THE EFFECTIVENESS OF HOME TUTORIAL PROGRAM ON READING

READINESS FOR PRESCHOOL CHILDREN OF SITIO MABAMINDA,

BRGY. GREATER LAGRO, QUEZON CITY

An Action Research

In Partial Fulfilment of the Course Requirements

In Health Care II for the Degree
Bachelor of Science in Nursing

Mr. Rolly Dadacay

By:

BSN 2-D

May 2009
 ACKNOWLEDGEMENT

The researchers hereby expresses their sincere gratitude and appreciation to the

following persons who have extended their concern and full support for the realization of

this study:

Mr. Rolly S. Dadacay, Health Care II Lab. Professor, for his approachable

attitude,unfailing encouragement and concern to the BSN 2-D students;

Mr. Jowil-Anton Deray, Health Care II Lecture Professor, for his constructive

criticisms, valuable corrections and suggestions that greatly improved this research work;

Association and Residents of Sitio Mabaminda, for their full cooperation in

providing the needed data;

Class Officers of BSN 2-D, for giving brilliant opinions and point of view, for the

accomplishment of this study;

The Documentation and Research Team, for constant support ,assistance and

unselfish desire to help and finish this study;

The researchers family and friends, for their patience and moral support

And Especially to Our Almighty God , for all the shower of blessings bestowed

upon us throughout the completion of the study.

 TABLE OF CONTENTS

ACKNOWLEDGEMENT………………………………………………….1

CHAPTER I
Introduction…………………………………………………………………3
Background of the Study………………………………………………….4
Theoretical Framework…………………………………………………...5
Statement of the Problem………………………………………………..6
Statement of Assumptions……………………………………………….6
Significance of the Study…………………………………………………7
Scope and Delimitations…………………………………………………,7
Definition of Terms………………………………………………………..8

CHAPTER II
Research Design………………………………………………………….10
Instrumentation and Data Gathering……………………………………11
Treatment of Data…………………………………………………………12

CHAPTER III
Summary of Findings……………………………………………………..16

CHAPTER IV
Conclusions………………………………………………………………...17
Recommendations………………………………………………………...18

BIBILIOGRAPHY
APPENDICE
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Reading is the most essential skill known to man. It is necessary for survival in the
world of schools and in daily life. Reading is an important skill that needs to be developed
during early age because fresh young minds are at their most flexible.
Its summer time for children in Sitio Mabaminda. They spent their whole day doing
household chores, playing, and watching TV. The researchers came up with an idea to
teach early reading to these children to help them make use of their summer time with
quality activities that will enable them to do better in their studies in their next school level.

Reading opens up so many doors, and when it is done from such a young age as
part of summer activity, the reading skill is being nurtured. The tutorial lessons shaped
and moulded it in the children’s early minds.

This orderly and individualized process, varying from child to child, makes reading
possible. Reading readiness is highly individualistic. There is no "one size fits all" solution
to teaching a child to read.

The opportunity for creating the foundation for reading begins in the earliest years. If
children love reading, they will become more skilled at it. This skill will give them an
advantage for life. They will gain not only knowledge, but also pleasure from the literature
that they are able to read.

If help is given to children the ability to read, the world is opened to them.
Exposing children to reading before entering school is extremely important.
Background of the Study

The basic survival skills needed in this world all involve reading. Everything from
crossing the street, riding public vehicles, checking food labels, or searching for something
on the Internet requires the ability to read. Developing reading in preschool children can
help to ensure that all of these future choices become a reality.

The rationale of this action research is to study the effects of individualized

teaching on reading on preschool children during summer time and how to help them take
their very first steps toward success in their first years in school.

The researchers aimed to make an analysis on the positive and negative aspects of
the reading tutorial given to preschool children in the community on a short term program.
The researchers gathered data that could serve as bases for the next community
programs.

Research shows that children who don’t read and write outside of school, especially
during long breaks such as summer vacation, face a big loss in their literacy growth
compared to those who do continue learning all year long. This means the summer months
and other breaks from school offer wonderful opportunities for families, caregivers, and
out-of-school educators to help improve reading and writing.

Research shows we all tend to learn more slowly in the summer. But some
students do worse than simply slow down – they actually go into reverse and lose most of
the reading skills they gained during the school year.

Children who don’t read over the summer tend to lose literacy skills while children
who do read during the summer actually improve their reading ability.
Theoretical Framework

According to Lev Semenovich Vygotsky, a developmental psychologist , “In the

Zone of Proximal Development, a child can, through the help of an adult or more capable
child, perform at a higher level than he or she can independently. The process of learning
to read should thus be supported by a caring and supportive individual.”

Dialogue is an important tool of this process in the zone of proximal development. In

a dialogue unsystematic, disorganized, and spontaneous concepts of a child are met with
the more systematic, logical and rational concepts of the skilled helper.

According to Early Childhood Education Expert Cheri Gioe, “ A parent can teach
and look for behaviors in a child in preparation for preschool.”

Preschoolers will be involved in many activities that require the use of language in
many different ways. It includes following simple directions, helping around the house with
chores, identifying shapes and colors, sorting items such as colored socks, shirts, pants,
trying new things, working well alone and finishing tasks.

According to Marina Shemesh, “ Just like everything else in preschool, reading

should be taught in such a way that the children think it is another game. Children learn
through playing and repetition, a lot of repetition. “

Research has indicated that these years are most important years in school for
learning to read. Students who do not gain strong reading skills during these early years
are more likely to be struggling learners in later years. Becoming a successful reader
requires more than stressing the importance of early reading at school. To truly become a
strong reader, the importance of early reading must be stressed at home.
Statement of the Problem

This study focuses to know the effects of home tutorial program on reading
readiness for preschool children of Sitio Mabaminda, Brgy. Lagro Quezon City as rendered
by OLFU Nursing students during summer class 2009.
Specifically, this study aimed to answer the following research

questions:

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

1.1 Age

1.2 Gender and

1.3 Grade level

2. What reading readiness skills do parents teach to their preschool children to

prepare them for their first year in school?

3. What are the factors that affect the reading readiness of preschool children?

4. To what extent does the reading tutorial services rendered by the OLFU Nursing
students effective as perceived by the respondents?

Statement of Assumptions

This study will be guided by the following assumption :

That there is a significant relationship between the length and frequency of one-on-one
reading tutorial and the children’s ability to read faster.
Significance of the Study

The significance of this study was focused on how preschoolers of Sitio Mabaminda
learned reading readiness during their summer vacation as tutored by OLFU Health Care II
students.

The findings of this study were deemed beneficial to the following:

To the Preschool Children. Having reading readiness skills gave them an

advantage in school and in life. Learning would be easier when they go to higher levels of
education.

Parents. They felt the pressure of sending their children to school because of their
desire to learn. Parents’ level of awareness on the need to educate their children
increased and their sense of responsibility was awakened.
OLFU Nursing Students. This study raised the awareness of the nursing students
on the needs of children. This experience taught them and made them understand about
children’s different behaviour and this served as a preparation when they have pediatric
assignment in hospital duty.

Scope and Delimitations

This study focuses on the assessment of the effects of home tutorial program on
reading readiness for preschool children of Sitio Mabaminda, Brgy. Lagro Quezon City as
rendered by BSN 2-D, OLFU Health Care II students.
The population sample chosen were 50 preschool children composed of 22 boys
and 28 girls in which the researchers believe that this could assess the reliability and
validity of the study. The children attended an afternoon session by the same tutor for
eight sessions.

During the program, student tutors teach the children for at least 60 minutes a day
for twice a week during the four-week program. At the end of the four-week period, every
child is rewarded with a certificate of recognition for his/her participation.
Definition of Terms

Ability. It is the quality of being able to perform; a quality that permits or facilitates
achievement or accomplishment .

Activity. An educational process or procedure intended to stimulate learning through

actual experience.

Behaviour. Manner of behaving, whether good or bad; mode of conducting one's self.

Community. A group of people living in the same locality and under the same
government.

Effects. It refer to something produced by an action or a cause.

Foundation. A basis upon which something stands or is supported

Individualized. To consider or treat individually, personalized, one on one.

Innovative. It is being or producing something like nothing done or experienced or created

before.

Knowledge. Familiarity, awareness, or understanding gained through experience or study.

Learning. It is the act or process of acquiring knowledge or skill.

Literacy. It is the quality or state of being literate, esp. the ability to read and write.

Preschool. Of relating to, or being the early years of childhood that precede the
beginning of elementary school.

Program. It is a planned, coordinated group of activities, procedures, etc., often for a

specific purpose, or a facility offering such a series of activities.

Readiness. It is a developmental stage at which a child has the capacity to receive

instruction at a given level of difficulty or to engage in a particular activity.
Reading. It is to utter aloud / render in speech and understand written or printed
words and other signs or characters that one is perusing.

Recognition. The expression of this in the form of some token of appreciation.

Skill. It is the ability, coming from one's knowledge, practice, aptitude, etc., to do
something well.

Tutorial. It is a session of intensive tuition given by a tutor to an individual or to a small

number of students.

Zone Proximal Development. It is Vygotsky’s term for the range of tasks that are too
difficult for the child to master alone but that can be learned with guidance and
assistance of adults or more-skilled children.

Locale and Population of the Study

The Locale of this research study was in Sitio Mabaminda located at Brgy.
Greater Lagro, Quezon City. The types of houses in the locality were a combination of
concrete and wooden constructed side by side in a big U-shape form. Some houses were
small and 2 to 3 families share the same house. The program was done outside their
house, in their laundry area, in the sari-sari store (variety store) and some were taught in
the waiting shed. There were 80 families with 200 children from 0 – 12 years old.

Description of the Respondents

The respondents who participated in the action plan were 50 children composed of
22 boys and 28 girls with ages from 3- 8 years old. They were friendly, had the will to learn
and they have no trouble getting along with the other children. These characteristics made
them teachable and inspires the tutor to teach them well.
 CHAPTER II

RESEARCH METHODOLOGY

This chapter serves as the “glue” that holds or binds the action research project
together. It serves as the structural foundation or the base of the project or research.

Research Design

The researchers used the Descriptive Survey Method in gathering the significant
information to complete the study. The research technique is used to know the effects of
individualized teaching on reading of children in Sitio Mabaminda, Brgy. Lagro Quezon
City and how to help them prepare their very first steps toward success in their first years
in elementary school.

This descriptive research method aimed to enumerate all the factors that affect the
reading readiness of children. Upon enumeration and elimination of these hindrance
factors, the result will be a better and clearer type or form of communication, easier and at
the same time enjoyable for both parents and children.

The researchers gathered and collected all the data and information which are in the
form of paper drills, alphabet exercises, and colored letters that will prove the researchers
assumptions, solve and answer the problems and achieve the objectives of this action
research.

Locale and Population of the Study

The locale of this research study was in Sitio Mabaminda located at Brgy.
Greater Lagro, Quezon City. The types of houses in the locality were a combination of
concrete and wooden constructed side by side in a big U-shape form. Some houses were
small and 2 to 3 families share the same house. The program was done outside their
house, in their laundry area, in the sari-sari store (variety store) and some were taught in
the waiting shed. There were 80 families with 200 children from 0 – 12 years old.
Description of the Respondents

The respondents who participated in the action plan were 50 children composed of
22 boys and 28 girls with ages from 3- 8 years old. They were friendly, had the will to learn
and they have no trouble getting along with the other children. These characteristics made
them teachable and inspires the tutor to teach them well.

Sampling Technique

The researchers used the purposive sampling technique. It started with a purpose
in mind of teaching reading readiness skills and the children were selected by the
researchers subjectively. The researchers picked the samples that they believed were
representatives to the population of interest and excluded those who do not suit the
purpose.

Data Gathering Instruments

To gather the needed data the researchers employed the following instruments:

1. Questionnaire

This was the main source of the data gathered. It was made up of sets of specific
questions to draw specific response from the respondents. These questions sought to
answer the problems stated in Chapter I.

2. Interview:

The researchers also informally and personally interviewed parents of the respondents.
This unstructured interview had helped them in clearing some vague and confusing
answers in the questionnaire.

3. Observation

This is the secondary source of data. The direct observation by the researchers to the
respondents helped them in the analysis of the data and had given weight to the veracity
of the answers in the questionnaire.
Treatment of Data

The following statistical tools were employed to compute the gathered data.

Frequency and Percentage Distribution

This was used in finding out the profile of the respondents and the factors that
influence the reading readiness of the children.

P= F x 100

Where: P = percentage

F = frequency of responses

N = total number of respondents

Presentation, Analysis and Interpretation of Data

This deals with data collected from the different instruments such as questionnaires,
informal interviews and observations. These data are presented in tabular forms, each
table is given corresponding in-depth analysis and interpretation.

Table 1. Respondents According to Age

Age Profile Frequency Percentage

3-5 21 42%

6-8 29 58%

Total 50 100%

Table 1 presents the percentage distribution of the children distribution according to

age. As noted from the table, twenty-one or 42 per cent of the children were 3 to 5 years
old and 29 or 58 per cent were children from 6 to 8 years old. The data shows that the
most of the respondents were school age children.

Table 2. Respondents According to Gender

 Gender Frequency Percentage

Boys 22 44%

Girls 28 56%

Total 50 100%

Table 2 presents that there were 22 or 44 per cent boys and 28 or 56 per cent girls. The
data shows that there were more girl than boy respondents.

Table 3. Respondents According to Grade Level

Grade Level Frequency Percentage

Not Enrolled 12 24%

Nursery - Kinder 8 16%

Grade 1 and above 30 60%

Total 50 100%

Table 3 presents the percentage distribution of the children according to grade level. As
shown from the table, 12 or 24 per cent were not enrolled, 8 or 16 per cent were in kinder
level and 30 or 60 per cent were in Grade 1 level.
Table 4. Reading Readiness of Children

Reading Readiness Frequency of Percentage

Skills of Children Responses

Can Identify Alphabet 20 40%

Can Read Syllables 18 36%

Can Read Sentences 12 24%

Total 50 100%

Table 4 shows that 20 or 40 percent children can already identify the alphabet, 18 or 36
percent can start to read syllables and 12 or 24 percent can read a whole sentence.

Table 5. Factors that Affect the Reading Readiness of Preschool Children

 Indicators Frequency Percentag Rank
e

Lack of Learning Materials 9 18% 1

No quality time of parents for the 6 12% 2

child

Too many siblings 6 12% 2

Financial Problem of Parents 9 18% 1

Vices of Parent/s 5 10% 3

Home is not conducive for learning 4 8% 4

Too many household responsibilities 3 6% 5

Overseas Employment of Parent/s 5 10% 3

Health of the Child 3 6% 5

TOTAL 50 100%

Table 5 presents the frequency and percentage distribution of factors or problems that
affect the children’s reading readiness.

Rank 1 has 9 or 18 percent respondents who have parents’ financial problems that’s why
the children are lacking the necessary learning materials for their reading practices. Rank
2 has 6 or 12 percent respondents who have parents without enough quality time to spend
with them because of too many children and responsibilities at home.

Table 6. Extent of Effectivity of Early Reading Tutorial Lessons

Lessons Effective Percentage Ineffective Percentage

Teaching of 40 80% 10 20%

Alphabets

Phonics and 20 40% 30 60%

Syllabication

Table 6 shows that the Teaching of Alphabets were found to be effective to the 40
or 80% of the respondents. And its ineffective to 10 or 20% of the respondents.

The Phonics and Syllabication lessons were found ineffective by 30 or 60% of the
respondents. And only 20 or 40% found it effective.

These were based on the first and last activity which were used to test the
improvement on the children.

CHAPTER III

SUMMARY OF FINDINGS

This chapter presents summary of findings formulated from the gathered data, the
conclusions drawn from the findings, and the recommendations offered in the light of these
findings and conclusions. This chapter also presents the answers to the problems
presented in Chapter 1, which are hereunder enumerated.

Based from the gathered data, the researchers came up with the following findings :

1. On the Profile of the Respondents

I.1 Fifty-eight percent (58%) are six to eight years old;

I.2 Fifty-six percent (56%) are girls;
I.3 Sixty percent (60%) are in Grade One level.

2. On the Reading Readiness of the Children

Forty percent (40%) of the children can identify the letters in the

alphabet.

3. On the Factors that Affect the Reading Readiness

of Preschool Children

3.1 The first two in rank are Financial Problems of Parents and Lack of Learning
Materials with eighteen percent (18%) respondents.

3.2 The second factors that affect the children’s learning are the Lack of Quality time of
Parents and Too Many Siblings with 6 or 12 percent (6%) of the respondents.

3.3 The third factors are the Vice of Parents and the Overseas Employment of Parents
which both has 5 or 10 percent (10%) of the respondents.

4. Extent of Effectivity of Early Reading Tutorial Lessons

4.1 Eighty percent (80%) of the children learned to identify and name the letters of the
alphabets at the end of the summer reading tutorial.
 4.2 Sixty percent (60%) of the respondents found the Phonics and Syllabication
lessons as ineffective during the summer reading tutorial.

Conclusions :

Based on the foregoing summary of findings, the following conclusions were drawn :

1. On the Profile of the Respondents

The respondents were dominated by girls from 6 to 8 years old who are in Grade 1
level in the coming school year.

2. On the Reading Readiness of the Children

The researchers found out that the children can identify alphabet but they cannot read
longer sentences, and stories .

3. On the Factors that Affect the Reading Readiness of Preschool Children

The analysis shows that parents play an important role which is most strongly
associated with children’s reading readiness. Poor readiness is often associated with low
family economic status, unstable family structure of one parent-homes, and other vices of
parents that affect their parental involvement in the development of their children’s literacy.

4. On the Extent of Effectivity of Early Reading Tutorial Lessons

Due to the OLFU summer class, the reading tutorial lessons were done only on a short
limited time by the Health care II students. The respondents were taught for 1hour twice a
week only for a month. The lessons on identification of letters of alphabet were easily
absorbed by the children through writing and coloring of the pictured letters. The
syllabication and proper reading was not achieved because of the tutors’ limited time with
the respondents.

Therefore there is a significant relationship between the length and frequency of one-
on-one reading tutorial and the children’s ability to read faster.

Recommendations:

Based on the summary of findings and conclusion, the following recommendations

are offered :

1. Organize Parenting Seminars. OLFU educators, nurses, and psychologists

should develop programs on parental involvement and parental strategies how
parents can teach their children in their own simple ways.

2. Plan a longer term of curriculum for Educational Programs in Sitio Mabaminda.

3. Find sponsors from GO’s and NGO’s to build a small children’s library and to
provide children’s books and other learning materials.

4. Ask OLFU students to donate their old children’s books, pencils, crayons and
other learning materials that they are not using anymore at home.

Bibliography

“Back to School” <http://www.lsuagcenter.com/en/communications/news>> 2008

“Be Child Care Aware”
<http://text.lsuagcenter.com/en/family_home/family/childcare/be_child_care_aware/>>
2004

“Lev Vygotsky,” <http://en.wikipedia.org/wiki/Lev_Vygotsky>>1996

“Vygotsky's Zone of Proximal Development”<<http://design.test.olt.ubc.ca/Vygotsky

%27s_Zone_of_Proximal_Development>> 2007

“Reading Readiness,” < http://en.wikipedia.org/wiki/Reading_readiness >> 1994.

“The Pros and Cons of Teaching Reading in the Preschool,”

<http://www.helium.com/items/889895-the-pros-and-cons-of-teaching-reading-in-the-
preschool-classroom>> 2006

“Developing Preschool Reading Skills,” <http://www.shirleys-preschool-

activities.com/preschool-reading-skills.html>> 2009

APPENDICES

QUESTIONNAIRE

1. Profile of the Respondent

Name of Parent / Guardian (Optional:____________________________
Child’s Name:_______________________________________________

Choose your answer/s by putting checkmark in the appropriate space provided.

1.1 Child’s Age : _____3 _____6

_____4 _____7

_____5 _____8

1.1 Gender _____ Boy

_____ Girl

1.2 Child’s Grade Level

_____ Not Enrolled

_____ Kinder

_____ Grade 1

2. Reading Readiness Skills of Children

_____can identify letters of the alphabet

_____can read syllables

_____can read a sentence

3. Factors that Affect the Reading Readiness of Preschool Children

_____Lack of Learning Materials

_____No quality time of parents for the child

_____Too many siblings

_____Financial Problem of Parents

_____Unemployment of Parents

_____Vices of Parent/s

_____Environment is noisy and disorderly

_____Home is not conducive for learning

_____Too many household responsibilities

_____Overseas Employment of Parent/s

_____Health of the Child