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Abstract On Action Research

This document discusses intensive reading interventions for struggling readers in elementary grades. It notes that the Philippines aims to improve education quality through its K to 12 program, including making every child a reader. However, some students are still being promoted to higher grades without having mastered basic literacy skills. The document advocates for targeted reading intervention programs to help these struggling learners catch up. It describes a study that implemented one-on-one, 30-minute intensive reading interventions twice a week for six months with 16 struggling readers in grades 2-6. The interventions focused on developing phonological awareness and other literacy skills. The goal was to determine the impact on student performance and reduce the number of non-readers.

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52 views

Abstract On Action Research

This document discusses intensive reading interventions for struggling readers in elementary grades. It notes that the Philippines aims to improve education quality through its K to 12 program, including making every child a reader. However, some students are still being promoted to higher grades without having mastered basic literacy skills. The document advocates for targeted reading intervention programs to help these struggling learners catch up. It describes a study that implemented one-on-one, 30-minute intensive reading interventions twice a week for six months with 16 struggling readers in grades 2-6. The interventions focused on developing phonological awareness and other literacy skills. The goal was to determine the impact on student performance and reduce the number of non-readers.

Uploaded by

glenda capistrano
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Intensive Reading Intervention for Struggling Readers in the Elementary Grades

The Philippines upgrading its educational system, through the K to 12, is geared
toward the improvement of quality education. The former President Benigno Aquino
III sets out the ten point Educational Agenda and one of these points is making every
child a reader. (Davis, et.al., Effective Teaching Practices in Handling Non-readers,
2016). In support to this, the DepEd, issued policies/orders in support of “every child
a reader program” (ECARP) which is the DepEd flagship program in reading. This
policy emphasizes that every child should be a reader by grade 3 and no pupils will be
promoted to the next higher level of education unless he/she has manifests the
mastery of basic literacy skill. As of today, there are a lot of cases that a Grade 1
learner is promoted to Grade 2 without meeting this expectation and it becomes a
challenge to teachers on how these pupils will have the basic literacy skill in reading.
It is every teachers dream that their pupils may acquire knowledge, skill and
understanding to face challenges and demand of a competitive world. Through the
teaching of reading, knowledge in all aspects of life and learning will be ascertained.
It is through reading that a child can be a successful learner. To Mendoza, most often,
the determinant of a successful learning institution is through their students reading
proficiency. If the child has poor reading, chances on her/his performance in any other
subjects is poor and eventually affects learning.

In this increasingly problems of non-readers, it is imperative that teachers


should plan and implement strategies and techniques to help these struggling learners.
According to Goldenberg, a growing body of evidences suggest that reading problems
are preventable for the vast majority of students who encounter difficulty in learning
to read, if these students receive an extra support in the form of an early intervention
program. Therefore, teachers must have an intervention program relevant to students
particular context and individual needs. Abari (2018) stated that reading
intervention is a program, supplementary to an existing literacy curriculum,
that is provided to students for the primary purpose of increasing reading
levels. Such programs can be administered both in and out of the traditional
classroom environment.
Taglucop (2006) stated that reading is one of the few academic areas in which
teachers demand success from all children. Unfortunately, success is not always
possible. In Lakawan Elementary School, 16 out of 132 pupils were non-readers in
Filipino. It is very alarming since 5 of it were on intermediate level and they cannot
read in Filipino language. Several strategies had already implemented but there are
still many pupils who deemed to have problems in reading. Considering the
aforementioned scenario, the researcher considered it necessary to have an intensive
reading intervention to reduce the number of non-readers.

This study aims to determine the impact of intensive reading intervention on the
performance of non-readers. It also wants to know if there will be a decrease of
number of non-readers after the intensive reading program. The respondents of the
study were 16 pupils from grade 2 to grade 6 of Lakawan Elementary School. This
study uses purposive sampling since the respondents chosen are those with difficulty
in reading. This research is quantitative and qualitative in nature. The respondents’
progress will be monitored based on K to 12 literacy domains; (a) phonological
awareness, (b) book and print knowledge, (c) alphabet knowledge, (d) phonics and
word recognition, (e) fluency and (f) reading comprehension. A checklist willbe use
also to monitor the progress of the respondents. The reading intervention will be
conducted every Tuesday and Wednesday for 30 minutes for six months. This will be
a one-on-one instruction. The teacher-adviser of the respondent will be the one to
conduct the intervention. The intervention will start from the most basic which is the
phonological awareness since it was observed that this skill was not develop which is
the main reason why they are struggling to read. After mastering the first skill, the
learner will proceed to the next skill until he/she reach the highest which is reading
comprehension.

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