory was the instrument being used in determining the number of learners who are non-readers, and was reflected on the Monitoring, Evaluation, and Assessment (MEA) during the School Learning Action Cell (SLAC) Session of the teachers. Purposive sampling technique will be employed to determine or identify participants of this study. The purposive sampling technique, also called judgment sampling, is the deliberate choice of a participant due to the qualities the participant possesses. It is a non-random technique that does not need underlying theories or a set number of participants. Simply put, the researcher decides what needs to be known and sets out to find people who can and are willing to provide the information by virtue of knowledge or experience (Etikan, et al, 2015). Data Gathering Methods Permission will be sought from the school head as well as the parents before conducting the study. It is necessary to seek first the consent of the school head as she is the one accountable and responsible for any unwanted discrepancies and that of the parents as they are the primary guardian of the participants and have the right to let their children participate. It is said that an instrument is valid if it accurately reflects or assesses the specific concepts that the researcher is attempting to measure and reliable if the instrument when administered on repeated trials to the same individual or group of individuals will yield a consistent results. Though the learners to be intervened had been already identified through the results of the PHIL-IRI which was conducted by their adviser beforehand, a pre-test in which will be using the Fuller Method instrument will be given by the researcher to test them again to formulate another set of results and will be the basis of the study, which answers the question No. 1 of the research questions of this proposal. These set of questions is not a researcher-made, thus, does not need to be validated. The pre-test results will then be analyzed using mean and percentage scores. They will then be categorized into non-reader, frustration, and slow reader depending on the results of the pre-test to be conducted. The fuller method test materials will be the instrument to be used and will be the basis in determining the reading level of the learners. Before the conduct of the peer tutoring with applied cross-age intervention, data from the results of the pre-test serves as the baseline. The intervention will then be applied and it will be done during the vacant time of the researcher, the tutors, and the learners being intervened within a 45 minutes time allotment daily. They will be given word-with-picture flashcards, word families, and selections which will be accompanied by comprehension questions to be taught to the experimental group by their tutors. During the conduct of the proposed intervention which uses the Fuller Method approach in reading, the researcher will monitor the reading development of the experimental group through individual oral reading and it will be assessed by answering a set of questions of each selection within each word family. After a series of peer tutoring and learning process, the experimental group will then be given post-test using the Fuller Method test materials to determine how far they have learned and how effective the intervention being used. These test is a series of parallel questions which has the same concept as the pre-test but of different items, this is done to address the familiarity of the experimental group to the test items. The data gathered from the post-test of the Fuller Method Approach in reading will then be analyzed using mean and percentage scores. The results will then be compared to determine if there is an increase to the reading ability of the learners. Ethical Issues The participants who are considered the most important element of the study will be treated with outmost courtesy. Before undergoing and/or participating in the study, the parents of the participants will be first oriented about the scope and importance of the study their children are going to be participating. They will be signing a parental consent as a proof for agreeing and letting their children to be studied. These procedures will be done to minimize, if possible avoid, the absence of the participants during the conduct of the study. A letter from the school head will also be secured. Typically, researchers must obtain approval from the school principal before conducting a study. Alibali and Nathan (2010) stated that it is important to either include teachers in meetings with principals or to meet with teachers separately, both to request their participation and to discuss the scientific questions and the educational relevance of the proposed research. It is always better if teachers choose to be involved in a research project, rather than be told by their principals that they must be involved. When teachers make the choice to be involved, they cope more easily with the inevitable disruptions that research involves. The results will also be kept with high confidentiality as a consideration to human dignity. And proper citations and credits will be put to references that are taken from different sources. Data Analysis Plan To interpret and analyze the results of this study, the following statistical analysis will be used: Mean and Standard Deviation will be used to determine the reading ability level of Grade Four learners before and after the introduction of peer tutoring using fuller method with applied cross-aged intervention. To aid in comprehension, the researcher will organize scores into lists and put the test scores in order, in order to see the lowest and highest scores in the group. After arranging data, frequencies will be determined which are the basis of finding the mean and standard deviation. Mean is the arithmetic average of the scores, calculated by adding all the scores and dividing it to the total number of scores. In this case, the researcher will know the average score but still needs to know the variance of scores. Standard Deviation is considered the most useful index of variability, it is a single number that tells us the variability or spread of distribution, and is calculated through finding first the mean and take it from the scores, square that number and take the square root of the total of squared scores. Paired sample t-test will also be utilized to determine significant difference in the reading ability level of Grade Four learners before and after the introduction of peer tutoring with applied cross-aged intervention, and computations will be done using Statistical Package for Social Sciences (SPSS). The SPSS is a software that has been widely used by researchers to perform quantitative analysis and is used as a complete statistical package that is based on a point and click interface. The SPSS software can read and write data from statistical packages, databases, and spreadsheets. After feeding off data, the SPSS software will show a paired sample statistics in which you can see the number of participants, the result of the mean, and the standard deviation. Next to it is the paired sample test box which contains info about the paired samples t-tests conducted. The important value is the Sig. (2-tailed) value located at the final column of the box. If this value is greater than .05 means there is no statistically significant difference between the reading ability levels of Grade Four learners, but if this value is less than or equal to .05 then there is a statistically significant difference. Action Research Work Plan and Timelines For the better understanding of the scope of the study and to accomplish this research work’s objectives, the researcher will religiously follow the activities, timelines, and duration presented below. Table 1 Schedule of Research Activities Activity Timeline Duration A. Planning 1. Preparation of Research Proposal November 14-20, 2018 7 days 2. Checking and Editing of Proposal November 21-23, 2018 3 days 3. Proofreading and Consultation of Proposal November 24-26 , 2018 3 days 4. Finalization of Proposal November 27-28, 2018 2 days 5. Submission of Proposal November 29, 2018 1 day B. Implementation 1. Orientation of the Participants and their Parents February 20-21, 2019 2 days 2. Conduct of Pre-Test February 22, 2019 1 day 3. Checking of Pre-Test Results February 23-24, 2019 2 days 4. Computation and Interpretation of Results February 25-26, 2019 days 5. Finalization of the Results of the Collected Data 6. Intervention Feb. 27,28-Mar. 1, 2019 March 4-15, 2019 days 10 days 7. Conduct of Post-Test March 18, 2019 1 day 8. Checking of Post-Test Results March 19-20, 2019 2 days 9. Computation and Interpretation of Result 10. Finalization of the Results of the Collected Data 11. Proofreading of Interpreted Results C. Dissemination March 21-24,2019 March 25-27, 2019 March 28-29, 2019 days 3 days 2 days 1. Preparation of Final Write-up Mar 30-Apr 12, 2019 2 weeks 2. Proofreading of Final Paper April 13-17, 2019 5 days 3. Finalization of Paper April 18-19, 2019 2 days 4. Liquidation of Expenses April 20-21, 2019 2 days 5. Presentation of Results in School June 3, 2019 1 day 6. Submission of Final Paper June 10, 2019 1 day Span: November 14 - June 10,2019 73 days Cost Estimates The table below shows the researcher’s best estimates of the expenditures needed to support the proposed study. Items, unit, unit cost, and total cost are included in detail for transparency, accountability, and auditing purposes. Table 2. Materials and Costs Item Unit Unit Cost Total Cost 1. Ink for Computer Printing (Epson L360) 4 bottles (1set) 245.00 980.00 2. Bond Paper (for flashcards, word families, and reading selections) 3 reams 180.00 540.00 3. Notebooks 17 pcs. 15.00 255.00 4. Ball Pen 5. Brown Envelop 6. Photocopy of testing materials (pre-test and post-test) 7. Snacks for Parent’s Meeting 8. Transportation and other Travel Expenses (for seeking Technical Assistance and attending BERF-Related Meeting 17 pcs. 17 pcs. 8 pages for 17 copies 3 Gigantes Island-Carles-Iloilo 7.00 8.00 1.50 2,000.00 470.00 119.00 136.00 204.00 2,000.00 2,820.00 Grand Total 7,054.00 Plans for Dissemination and Utilization To ensure that the outputs of this research will be used, therefore maximize the benefit of the results; it could be disseminated through School Learners Action Cell (SLAC) and/or Mid-year In-Service Trainings and Year-end In-Service Trainings. It could be uploaded online in order for other researchers to see it and test its effectiveness. In addition, through proper dissemination to varied trainings and seminars, it can be utilized and could be helpful to teachers especially those who did remediation, teachers of different grade levels, and to advisers as well who encounter the same problems on their classroom. Any revision to the intervention and strategy will be of no issue. It can be revised according to the level and needs of the learners. References Alibali, M.W. & Nathan, M.J. (2010). Conducting Research in Schools: A Practical Guide. University of Wisconsin-Madison. Retrieved from https://pdfs.semanticscholar.org/c08f/c850ab48793475b7256cccd3629a40806e84.pdf AllPsych: Psych Central’s Virtual Psychology Classroom (2018). Research Methods. Chapter 5.2 Pre-Experimental Design. Retrieved from https://allpsych.com/researchmethods/preexperimentaldesign/ Campbell, D.T. & Stanley, J.C.(1966). Experimental and Quasi-Experimental Designs for Research. Retrieved from https://www.sfu.ca/~palys/Campbell&Stanley-1959-Exptl&QuasiExptlDesignsForResearch.pdf Etikan, I., Musa, S.A. & Alkassim, R.S.. Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics. Vol. 5, No. 1, 2016, pp. 1-4. doi: 10.11648/j.ajtas.20160501.11. Retrieved from http://article.sciencepublishinggroup.com/pdf/10.11648.j.ajtas.20160501.11.pdf Ginoy, E.F. (2017). Remedial Reading Program. An Intervention for Reading Skills Among Grade VI Pupils of Mantiguib Elementary School. An Action Research Kemizano, R. (2007). Teaching of Reading to School Beginners: A study on the reading programmes in primary one in Uganda. Retrieved from https://www.duo.uio.no/bitstream/handle/10852/31841/TeachingxofxReadingxtoxSchoolxBeginner1_2.pdf?sequence=1 Knowester, M. & Plikuhn, M. (2016). Influence of siblings on out-of-school reading practices. Journal of Research in Reading, Volume 39, Issue 4, 2016, pp. 469-485. Retrieved from https://www.ernweb.com/educational-research-articles/older-siblings-family-role-model-childrens-developing-literacy-first-generation-modeling-sibling/ Reading Teachers Hub (2012). Retrieved from http://ireadmodule.blogspot.com/2012/08/word-recognition.html Topping, K.J. & Bryce, A. (2010). Cross-Age Peer Tutoring of Reading and Thinking: Influence on Thinking Skills. Pp. 595-621. Retrieved from https://doi.org/10.1080/0144341042000262935 Appendices Appendix A Result of Monitoring, Evaluation, and Adjustment – 3rd Quarter Dashboard on Non-Readers of Granada Elementary School on Intermediate Grade Appendix B A Letter Request to the School Head of Granada Elementary School Department of Education Region VI – Western Visayas Schools Division of Iloilo Schools District of Carles GRANADA ELEMENTARY SCHOOL Brgy. Granada, North Gigantes Island, Carles, Iloilo February 18, 2019 LOURDES L. ALARDE Head Teacher lll Granada Elementary School Ma’am: Greetings! I would like to ask permission from your good office to conduct an action research entitled “Fuller Method with Applied Cross-Age Intervention: The Effect of Peer Tutoring on Grade Four Non-Readers” in your school from February 20 – March 20, 2019. I am looking forward for your kind approval. Very Truly Yours, MAUREEN HERBI E. SANTUYA Researcher Approved: LOURDES L. ALARDE Head Teacher lll Appendix C Department of Education Region VI – Western Visayas Schools Division of Iloilo Schools District of Carles GRANADA ELEMENTARY SCHOOL Brgy. Granada, North Gigantes Island, Carles, Iloilo February 19, 2019 P A R E N T A L C O N S E N T I/We hereby willingly and voluntarily give consent to the participation of my/our son/daughter ______________________________________ in the conduct of the Action Research entitled “Fuller Method with Applied Cross-Age Intervention: The Effect of Peer Tutoring on Grade Four Non-Readers” from February 22, 2019 to March 18, 2019. I/We have considered the benefits that our son/daughter will derive from his/her participation in this activity provided that its result will be treated with confidentiality. ______________________________ ______________________________ Signature of Father Signature of Mother ______________________________ _____________________________ Name of Father Name of Mother ____________________________________ Signature of Guardian over Printed Name _________________________ Relationship to the Participant 23