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Implementation of Reading Intervention Program To Improve Reading Skills of Grade 9 Students in GNHS

The document proposes implementing a reading intervention program for grade 9 students at GNHS- Mamatid Extension to improve reading skills. A needs assessment identified 5 students experiencing reading difficulties. The intervention will include counseling, motivating reading activities, and pre-post academic assessments. Qualitative data will be collected through student interviews and surveys to evaluate the program's effectiveness in addressing issues like student interest and ensuring success. The goal is to provide resources and strategies to help struggling readers improve their skills.

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Tenorio Maryrose
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216 views

Implementation of Reading Intervention Program To Improve Reading Skills of Grade 9 Students in GNHS

The document proposes implementing a reading intervention program for grade 9 students at GNHS- Mamatid Extension to improve reading skills. A needs assessment identified 5 students experiencing reading difficulties. The intervention will include counseling, motivating reading activities, and pre-post academic assessments. Qualitative data will be collected through student interviews and surveys to evaluate the program's effectiveness in addressing issues like student interest and ensuring success. The goal is to provide resources and strategies to help struggling readers improve their skills.

Uploaded by

Tenorio Maryrose
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Implementation of Reading Intervention Program to Improve Reading Skills of Grade 9 Students in

GNHS- Mamatid Extension.

Joaquim A. Segismundo

I. CONTEXT AND RATIONALE 

Reading is the way some find joy and spend the day unwinding—curling up with a favorite novel, poring
over current news, or reading the latest trend in various topics. But for some, reading is a chore, another
dreadful assignment to complete, and an anxiety-ridden task particularly when it involves reading in
front of others.

Reading instruction plays a central role throughout K-12 education, and much time and resources are
allocated with the goal of ensuring our students are reaching grade-level expectations year after year.
Yet, statistics show that many of our students are reading below grade level, and some studies find that
interrupted schooling from the pandemic exacerbated the issue.

Evidence proves that the earlier struggling students are identified, the better chance they have at
becoming fluent readers later on. In fact, with the appropriate interventions, approximately 90-95% of
struggling readers will go on to read proficiently. Based on Response to Intervention models, 20% of
students will need supplemental reading instruction, while 5% will need intensive
intervention.Furthermore, research indicates that about 67% of students are not proficient readers by
the end of third grade. Of these, 80% are children from low-income families. This is significant because
children who are proficient readers by the end of third grade have a higher rate of high-school
graduation and career success.

II. ACTION RESEARCH QUESTION 

For the benefit of the school, the researcher wants to comprehend the issues and problems listed
below.

1. What are the ways to improve a student's reading skills?

2. How do we comprehend student interest when it comes on reading?

3. What should we keep in mind to ensure the success and efficiency of our program?

III. PROPOSED INNOVATION/ INTERVENTON/ STRATEGY

Using effective reading intervention strategies is key when working with our struggling readers. It’s not
only what we teach that matters the way we teach it has a huge impact on student learning. Using
reading intervention strategies that work can be the difference in helping our struggling readers learn to
read.

The questionnaire contains eight (8) items that can be answered "yes" or "no," and if the respondent
selected "yes" for any of the options, the student might not be experiencing reading difficulties. If,
however, all eight (8) questions were answered "no," the student will have difficulties when it comes to
reading.
The chosen students who had been recognized as having a symptomatic problem with reading
difficulties had the following:

1. Received counseling from a guidance counselor and an advisor


2. Introduced reading to the learner and give motivating approach to encourage a student to read
3. Pre-post test intervention and reading assessment used to evaluate academic performance.

The results of the study provided greater insight into how to approach and assist students who are
struggling readers. Teachers became better knowledgeable about the subject and more aware of how to
meet the requirements of their students through the use and dissemination of the results and suggested
preventative and intervention. In order to respond to and treat such visible behaviors, teachers, parents,
and institutions will have access to resources on the subject.

III. ACTION RESEARCH METHOD 

A. PARTICIPANTS AND/OR OTHER SOURCES OF DATA AND INFORMATION 


Students in Grades 9 at Gulod National Highschool Mamatid Extension in Cabuyao City,
Philippines, were included in the study. Through this test, which was conducted by the
researcher using the survey test questionnaire of Young (2009), the researcher focused on
students who demonstrated negative effects of struggling readers in academic skills of the
student.
Five (5) students were chosen from the pool of candidates for the interview or give a survey
questions since they were essential to gathering data. The identified students will go through
counseling procedures with the help of the guidance counselor and the teacher adviser. In order
to distract struggling readers' focus, which caused them to get preoccupied and study less on
their subjects, instructive films and books are introduced as intervention strategies. Pre-
intervention and post-intervention assessments of the students' academic performance,
particularly in reading, are used to track their progress.

B. DATA GATHERING METHOD


The research will be using a descriptive-developmental research design. Descriptive design seeks
to answer questions about real-life situations (Wollman, 2018). Developmental design, on the
other hand, is defined as the systematic study of designing, developing, and evaluating
instructional programs, processes, and products that must meet criteria of internal consistency
and effectiveness (Rita, 2014). The current study takes use of the aforementioned research
design since it will evaluate the methods for conducting reading intervention in order to
enhance the reading abilities of struggling readers in grade 9 at Gulod National High School-ME.
C. DATA ANALYSIS PLAN
The researcher will create interview questions or survey questionare and conduct the interviews
with the individuals who were specifically chosen in order to address study problems 1, 2, and 3.
The researcher will then consult with advising teachers to confirm the information acquired. The
data will next be thematically analyzed and qualitatively interpreted.
D. ACTION RESEARCH WORK PLAN AND TIMELINES

TIMELINES ACTIVITIES VENUE 


DEVELOPMENT 
G

COST ESTIMATED

References

(n/a) 2021, "Reading Intervention Programs and Strategies" retrieved from


https://study.com/learn/lesson/reading-intervention-programs-strategies.html

Dr. Endo (2022), "Reading Intervention Strategies for Struggling Readers". Retrieved from
https://www.hmhco.com/blog/reading-intervention-strategies-for-struggling-readers

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