Documente Academic
Documente Profesional
Documente Cultură
Region I
Division of La Union
Luna I District
RIMOS DEL NORTE ELEMENTARY SCHOOL
ACTION RESEARCH
SY: 2015-2016
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
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
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
II. Introduction
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.
III. Problem
Possible Causes
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.
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
B. Time Frame
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
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
VII. Conclusions
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