READING COMPREHENSION LEVEL IN ENGLISH OF

INTERMEDIATE PUPILS IN SANTIAGO

ELEMENTARY SCHOOL

S.Y. 2017 – 2018

A Research Proposal

Submitted to:
Felipa C. Rico, Ph. D.
The College of Teacher Education
Ramon Magsaysay Technological University
Iba, Zambales

In partial fulfillment in Research Methodology

Researcher:
Mangohig, Ruby L.
MAED EA
 ABSTRACT

The research examines a program for increasing reading ability to reduce the

academic failure of identify non-readers and slow readers students. Subjects are fourth-

grade to sixth-grade students in a small community in Botolan North District area.

Evidence for the existence of this problem is gather from Phil IRI and teacher’s

observations, assessments, standardized tests, and surveys.

This action research participants are seventy-four (74) intermediate pupils of

Santiago Elementary School at Santiago, Botolan, Zambales enrolls in the School Year

2017-2018. The purpose of this study is to enhance the reading comprehension level in

English of intermediate pupils in Santiago Elementary School S.Y. 2017-2018.

Literature suggests that probable causes for the problem includes: socioeconomic

factors resulting in a lack of parental attentions, inadequate student motivations, and

frequent curricular changes that are not supports by staff development.

A review of solution strategies suggests by knowledgeable others, combines with

analysis of the problem setting, results-in the selection of four areas of intervention: (1) a

parental involvement program; (2) integrating trade books and basal readers into the

curriculum; (3) development of task group activities incorporating the use of cooperative

strategies, partner reading, and teacher read alouds; and (4) writing extension activities.

Results of the intervention indicates an improvement in reading comprehension,

both silent and oral. Findings reveals that volunteering to read orally is increases,

attentiveness is length and, consequently, reading for enjoyment is significantly improves.

 CHAPTER 1

INTRODUCTION

Reading comprehension according to Merriam Webster Dictionary is the ability to

understand data indicated by an instruments such as books, articles, magazines etc. English

as a second language of Filipinos still plays an important role specially in academic

performance of learners. It utilizes an improvement of one’s self as it is being prominent

among the language that Filipinos speak.

Classroom situation in the K-12 curriculum enhances and develops learners in all

aspects of competitiveness in global standard when it comes to man power and work

relations. As we face the new chapter of our Educational system, for us Filipinos to

compete on the international standard of workers as well as professionals, it is still a

challenge to prosper in the Universal Language which is English. We, Filipinos as being

colonize by Americans can learn and enhance the communication skills outside our nation.

But in todays situation when it comes to English as one of our medium of instruction.

Providing teachers with adequate and effective learning process, Republic Act No, 10533

or the Enhanced Basic Education Act of 2013 serves as the basis for the K-12 curriculum

which encompasses at least one year of kindergarten education, six years of elementary

education, and six years of secondary education. Secondary Education includes four years

of junior high school and two years of senior high school education.

The provisions of the Enhanced Basic Education Act of 2013 states that the Filipino

learners, in order to be globally competitive, need to develop the 21st century core skills

(digital age literacy, inventive thinking, effective communication and high productivity)

and be functionally literate. The Mother Tongue Based is packed for the preparation of
students for higher learnings because it is designed primarily to provide transition from

mother tongue to English language and from school to further learning.

Enhancing and developing the reading comprehension level in English of the K-

12 learners as one of the skills requires that pupils and teachers shall acquire competence

in the English language to fully comprehend and master one of the macro skills which is

reading that are essential to leraner’s communication skills. The spiral progression

approach is used in the K-12 curriculum to ensure mastery of knowledge and skills in

English and has the following features that can help comprehend reading: (1) exploration

of real-life themes, task and situation, (2) balance between literary and informative text,

(3) interplay of print and non-print resources, (4) contextualized and discourse-oriented

grammar segments, and (5) enhancement of information management skills (K to 12

Toolkit, 2012).

The transition of Mother Tongue based instruction to English is difficult to the

learners such as entering new curriculum that requires more comprehension and

understanding. The intermediate learners English language in the K – 12 Enhanced Basic

education curriculum is designed to be learner-centered, inclusive and developmentally

appropriate which makes it very distinct from the previous ways of teaching it. While in

the past teaching, the English subject is content-based, the K-12 curriculum used

pedagogical approaches which are constructivist, inquiry-based, reflective, collaborative

and integrative. The K-12 curriculum follows the social approach wherein learning is a

process of building upon previously learned knowlwdge. Through this, pupils are able to

master the desired competencies by revisiting the subject several times and relating new
knowledge or skills with the previous one. Moreover, the pupils progress in their learning

as it entails going from simple to more complex knowledge or kills (K to 12 Toolkit, 2012).

The teachers have identify that the top three challenges as a consequence of the

spiral progression approach in the implementation of K – 12 curriculum among the English

language learners: (1) encouraging and motivating English-language learners, (2)

addressing the individual and diverse needs of English-language learners in academic skills

and (3) English language acquisition and comprehension with English-language learners

about academic, social and personal issues.

The intermediate pupils are the first recipient of the spiral progression approach of

teaching the English subject. Observations from teaching English reveal that may

intermediate pupils do not have the competence and mastery of reading comprehension

level in the English language. For the pupils who cannot read, comprehension is impaired

thus exploration of real-life themes, tasks and situation is unattainable. A pupil who cannot

read the English language is unable to apopreciate the balance between literary and

informative text, fails to complement print witn non-print sources, and encounters

difficulty in the management of information skills. The challenge to the English teachers

is to find ways to facilitate the learning process specially to reading comprehension.

Knowledge of the English language is needed in almost professional and personal

practices. Academic achievement in the English language is very crucial in attaining

success both in school and in life since English language is applied accross disciplines and

in all fields of endeavour. Thus, the teaching methods particularly particularly for the

primary school pupils shall be re-examine and more emphasis shall be place or strategies
that will enable pupils to acquire reading comprehension and competence in English

language.

The study on the Reading Comprehension Level in English of Intermediate Pupils

is undertake to assess the learners and to measure the degree of comprehension in reading

English of intermediate pupils.

Significance of the Study

The findings of the study will be valuable to the following atakeholders.

English Language Teachers. They will provide with information about the reading

comprehension level of intermediate pupils that will be effective in enhancing reading

comprehension among pupils in the English language. The results of the study will provide

basis for designing better teaching practices that creates a reading materials and provide

encouragement to the pupils to read.

Parents. They will provide with information about the teaching-learning process that shall

serve as motivation for the active participants in the education of their children.

Pupils. They will provide with strategies on elaborating the reading comprehension level.

The result of this study will provide basis for unfolding the reading comprehension level

for learning competency.

Future researchers. For them to have reference data that could be a useful guide on their

research for thorough studies related on education.

Statement of the Problem

The purpose of this study is to assess the reading comprehension level in English

of intermediate pupils, to develop a program that enhance the level of comprehension in

reading and to distinguish the pupil’s copmprehension level in Santiago Elementary School

during the School Year 2017-2018. The purpose of this study is to answer the following

questions:

1. What is the profile of the pupil respondents in terms of:

1.1 Age;

1.2 Sex;

1.3 Grade; and

1.4 Language Spoken?

2. What are the difficulties/challenges in reading English in terms of:

1.1 Oral reading; and

1.2 Silent reading?

3. What is the level of reading comprehension of the intermediate learners in English

subject?

4. Is there a significant differences on the reading comprehension when grouped

according to profile?

5. Is there a significant relationship between the comprehension level and the

materials used?

6. Is there a significant relationship between the teachin g strategies and the reading

comprehension level in English of the intermediate pupils.

Scope and Limitations

The purpose of this study is to assess the reading comprehension level in English

of intermediate pupils, to develop a program that enhance the level of comprehension in

reading and to distinguish the pupil’s copmprehension level in Santiago Elementary School

during the School Year 2017-2018. The assessment of the reading comprehension level is

base on the Phil IRI of the intermediate learners.The study on the Reading Comprehension

Level in English of Intermediate Pupils in Santiago Elementary School is limit only to

intermediate pupils in English.

 Chapter 2

FRAMEWORK OF THE STUDY

This chapter presents information taken and materials reviewed from foreign and

local sources that will contribute to the development of the present day.

Related Literature and Studies

Many students have difficulty comprehending what they read. All schools need to

have some sort of remedial reading program provided to help struggling students. Low

reading skills affect both reading fluency and comprehension for elementary school

students. Reading skills are foundational building blocks at this age and the earlier students

with low reading skills receive interventions, the greater the interventions will impact the

students’ reading careers (Hausheer, Hansen, & Doumas, 2011). Knowing how to read

words has ultimately little value if the student is unable to construct meaning from the text

(Klinger, Vaughn, & Boardman, 2007). If schools are able to provide what the students

need, there will be more success for everyone involved.

As described in the prior section, the ability to activate prior knowledge is a

cognitive strategy needed for effective reading comprehension. More specifically,

background knowledge is necessary for generating inferences (Cain et al., 2001; Pressley,

2000). Background knowledge is a compilation of prior learning, as well as prior mental

images of text that are stored in long-term memory. Cromley and Azevedo (2007)

discovered that background knowledge is a significant contributor to comprehension, as is

vocabulary. Students who lack prior knowledge about the content they are reading will

struggle to make sense of it. Background knowledge is developed through exposure to a

variety of books, particularly trade books (Headley & Dunston, 2000), as well as through

general life experiences (Gill, 2008).

Research continues to identify metacognition and cognitive strategies as key

contributors to reading comprehension development. Conversely, a primary deficit in poor

comprehenders is the inability to employ metacognitive strategies during reading.

Dermitzaki, Andreou, and Paraskeva (2008) identified a lack of planning, comprehension

monitoring, analyzing, and prioritizing important text as key deficits among third graders

with low reading comprehension achievement. While many poor comprehenders lack

metacognitive strategies, others are simply unable to select or use strategies effectively

(Horner & Shwery, 2002). Therefore, reading comprehension requires knowledge of

cognitive strategies as well as effective use and control over them.

“Research shows there are several underlying causes for poor reading

comprehension. Among the reasons are the complex process of learning to read, the type

of instruction, method for decoding, prior knowledge, a diverse population, and

development of vocabulary ” (Caposey & Heider, 2003, p. 14 ). Students with low literacy

skills have less access to the regular curriculum, are prone to poor self-esteem, low

motivation, behavioral problems, and academic underachievement. According to

Neumann, Ross, & Slaboch (2001), putting an emphasis on early interventions with reading

instruction so that students are capable readers by the third grade is necessary because low

reading scores have been linked to weakness in phonics and phonemic awareness skills.

Consequently, K-3 instruction in many schools has focused heavily on phonemic

awareness, phonics, and word recognition.

 Research conducted by Klinger, Urbach, Golos, Brownell, & Menon (2010)

displayed that teachers of students with learning disabilities across several states and

classroom setting models had a tendency to focus on literacy skills related to phonological

awareness and decoding. It was noted that strategies related to increasing comprehension

were rarely observed and even less frequently explicitly taught. Struggling learners require

more explicit instruction on specific comprehension strategies that can be used to obtain

both surface level information and critical thinking information from text.

Increasing fluency is a key way of increasing a student's comprehension skills.

Teachers can use a variety of methods to increase reading fluency. These include choral

reading, echo reading, partner reading, reading along silently as oral reading is being

modeled, using poetry, and reader’s theatre. These methods can be used in either small

groups during reading, or as an intensive intervention implemented three times a week in

20 minute intervals (Neumann, Ross, & Slaboch, 2004). Students all learn in different

ways. Many need a variety of learning styles presented to them in order to succeed. The

program conducted in the research study found that children have increased benefits in

their learning by using auditory, visual and kinesthetic stimulations (Hausheer et al., 2011).

When teachers incorporate different ways to learn, they are helping reach various students.

Many students learn best one way, but others need to learn the same information through

varying learning styles. This also benefits students who need increased repetition in

differing ways. Another example of why teachers need to use a variety of teaching methods

in order for students to succeed is that it gives students a chance to do the same thing

multiple times in numerous ways. Students learn through reading, writing, speaking and
listening. By the time a child is six years old, their vocabulary should include thousands of

words (Caposey & Heider, 2003).

If a child is not exposed to vocabulary for various reasons, he or she may struggle

right from the beginning. Not only do teachers need to focus on fluency activities, they also

need toincorporate and teach comprehension strategies. Building background knowledge

andlearning new vocabulary is essential to understanding the material being read. Failure

tomake connections and learn new words will hinder student comprehension. Studentsmust

be able to decode words routinely and with ease to be successful readers. Emergingreaders

may make decoding errors, and put a great deal of effort into reading wordscorrectly. Thus,

emerging readers have no additional cognitive resources to draw upon tobe successful with

comprehension. They may be able to read the words but fail toconnect them in a way to

give meaning to their oral reading (Neumann, Ross, & Slaboch,2004).

Other aspects holding students back from comprehending literature is lack of

fluency or not able to participate, in reading behaviors such as making words, identifying

words in text, and writing words as they attempt to protect themselves from failure (Jordai,

2011). These are strategies teachers can incorporate in their small groups.

Comprehension is an important element during all states of literacy development.

Students who read more fluently are able to focus on meaning, hold more of the information

in their working memory, and incorporate their own background knowledge with what they

have read. Reading with accuracy and effective speed allows the reader to focus on the

meaning of the words (Neumann, Ross, & Slaboch, 2004). This again proves the

importance of fluency and speed that students need to be successful at comprehension.

 Most teachers do some form of guided reading or small group instruction during

their literacy block. Working with smaller groups of students allows teachers to reach

students where their skills are at on individual levels. When this occurs, students have more

gains by getting more personalized attention and creating a bond with the instructor

(Hausheer et al., 2011). This allows students to gain confidence in their abilities. “Guided

reading is helpful for students who are fluent readers but lack comprehension skills. It

forces them to think about what they have read” (Caposey & Heider, 2003, p. 19). Teachers

who take the time to plan for their small group instruction are benefiting all students

involved. When teachers work with small groups, students can master comprehension skills

through the use of repetition. They hear the selection both from their own lips and others

in the group, including the teacher.

Meta-analyses of research indicates that reading comprehension interventions are

effective only when they are accurate, consistent, and intensive (Division for Learning

Disabilities of the Council for Exceptional Children, 2014; Sencibaugh, 2007), as well as

explicit and recursive (Mastropieri, Scruggs, & Graetz, 2003). In a comprehensive review

of research, the Institute of Education Sciences (2010) found a preponderance of evidence

that explicit strategy instruction is associated with improved reading comprehension

outcomes. This finding aligns with the recommendations from the National Reading Panel

(2000) review of reading comprehension strategies (see also Pressley et al., 1989;

Rosenshine & Meister, 1997; Rosenshine, Meister, & Chapman, 1996). Recent research

also supports this assertion. For example, Wang (2007) reported that explicit instruction in

comprehension strategies to third and fourth graders enhanced their comprehension for

both narrative and expository text. In another study, Dube, Dorval, and Bessette (2013)
also reported statistically significant improvements in reading comprehension following

explicit strategy instruction to third and fourth grade students with learning difficulties.

Indeed, the evidence for explicit instruction in reading comprehension strategies continues

to mount.

Text structure refers to how ideas or facts are related on the printed page, such as

in a sequence, a comparison, a question and answer, or a cause and effect. Following a

review of existing research, the Institute of Education Sciences (2010) recommended

explicit instruction to students in text structure for improving comprehension. Consistent

with this recommendation, current research suggests that training in strategies based on

text structure produces significant reading comprehension outcomes for students

(Sencibaugh, 2007). The research indicates that even students in primary grades achieve

reading comprehension improvement from explicit instruction in text structure (Hall,

Sabey, & McClellan, 2005; Stevens, Van Meter, & Warcholak, 2010).

In addition, instruction in analysis of word structures, including root words,

prefixes, and suffixes, is supported by several preliminary research studies conducted by

Baumann and Edwards (Baumann et al., 2002; Baumann et al., 2003). In a follow-up study,

Baumann, Ware, and Edwards (2007) discovered that direct instruction in word structures

to 20 fifth graders produced a 36% increase in word volume and a 42% increase in the use

of low-frequency words in students’ writing samples. In addition, vocabulary is improved

by learning common prefixes (Graves, 2006) and root words (Henry, 2003). It is clear that

instruction in both text and word structure is supported by the reading comprehension

research findings.
Relationship of the Present Study to Previous Studies

The similarities and differences of the present study with the previous studies are

noted. The study of Blickenstaff, et,al, (2013) tells a clear reading comprehension that two

specific reading interventions, a 5 finger retell and weekly fluency checks, improved

students’ reading comprehension skills. We are pleased with the results of this project and

look forward to use these interventions with students in our future classrooms. Through the

investigation, they found it helpful to document each student's score every week so we

could look for patterns and pinpoint specific students who were struggling in the same area

each week. By doing so, we could teach to each particular student the weakness they may

have so they will be successful in using the 5 finger retell. Potential ideas for future research

include researching other techniques or strategies focused on enhancing student reading

skills. Being able to incorporate strategies that utilize the growing access to technological

resources such as iPads and tables will help increase more student comprehension and

vocabulary skills. The more apps students have available to them, the more strategies they

can acquire to achieve better reading skills.

The present study is similar to previous study in terms of the assessment of the

strategies used by the English language teachers. The present study is different from the

previous studies in terms of the grade level of the respondents, the locale of the study, and

the teaching strategies to be assessed. The present study also described the degree of

relationship between the reading comprehension level and the profile of the respondents

which is use to measure the level of intermediate pupils in Santiago Elementary School

and to develop a program to enhance the reading comprehension of the intermediate pupils.
Theoretical/Conceptual Framework

This study will guide by the Phil IRI and K-12 curriculum is anchored on functional

context learning on reading which stresses the importance of making learning relevant to

the experience of the learners. The learning of reading will facilitates by making it possible

for the learner to relate new knowledge already possessed and to transform previously

gained into recently acquired knowledge in reading.

The Cognitive Theory sees the second language acquisition as a consious and

reasoned thinking process that involves the deliberate use of learning and teaching

strategies for developing and enhancing reading comprehension level.

The paradigm of study which will use the independent variable-dependent variable

(IV-DV) approach is shown in figure 1.

Independent Variable Dependent Variable

1. Profile of the Pupil-
Respondents
a. Age
1. Reading Comprehension Level
b. Sex in English

c. Grade Level

d. Language Spoken

Figure 1
The Paradigm of the Study

Null Hypothesis

1. There is no significant differences on the reading comprehension when grouped

according to profile.
 2. There is no significant relationship between the comprehension level and the

materials used.

3. There is no significant relationship between the teaching strategies and the

reading comprehension level in English of the intermediate pupils.

Definition of Terms

The following terms are define operationally and contextually to understand

the study.

English. This refers to the language of England, the United States of America and many

areas now or formerly under British rule.

K-12 Curriculum. This refers to the sum of primary and secondary education whicn

encompasses at least one year of kindergarten education, six years of elementary education,

and six years of secondary education. The expression is a shortening of kindergarten (4)

for 4-to 6-year-olds through twelfth grade (12) for 17-to 19-year-olds.

Reading Comprehension. This refers to the ability to understand data indicated by an

instruments such as books, articles, magazines etc.

Teaching. This refers to an activity that brings out the accumulation olf knowledge,

development of skills and inculcation of values and attitudes.

Teaching Strategies. This refers to a combination of instructional methods, earning

activities, and materials that actively engaged students and appropriately reflect both

learning goals and students’ developmengtal needs.

Using Instructional Media. This refers to a classroom-based teaching strategy when the

teacher involves students in learning activities that require construction of audiovisual

materials such as posters, bulletin board displays, exhibits, puppet to enhance creativity

and resourcefulness.
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, research locale, respondents, research

instrument, data gathering and analysis, and the statistical treatment that are use to analyze

the data gather.

Research Design

The study will use the descriptive research which aims to describe, analyze, and

interpret the gathered information regarding the assessment of the reading comprehension

level in English of intermediate pupils. According to Zulueta and Costales (2004), the

descriptive method involves the conversion of data in order to test the hypothesis or to

answer questions concerning the current status of the subject of the study. A documentary

analysis of the reading comprehension level in English of the intermediate pupils is also

conduct for the Phil IRI for the school year 2017-2018.

Research Locale

The location of the study is in a small community area in the northern part of the

Municipality of Botolan which is Barangay Santiago, where Santiago Elementary School

was established as a public school of Botolan District and where the study will conduct

for the school year 2017-2018.

Respondents of the Study

The respondents of the study are the intermediate pupils of Santiago

Elementary Schools for the school year 2017-2018. Intermediate pupils compose of pupils

in Grade 3, Grade 4 and Grade 5, and the distribution of the population are 30, 34, and 25

respectively.

The Research Instrument

The survey questionaire composed of two parts was used as the main instrument

and was adapted from Salandaman (2006). The first part will consist of questions regarding

the personal details such as name, grade, age, sex, and language spoken of the intermediate

pupils. The second part will consist of the survey questionaire regarding the reading

comprehension level in English of intermediate pupils. The 5-point rating, Likert scale, and

the responding qualitative interpretation will use in the evaluation of the statements

describing the teaching startegies.

Table 2
The 5-point rating, Likert scale, and the qualitative interpretation in the evaluation of
the Reading comprehension level

5-point Scale Likert Scale Qualitative Interpretation

5 4.20 – 5.00 Outstanding
4 3.40 – 4.10 Good
3 2.60 – 3.30 Satisfactory
2 1.80 – 2.50 Fair
1 1.00 – 1.70 Poor
Data Gathering Procedure and Analysis

A letter will address to the office of the Schools Division Superintendent, Division

of Zambales, requesting permission to conduct the study in the intermediate pupils of

Santiago Elementary School at Botolan District will prepare by the researchers, with the

research adviser and the Director of the Graduate School as signatories. A copy of the

survey questionaire will also give to the Schools Division Superintendent.

Upon the approval of the request by thge School Divisionb Superintendent, the

researcher will prepare a letter addressess to the Principal or Head Teacher, requesting

permission to conduct the survey and to obtain a copy of the Phil IRI of the intermediate

pupils in reading English for the school year 2017-2018.

The respondents will give a copy of the survey questionaire. The research read and

explain the content of the questionaire. The respondents will give enough time to answer

the questionaire. Data that will gather from the answered questionaires will check, tabulate,

and analyze according to the statistical tools described in this chapter.

Statistical Treatment of Data

The following statistical tools are use in the analysis and interpretation of data. The

folloeing statistical tools are use in the analysis and interpretation of data.

1. The Weighted Mean

The weighted mean is a single value that is use to quantitatively describe the

perception of the teacher-respondents on the intermediate pupils reading comprehension

level, computed using the SPSS version 11.5 software.

2. The Rank

The rank is use to qualitatively describe the perception of the teacher-respondents

on the intermediate pupils reading comprehension level base on the compound weighted

mean value.

3. Pearson – Product Moment Correlation Coefficient (r)

The Pearson – r value ranging from – 1.000 to + 1.000, is use to describe the

strength of the relationship between the perception on the intermediate pupils reading

comprehension level and the profile of the respondents during the school year 2017-2018,

compute using the SPSS version 11.5 software.

The range of Pearson-r value and the qualitative description (Zulueta and Cotales,

2004) are as follows.

Range of Pearson-r Values Qualitative Description

±1.000 Perfect positive or negative correlation
±0.75 to ±0.99 Very high positive or negative correlation
±0.50 to ±0.74 High positive or negative correlation
±0.25 to ±0.49 Moderate low positive or negative correlation
±0.01 to ±0.24 Very low positive or negative correlation
Less than ±0.01 No correlation

4. The Analysis of Variance (ANOVA)

The analysis of variance using the F-test is use to test the null hypothesis of no

significant differences on the reading comprehension when grouped according to profile.

The analysis of variance is also use to test the null hypothesis of no significant

relationship between the comprehension level and materials used.

 The analysis of variance is use to test the null hypothesis of no significant

relationship between the teaching strategies and the reading comprehension level in

English of the intermediate pupils.

The analysis of variance computes using the SPSS version 11.5 software.

Decision Rule 1:

If the computed significance (Sig) value is greater than the or equal to the 0.05 level of

significance (Sig ≤ 0.05), reject the null hypothesis. There is a significant difference.

Decision Rule 2:

If the computed significance (Sig) value is greater than the 0.05 level of significance (Sig

≥ 0.05), accept the null hypothesis. There is no significant difference.

Decision Rule 3:

If the computed significance (Sig) values is less than or equal to the 0.01 level of

significance (Sig ≤ 0.01), reject the null hypothesis. There is a highly significant difference.

Decision Rule 4:

If the computed significance (Sig) values is greater than the 0.01 level of significant (Sig

≥ 0.01), accept the null hypothesis. There is no significant difference.

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