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Action Research in Reading

1. The action research studied the reading difficulties of 63 grade 1 pupils in Macatoc Elementary School. It found that most pupils were non-readers or frustration level readers. 2. The main reasons for reading difficulties included problems with phonological awareness, phonemic awareness, word decoding, fluency, vocabulary, and comprehension. Pupils had trouble sounding out words, reading smoothly, understanding words, and interpreting what they read. 3. Both pupils and teachers agreed that difficulties with phonological awareness, phonemic awareness, vocabulary, fluency, and comprehension were major contributors to problems learning to read for grade 1 pupils. The research aims to develop an action plan to address these difficulties.

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Action Research in Reading

Uploaded by

znierra1974

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Download as DOCX, PDF, TXT or read online on Scribd

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1

Republic of the Philippines

Department of Education

The Reading Difficulties of Grade One Pupils

in Elementary School,

School Year 2016-2017

An Action Research

Conducted By:

KAMILLE KAY Q. TAMOR

Master Teacher I, Macatoc E/S
March, 2017

TABLE OF CONTENTS
2

I. Abstract 3-31

II. Introduction 32-35

III. Research Problem 36

IV. Objectives of the Study 36-37

V. Scope and Delimitation 38

VI. Methodology 39-42

VII. Findings 43-63

VIII. Solution 64-84

IX. Plan of Actions 85-92

X. Conclusion 93-118

XI. Bibliography 119

XII. Appendix A Questionnaire 120-124

XIII. Appendix B Letter to the Principal 125

The Reading Difficulties of Grade One Pupils

in Macatoc Elementary School

I. ABSTRACT

Teaching reading comprehension to non-readers and

frustration level readers today is different from the past.

Teachers need to focus on extensive comprehension instruction

with all students, not just successful readers.

This action research investigated sixty three grade one

pupils of the two classes of grade one. They have undergone

reading assessment test to know their level of reading

performance.

This action research discusses the causes and reasons of

reading difficulties of non-readers and frustration level

readers. It also presents multiple strategies that have proved to

be successful in a first grade classroom, as well as strategies

used and found to be successful by other teachers and

researchers. As new best practices in reading instruction are

developed and researched, teaching strategies need to evolve as

well.

RESEARCH PROBLEM

This study aims to make an action plan for the poor

reading difficulties of grade one pupils in Macatoc

Elementary School.

Specifically it seeks to answer the following

questions:

1. What is the level of reading comprehension of grade one

pupils?

2. Why pupils in grade one were at the non-reader and

frustration level?

3. How pupils in grade one will be helped by the teacher to

address difficulty in learning to read?

4. How pupils in grade one improve their reading comprehension?

Research Design
5

This action research used the descriptive correlational

method of research.

Descriptive research involves description, recoding,

analysis and interpretation of conditions that currently exist.

The main aims are to describe the nature of a condition as it

exists at the time of the study and to explore the causes of the

particular situation.

This action research utilized triangulation method as a data

gathering procedure through survey questionnaire, observation,

interview and field notes.

Respondents of the Study

This study involved sixty three (63) grade one pupils of

Macatoc Elementary School. The respondents attended kindergarten

class during the previous school year and had undergone the Early

Childhood Education Curriculum Program (ECECP).

Conclusion

1. Profile of the Pupil Respondents

1.1 Profile of the respondents in terms of age

The youngest age of the respondents was 5 and the eldest

was 10. The mean age of the respondents was 6.37. This implies

that majority of the parents of the grade one pupils of

entered their child in the school at an early age.

1.2 Profile of the respondents in terms of Gender

The result reveals that 54.59% of the respondents were

male 45.61% were female. It can be gleaned that male

outnumbered the female probably because much number of the

enrolees for S.Y. 2016-2017 were male. This may be because

the large number of birth rate from 2004 up to present was

boys.

1.3 Profile of the Respondents in terms of Nutritional Status

Majority of the respondents’ nutritional status were

beyond the normal status. Probably the reason was that most

of the pupil respondents’ weight and height corresponds

normally with their age and they were healthy enough in

entering school.

1.4 Profile of the respondents in terms of Monthly Income of

Parents

Majority of the respondents belonged to poor families

of Barangay Macatoc with monthly income that ranged below

8,000 which means that most of parents can’t provide all the

necessary basic needs of their children.

1.5 Profile of the respondents in terms of educational

attainment of mother

Majority of the respondents’ mothers did not finish a

college degree probably because most of them belonged to a

poor family and their parents cannot send and support them

for college education.

1.6 Profile of the respondents in terms of educational

attainment of father

Majority of the respondents’ fathers were high school

graduates and majority of them did not finish a college

education because most of them belonged to a poor family and

their parents cannot support their for college education.

2. Level of Reading Performance of the Respondents

Specifically out of all grade one pupils, majority of

the respondents were on the non-reader level and frustration

level. This implies that almost all of the respondents were

having problems in reading or experiencing difficulty in

learning to read.
8

3. Reasons Why Respondents fall Under Non-reader and frustration

Level

3.1 Reading Difficulty in Terms of Phonological and Phonemic

Awareness as Pupil’s Perspective

Respondents have difficulty in reading and learning how

to read in terms of Phonological and Phonemic Awareness. Their

own perspective was supported by teacher’s perspective. This

implies that the respondents have difficulty in rhyming words,

recognizing and producing sounds and syllabication.

3.2 Reading Difficulty in Terms of Phonological and Phonemic

Awareness as Pupil’s Perspective

Word decoding and phonics was one of the reasons for

reading difficulty experience by the respondents based on the

pupil’s perspective and teacher’s perspective. This implies

that the respondents have difficulty in applying his/her

knowledge of letter-sound relationships, including knowledge

of letter patterns, to correctly pronounce written words. This

also mean that the respondents have difficulty in letter-sound

relationships, and how to sound out words.

3.3 Reading Difficulty in Terms of Vocabulary

Reading difficulty in terms of vocabulary is one of the

reasons for reading difficulty experience by the respondents

which from the pupil’s perspective. This result was supported

by the teacher’s perspective. This denotes that the

respondents have difficulty in understanding words to

communicate effectively. This implies that the pupils had a

hard time to find the words that they need to know to

understand what they read. This also implies that a reader

cannot understand a text without knowing what most of the

words mean.

3.4 Reading Difficulty in Terms of Fluency

Fluency is one of the reading difficulties that the

respondents experience in learning how to read. The pupil’s

perspective also relates with that of the teacher’s

perspective. This implies that pupil respondents have

difficulty to read with speed, accuracy, and proper

expression. They were not confident in reading aloud or

silently do not read smoothly and has no proper expression.

3.5 Reading Difficulty in Terms of Comprehension

Comprehension is one of the major reasons for reading

difficulties the respondents experience in learning how to

read. This result from the pupil’s perspective was supported

by the teacher’s perspective. This implies that pupil

respondents have difficulty in understanding and

interpretation of what is read. They find it hard to decode

what they read, had a hard time to make connections between

what they read and what they already know, and have difficulty

to think deeply about what they have read. This also mean that

they do not have a sufficient vocabulary, or their knowing of

the meanings of words is not enough.

3.6 Other Sources of Reading Disability

processing, memory and attention were some of the problems why

respondents have a hard time to learn how to read based on the

pupil’s perspective. The same is true with that of the

teacher’s perspective. Problems related to auditory processing

implies that there is something in pupil respondents that is

affecting the processing or interpretation of the information

a child hears. They often find it difficult to pay attention,

listen to, and remember information presented orally. They may

need more time to process information. This also mean that

they often do not recognize subtle differences between sounds

in words, even though the sounds themselves are loud and

clear.
11

Reading difficulty related to memory implies that pupil

respondents find it hard to place information into their

memories and retrieve it when needed. Difficulty related to

attention implies that the respondents is often failing to

give close attention to details, often does not seem to listen

when spoken to directly, often has difficulty organizing tasks

and activities, and is often easily distracted by extraneous

stimuli.

4 SOLUTIONS

The following are the solutions to reading difficulties

that the pupil respondents experience in reading.

STAR Collection

As an intervention program, a child will bring home a

copy of a reading selection/story to read at home. His parents

will rate his/her ability to read by putting a Star on the

copy of his/her selection. The teacher will validate the rate

of his patents by putting another Star on the copy, thus a

child will be earning Stars depending on his/her reading

skill. Reading materials will vary according to different

types of readers (non-readers, frustration level,

instructional and independent level).

Reading Buddy

A poor reader will be partnered to a good reader who will

serve as his/her reading buddy every lunch break after meal.

Pull Out Approach

Poor readers and non-readers will be pulled out from

their class to be tutored/coached by other reading teacher.

Reading related activities may be given by the special reading

teacher.

Teacher Nanay

The school will ask help or assistance of some volunteer

parents who are knowledgeable enough and willing to serve as

reading teacher of poor readers during specified time either

in school or at home.

DEAR (Drop Everything And Read)

At 4:00 o’clock or after class hours, pupils are asked to

read any materials/selection before they go home.

PERR (Program for Effective Reading and Writing)

This is being done at 1:00 to 1:30 (before classes start

in the afternoon) to enhance reading and writing skills of the

pupils. Teachers give reading materials for the pupils to

read, so as exercise their writing skills.

FWAW (Five Words a Week)

Pupils are required to look for at least five unfamiliar

words a week. They will study how to read and pronounce them

properly, learn the correct spelling and know the meaning of

these words so that they will be able to use them in their own

sentences.

APAD

Pupils will be asked to read aloud a short paragraph

every day before classes start in order to develop their oral

reading skills.

Word Wall

List of words will be posted on one side of the wall

inside the classroom for the pupils to read and master.

MOBSW (Master of Basic Sight Words)

Slow readers will be provided with a copy of the Basic

Sight Words and Talasalitaan sa Unang Kita for them to master.

Basic Sight Words and Talasalitaan sa Unang Kita may also be

posted on each classroom.

II. INTRODUCTION

Proficient reading and writing skills are critical to

success. If students are not competent readers, they are at

risk for academic, behavioral, social and emotional

difficulties. Students with reading disabilities have the

potential to be unsuccessful academically and socially.

(MacInnis, 2004). Children with reading difficulties

throughout school and into adulthood, said how embarrassing

and devastating it was to read with difficulty in front of

peers and teachers, and to demonstrate this weakness on a

daily basis. It is clear that this type of failure affects

children negatively earlier than we thought. By the end of

first grade, children having difficulty learning to read

begin to feel less positive about their abilities than when

they started school (Reid Lyon, 2003).

Researchers have made considerable progress in

understanding all types of reading disabilities (Fletcher,

et.al. 2007). For purposes of research, "reading impaired"

children may be all those who score below the 30th

percentile in basic reading skill. Among all of those poor

readers, about 70-80 percent have trouble with accurate and

fluent word recognition that originates with weaknesses in

phonological processing, often in combination with fluency

and comprehension problems. These students have obvious

trouble learning sound-symbol correspondence, sounding out

words, and spelling. The term dyslexic is most often applied

to this group. Another 10-15 percent of poor readers appear

to be accurate but too slow in word recognition and text

reading. They have specific weaknesses with speed of word

recognition and automatic recall of word spellings, although

they do relatively well on tests of phoneme awareness and

other phonological skills. They have trouble developing

automatic recognition of words by sight and tend to spell

phonetically but not accurately. This subgroup is thought to

have relative strengths in phonological processing, but the

nature of their relative weakness is still debated by

reading scientists (Fletcher 2007; Katzir, 2006; Wolf &

Bowers, 2009). Some argue that the problem is primarily one

of timing or processing speed, and others propose that there

is a specific deficit within the orthographic processor that

affects the storage and recall of exact letter sequences.

This processing speed/orthographic subgroup generally has

milder difficulties with reading than students with

phonological processing deficits.

Reading had been a long-lasting and

widespread problem among pupils in the primary level. One of

the challenges facing teachers is how to motivate the pupils

to read. The implementation of the K to 12 curriculum also

swell with the problem in reading of grade one pupils.

During the first year of its implementation, grade one

pupils who cannot read can be promoted to the second grade.

The second grade teachers experience difficulty in teaching

due to poor reading ability of the pupils. This year the

product of such curriculum were in grade three who will also

take the National Achievement Exam. The question is with the

poor reading ability of the pupil, will they pass the NAT

exam.

Most pupils in grade one experience difficulty in

learning how to read. They have difficulty in learning

phonetics, syllables and words. Some of them are scared to

attend classes when reading lessons started. Due to this

situation, some of them drop out from school and do not

continue until the next school year begins.

The Department of Education from the national level

down to the school level launched different programs to

solve the problem in reading. One of such is the Project

READ (Reading Empowerment for Academic Development) of the

Division of Oriental Mindoro and Project Reach for the STAR

(Strive Toward Achievement in Reading) of the District of

Victoria on the same Division. Project READ is a five year

program aimed to reduce the frustration readers by 20% every

school year starting S.Y. 2014-2015 to 2018-2019 (D.O. No.

16, S. 2014). Project Reach for the STAR is designed to

address the problem of non-readers and readers under

frustration level in the whole district. It aims to improve

reading fluency, reading skills and comprehension skills of

the pupils both in English and Filipino. Currently, it has

been implementing and all hoped that the objectives will be

achieved after its implementation and will solve the

problems in reading.

The aforementioned situations above triggered the

researcher to conduct an action research on the reading

difficulties of grade one pupils in Macatoc Elementary

School.

III. RESEARCH PROBLEM

This study aims to make an action plan for the poor

reading difficulties of grade one pupils in Macatoc

Elementary School.

Specifically it seeks to answer the following

questions:

5. What is the level of reading comprehension of grade one

pupils?

6. Why pupils in grade one were at the non-reader and

frustration level?

7. How pupils in grade one will be helped by the teacher to

address difficulty in learning to read?

8. How pupils in grade one improve their reading comprehension?

IV. OBJECTIVES OF THE STUDY

This action research will be beneficial first and

foremost to the sixty three grade one pupils for they will

learn how to address their difficulty in reading and will help

them develop their reading comprehension. As the respondents

of this action research, they will be elevated from the non-

reader and frustration level to at least instructional level.

As the pupils improve their reading comprehension they will

also easily learn lessons under the curriculum and will

definitely improve their academic performance.

The teachers will also be benefited from this action

research for they will learn how to address the difficulty of

grade one pupils to learn how to read. They will also learn

the strategies on how reading comprehension of pupils will be

improved. As the pupils’ reading performance elevated from

non-reader and frustration level to instructional and

independent level, the teacher will also improve his/her

performance on her Performance Appraisal System for Teachers

(PAST) and in the Individual Performance Commitment and Review

Form (IPCRF) under the Result-Based Performance Management

System (RPMS).

The school will also be aided from this action research

because the pupils’ performance and teachers’ performance

reflects the school performance. When pupils improve their

academic performance it will reflect on their performance on

the National Achievement Test (NAT) as one of the criteria in

the Performance Based Bonus (PBB). Dropout rates will be

lessen when pupils’ performance in reading and in all subjects

is in average to proficient level.

V. SCOPE AND DELIMITATION

This action research was conducted in Macatoc Elementary

School.

The respondents of this action research were the pupils

from two sections of grade one of the school during the school

year 2016-2017.

This action research will be limited to grade one pupils

only and is not conducted to other pupils of the school.

VI. METHODOLOGY

Research Design

This action research used the descriptive correlational

method of research.

Descriptive research involves description, recoding,

analysis and interpretation of conditions that currently exist.

The main aims are to describe the nature of a condition as it

exists at the time of the study and to explore the causes of the

particular situation.

This action research utilized triangulation method as a data

gathering procedure through survey questionnaire, observation,

interview and field notes.

Respondents of the Study

This study involved sixty three (63) grade one pupils of

Macatoc Elementary School. The respondents attended kindergarten

class during the previous school year and had undergone the Early

Childhood Education Curriculum Program (ECECP).

The distribution of the grade one pupils which was composed

of the respondents of this study was shown in the table.

Table A. Distribution of the Respondents in Grade One

SECTION/CLASS Pupil
Respondents

Grade One - Lotus 31

Grade One - Orchids 32

TOTAL 63
22

Research Locale

This study will be conducted in Macatoc Elementary School.

The school is on the District of Victoria, Division of Oriental

Mindoro, Region IV-B MIMAROPA. It is located at Macatoc,

Victoria, oriental Mindoro.

Macatoc Elementary School is headed by one Elementary Grade

Principal I and is composed of one Elementary Grade Master

Teacher II, five Elementary Grade Teacher III, three Elementary

Grade Teacher II, six Elementary Grade Teacher, and one

Kindergarten Volunteer Teacher, sixteen (16) in all. The pupil

population is five hundred ninety four (594) during the current

school year. Each of the grade levels starting from kindergarten

to grade six had two sections except grade two which has three

sections.

Research Instrument

A self-prepared questionnaire with four major parts will

serve as the data gathering instrument in this action research.

Part I will deal with the profile of the respondents. Part

II will deal on items that will measure the level of reading

performance of the respondents. Part III will deal with the

difficulties the pupil respondents have in learning how to read.

Part IV will deal on items that exhibits the reasons why the

pupil respondents were on non-reader and frustration level.

Data Gathering Procedure

A letter of request was secured for from the School

Principal with the endorsement of the Master Teacher. Upon its

approval, proper coordination with the class advisers and parents

of the pupil respondents was done by the researcher.

The researcher personally administered the questionnaire to

ensure that all items will be answered and 100% percent retrieval

will be attained. The interview, observation and field notes was

also personally done by the researcher.

Statistical Treatment of the Data

Descriptive statistics such as mean and rank will be used in

the study in treating the data gathered.

The formula that will be used were the following:

 Mean

Formula: X=∑ X

Where: X = mean

∑X = total score

n = number of respondents

VII. FINDINGS

1. Profile of the Pupil Respondents

I. Profile of the respondents in terms of age

The graph presents the profile of the respondents in terms

of age. It can be gleaned that 72.63% of the respondents belonged

to 5 to 6 years old. This was followed by 7 to 8 years old which

consisted 24.21%. Respondents who were 9 to 10 years old

represented 3.16% of the total sample.

According to the graph, the youngest age of the

respondents was 5 and the eldest was 10. The graph also shows

that the mean age of the respondents was 6.37. This implies
25

that majority of the parents of the grade one pupils of

entered their child in the school at an early age.

Graph 1.1: Profile of the Respondents in terms of Age

Percentage

80
70
60
Percentage
50
40
30
20
10
0
9 to 10 7 to 8 5 to 6

Mean: 6.37

II. Profile of the respondents in terms of Gender

The graph 1.2 reveals that 54.59% of the respondents

were male 45.61% were female. It can be gleaned that male

outnumbered the female probably because much number of the

enrolees for S.Y. 2016-2017 were male. This may be because

the large number of birth rate from 2004 up to present was

boys.
26

According to the National Statistics Office (2015), the

Philippine’s birth rate was 24.98 births/1,000 population.

From the rate, 15.56 live births were male while 9.42 were

female.

Graph 1.2: Profile of the Respondents in Terms of Gender

Percentage

56
54
52 Percentage
50
48
46
44
42
40
Male Female

III. Profile of the Respondents in terms of Nutritional

Status

As shown on graph 1.3, majority of the respondents’

nutritional status were beyond the normal status which

consisted 65.61% and was the highest. Probably the reason

was that most of the pupil respondents’ weight and height

corresponds normally with their age and they were healthy

enough in entering school.

Nearly one percent or 0.70% belonged to the overweight

status which was the lowest. This may be respondents who

belong to the families that have the highest monthly income.

According to the World Health Organization (2015) on

their Body Mass Index Manual, nutritional status refers to

the Body Mass Index (BMI) of a child. MI is based on the

measurement of the height and weight. It indicates whether

or not the weight is within a healthy range for the height.

It has the following categories, severely wasted, wasted,

normal, overweight and obese. Severely wasted is a status

which means that a child aged 5 to 9 got a body mass index

of less than 12.0. Wasted body mass index ranges from 12.1

to 12.9, normal body mass index is from 13.0 to 18.3,

overweight body mass index ranges from 18.4 to 20.2 and

obese body mass index is from 20.3 and above.

Graph 1.3: Profile of the Respondents in terms of

Nutritional Status

Percentage

70
60
50 Percentage
40
30
20
10
0
Severely Wasted Wasted Normal Overweight
28

 1.4 Profile of the respondents in terms of Monthly Income of

Parents

Presented on Graph 1.4 was the monthly income of the

respondents’ parents. Almost forty-five percent or 44.91% of

the respondents belonged to a family with 4,0001 to 6,000

monthly income which was the strongest. The weakest was the

1.75% respondents with monthly income of below 2,000. As

seen on the graph the mean monthly income of the respondents

was 4,970.02.

It can be gleaned that majority of the respondents

belonged to poor families of Barangay Macatoc with monthly

income that ranged below 8,000 which means that most of

parents can’t provide all the necessary basic needs of their

children.

According to the data from the National Statistical

Coordination Board (2015), poverty remains the most critical

social problem that needs to be addressed. Philippines'

poverty line marks individuals earning less than 16,841 Peso

a year. They added that more than one-quarter (26.5%) of the

population falls below the poverty line in 2009.This figure

is a much lower figure as compared to the 33.1% in 1991. The

decline has been slow and uneven, much slower than

neighboring countries who experienced broadly similar

numbers in the 1980s, such as People's Republic of China

(PRC), Thailand, Indonesia (which poverty level lies at

8.5%) or Vietnam (13.5%). This shows that the incidence of

poverty has remained significantly high as compared to other

countries for almost three decades now. The unevenness of

the decline has been attributed to a large range of income

brackets across regions and sectors, and also unmanaged

population growth.

Ramey and Ramey (2015) describe the relationship of

family socioeconomic status to children performance at

school. They stressed that across all socioeconomic groups,

parents face major challenges when it comes to providing

best care and education for their children. For families in

poverty, these challenges can be alarming. Sometimes, when

basic necessities are lacking, parents must place top

priority on housing, food, clothing, and health care.

Educational toys, games, and books may appear to be

luxuries, and parents may not have the time, energy, or

knowledge to find innovative and less-expensive ways to

foster young children's development.

Graph1.4: Profile of the Respondents in terms of Monthly

Income of Parents

Percentage
50
45
40
35
30
Percentage
25
20
15
10
5
0
10,001 – 8,001 – 6,001 – 4,001 – 2,001 – Below 2,000
above 10,000 8,000 6,000 4,000

Mean: 4,920.02

1.5 Profile of the respondents in terms of educational

attainment of mother

Of the 63 respondents, 35.09% of their mothers were

high school graduates which ranks first while 0.70% of the

respondents’ mothers attained a post baccalaureate degree

which ranks the last.

From the graph, it can be gleaned that majority of the

respondents’ mothers did not finish a college degree

probably because most of them belonged to a poor family and

their parents cannot send and support them for college

education.

Graph 1.5: Profile of the Respondents in terms of

Educational Attainment of Mother

Percentage
40
35
30
25
20
15
10
5 Percentage
0
ee te te te te te te te te
e gr d ua d ua d ua d ua d ua d ua d ua d ua
D a ra a a a a a a
ate Gr rg l Gr r gr l Gr r gr Gr r gr
e e e e y e
re leg d na d oo d ar d
alau ol e Un a tio l Un sch l Un ent y Un
C na
cc leg oc gh oo m ar
t Ba ol l/V atio Hi Sch Ele ent
s C ica c m
Po hn l/ Vo H igh Ele
c
Te ica
chn
Te

1.6 Profile of the respondents in terms of educational attainment

of father
32

The graph exhibits the respondents’ father’s

educational attainment. Majority of the respondents’ fathers

were high school graduates which consisted 79 or 27.72%

which was the highest. Three or 1.05% of the respondents’

fathers attained a post baccalaureate degree which was the

lowest. It can be noted that majority of the fathers of

the respondents did not finish a college education maybe

because most of them belonged to a poor family and their

parents cannot support their for college education.

Feranil et. al. (2015) in their study about childcare and

school performance found out that parental care for their

children is also an important contributing factor to the

academic performance and development of a child in school.

In terms of time allocation, more mothers, being the primary

caregiver of these children, spent time with their children

in the different activities compared to the fathers. The

study suggested fathers to spend more time for their

children in playing because it is found to be of

significant. The authors further recommended that parents

should promote the attendance of their children in pre-

school programs and extend possible help for them to be

physically, intellectually, socially and emotionally ready

to attend formal schooling.

Graph 1.6: Profile of the Respondents in terms of

Educational Attainment of Father

Percentage
30
25
20
15
10
Percentage
5
0
e e e e e e e e e e
re at at at at at at at at n
eg ad
u du ad
u du ad
u du ad
u du No
eD Gr rg
ra Gr rg
ra Gr rg
ra Gr rg
ra
at ge e al e ol e ry e
re d n d d ta d
lau lle n
tio
n ho n U n
ca Co eU ca lU sc lU en ry
ac leg na igh ho
o m ta
ol Vo o Ele en
s tB C al/ ati H Sc
Po ni
c oc gh Ele
m
ch l/V Hi
Te n ica
ch
Te

2. Level of Reading Performance of the Respondents

Table 1 shows the level of reading performance of the

respondents. Specifically out of 63 grade one pupils, 35 or

56% of the respondents were on the non-reader level and 16

or 25% of them were on frustration level.

This implies that almost all of the respondents were

having problems in reading or experiencing difficulty in

learning to read.

Table 1: Level of Reading Performance of the Respondents

Level Frequency (%)

1. Non-reader 35 56%
2. Frustration 16 25%
3. Instructional 8 13%
4. Independent 4 0.06%

Proficient reading and writing skills are critical to

success. If students are not competent readers, they are at

risk for academic, behavioral, social and emotional

difficulties. Students with reading disabilities have the

potential to be unsuccessful academically and socially.

(MacInnis, 2004).

3. Reasons Why Respondents fall Under Non-reader and

frustration Level

3.1 Reading Difficulty in Terms of Phonological and Phonemic

Awareness as Pupil’s Perspective

Table 3.1 shows the reasons why respondents have

difficulty in reading and learning how to read in terms of

Phonological and Phonemic Awareness. As shown on the table from the

pupil’s perspective, sixty or 95.25% of the pupil respondents have

experience difficulty in reading because they have poor phonological

awareness. The teacher’s perspective of the respondents’ reading

difficulty related to phonological and phonemic awareness was

closely related to that of the pupil’s perspective which got the

same mean percentage as shown on table 3.1.2.

This implies that the respondents have difficulty in rhyming

words, recognizing and producing sounds and syllabication.

Table 3.1.1 Reason for Reading Difficulty in Terms of

Phonological and Phonemic Awareness as Pupil’s Perspective
Reading Difficulty Frequency Percentage
Pupil’s Perspective
I. Phonological and Phonemic Awareness 60 95.24%
1. I don't know any words that rhyme with 60 95.24%
cat.
2. What do you mean when you say, "What 60 95.24%
sounds are in the word brush?"

3. I'm not sure how many syllables are in 60 95.24%

my name.

4. I don't know what sounds are the same 60 95.24%

in bit and hit.

Table 3.1.2 Reason for Reading Difficulty in Terms of

Phonological and Phonemic Awareness as Teacher’s Perspective
Reading Difficulty Frequency Percentage
Teacher’s Perspective
I. Phonological and Phonemic Awareness 60 95.24%
5 She doesn't correctly complete blending 60 95.24%
activities; for example, put together
sounds /k/ /i/ /ck/ to make the word
kick.
6 He doesn't correctly complete phoneme 60 95.24%
substitution activities; for example,
change the /m/ in mate to /cr/ in order
to make crate
7 He has a hard time telling how many 61 95.24%
syllables there are in the word paper.
36

8 He has difficulty with rhyming, 60 95.24%

syllabication, or spelling a new word by
its sound.

3.2 Reading Difficulty in Terms of Word Decoding and Phonics

As shown on the table 3.2.1, reading difficulty in terms of

word decoding and phonics as one of the reasons for reading

difficulty experience by the respondents got the mean percentage

of 90.47% based on the pupil’s perspective. The same was true

with the teacher’s perspective which got a mean percentage of

92.06% as presented on table 3.2.2.

This implies that the respondents have difficulty in

applying his/her knowledge of letter-sound relationships,

including knowledge of letter patterns, to correctly pronounce

written words. This also mean that the respondents have

difficulty in letter-sound relationships, and how to sound out

words.

Table 3.2.1 Reason for Reading Difficulty in Terms of Word

Decoding and Phonics as Pupil’s Perspective

Reading Difficulty Frequency Percentage

Pupil’s Perspective
II. Word Decoding and Phonics 58 92.06%
9 I just seem to get stuck when I try to 57 90.47%
read a lot of the words in this chapter.
10 Figuring out the words takes so much of 58 92.06%
my energy, I can't even think about what
37

it means.
11 I don't know how to sound out these 58 92.06%
words.
12 I know my letters and sounds, but I just 57 90.47%
can't read words on a page.

Table 3.2.2 Reason for Reading Difficulty in Terms of Word

Decoding and Phonics as Teacher’s Perspective

Reading Difficulty Frequency Percentage

Teacher’s Perspective
II. Word Decoding and Phonics 58 92.06%
1. She has difficulty matching sounds and 57 90.47%
letters, which can affect reading and
spelling.
2. She decodes in a very labored manner. 58 92.06%
3. He has trouble reading and spelling 58 92.06%
phonetically.
4. She has a high degree of difficulty with 57 90.47%
phonics patterns and activities.
5. He guesses at words based on the first 57 90.47%
letter or two.
6. Even though I taught several short vowel 58 92.06%
sounds (or other letter sounds or
patterns), the corresponding letters are
not showing up in his writing samples.
7. Even though I taught certain letter 58 92.06%
patterns, she isn't able to recognize
them when reading words.

3.3 Reading Difficulty in Terms of Vocabulary

As presented on the table 3.3.1, reading difficulty in terms

of vocabulary is one of the reasons for reading difficulty

experience by the respondents which got the mean percentage of

88.89% from the pupil’s perspective. This result was supported by

the teacher’s perspective who got the same mean percentage.

This denotes that the respondents have difficulty in

understanding words to communicate effectively. This implies that

the pupils had a hard time to find the words that they need to

know to understand what they read. This also implies that a

reader cannot understand a text without knowing what most of the

words mean.

Table 3.3.1 Reason for Reading Difficulty in Terms of Vocabulary

Pupil’s Perspective

Reading Difficulty Frequency Percentage

Pupil’s Perspective
III. Vocabulary 56 88.89%
1. I heard my friend tell what happened in 57 90.47%
the movie but I didn't really
understand what he said about it.
2. I feel like I just use the same words 55 87.30%
over and over again in my writing.
3. I don't like to read on my own because 55 87.30%
I don't understand lots of the words in
the book.

Table 3.2.2 Reason for Reading Difficulty in Terms of Vocabulary

Teacher’s Perspective
Reading Difficulty Frequency Percentage
Teacher’s Perspective
III. Vocabulary 56 88.89%
1. She's unable to tell about her day in a 57 90.47%
way that makes sense.
2. She misuses common words. 55 87.30%
3. He doesn't link words from a book to 55 87.30%
similar words from another book or from
real life.
4. He's often not able to find the right 56 88.89%
word to describe something.
5. She has questions about a lot of word 57 90.47%
meanings in a grade appropriate text.
6. He seems to have a weak vocabulary. 55 87.30%
7. She is not able to make connections 55 87.30%
among words in various texts.
39

3.4 Reading Difficulty in Terms of Fluency

Table 3.4.1 presents that fluency is one of the reading

difficulties that the respondents experience in learning how

to read. As presented on the table, the reading difficulty in

terms of fluency got a mean percentage of 95.24% or sixty of

the respondents. The pupil’s perspective also relates with

that of the teacher’s perspective which got the same mean

percentage of 95.24% as shown on table 3.4.2.

This implies that pupil respondents have difficulty to

read with speed, accuracy, and proper expression. They were

not confident in reading aloud or silently do not read

smoothly and has no proper expression.

Table 3.4.1 Reason for Reading Difficulty in Terms of Fluency

Pupil’s Perspective

Reading Difficulty Frequency Percentage

Pupil’s Perspective
IV. Fluency 60 95.24%
13 I just seem to get stuck when I try to 61 96.83%
read a lot of the words in this chapter.
14 It takes me so long to read something. 60 95.24%
15 Reading through this book takes so much 60 95.24%
of my energy, I can't even think about
40

what it means.

Table 3.4.2 Reason for Reading Difficulty in Terms of Fluency

Teacher’s Perspective

Reading Difficulty Frequency Percentage

Teacher’s Perspective
IV. Fluency 60 95.24%
1. He knows how to read words but seems to 61 96.83%
take a long time to read a short book
or passage silently.
2. She reads a book with no expression. 60 95.24%
3. He stumbles a lot and loses his place 60 95.24%
when reading something aloud.
4. She reads aloud very slowly. 61 96.83%
5. She moves her mouth when reading 60 95.24%
silently (subvocalizing).
6. Her results on words-correct-per-minute 60 95.24%
assessments are below grade level or
targeted benchmark.
7. She has difficulty and grows frustrated 61 96.83%
when reading aloud, either because of
speed or accuracy.
8. She does not "chunk" words into 60 95.24%
meaningful units.
9. When reading, he doesn't pause at 60 95.24%
meaningful breaks within sentences or
paragraphs.
10. He does not read aloud with 60 95.24%
expression; that is, he does not change
his tone where appropriate.

3.5 Reading Difficulty in Terms of Comprehension

Table 3.5.1 shows that comprehension is one of the major

reasons for reading difficulties the respondents experience in

learning how to read. As shown on the table, the reading

difficulty in terms of comprehension is the problem of the

sixty two respondents or a mean percentage of 98.41%. This

result was supported by the teacher’s perspective who got an

almost the same mean percentage of 96.83% as presented on

table 3.5.2.

This implies that pupil respondents have difficulty in

understanding and interpretation of what is read. They find it

hard to decode what they read, had a hard time to make

connections between what they read and what they already know,

and have difficulty to think deeply about what they have read.

This also mean that they do not have a sufficient vocabulary,

or their knowing of the meanings of words is not enough.

Table 3.5.1 Reason for Reading Difficulty in Terms of

Comprehension Pupil’s Perspective

Reading Difficulty Frequency Percentage

Pupil’s Perspective
V. Comprehension 62 98.41%
1. It takes me so long to read something. 61 96.83%
It's hard to follow along with everything
going on.
2. I didn't really get what that book was 63 100%
about.
3. Why did that character do that? I just 63 100%
don't get it!
4. I'm not sure what the most important parts 61 96.83%
of the book were.
5. I couldn't really create an image in my 62 98.41%
head of what was going on.
42

Table 3.5.2 Reason for Reading Difficulty in Terms of

Comprehension Teacher’s Perspective

Reading Difficulty Frequency Percentage

Teacher’s Perspective
V. Comprehension 61 96.83%
1. She's not able to summarize a passage 61 96.83%
or a book.
2. He might be able to tell you what 63 100%
happened in a story, but can't explain
why events went the way they did.
3. She can't explain what a character's 63 100%
thoughts or feelings might have been.
4. He doesn't link events in a book to 61 96.83%
similar events from another book or
from real life.
5. He doesn't link events in a book to 61 96.83%
similar events from another book or
from real life.
6. He seems to focus on the "wrong" aspect 61 96.83%
of a passage; for example, he
concentrates so much on the details
that the main idea is lost.
7. She can tell the outcome of a story, 63 100%
but cannot explain why things turned
out that way.
8. He does not go behind what is presented 63 100%
in a book to think about what might
happen next or why characters took the
action they did.
9. She brings up irrelevant information 61 96.83%
when trying to relate a passage to
something in her own life.
10. He seems to have a weak 61 96.83%
vocabulary.
11. She cannot tell the clear, logical 61 96.83%
sequence of events in a story.
12. He does not pick out the key facts 61 96.83%
from informational text.
13. He cannot give you a "picture" of 61 96.83%
what's going on in a written passage;
43

for example, what the characters look

like or details of where the story
takes place.

3.6 Other Sources of Reading Disability

Table 3.6.1 presents that other sources of reading

disability particularly auditory processing, memory and

attention were some of the problems why respondents have a

hard time to learn how to read. As presented on the table, the

reading difficulty in terms of processing speed is the reason

of the fifty eight respondents or a mean percentage of 0.04%

based on the pupil’s perspective. The same is true with that

of the teacher’s perspective which got the same mean

percentage as shown on table 3.6.2.

Problems related to auditory processing implies that

there is something in pupil respondents that is affecting the

processing or interpretation of the information a child hears.

They often find it difficult to pay attention, listen to, and

remember information presented orally. They may need more time

to process information. This also mean that they often do not

recognize subtle differences between sounds in words, even

though the sounds themselves are loud and clear.

Reading difficulty related to memory implies that pupil

respondents find it hard to place information into their

memories and retrieve it when needed. Difficulty related to

attention implies that the respondents is often failing to

give close attention to details, often does not seem to listen

when spoken to directly, often has difficulty organizing tasks

and activities, and is often easily distracted by extraneous

stimuli.

Table 3.6 Other Sources of Reading Disability Pupil’s Perspective

Reading Difficulty Frequency Percentage

Pupil’s Perspective
VI. Other Sources of Reading Disability 3 0.04%

1. I have difficulty hearing others 3 0.04%

2. I have difficulty talking with others 2 0.03%
3. I can’t remember what other says 2 0.03%
4. I can’t focus on what I should read 3 0.04%

Table 3.6 Other Sources of Reading Disability Teacher’s Perspective

Reading Difficulty Frequency Percentage

Teacher’s Perspective
VI. Other Sources of Reading Disability 3 0.04%

1. It seems that she can’t hear me 3 0.04%

2. It seems that she can’t talk 2 0.03%
3. She doesn’t remember anything 2 0.03%
4. She has difficulty in focusing 3 0.04%
45

VIII. SOLUTIONS

The following are the solutions to reading difficulties

that the pupil respondents experience in reading.

1. Phonological and Phonemic Awareness

With the help of parents and teachers, kids can learn

strategies to cope with phonological and/or phonemic awareness

problems that affect his or her reading. Below are some tips and

specific things to do.

1.1 What pupils can do to help themselves

 Be willing to play word and sounds games with parents or

teachers.

 Be patient with learning new information related to words

and sounds. Giving the ears a workout is difficult!

 Practice hearing the individual sounds in words. It may help

to use a plastic chip as a counter for each sound you hear

in a word.

 Be willing to practice writing. This will give you a chance

to match sounds with letters.

1.2 What parents can do to help at home

 Check with your child's teacher or principal to make sure

the school's reading program teaches phonological, phonemic

awareness, and phonics skills.

 If your child is past the ages at which phonemic awareness

and phonological skills are taught class-wide (usually

kindergarten to first or second grade), make sure he or she

is receiving one-on-one or small group instruction in these

skills.

 Do activities to help your child build sound skills (make

sure they are short and fun; avoid allowing your child to

get frustrated):

o Help your child think of a number of words that start

with the /m/ or /ch/ sound, or other beginning sounds.

o Make up silly sentences with words that begin with the

same sound, such as "Nobody was nice to Nancy's

neighbor".

o Play simple rhyming or blending games with your child,

such as taking turns coming up with words that rhyme

(go – no) or blending simple words (/d/, /o/, /g/

= dog).

 Read books with rhymes. Teach your child rhymes, short

poems, and songs.

 Practice the alphabet by pointing out letters wherever you

see them and by reading alphabet books.

 Consider using computer software that focuses on developing

phonological and phonemic awareness skills. Many of these

programs use colorful graphics and animation that keep young

children engaged and motivated.

1.3 What teachers can do to help at school

 Learn all about phonemes (there are more than 40 speech

sounds that may not be obvious to fluent readers and

speakers).

 Make sure the school's reading program and other materials

include skill-building in phonemes, especially in

kindergarten and first grade (these skills do not come

naturally, but must be taught).

 If children are past the age at which phonemic awareness and

phonological skill-building are addressed (typically

kindergarten through first or second grade), attend to these

skills one-on-one or in a small group. Ask your school's

reading specialist for help finding a research-based

supplemental or intervention program for students in need.

 Identify the precise phoneme awareness task on which you

wish to focus and select developmentally appropriate

activities for engaging children in the task. Activities

should be fun and exciting – play with sounds, don't drill

them.

 Make sure your school's reading program and other materials

include systematic instruction in phonics.

 Consider teaching phonological and phonemic skills in small

groups since students will likely be at different levels of

expertise. Remember that some students may need more

reinforcement or instruction if they are past the grades at

which phonics is addressed by a reading program (first

through third grade).

2. Word Decoding and Phonics

With the help of parents and teachers, kids can learn

strategies to overcome word decoding and phonics problems that

affect their reading. Below are some tips and specific things to

do.

2.1 What pupils can do to help themselves

 Play with magnetic letters. See how quickly you can put them

in alphabetical order while singing the alphabet song.

 Look at written materials around your house and at road

signs to see if you can spot familiar words and letter

patterns.

 Write notes, e-mails, and letters to your friends and

family. Represent each sound you hear as you write.

 When you're trying to sound out a word, pay close attention

to the print. Try to look at all the letters in the word,

not just the first one or two.

2.2 What parents can do to help at home

 For a younger reader, help your child learn the letters and

sounds of the alphabet. Occasionally point to letters and

ask your child to name them.

 Help your child make connections between what he or she

might see on a sign or in the newspaper and the letter and

sound work he or she is doing in school.

 Encourage your child to write and spell notes, e-mails, and

letters using what he knows about sounds and letters.

 Talk with your child about the "irregular" words that she'll

often see in what she's reading. These are the words that

don't follow the usual letter-sound rules. These words

include said, are, and was. Students must learn to recognize

them "at sight."

 Consider using computer software that focuses on developing

phonics and emergent literacy skills. Some software programs

are designed to support children in their writing efforts.

For example, some programs encourage kids to construct

sentences and then cartoon characters will act out the

completed sentence. Other software programs provide practice

with long and short vowel sounds and creating compound

words.

2.3 What teachers can do to help at school

 Have students sort pictures and objects by the sound you're

teaching. At each stage, have children say the letter sound

over and over again.

 Teach phonics in a systematic and explicit way. If your

curriculum materials are not systematic and explicit, talk

with your principal or reading specialist.

 Be sure to begin the systematic and explicit phonics

instruction early; first grade would be best.

 Help students understand the purpose of phonics by engaging

them in reading and writing activities that requires them to

apply the phonics information you've taught them.

 Use manipulatives to help teach letter-sound relationships.

These can include counters, sound boxes, and magnetic

letters.

 Provide more of your instruction to students who you've

divided into need-based groups.

3. Vocabulary

With the help of parents and teachers, kids can overcome

vocabulary limitations that affect their reading. Below are

some tips and specific things to do.

3.1 What pupils can do to help themselves

 Find books to read on your own. The more you read, the more

new words you'll see, and the more you'll learn about the

words.

 Look ahead in textbooks to learn new vocabulary and concepts

before your teacher goes over the section in class.

 Keep a list of key vocabulary and transition words.

 Practice telling stories using the words first, then,

and finally.
52

3.2 What parents can do to help at home

 Engage your child in conversations every day. If possible,

include new and interesting words in your conversation.

 Read to your child each day. When the book contains a new or

interesting word, pause and define the word for your child.

After you're done reading, engage your child in a

conversation about the book.

 Help build word knowledge by classifying and grouping

objects or pictures while naming them.

 Help build your child's understanding of language by playing

verbal games and telling jokes and stories.

 Encourage your child to read on his own. The more children

read, the more words they encounter and learn.

3.3 What teachers can do to help at school

 Help build language skills in class by playing oral and

written word exercises and games.

 Teach students about the important, useful, and difficult

vocabulary words before students read the text. This will

help them remember the words and improve comprehension.

 Offer students many opportunities to encounter target

vocabulary words beyond the context in which they are

taught.
53

 Have students use taught vocabulary words often and in

various ways both orally and in writing so they are better

able to remember the words and their meanings.

 Teach vocabulary via explicit instruction and also through

independent readings.

 Help students learn to use context clues to determine the

meanings of words. Teach them that some context clues are

more helpful than others and provide examples of helpful and

less helpful clues.

 Read to your class each day. When the book contains a new or

interesting word, pause and define the word for your

students. After you're done reading, engage your students in

a conversation about the book.

 Engage your students in conversations every day. If

possible, include new and interesting words in your

conversation.

 Explicitly teach the meanings of common prefixes, roots, and

suffixes.

 Draw students' attention to common roots in a variety of

words (for example, the similar roots and meanings of the

words vision, visual, visible, invisible) and lead a

discussion of the meanings of the words and how they tend to

be used.
54

4. Fluency

With the help of parents and teachers, kids can learn

strategies to cope with fluency issues that affect his or

her reading. Below are some tips and specific things to do.

4.1 What pupils can do to help themselves

 Track the words with your finger as a parent or teacher

reads a passage aloud. Then you read it.

 Have a parent or teacher read aloud to you. Then, match your

voice to theirs.

 Read your favorite books and poems over and over again.

Practice getting smoother and reading with expression.

4.2 What parents can do to help at home

 Support and encourage your child. Realize that he or she is

likely frustrated by reading.

 Check with your child's teachers to find out their

assessment of your child's word decoding skills.

 If your child can decode words well, help him or her build

speed and accuracy by:

o Reading aloud and having your child match his voice to

yours

o Having your child practice reading the same list of

words, phrase, or short passages several times

o Reminding your child to pause between sentences and

phrases

 Read aloud to your child to provide an example of how fluent

reading sounds.

 Give your child books with predictable vocabulary and clear

rhythmic patterns so the child can "hear" the sound of

fluent reading as he or she reads the book aloud.

 Use books on tapes; have the child follow along in the print

copy.

4.3 What teachers can do to help at school

 Assess the student to make sure that word decoding or word

recognition is not the source of the difficulty (if decoding

is the source of the problem, decoding will need to be

addressed in addition to reading speed and phrasing).

 Give the student independent level texts that he or she can

practice again and again. Time the student and calculate

words-correct-per-minute regularly. The student can chart

his or her own improvement.

 Ask the student to match his or her voice to yours when

reading aloud or to a tape recorded reading.

 Read a short passage and then have the student immediately

read it back to you.

 Have the student practice reading a passage with a certain

emotion, such as sadness or excitement, to emphasize

expression and intonation.

 Incorporate timed repeated readings into your instructional

repertoire.

 Plan lessons that explicitly teach students how to pay

attention to clues in the text (for example, punctuation

marks) that provide information about how that text should

be read.

5. Comprehension

With the help of parents and teachers, kids can learn

strategies to cope with comprehension problems that affect

his or her reading. Below are some tips and specific things

to do.

5.1 What pupils can do to help themselves

 Use outlines, maps, and notes when you read.

 Make flash cards of key terms you might want to remember.

 Read stories or passages in short sections and make sure you

know what happened before you continue reading.

 Ask yourself, "Does this make sense?" If it doesn't, reread

the part that didn't make sense.

 Read with a buddy. Stop every page or so and take turns

summarizing what you've read.

 Ask a parent or teacher to preview a book with you before

you read it on your own.

 As you read, try to form mental pictures or images that

match the story.

5.2 What parents can do to help at home

 Hold a conversation and discuss what your child has read.

Ask your child probing questions about the book and connect

the events to his or her own life. For example, say "I

wonder why that girl did that?" or "How do you think he

felt? Why?" and "So, what lesson can we learn here?".

 Help your child make connections between what he or she

reads and similar experiences he has felt, saw in a movie,

or read in another book.

 Help your child monitor his or her understanding. Teach her

to continually ask herself whether she understands what

she's reading.

 Help your child go back to the text to support his or her

answers.

 Discuss the meanings of unknown words, both those he reads

and those he hears.

 Read material in short sections, making sure your child

understands each step of the way.

 Discuss what your child has learned from reading

informational text such as a science or social studies book.

5.3 What teachers can do to help at school

 As students read, ask them open-ended questions such as "Why

did things happen that way?" or "What is the author trying

to do here?" and "Why is this somewhat confusing?".

 Teach students the structure of different types of reading

material. For instance, narrative texts usually have a

problem, a highpoint of action, and a resolution to the

problem. Informational texts may describe, compare and

contrast, or present a sequence of events.

 Discuss the meaning of words as you go through the text.

Target a few words for deeper teaching, really probing what

those words mean and how they can be used.

 Teach note-taking skills and summarizing strategies.

 Use graphic organizers that help students break information

down and keep track of what they read.

 Encourage students to use and revisit targeted vocabulary

words.

 Teach students to monitor their own understanding. Show them

how, for example, to ask themselves "What's unclear here?"

or "What information am I missing?" and "What else should

the author be telling me?".

 Teach children how to make predictions and how to summarize.

6. Other Sources of Reading Difficulty

In terms of auditory processing it is best to ask the

parents of the child to consult for a doctor to check and give

commendations for the situation of auditory illness of the

child.

Effective and efficient memory is critical for reading

and school success. The following ten general strategies are

offered to help students develop a more efficient and

effective memory.

1. Give directions in multiple formats

Students benefit from being given directions in both

visual and verbal formats. In addition, their understanding

and memorizing of instructions could be checked by encouraging

them to repeat the directions given and explain the meaning of

these directions. Examples of what needs to be done are also

often helpful for enhancing memory of directions.

2. Teach students to over-learn material

Students should be taught the necessity of "over-

learning" new information. Often they practice only until they

are able to perform one error-free repetition of the material.

However, several error-free repetitions are needed to solidify

the information.

3. Teach students to use visual images and other memory

strategies

Another memory strategy that makes use of a cue is one

called word substitution. The substitute word system can be

used for information that is hard to visualize, for example,

for the word occipital or parietal. These words can be

converted into words that sound familiar that can be

visualized. The word occipital can be converted to exhibit

hall (because it sounds like exhibit hall). The student can

then make a visual image of walking into an art museum and

seeing a big painting of a brain with big bulging eyes

(occipital is the region of the brain that controls vision).

With this system, the vocabulary word the student is trying to

remember actually becomes the cue for the visual image that

then cues the definition of the word.

4. Give teacher-prepared handouts prior to class lectures

Class lectures and series of oral directions should be

reinforced by teacher-prepared handouts. The handouts for

class lectures could consist of a brief outline or a partially

completed graphic organizer that the student would complete

during the lecture. Having this information both enables

students to identify the salient information that is given

during the lectures and to correctly organize the information

in their notes. Both of these activities enhance memory of the

information as well. The use of Post-Its to jot information

down on is helpful for remembering directions.

5. Teach students to be active readers

To enhance short-term memory registration and/or working

memory when reading, students should underline, highlight, or

jot key words down in the margin when reading chapters. They

can then go back and read what is underlined, highlighted, or

written in the margins. To consolidate this information in

long-term memory, they can make outlines or use graphic

organizers. Research has shown that the use of graphic

organizers increases academic achievement for all students.

6. Write down steps in math problems

Students who have a weakness in working memory should not

rely on mental computations when solving math problems. For

example, if they are performing long division problems, they

should write down every step including carrying numbers. When

solving word problems, they should always have a scratch piece

of paper handy and write down the steps in their calculations.

This will help prevent them from losing their place and

forgetting what they are doing.

7. Provide retrieval practice for students

Research has shown that long-term memory is enhanced when

students engage in retrieval practice. Taking a test is a

retrieval practice, i.e., the act of recalling information

that has been studied from long-term memory. Thus, it can be

very helpful for students to take practice tests. When

teachers are reviewing information prior to tests and exams,

they could ask the students questions or have the students

make up questions for everyone to answer rather than just

retelling students the to-be-learned information. Also, if

students are required or encouraged to make up their own tests

and take them, it will give their parents and/or teachers

information about whether they know the most important

information or are instead focused on details that are less

important.

8. Help students develop cues when storing information

According to the memory research, information is easier

retrieved when it is stored using a cue and that cue should be

present at the time the information is being retrieved. For

example, the acronym HOMES can be used to represent the names

of the Great Lakes — Huron, Ontario, Michigan, Erie and

Superior. The acronym is a cue that is used when the

information is being learned, and recalling the cue when

taking a test will help the student recall the information.

9. Prime the memory prior to teaching/learning

Cues that prepare students for the task to be presented

are helpful. This is often referred to as priming the memory.

For instance, when a reading comprehension task is given,

students will get an idea of what is expected by discussing

the vocabulary and the overall topic beforehand. This will

allow them to focus on the salient information and engage in

more effective depth of processing. Advance organizers also

serve this purpose. For older students, Clif Notes for pieces

of literature are often helpful aids for priming the memory.

10. Review material before going to sleep

It should be helpful for students to review material

right before going to sleep at night. Research has shown that

information studied this way is better remembered. Any other

task that is performed after reviewing and prior to sleeping

(such as getting a snack, brushing teeth, listening to music)

interferes with consolidation of information in memory.

7. Other Strategies to Solve Reading Difficulties

Reading Intervention Models

The reading intervention models is an intervention

program by the Department of Education Division of Oriental

Mindoro District of Victoria on its program Project Reach for

the STAR (Strive Toward Achievement in Reading) to improve the

reading level of pupils from non-reader and frustration to

instructional and independent level. This models are designed

to address the varying needs of the learners and to give

solutions to reading problems of the pupils. These models

includes STAR Collection, Reading Buddy, Pull Out Approach,

Teacher Nanay, DEAR (Drop Everything And Read), PERR (Program

for effective Reading and Writing), FWAW (Five Words A Week),

APAD, Word Wall and MOBSW (Master the Basic Sight Words).

7.1 STAR Collection

As an intervention program, a child will bring home a

copy of a reading selection/story to read at home. His parents

will rate his/her ability to read by putting a Star on the

copy of his/her selection. The teacher will validate the rate

of his patents by putting another Star on the copy, thus a

child will be earning Stars depending on his/her reading

skill. Reading materials will vary according to different

types of readers (non-readers, frustration level,

instructional and independent level).

7.2 Reading Buddy

A poor reader will be partnered to a good reader who will

serve as his/her reading buddy every lunch break after meal.

7.3 Pull Out Approach

Poor readers and non-readers will be pulled out from

their class to be tutored/coached by other reading teacher.

Reading related activities may be given by the special reading

teacher.

7.4 Teacher Nanay

The school will ask help or assistance of some volunteer

parents who are knowledgeable enough and willing to serve as

reading teacher of poor readers during specified time either

in school or at home.

7.5 DEAR (Drop Everything And Read)

At 4:00 o’clock or after class hours, pupils are asked to

read any materials/selection before they go home.

7.6 PERR (Program for Effective Reading and Writing)

This is being done at 1:00 to 1:30 (before classes start

in the afternoon) to enhance reading and writing skills of the

pupils. Teachers give reading materials for the pupils to

read, so as exercise their writing skills.

7.7 FWAW (Five Words a Week)

Pupils are required to look for at least five unfamiliar

words a week. They will study how to read and pronounce them

properly, learn the correct spelling and know the meaning of

these words so that they will be able to use them in their own

sentences.

7.8 APAD

Pupils will be asked to read aloud a short paragraph

every day before classes start in order to develop their oral

reading skills.
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7.9 Word Wall

List of words will be posted on one side of the wall

inside the classroom for the pupils to read and master.

7.10 MOBSW (Master of Basic Sight Words)

Slow readers will be provided with a copy of the Basic

Sight Words and Talasalitaan sa Unang Kita for them to master.

Basic Sight Words and Talasalitaan sa Unang Kita may also be

posted on each classroom.

IX. PLAN OF ACTIONS

The table shows the action plan for eliminating reading

difficulties and improving the non-reader and frustration level

to instructional and independent level.

Conclusion

1. Profile of the Pupil Respondents

15.2 Profile of the respondents in terms of age

The youngest age of the respondents was 5 and the eldest

was 10. The mean age of the respondents was 6.37. This implies

that majority of the parents of the grade one pupils of

entered their child in the school at an early age.

15.3 Profile of the respondents in terms of Gender

The result reveals that 54.59% of the respondents were

male 45.61% were female. It can be gleaned that male

outnumbered the female probably because much number of the

enrolees for S.Y. 2016-2017 were male. This may be because

the large number of birth rate from 2004 up to present was

boys.

15.4 Profile of the Respondents in terms of Nutritional Status

Majority of the respondents’ nutritional status were

beyond the normal status. Probably the reason was that most

of the pupil respondents’ weight and height corresponds

normally with their age and they were healthy enough in

entering school.
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1.4 Profile of the respondents in terms of Monthly Income of

Parents

Majority of the respondents belonged to poor families

of Barangay Macatoc with monthly income that ranged below

8,000 which means that most of parents can’t provide all the

necessary basic needs of their children.

1.5 Profile of the respondents in terms of educational

attainment of mother

Majority of the respondents’ mothers did not finish a

college degree probably because most of them belonged to a

poor family and their parents cannot send and support them

for college education.

1.6 Profile of the respondents in terms of educational

attainment of father

Majority of the respondents’ fathers were high school

graduates and majority of them did not finish a college

education because most of them belonged to a poor family and

their parents cannot support their for college education.

2. Level of Reading Performance of the Respondents

Specifically out of all grade one pupils, majority of

the respondents were on the non-reader level and frustration

level.This implies that almost all of the respondents were

having problems in reading or experiencing difficulty in

learning to read.

 Reasons Why Respondents fall Under Non-reader and

frustration Level

3.1 Reading Difficulty in Terms of Phonological and Phonemic

Awareness as Pupil’s Perspective

Respondents have difficulty in reading and learning how

to read in terms of Phonological and Phonemic Awareness. Their

own perspective was supported by teacher’s perspective. This

implies that the respondents have difficulty in rhyming words,

recognizing and producing sounds and syllabication.

15.5 Reading Difficulty in Terms of Phonological and Phonemic

Awareness as Pupil’s Perspective

Word decoding and phonics was one of the reasons for

reading difficulty experience by the respondents based on the

pupil’s perspective and teacher’s perspective. This implies

that the respondents have difficulty in applying his/her

knowledge of letter-sound relationships, including knowledge

of letter patterns, to correctly pronounce written words. This

also mean that the respondents have difficulty in letter-sound

relationships, and how to sound out words.

15.6 Reading Difficulty in Terms of Vocabulary

Reading difficulty in terms of vocabulary is one of the

reasons for reading difficulty experience by the respondents

which from the pupil’s perspective. This result was supported

by the teacher’s perspective. This denotes that the

respondents have difficulty in understanding words to

communicate effectively. This implies that the pupils had a

hard time to find the words that they need to know to

understand what they read. This also implies that a reader

cannot understand a text without knowing what most of the

words mean.

15.7 Reading Difficulty in Terms of Fluency

Fluency is one of the reading difficulties that the

respondents experience in learning how to read. The pupil’s

perspective also relates with that of the teacher’s

perspective. This implies that pupil respondents have

difficulty to read with speed, accuracy, and proper

expression. They were not confident in reading aloud or

silently do not read smoothly and has no proper expression.

15.8 Reading Difficulty in Terms of Comprehension

Comprehension is one of the major reasons for reading

difficulties the respondents experience in learning how to

read. This result from the pupil’s perspective was supported

by the teacher’s perspective. This implies that pupil

respondents have difficulty in understanding and

interpretation of what is read. They find it hard to decode

what they read, had a hard time to make connections between

what they read and what they already know, and have difficulty

to think deeply about what they have read. This also mean that

they do not have a sufficient vocabulary, or their knowing of

the meanings of words is not enough.

15.9 Other Sources of Reading Disability

processing, memory and attention were some of the problems why

respondents have a hard time to learn how to read based on the

pupil’s perspective. The same is true with that of the

teacher’s perspective. Problems related to auditory processing

implies that there is something in pupil respondents that is

affecting the processing or interpretation of the information

a child hears. They often find it difficult to pay attention,

listen to, and remember information presented orally. They may

need more time to process information. This also mean that

they often do not recognize subtle differences between sounds

in words, even though the sounds themselves are loud and

clear.

Reading difficulty related to memory implies that pupil

respondents find it hard to place information into their

memories and retrieve it when needed. Difficulty related to

attention implies that the respondents is often failing to

give close attention to details, often does not seem to listen

when spoken to directly, often has difficulty organizing tasks

and activities, and is often easily distracted by extraneous

stimuli.

16 SOLUTIONS

The following are the solutions to reading difficulties

that the pupil respondents experience in reading.

4.1 Phonological and Phonemic Awareness

4.1.1 What pupils can do to help themselves

 Be willing to play word and sounds games with parents or

teachers.

 Be patient with learning new information related to words

and sounds. Giving the ears a workout is difficult!

 Practice hearing the individual sounds in words. It may help

to use a plastic chip as a counter for each sound you hear

in a word.

 Be willing to practice writing. This will give you a chance

to match sounds with letters.

4.1.2 What parents can do to help at home

 Check with your child's teacher or principal to make sure

the school's reading program teaches phonological, phonemic

awareness, and phonics skills.

 If your child is past the ages at which phonemic awareness

and phonological skills are taught class-wide (usually

kindergarten to first or second grade), make sure he or she

is receiving one-on-one or small group instruction in these

skills.

 Do activities to help your child build sound skills (make

sure they are short and fun; avoid allowing your child to

get frustrated):

o Help your child think of a number of words that start

with the /m/ or /ch/ sound, or other beginning sounds.

o Make up silly sentences with words that begin with the

same sound, such as "Nobody was nice to Nancy's

neighbor".

o Play simple rhyming or blending games with your child,

such as taking turns coming up with words that rhyme

(go – no) or blending simple words (/d/, /o/, /g/

= dog).

 Read books with rhymes. Teach your child rhymes, short

poems, and songs.

 Practice the alphabet by pointing out letters wherever you

see them and by reading alphabet books.

 Consider using computer software that focuses on developing

phonological and phonemic awareness skills. Many of these

programs use colorful graphics and animation that keep young

children engaged and motivated.

4.1.3 What teachers can do to help at school

 Learn all about phonemes (there are more than 40 speech

sounds that may not be obvious to fluent readers and

speakers).

 Make sure the school's reading program and other materials

include skill-building in phonemes, especially in

kindergarten and first grade (these skills do not come

naturally, but must be taught).

 If children are past the age at which phonemic awareness and

phonological skill-building are addressed (typically

kindergarten through first or second grade), attend to these

skills one-on-one or in a small group. Ask your school's

reading specialist for help finding a research-based

supplemental or intervention program for students in need.

 Identify the precise phoneme awareness task on which you

wish to focus and select developmentally appropriate

activities for engaging children in the task. Activities

should be fun and exciting – play with sounds, don't drill

them.

 Make sure your school's reading program and other materials

include systematic instruction in phonics.

 Consider teaching phonological and phonemic skills in small

groups since students will likely be at different levels of

expertise. Remember that some students may need more

reinforcement or instruction if they are past the grades at

which phonics is addressed by a reading program (first

through third grade).

4.2. Word Decoding and Phonics

16.2.1 What pupils can do to help themselves

 Play with magnetic letters. See how quickly you can put them

in alphabetical order while singing the alphabet song.

 Look at written materials around your house and at road

signs to see if you can spot familiar words and letter

patterns.

 Write notes, e-mails, and letters to your friends and

family. Represent each sound you hear as you write.

 When you're trying to sound out a word, pay close attention

to the print. Try to look at all the letters in the word,

not just the first one or two.

4.2.2 What parents can do to help at home

 For a younger reader, help your child learn the letters and

sounds of the alphabet. Occasionally point to letters and

ask your child to name them.

 Help your child make connections between what he or she

might see on a sign or in the newspaper and the letter and

sound work he or she is doing in school.

 Encourage your child to write and spell notes, e-mails, and

letters using what he knows about sounds and letters.

 Talk with your child about the "irregular" words that she'll

often see in what she's reading. These are the words that

don't follow the usual letter-sound rules. These words

include said, are, and was. Students must learn to recognize

them "at sight."

 Consider using computer software that focuses on developing

phonics and emergent literacy skills. Some software programs

are designed to support children in their writing efforts.

For example, some programs encourage kids to construct

sentences and then cartoon characters will act out the

completed sentence. Other software programs provide practice

with long and short vowel sounds and creating compound

words.

4.2.3 What teachers can do to help at school

 Have students sort pictures and objects by the sound you're

teaching. At each stage, have children say the letter sound

over and over again.

 Teach phonics in a systematic and explicit way. If your

curriculum materials are not systematic and explicit, talk

with your principal or reading specialist.

 Be sure to begin the systematic and explicit phonics

instruction early; first grade would be best.

 Help students understand the purpose of phonics by engaging

them in reading and writing activities that requires them to

apply the phonics information you've taught them.

 Use manipulatives to help teach letter-sound relationships.

These can include counters, sound boxes, and magnetic

letters.
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 Provide more of your instruction to students who you've

divided into need-based groups.

16.3 Vocabulary

4.3.1 What pupils can do to help themselves

 Find books to read on your own. The more you read, the more

new words you'll see, and the more you'll learn about the

words.

 Look ahead in textbooks to learn new vocabulary and concepts

before your teacher goes over the section in class.

 Keep a list of key vocabulary and transition words.

 Practice telling stories using the words first, then,

and finally.

4.3.2 What parents can do to help at home

 Engage your child in conversations every day. If possible,

include new and interesting words in your conversation.

 Read to your child each day. When the book contains a new or

interesting word, pause and define the word for your child.

After you're done reading, engage your child in a

conversation about the book.

 Help build word knowledge by classifying and grouping

objects or pictures while naming them.

 Help build your child's understanding of language by playing

verbal games and telling jokes and stories.

 Encourage your child to read on his own. The more children

read, the more words they encounter and learn.

4.3.3 What teachers can do to help at school

 Help build language skills in class by playing oral and

written word exercises and games.

 Teach students about the important, useful, and difficult

vocabulary words before students read the text. This will

help them remember the words and improve comprehension.

 Offer students many opportunities to encounter target

vocabulary words beyond the context in which they are

taught.

 Have students use taught vocabulary words often and in

various ways both orally and in writing so they are better

able to remember the words and their meanings.

 Teach vocabulary via explicit instruction and also through

independent readings.

 Help students learn to use context clues to determine the

meanings of words. Teach them that some context clues are

more helpful than others and provide examples of helpful and

less helpful clues.

 Read to your class each day. When the book contains a new or

interesting word, pause and define the word for your

students. After you're done reading, engage your students in

a conversation about the book.

 Engage your students in conversations every day. If

possible, include new and interesting words in your

conversation.

 Explicitly teach the meanings of common prefixes, roots, and

suffixes.

 Draw students' attention to common roots in a variety of

words (for example, the similar roots and meanings of the

words vision, visual, visible, invisible) and lead a

discussion of the meanings of the words and how they tend to

be used.

16.4 Fluency

4.4.1 What pupils can do to help themselves

 Track the words with your finger as a parent or teacher

reads a passage aloud. Then you read it.

 Have a parent or teacher read aloud to you. Then, match your

voice to theirs.
82

 Read your favorite books and poems over and over again.

Practice getting smoother and reading with expression.

4.4.2 What parents can do to help at home

 Support and encourage your child. Realize that he or she is

likely frustrated by reading.

 Check with your child's teachers to find out their

assessment of your child's word decoding skills.

 If your child can decode words well, help him or her build

speed and accuracy by:

o Reading aloud and having your child match his voice to

yours

o Having your child practice reading the same list of

words, phrase, or short passages several times

o Reminding your child to pause between sentences and

phrases

 Read aloud to your child to provide an example of how fluent

reading sounds.

 Give your child books with predictable vocabulary and clear

rhythmic patterns so the child can "hear" the sound of

fluent reading as he or she reads the book aloud.

 Use books on tapes; have the child follow along in the print

copy.
83

4.4.3 What teachers can do to help at school

 Assess the student to make sure that word decoding or word

recognition is not the source of the difficulty (if decoding

is the source of the problem, decoding will need to be

addressed in addition to reading speed and phrasing).

 Give the student independent level texts that he or she can

practice again and again. Time the student and calculate

words-correct-per-minute regularly. The student can chart

his or her own improvement.

 Ask the student to match his or her voice to yours when

reading aloud or to a tape recorded reading.

 Read a short passage and then have the student immediately

read it back to you.

 Have the student practice reading a passage with a certain

emotion, such as sadness or excitement, to emphasize

expression and intonation.

 Incorporate timed repeated readings into your instructional

repertoire.

 Plan lessons that explicitly teach students how to pay

attention to clues in the text (for example, punctuation

marks) that provide information about how that text should

be read.

16.5 Comprehension
84

4.5.1 What pupils can do to help themselves

 Use outlines, maps, and notes when you read.

 Make flash cards of key terms you might want to remember.

 Read stories or passages in short sections and make sure you

know what happened before you continue reading.

 Ask yourself, "Does this make sense?" If it doesn't, reread

the part that didn't make sense.

 Read with a buddy. Stop every page or so and take turns

summarizing what you've read.

 Ask a parent or teacher to preview a book with you before

you read it on your own.

 As you read, try to form mental pictures or images that

match the story.

4.5.2 What parents can do to help at home

 Hold a conversation and discuss what your child has read.

Ask your child probing questions about the book and connect

the events to his or her own life. For example, say "I

wonder why that girl did that?" or "How do you think he

felt? Why?" and "So, what lesson can we learn here?".

 Help your child make connections between what he or she

reads and similar experiences he has felt, saw in a movie,

or read in another book.

 Help your child monitor his or her understanding. Teach her

to continually ask herself whether she understands what

she's reading.

 Help your child go back to the text to support his or her

answers.

 Discuss the meanings of unknown words, both those he reads

and those he hears.

 Read material in short sections, making sure your child

understands each step of the way.

 Discuss what your child has learned from reading

informational text such as a science or social studies book.

4.5.3 What teachers can do to help at school

 As students read, ask them open-ended questions such as "Why

did things happen that way?" or "What is the author trying

to do here?" and "Why is this somewhat confusing?".

 Teach students the structure of different types of reading

material. For instance, narrative texts usually have a

problem, a highpoint of action, and a resolution to the

problem. Informational texts may describe, compare and

contrast, or present a sequence of events.

 Discuss the meaning of words as you go through the text.

Target a few words for deeper teaching, really probing what

those words mean and how they can be used.

 Teach note-taking skills and summarizing strategies.

 Use graphic organizers that help students break information

down and keep track of what they read.

 Encourage students to use and revisit targeted vocabulary

words.

 Teach students to monitor their own understanding. Show them

how, for example, to ask themselves "What's unclear here?"

or "What information am I missing?" and "What else should

the author be telling me?".

 Teach children how to make predictions and how to summarize.

16.6 Other Sources of Reading Difficulty

In terms of auditory processing it is best to ask the

parents of the child to consult for a doctor to check and give

commendations for the situation of auditory illness of the

child.

Effective and efficient memory is critical for reading

and school success. The following ten general strategies are

offered to help students develop a more efficient and

effective memory.

4.6.1. Give directions in multiple formats

Students benefit from being given directions in both

visual and verbal formats. In addition, their understanding

and memorizing of instructions could be checked by encouraging

them to repeat the directions given and explain the meaning of

these directions. Examples of what needs to be done are also

often helpful for enhancing memory of directions.

4.6.2. Teach students to over-learn material

Students should be taught the necessity of "over-

learning" new information. Often they practice only until they

are able to perform one error-free repetition of the material.

However, several error-free repetitions are needed to solidify

the information.

4.6.3. Teach students to use visual images and other memory

strategies

Another memory strategy that makes use of a cue is one

called word substitution. The substitute word system can be

used for information that is hard to visualize, for example,

for the word occipital or parietal. These words can be

converted into words that sound familiar that can be

visualized. The word occipital can be converted to exhibit

hall (because it sounds like exhibit hall). The student can

then make a visual image of walking into an art museum and

seeing a big painting of a brain with big bulging eyes

(occipital is the region of the brain that controls vision).

With this system, the vocabulary word the student is trying to

remember actually becomes the cue for the visual image that

then cues the definition of the word.

4.6.4. Give teacher-prepared handouts prior to class lectures

Class lectures and series of oral directions should be

reinforced by teacher-prepared handouts. The handouts for

class lectures could consist of a brief outline or a partially

completed graphic organizer that the student would complete

during the lecture. Having this information both enables

students to identify the salient information that is given

during the lectures and to correctly organize the information

in their notes. Both of these activities enhance memory of the

information as well. The use of Post-Its to jot information

down on is helpful for remembering directions.

4.6.5. Teach students to be active readers

To enhance short-term memory registration and/or working

memory when reading, students should underline, highlight, or

jot key words down in the margin when reading chapters. They

can then go back and read what is underlined, highlighted, or

written in the margins. To consolidate this information in

long-term memory, they can make outlines or use graphic

organizers. Research has shown that the use of graphic

organizers increases academic achievement for all students.

4.6.6. Write down steps in math problems

Students who have a weakness in working memory should not

rely on mental computations when solving math problems. For

example, if they are performing long division problems, they

should write down every step including carrying numbers. When

solving word problems, they should always have a scratch piece

of paper handy and write down the steps in their calculations.

This will help prevent them from losing their place and

forgetting what they are doing.

4.6.7. Provide retrieval practice for students

Research has shown that long-term memory is enhanced when

students engage in retrieval practice. Taking a test is a

retrieval practice, i.e., the act of recalling information

that has been studied from long-term memory. Thus, it can be

very helpful for students to take practice tests. When

teachers are reviewing information prior to tests and exams,

they could ask the students questions or have the students

make up questions for everyone to answer rather than just

retelling students the to-be-learned information. Also, if

students are required or encouraged to make up their own tests

and take them, it will give their parents and/or teachers

information about whether they know the most important

information or are instead focused on details that are less

important.

4.6.8. Help students develop cues when storing information

According to the memory research, information is easier

retrieved when it is stored using a cue and that cue should be

present at the time the information is being retrieved. For

example, the acronym HOMES can be used to represent the names

of the Great Lakes — Huron, Ontario, Michigan, Erie and

Superior. The acronym is a cue that is used when the

information is being learned, and recalling the cue when

taking a test will help the student recall the information.

4.6.9. Prime the memory prior to teaching/learning

Cues that prepare students for the task to be presented

are helpful. This is often referred to as priming the memory.

For instance, when a reading comprehension task is given,

students will get an idea of what is expected by discussing

the vocabulary and the overall topic beforehand. This will

allow them to focus on the salient information and engage in

more effective depth of processing. Advance organizers also

serve this purpose. For older students, Clif Notes for pieces

of literature are often helpful aids for priming the memory.

4.6.10. Review material before going to sleep

It should be helpful for students to review material

right before going to sleep at night. Research has shown that

information studied this way is better remembered. Any other

task that is performed after reviewing and prior to sleeping

(such as getting a snack, brushing teeth, listening to music)

interferes with consolidation of information in memory.

16.7 Other Strategies to Solve Reading Difficulties

16.7.1 STAR Collection

As an intervention program, a child will bring home a

copy of a reading selection/story to read at home. His parents

will rate his/her ability to read by putting a Star on the

copy of his/her selection. The teacher will validate the rate

of his patents by putting another Star on the copy, thus a

child will be earning Stars depending on his/her reading

skill. Reading materials will vary according to different

types of readers (non-readers, frustration level,

instructional and independent level).

16.7.2 Reading Buddy

A poor reader will be partnered to a good reader who will

serve as his/her reading buddy every lunch break after meal.

16.7.3 Pull Out Approach

Poor readers and non-readers will be pulled out from

their class to be tutored/coached by other reading teacher.

Reading related activities may be given by the special reading

teacher.

16.7.4 Teacher Nanay

The school will ask help or assistance of some volunteer

parents who are knowledgeable enough and willing to serve as

reading teacher of poor readers during specified time either

in school or at home.

16.7.5 DEAR (Drop Everything And Read)

At 4:00 o’clock or after class hours, pupils are asked to

read any materials/selection before they go home.

16.7.6 PERR (Program for Effective Reading and Writing)

This is being done at 1:00 to 1:30 (before classes start

in the afternoon) to enhance reading and writing skills of the

pupils. Teachers give reading materials for the pupils to

read, so as exercise their writing skills.

16.7.7 FWAW (Five Words a Week)

Pupils are required to look for at least five unfamiliar

words a week. They will study how to read and pronounce them

properly, learn the correct spelling and know the meaning of

these words so that they will be able to use them in their own

sentences.

16.7.8 APAD

Pupils will be asked to read aloud a short paragraph

every day before classes start in order to develop their oral

reading skills.

16.7.9 Word Wall

List of words will be posted on one side of the wall

inside the classroom for the pupils to read and master.

16.7.10 MOBSW (Master of Basic Sight Words)

Slow readers will be provided with a copy of the Basic

Sight Words and Talasalitaan sa Unang Kita for them to master.

Basic Sight Words and Talasalitaan sa Unang Kita may also be

posted on each classroom.

Bibliography

Fletcher Janis M., Lyon GR, Fuchs LS, Barnes MA., (2015),
Learning disabilities: From identification to
intervention. Retrieved on: June 29, 2016, Retrieved from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/

Katzir Tim., Kim. Y., Wolf M., (2015), Reading fluency: the whole
is more than the parts. Annals of Dyslexia, Retrieved on: June
29, 2016, Retrieved from:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.
0074061

Lyon, Reid G., (2015), Reading Disabilities: Why Do Some Children

Have Difficulty Learning to Read? What Can Be Done About It?
95

Retrieved on: June 29, 2016, Retrieved from:

http://www.education.gov.sk.ca/reading-difficulties-disabilities

MacInnis, Eric., 2015, Teaching Students with Reading

Difficulties and Disabilities, Retrieved on: June 29, 2016,
Retrieved from:
http://www.wrightslaw.com/info/read.disability.lyon.pdf

Wolf, M., & Bowers, P. (2015), The double-deficit hypothesis for

the developmental dyslexias (Reading Disability), Retrieved on:
June 29, 2016, Retrieved from:
http://www.templatezone.com/marketing2006/Temp/Carol/carol.htm

APPENDIX A

Questionnaire

I. Profile

Name of Pupil: ____________________ Age:

Gender:________________________

Nutritional Status (Put Check /): Severely Wasted _ Wasted

___ Normal ___ Overweight

Family Monthly Income (Put Check /):___ 2,000 and below, ___ 2001
to 4000, ___4001 to 6000, ___6001 to 8000, 8001 to 10000,
___10001 and above
96

Father’s Educational Attainment (Put Check /):

_ Elementary Undergraduate, _Elementary Graduate,

___ Secondary Undergraduate, ___Elementary Graduate,
___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate, ___
Post Graduate Studies Undergraduate, ___ Post Graduate Studies
Graduate

Mother’s Educational Attainment (Put Check /):

_ Elementary Undergraduate, _Elementary Graduate,

II. Reading Level

Reading Level: _____________________________

III. Reasons for Reading Disability

Reading Disability Check (/)if

Pupil’s Perspective you
experience
this
I. Phonological and Phonemic Awareness
1. I don't know any words that rhyme with cat.
2. What do you mean when you say, "What sounds
are in the word brush?"
97

3. I'm not sure how many syllables are in my

name.

4. I don't know what sounds are the same in bit

and hit.

II. Word Decoding and Phonics

1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. Figuring out the words takes so much of my
energy, I can't even think about what it means.
3. I don't know how to sound out these words.
4. I know my letters and sounds, but I just can't
read words on a page.
III. Vocabulary
1. I heard my friend tell what happened in the
movie but I didn't really understand what he
said about it.
2. I feel like I just use the same words over
and over again in my writing.
3. I don't like to read on my own because I
don't understand lots of the words in the
book.
IV. Fluency
1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. It takes me so long to read something.
3. Reading through this book takes so much of my
energy, I can't even think about what it
means.
V. Comprehension
1. It takes me so long to read something. It's
hard to follow along with everything going
on.
2. I didn't really get what that book was about.
3. Why did that character do that? I just don't
get it!
4. I'm not sure what the most important parts of
the book were.
5. I couldn't really create an image in my head
of what was going on.
VI. Other Sources of Reading Disability
1. I have difficulty hearing others
2. I have difficulty talking with others
3. I can’t remember what other says
4. I can’t focus on what I should read
98

Reading Disability Check (/)if

Teacher’s Perspective the pupil
have this
I. Phonological and Phonemic Awareness
17 She doesn't correctly complete blending
activities; for example, put together sounds
/k/ /i/ /ck/ to make the word kick.
18 He doesn't correctly complete phoneme
substitution activities; for example, change
the /m/ in mate to /cr/ in order to make crate
19 He has a hard time telling how many syllables
there are in the word paper.
20 He has difficulty with rhyming, syllabication,
or spelling a new word by its sound.
II. Word Decoding and Phonics
8. She has difficulty matching sounds and letters,
which can affect reading and spelling.
9. She decodes in a very labored manner.
10. He has trouble reading and spelling
phonetically.
11. She has a high degree of difficulty with
phonics patterns and activities.
12. He guesses at words based on the first letter
or two.
13. Even though I taught several short vowel
sounds (or other letter sounds or patterns),
the corresponding letters are not showing up in
his writing samples.
14. Even though I taught certain letter patterns,
she isn't able to recognize them when reading
words.
III. Vocabulary
8. She's unable to tell about her day in a way
that makes sense.
9. She misuses common words.
10. He doesn't link words from a book to
similar words from another book or from real
life.
11. He's often not able to find the right
word to describe something.
12. She has questions about a lot of word
meanings in a grade appropriate text.
13. He seems to have a weak vocabulary.
14. She is not able to make connections
99

among words in various texts.

IV. Fluency
11. He knows how to read words but seems to
take a long time to read a short book or
passage silently.
12. She reads a book with no expression.
13. He stumbles a lot and loses his place
when reading something aloud.
14. She reads aloud very slowly.
15. She moves her mouth when reading
silently (subvocalizing).
16. Her results on words-correct-per-minute
assessments are below grade level or targeted
benchmark.
17. She has difficulty and grows frustrated
when reading aloud, either because of speed
or accuracy.
18. She does not "chunk" words into
meaningful units.
19. When reading, he doesn't pause at
meaningful breaks within sentences or
paragraphs.
20. He does not read aloud with expression;
that is, he does not change his tone where
appropriate.
V. Comprehension
14. She's not able to summarize a passage or
a book.
15. He might be able to tell you what
happened in a story, but can't explain why
events went the way they did.
16. She can't explain what a character's
thoughts or feelings might have been.
17. He doesn't link events in a book to
similar events from another book or from real
life.
18. He doesn't link events in a book to
similar events from another book or from real
life.
19. He seems to focus on the "wrong" aspect
of a passage; for example, he concentrates so
much on the details that the main idea is
lost.
20. She can tell the outcome of a story, but
cannot explain why things turned out that
way.
100

21. He does not go behind what is presented

in a book to think about what might happen
next or why characters took the action they
did.
22. She brings up irrelevant information
when trying to relate a passage to something
in her own life.
23. He seems to have a weak vocabulary.
24. She cannot tell the clear, logical
sequence of events in a story.
25. He does not pick out the key facts from
informational text.
26. He cannot give you a "picture" of what's
going on in a written passage; for example,
what the characters look like or details of
where the story takes place.
VI. Other Sources of Reading Disability
5. It seems that she can’t hear me
6. It seems that she can’t talk
7. She doesn’t remember anything
8. She has difficulty in focusing

APPENDIX B

Letter to the School Principal

Letter to the Schools Division Superintendent

Department of Education
Region IV-B MIMAROPA
Schools Division of Oriental Mindoro
Macatoc Elementary School

July 12, 2016

JOSEPHINE F. FIEDALAN
The Schools Principal
Macatoc Elementary School

Madame:

Greetings of Peace!
101

I am at present conducting a proposal for an action research

entitled “The Reading Difficulty of Grade One Pupils of Macatoc
Elementary School”.

In this connection, may I be allowed to conduct the action

research on our school Macatoc Elementary School? Grade one pupils
from the sections of Lotus and Orchids for the School Year 2016-2017
will be the respondents of my study.

Your favorable action on this request will be highly appreciated.

Thank you very much.
Very respectfully yours,

KAMILLE KAY Q. TAMOR

Master Teacher I
Researcher
Noted:

FEMELIEH F. DOCULAN
Master Teacher II

Approved by:

JOSEPHINE F. FIEDALAN
Principal I
Macatoc Elementary School

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