Sunteți pe pagina 1din 14

Republic of the Philippines

Region I
Division of La Union
Luna I District
RIMOS DEL NORTE ELEMENTARY SCHOOL

ACTION RESEARCH
SY: 2015-2016

IMPROVING THE READING COMPREHENSION


SKILL OF GRADE V-B LEARNERS OF RIMOS
DEL NORTE ELEMENTARY SCHOOL
THROUGH CHUNKING THE TEXT

Prepared by:

EDWARD B. BAUTISTA
Grade V-B Adviser
Republic of the Philippines

Region I
Division of La Union
Luna I District
RIMOS DEL NORTE ELEMENTARY SCHOOL

ACTION RESEARCH
SY: 2015-2016

IMPROVING THE READING COMPREHENSION


SKILL OF GRADE V-B LEARNERS OF RIMOS
DEL NORTE ELEMENTARY SCHOOL
THROUGH CHUNKING THE TEXT

Supported and Class Adopted by:

GENA-LYNN E LOPEZ
Relieving Teacher
Republic of the Philippines

Region I
Division of La Union
Luna I District
RIMOS DEL NORTE ELEMENTARY SCHOOL

ACTION RESEARCH
SY: 2015-2016

IMPROVING THE READING COMPREHENSION


SKILL OF GRADE V-A LEARNERS OF RIMOS
DEL NORTE ELEMENTARY SCHOOL
THROUGH CHUNKING THE TEXT

Prepared by:

FE E. RIOTETA
Grade V-A Adviser
Republic of the Philippines
Region I
Division of La Union
Luna I District

PROJECT SMILE
(SCHOOL’S MOBILIZATION AND INITIATIVE LEADING TO
EXCELLENCE)

SY: 2014-2015

I. Title

IMPROVING THE READING COMPREHENSION SKILLS


OF GRADE IV-BLEARNERS OF
RIMOS DEL NORTE ELEMENTARY SCHOOL

II. Introduction

Reading is the magic key to the world of enlightenment and enjoyment. It


is the basic tool for learning in all the subject areas. Efficient reading is an active
dialogue between the author and the reader. The efficient reader is ready to
evaluate, challenge and criticize reading materials.

The development of reading skills is very important in the child’s


educational training because it is the key in acquiring knowledge in the written
form. It is a vehicle towards a better understanding of the other subjects such as
Mathematics and Science. Deficiency on the development of reading skills would
imply on the development of the child on the other subjects.
Comprehension is the reason for reading. If readers can read the words but
do not understand what they are reading, they are not really reading. Reading is
the meaning-giving and a meaning-getting process. It must begin and end with an
understanding of the printed message. Comprehension is a building bridge
between the known and the unknown. We comprehend by relating incoming
information to what we already know. The more information we bring to reading,
thebetter the chance for comprehension.

Reading is the foundation for academic success and lifelong learning but
the brutal fact remains that a majority of Filipino learners do not possess the
ability and motivation to read and they can’t comprehend what they are reading.
In 2007, the Department of Education reported that 70 % of our nation’s learners
are incapable of reading within the expected level.

At present, most pupils enrolled in Grade IV-B pupils of Rimos Del Norte
Elementary School have poor reading comprehension skills. They are beginning
to encounter difficulty in reading comprehension as shown in the result of the
pre-test conducted by the teacher proponent. Hence, this project was conceived
to look into possible ways of improving the comprehension skills of the pupils
both in oral and silent reading.

It was this premises that the teacher proponent decided to conduct a


projectentitled “Improving the Reading Comprehension Skills of Grade IV-
BLearnersof Rimos Del Norte Elementary School for S.Y. 2014-2015 using the
Dimensional Approach”.

III. Problem

This project aimed to improve the poor reading comprehension skills of


Grade IV-B learners of Rimos Del Norte Elementary School. Specifically, it
answered the questions:

1. What is the reading comprehension skills of the learners in the


a. Pre-test
b. Post-test
2. Is there significant difference between the pre-test and post-test result?
3.Isdimensional approach effective in improving the reading
comprehension skills ofthe learners?

Possible Causes

1. Limited vocabulary of the pupils


2. Difficulty in answering wh-questions
3. Lack of parental involvement
4. Negative attitude of pupils towards reading
5. Poor reading and study habits of pupils at home
IV. Generation of Alternative Solution

This project attempted to use Dimensional Approach as an intervention to


improve the reading comprehension skills of Grade IV-Bfor the School Year 2014-
2015.

The Dimensional Approach is one of the innovations in reading. In this


approach, certain dimensions for effective learning are taken into consideration.
Individual differences are given emphasis for no two individuals are alike even
identical twins are different. This can be met by diagnosing pupils’ strengths and
weaknesses. Diagnostic and achievement tests in reading help the teacher in
grouping learners for instructional purposes. Hand in hand with dimensions on
personalities are the dimensions on materials since there may be two or more
levels on reading abilities. There must be adequate and appropriate materials for
every learner in each group.

The teacher will make use of textbooks, supplementary reading materials


suited to the various reading ability of the learners.
In the Dimensional Approach, there are five levels of comprehension
questions. These are literal, interpretation, critical, evaluation, and appreciation.

Since the learners have poor reading comprehension skills, the teacher
proponent decided to use the first dimension first which is the literal
comprehension before introducing the other levels of comprehension to motivate
the slow learners to read. The first dimension, literal comprehension, is the
easiest. It refers to therecognition of facts. Questions asked do not involve
reasoning. Questions usually begin with who, what, where, and when. These
questions are appropriate for the slow group.

The questions asked in the literal level will enable the learners to develop
and attain mastery of the reading skills. This will make the learners interested in
reading. Later on, they will answer the second dimension of comprehension until
all the other levels of comprehension in the dimensional approach will be
answered depending on the pace of development of learners.

The teacher-proponent organized remedial reading program with the


approval of the school head. The learnersread selections with literal
comprehension(the first level of questions in the Dimensional Approach)on
Mondays and Wednesdays from 12:40 to 1:20 p.m. with the guidance of the
teacher and the little teacher.

With the assistance and proper motivation among the learners, it is hoped
that thelearners will improve their levels of comprehension which will lead
towards more rewarding skills and interests and inculcate in them love for
reading.

V. Plan of Action

A. Objectives

This project aimed to:

1. Improve the reading comprehension skills of Grade IV-B


particularly on the literal level
2. Enrich the vocabulary of the learners
3. Inculcate in them love for reading

B. Time Frame

This project was conducted in the second semester of school year


2014-2015.
C. Target Subject

The target subject of the study involved all Grade IV-B learners
of Rimos Del Norte Elementary School for the school year 2014-2015.

D. Activities Undertaken

Target Pupils Persons Activities Expected Results


Involved
Grade IV-B Teachers ConductedInformal Low pre-test scores
learners School Head Reading Inventory Poor speed
Parents (pre-test)

Organized a remedial Learners attended


reading program the remedial
reading
program as
scheduled
Provided varied learning Improved
activities for the vocabulary and
learners reading
to improve their comprehension
vocabulary and reading skills
comprehension skills

- used the vernacular/


Filipino for the difficult
words
- drill in giving the
meaning of a word /
phrase in the
vernacular or in Filipino
- used stories within

their reading level


from grade four to six
taken from the book
Developing Reading
Power
Conducted Higher post-test
silent reading scores
inventory (post-test) Faster speed

This projectmade use of the pre-test – post-test single group design.

Activities Data to be Collected Data Analysis Statistical


Treatment
Conduct silent reading Silent reading Reading Level
inventory (pre-test) inventory pre-test results Mean , Mastery

Provide varied learning activities


for the learners such as:
1. Vocabulary development
exercises Scores in the different Mean, Mastery
2. Comprehension skills activities
development Frequency of Errors
Conduct oral and silent reading Post-test results Difference between Pre-test
post-test and Post-Test Mean

The basic statistical tool used in this study was the MEAN.

Mean is equal to the summation of the individual scores (x) divided by the
number of cases (n).

X=∑X

VI. Presentation and Interpretation of Results

The pre-test was conducted to determine the comprehension level of the


learners. Stories within the grade level were used which were taken from the
textbook and other reading materials.
The Dimensional Approach was then implemented to improve the
comprehension skills of the learners. Short stories were used with
comprehension questions that fall particularly on the literal level. Multi-lingual
was also used for them to understand better and also to enrich their vocabulary.
A post-test was administered to assess the improvement of the learners.

To compare the results of both tests, Table 1 shows the improvement of


the learners along reading comprehension.

Table 1. Comparison of the Pre-test and Post-test

Pupil No. Pre-test Post-test Difference


1 70% 90% 20%
2 60% 80% 20%
3 60% 100% 40%
4 30% 70% 40%
5 50% 80% 30%
6 20% 80% 60%
7 30% 70% 40%
8 60% 90% 30%
9 40% 80% 40%
10 50% 80% 30%
Mean 47.00% 82.00% 35.00%
Mastery 47.00% 82.00% 35.00%
SD 6.86 9.06 5.92

In Table 1, it is notable that each individual pupil had improved in


comprehension in the post-test. The highest increase in score is 60%. One pupil
had an increase of 60% percent. Fourpupils had an increase of 40%. Three pupils
had an increase of30% and two pupils had an increase of 20% The table shows
that the post-test mean is 82.% as compared to 47.00% in the pre-test, having a
difference of 35.0%. The post-test mastery is 82.00 % as compared to 47.00 % in
the pre-test. The difference is 35.0 %. This then shows that the improvement
was due to the dimensional approach implemented. It is effective.

Table 2. Computation of the Mean, Percentage of Mastery and SD

Pupil Pre-test Score Post-test Score Difference


1 7 9 2
2 6 8 2
3 6 10 4
4 3 7 4
5 5 8 3
6 2 8 6
7 3 7 4
8 6 9 3
9 4 8 4
10 5 8 3

VII. Conclusions

Based on the data presented, the following conclusions were drawn:

1. The reading comprehension skills of the learners improved.


2. A significant difference of 35.0 % between the post-test and the pre-test was
attained.
3. The dimensional approach was effective in improving the reading
comprehension skills of the learners.

VIII. Recommendations

Based on the findings and conclusions drawn from the project, the
following recommendations are given:

1. Learners with less superior academic skills should be given more pedagogical
planning and attention so that they could cope up with the lessons not only in
the English subject but in other subjects as well.
2. The Dimensional Approach with the use of the Mother Tongue Based and
Multi-Lingual Education can be used to improve the reading comprehension skills
and vocabulary of the slow learners.

IX. Reflections

The aim of the project was to improve the reading comprehension skills of
the slow learners. This is to help the learners improve and strengthen the
foundation of their academic success and lifelong learning. The project was
successful in improving their reading comprehension skills on the literal level by
using the dimensional approach with the Mother Tongue Based Multi-Lingual
Education. Since the additional efforts of the teacher manifested favorable result,
the less superior academic skills of the learners were properly addressed.
However, this still needs a follow-up and the second level and the other levels will
be introduced next school year to further improve their skills and attain the goal
in building a strong foundation in reading.

References:
AEMTLU.Developing Reading Comprehension Skills 6. 1989

Alcantara, Rebecca. Teaching Strategies I For the Teaching of the Communication Arts:
Listening, Speaking, Reading and Writing. Quezon City: KATHA Publishing Co., Inc.1988

Ferrer, Saturnina. Developing Reading Power 5. Manila: St. Mary’s Publishing, 1989

Logue, Carmelita. Developing Reading Power 4. Manila: St. Mary’s Publishing, 2004

Saldivar, Evangeline. Developing Reading Power 6. Manila: St. Mary’s Publishing, 1989