Reading Enhancement for Grade 2 Pupils thru CARE Approach

(Consistent Assistance in the Remediation and Exercises)

Research Proposal Presented to the Faculty

Zamboanga Peninsula Polytechnic State University
Zamboanga Sibugay Polytechnic Institute-Extension Campus

In Partial Fulfillment to the Requirement

in Technology Research

Meceily Edano
Imie Probitso
Lanie Lyn Cruz
Cindy Ramos

December 2022
 TABLE OF CONTENTS

Page

CHAPTER I

INTRODUCTION

Background of the Study……………………………………….

Theoretical Framework…………………………………………

Conceptual Framework…………………………………………

Statement of the Problem………………………………………

Hypothesis……………………………………………...………..

Significance of the Study.........................................................

Scope and Delimitations of the Study……………………........

Operational Definition of Terms...............................................

CHAPTER II

RESEARCH METHODOLOGY

Research Design …………………………………………………

Research Locale ….…………………………….………………

Population and Sampling Design..............................................

Data Gathering Tools …............................................................

Ethical Consideration …………………………………………….

Data Gathering Procedure…………………….………...............

Statistical Tool ……………………….………………..….……….

 CHAPTER I
Introduction

Background of the Study

Reading is one of the English skills which are essential to be mastered by the students.

Reading skills are necessary for students in acquiring knowledge and new information. Books,

magazines, and even internet are great tools which require the ability to read and understand

what is read.

Comprehension is an active process. Active reading involves interacting with the infor-

mation or creating internal dialogue with the material. Prior research shows that reading helps

mental development (Van, 2009 & Yaseen, 2013). A series of recent study has indicated that the

ability to comprehend helps the academic performance of the students.

As mentioned by Al-Khateeb (2013) reading comprehension is considered the real core

for the reading process and a big process around which all other processes are centered. Compre-

hension is the peak of the reading skills and the bases for all reading processes. It is viewed by

some researchers as the ultimate objective of the reading process, since he who does not compre-

hend what he reads is considered as if he has not read.

 The use of suitable strategies that will be one of the determinants in teaching learning.

Even in terms of learning reading comprehension. The method or strategy should be able to im-

prove students reading comprehension. Methods or strategies used is not only one, but also be

varied by other methods so that students do not feel tired or bored in the learning process. When

students are motivated to learn well and it will facilitate in providing instructions to students so

that learning becomes conducive and pleasant. Therefore, the goal of learning will be achieved.

Theoretical Framework

In conducting a research, theories are needed to explain some concept applied in the re-

search concerned. We researchers presented some theories related to the study in order to focus

on the scope of research. The theoretical elaboration on the concepts and terms used has been

presented in the following part.

Reading is a skill from an individual to see understand and obtain knowledge from the

concept being read. "Reading is a means of thinking with another person's mind; it forces you to

stretch your own."(Charles Scribner, Jr.)Reading an information can either be any combination a

text or from a picture or diagram. Reading is the process of extracting meaning from a written or

printed text (Nordquist, R. 2019). That is, after reading something the reader gained knowledge.

One important point of reading is to understand the communication between the writer and

reader.

Reading is defined in a wide variety of ways. The definitions of reading provided by linguists

vary. They claim that reading is a process that helps you comprehend and retain the information

you read. Additionally, they state that reading is a method for comprehending written material,

which entails quickly and effectively obtaining the necessary details. A variety of topics are cov-
ered through reading. It is more than just a simple word-by-word understanding of the meanings

of words in a book. To put it another way, reading is the act of making a fair interpretation while

understanding a material that has four characteristics: purpose, selection, anticipation, and com-

prehension. Reading has several qualities, one of which is comprehension.

Comprehension refers to the ability to understand written words. It is different from the

ability to recognize words. Recognizing words on a page but not knowing what they mean does

not fulfill the purpose or goal of reading, which is comprehension (Brandon, D. 2021). Reading

comprehension is a critical learning skill for all students (Clarke, Truelove, Hulme, & Snowling,

2013; Wong, 2011). Understanding words’ meaning, analyze the authors points of view and aim

for writing and gaining knowledge of new words are all very important reading skills that sup-

port reading comprehension (Ruiz, 2015). Academic success also requires students to be able to

understand, analyze, and apply information they gathered through their reading (Clarke, Tru-

elove, Hulme, & Snowling, 2013).

Teaching comprehension skills at an early age stands out as a key element for developing

capable readers down the road. Along with particular focus on foundational decoding for "word

identification and reading fluency in kindergarten through grade 2" ( Rasinski, 2017,p. 512), ex-

perts call for focus on text comprehension as an ongoing, increasingly essential element for read-

ing proficiency. Reading comprehension, or "understanding what one reads, can reasonably be

seen as the goal of reading" (Rasinski, 2017, p. 519). With explicit instruction on how to think

while reading, student develop comprehension by applying these intentional, mental actions dur-

ing the reading process (Neese, 2017).

According to Melvin, M. 2022, many students struggle with reading comprehension and

understanding for a variety of reasons such as; they prefer a different learning style. They’re not
interested in reading or writing. They don’t have the necessary prior knowledge to understand

the text. They have trouble focusing on one word at a time and skip important ideas. They’re

working with a learning need like dyslexia that makes understanding written materials difficult.

Every student deserves the chance to build critical comprehension skills. Some of the most effec-

tive reading comprehension strategies include: First Build on existing knowledge, one of the big-

gest barriers to reading comprehension is a lack of background knowledge. If you’re reading a

text about astronomy, for example, ask students to record or explain what they already know

about the solar system. For easy insights, have students answer quick questions or fill out a KWL

(Know, Want to Know, and Learned) chart and share the results. Or read non-fiction and fiction

books that cover the same or overlapping topic. For example, a non-fiction book about pigs and a

picture book that includes pigs as characters. Teachers can reference the facts from the non-fic-

tion book to discuss what fact versus fiction is. Make sure all students understand key terms and

ideas before you read the text, so everyone starts on the same page (literally). This helps students

draw inferences and make connections between the text and things they already know, levelling

the playing field when it comes to prior knowledge. Second Identify and summarize key ideas,

after students read, summarizing a text can help them pull out main points and absorb more in-

formation. As you introduce summarization, guide students through with leading questions and a

specific structure — length, key points, etc. Use the “I do, we do, you do” format to model good

summarization techniques. As you model the practice, teach students how to: Separate facts from

opinions, Find key ideas amid extra information, Identify important words and phrases, Look up

vocabulary they don’t understand. Teaching students how to do this consciously helps train their

brains to start summarizing automatically, leading to better reading comprehension overall. Third

Use online resources Thanks to the internet, reading doesn't just happen IRL — it's online, too!
There are lots of resources you can use in your classroom to engage kids with different interests

as they practice their reading comprehension. Prodigy English is a brand-new adventure that in-

troduces kids to a world filled with adventures, wishes and more ways to love reading. Its game-

based platform encourages students to answer curriculum-aligned reading and language ques-

tions to get more energy. Once players are energized, they can gather resources from an ever-

growing world, craft items, earn coins and build their very own village. As they play, you'll be

able to track their progress and achievement. Fourth Use visual aids a teacher reading a picture

book to a group of students sitting on floor mats as they work on improving reading comprehen-

sion skills. To help students build a picture in their minds of what they’re reading, use visual aids

and visualization techniques. Start by reading aloud and asking students to try and picture what’s

happening in their heads. After, use writing prompts like: What colors did you see the most?

What do you think the setting looked like? How would you describe the main character? What

sounds do you think you would hear in the world of the story? Have students draw out a scene,

character or story for even more understanding. They can make a family tree of the characters or

fun notes to help them remember the key points in the story! Anchor charts, word walls or pic-

ture books can also help reinforce key concepts for your students. When they’re able to visualize

the story or information they’re reading, they’re more likely to retain key information. Fifth, De-

velop vocabulary skills, Vocabulary is an important part of understanding a text and is vital for

reading ease and fluency. Vocabulary teaching strategies can help students build the tools to un-

derstand new words on their own. To help students learn and remember new words, try: Making

a word wall in your classroom, Pairing new words with physical actions, Creating graphic orga-

nizers that help relate known words to new ones. Read-aloud strategies can also help you model

the process of learning new words for students. Show them how to use context clues to find
meaning, and have they make a vocabulary list of all the new words they know or want to learn.

Sixth, Implement thinking strategies, to encourage students to engage critically with a text, ask

questions about: Where they can spot bias in the material? Why the author chose a particular

genre or style? What they think happened before or after the story? Why characters responded to

situations the way they did? These questions get students thinking about the deeper meaning in a

text and help them use critical thinking skills as they look for key points. Encourage students to

ask clarifying questions when they don’t know what the text is saying, or build mind maps to

draw connections between ideas and prior knowledge. Seven Create question and answer scenar-

ios, a young student sits at her desk and works on a reading comprehension activity. Questioning

students on different aspects of the text helps them examine it with fresh eyes and find new ways

of interpreting it. Use questions that challenge students to find the answers: In several different

parts of the text, on their own, using background knowledge, in their own opinions and responses

to the text. Ask students questions to clarify meaning, help them understand characters better,

make predictions or help them understand the author’s intent. Whether you’re answering these

questions in a group or individually, they’ll help students make a habit of asking questions and

using critical thinking skills. After all, the magic happens when students start thinking beyond

the page. Eight, Encourage reciprocal teaching. Reciprocal teaching gives students four strategies

for reading comprehension and uses specific techniques to get them involved in interrogating a

text. Using the “I do, we do, and you do” method, follow the four building blocks of reciprocal

teaching: Predicting, Questioning Clarifying, Summarizing. Ninth Use summarizing techniques,

although it might seem tedious for students at first, summarizing techniques help them learn how

to find and bring together key ideas. It trains them to automatically synthesize information as

they read, and can benefit learners of all levels. When students first encounter a text, have them
write a summary and encourage them to refine it until it only includes the essential information.

Ask clarifying questions to guide their writing, including: What is the main idea of this passage?

What details support the main idea in the story? What unnecessary information did the author in-

clude? This helps them see how parts of a story are connected and emphasizes the importance of

providing textual support to their argument and summaries. Tenth, ask students to make predic-

tions. Two students work through a reading workbook during reading comprehension activities.

Predictions happen when students use the evidence from the beginning of a text to guess: What

will happen next? What they think the text will be about? What details an author will use to sup-

port their argument? At the beginning of a reading, have students record their predictions. Once

the reading is over, have a discussion about what they got right and what they got wrong. What

made them think of their prediction? Did the author follow their expectations, or subvert them?

Model predictions with a think-aloud or give students blank statements that guide their thinking.

Not only does this build reading comprehension, but it encourages students to engage with the

material critically and teaches them how to build solid, text-based arguments. Eleventh, Try

making inferences, when students make inferences, they’re using the information they know to

make a guess about what they don’t. Instead of just predicting what’s going to happen next, stu-

dents make inferences about information outside the story — what happened before the story

started, what genre the story is or what happens after the story is over. Like predicting, you can

model inferences with read-aloud or guided questioning. Have students write a prequel to the

story, or build a character background based on textual evidence. Inferences help students draw

conclusions between the text and their prior knowledge about how the world works. Plus, it can

help boost their creativity.

 Conceptual Framework

Input Process Output

Assessment on Read- Reading Intervention Improve Reading
ing Capability Abilities of Grade 2
 Peer to peer tutoring Pupils
 Para-teacher
student/pupil
 Use of interactive
videos/visual aids
 Response cards
 Figure 1. Conceptual Framework

Figure 1. Presents the conceptual framework of the study. It consists of input, process and out-

put. The input which is the Assessment on Reading Capability, the process are the Reading Inter-

vention to be conduct this are the peer to peer tutoring, para-teacher student/pupil, use of interac-

tive videos/visual aids and the use of response cards. In results of this is the output in which it

will improve the Reading Abilities of Grade 2 Pupils.

Statement of the Problem

The study will determine the reading competence of Grade 2 pupils of Miguel Montejo Primary

School. Specifically, this study will answer the following questions:

1. How many Grade 2 pupils has difficulty in reading?

 2. What is the effect of using the following strategies?

a. Peer to peer tutoring

b. Para-teacher student/pupil

c. Use of interactive videos/visual aids

d. Response cards

3. What words that are mispronounce, unreadable to pupils that already read and pronounce

well?

Significance of the Study

The result of the study is expected to be useful for:

Pupils

To motivate and make the pupils create more enjoyable and meaningful learning.

Teacher

This method makes the teacher easy in teaching reading and this is expect to give useful

contributions to help the learners become fluent in reading.

School

The research is useful to the school, to improve the reading quality of the pupils in Eng-

lish language.

Scope and Delimitations of the Study

This action research will be conduct in Miguel Montejo Primary School.

The respondents of this action research were the pupils from grade two of the school dur-

ing the school year 2022-2023.

 This action will be limited to grade two pupils only and is not to other pupils of the

school.

Operational Definition of Terms

100 Grade 2 Words

 A - Used when referring to someone or something for the first time in a text or con-

versation.

 After - during the period of time following an event.

 Again - returning to a previous position or condition

 All - used to refer to the whole quantity or extent or particular group or thing.

 Am - first person singular form of be.

 An - expressing the relationship between a part and a whole.

 And - used to connect words of the same part of speech, clauses or sentences that are

to be taken jointly.

 Any - used to express a lack of restriction in selecting one of a specified class.

 Are - second person singular present and first, second, third person plural present of

be.

 As - used to indicate that something happens during the time when something is tak-

ing place.

 Ask - say something in order to obtain an answer or some information.

 At - expressing location or arrival in a particular place or position

 Ate - the past tense of eat.

 Away - to or at a distance from a particular place, person, or thing.

 Be - used with a present participle to form continuous tenses.

 Big - of considerable size, extent or intensity.

 Black - of the very darkest colour owing to the absence of or complete absorption of

light; the opposite of white.

 Blue - of a colour intermediate between green and violet, as of the sky or sea on a

sunny day.

 Brown - of a colour produced by mixing red, yellow, and blue, as of dark wok or rich

soil.

 But - used to introduce a phrase or clause contrasting with what has already been men-

tioned.

 By - identifying the agent performing an action.

 Came - past tense of come.

 Can - be permitted to.

 Come - move or travel into a place thought of as near or familiar o the speaker.

 Could - used to indicate possibility.

 Did - used to refer to a verb already mentioned.

 Do - achieve or complete.

 Down - toward or in lower place or position, especially to or on the ground or another

surface.

 Eat - put food into the mouth and chew and swallow it.

 Every - used to refer to all the individual members of a set without exception.

 Find - discover or perceive by chance or unexpectedly.

 For - with the object or purpose of.

 Four - equivalent to the product of two and two; one more than three or sex less than

ten.

 Funny - causing laughter or amusement, humorous.

 Get - come to have or hold.

 Go - move from one place to another.

 Good - that which is morally right; righteousness.

 Have - possess, own, or hold.

 He - used to refer to a man, boy or male animal previously mentioned or easily identi-

fied.

 Help - used as an appeal for urgent assistance.

 Here - used for emphasis especially after a demonstrative pronoun or after a noun mod-

ified by demonstrative adjective.

 I - someone aware of possessing a personal individuality.

 In - used as a function word to indicate inclusion, location, or position within limits.

 Into - used as a function word to indicate entry, introduction, insertion, superposition,

or inclusion.

 Is - present tense third person singular of be.

 It - used as a subject or direct object or indirect object of a verb or object of a prepo-

sition usually in reference to a lifeless thing.

 Jump - to spring into the air.

 Like - to feel attraction toward or take

 Little - in a small quantity or degree

 Lock - a fastening ( as for a door) operated by a key or a combination

 Make - to bring into being by forming, shaping, or altering material

 Me - objective case of I

 Must - be commanded or requested to

 My - of or relating to me or myself especially as possessor, agent, object of an action,

or familiar person

 New - having recently come into existence

 No - used as a function word to express the negative of an alternative choice or possi-

bility

 Not - used as a function word to stand for the negative of a preceding group of words

 Now - at the present time or moment

 On - used as a function word to indicate position in contact with and supported by the

top surface of

 One - being a single unit or thing

 Our - of or relating to us or ourselves or our self especially as possessors or possessor,

agent or agents, or objects or object of an action

 Out - in the direction away from the inside or center

 Play - the conduct, course , or action of a game

 Please - used as a function word to express politeness or emphasis in a request

 Pretty - having conventionally accepted elements of beauty

 Ran -paste tense of run

 Red - a colour whose hue resembles that of blood or of the ruby or is that of the long-

wave extreme of the visible spectrum

 Ride - to sit and travel on the back of an animal that one directs
 Run - to go faster than a walk

 Said - past tense and past participle of say

 Saw - a hand or power tool or a machine used to cut hard material and equipped usu-

ally with a toothed blade or disk

 Say - to express in words

 See - to perceive by the eye

 She - used to refer to one regarded as feminine

 So - in a manner or way indicated or suggested

 Soon - without undue time lapse

 That - the person, thing, or idea indicated, mentioned, or understood from the situation

 There - in or that at place

 They - used to refer to people in a general way or to group of people who are not speci-

fied

 This - the person, thing, or idea that is present or near in place, time, or thought or that

has just been mentioned

 Three - a number that is one more than 2

 To - used as a function word to indicate movement or an action or condition sugges-

tive of movement toward a place, person or thing reached

 Too - to an excessive degree

 Two - a number that is one more than one

 Under - in or into a position below or beneath something

 Up - in or into a higher position or level

 Want - to be needy or destitute

 Was - past tense first- and third-person singular of be

 We - I and the rest of a group that includes me: you and i: I and another or others not

including you

 Well - in a good or proper manner

 Went - past tense of go

 What - used as an interrogative expressing inquiry, nature, or value of an object or mat-

ter

 Where - at, in, or two what place

 White - having the colour of new snow or milk

 Who - used as a function word to introduce a relative clause – used especially in refer-

ence to persons

 Will - used to express desire, choice, willingness, consent, or in negative constructions

of refusal

 With - used as a function word to indicate a participant in an action, transaction, or ar-

rangement

 Yellow - a colour whose hue resembles that of ripe lemons or sunflowers or is that of the

portion of the spectrum lying between green and orange

 Yes - used as a function word to express assent or agreement

 You - the one or ones being addressed – used as the pronoun of the second singular or

plural in any grammatical relation except that of a possessive

 Reading – is a multifaceted process involving such area as word recognition, orthogra-

phy, alphabetic, phonics, phonemic awareness, vocabulary, comprehension, fluency and

motivation.

 Pupils – refers to a young learner, usually those are in secondary and below.

 Enhancement – an increase or improvement in quality, value, or extent.

 Fluency – the ability to read with speed, accuracy, and proper expression.

 Program – a set of related measures or activities with a particular long-term aim.

CHAPTER II

Research Methodology