IMRD-CEDO Maureen Marie Joy Saquido SDO BInan 7th Cycle

ABSTRACT
Arts integration is a teaching strategy in which the arts are integrated with the
non-arts curriculum to deepen learners’ understanding. (Isenberg & Jalongo,
2010, Werner & Freeman, 2001)
This action research aimed to improve reading comprehension among Grade 1
and 2 ODL Learners through Art Integration in Storytelling and in all subjects.
In San Francisco Elementary School, based on Phil-IRI Result, there are 55 non-
readers reported for S.Y. 2020-2021. Can arts integration help us reduce this
number of non-readers? Can it also improve reading comprehension among
learners? This is the reason why the proponent wanted to conduct action
research on how to improve reading comprehension among Grade 1 and 2 ODL
Learners through using art integration in storytelling and other subject areas.
The success of implication of all the activities in this research, could be one of
the bases for the next activities on the proceeding years and can still be
considered as subject for improvement upon implementation.

I. Introduction research integrated arts in storytelling
Arts integration is a teaching strategy in and other non-art curriculum that
which the arts are integrated with the helped learners improved their reading
non-arts curriculum to deepen learners’ comprehension.
understanding. (Isenberg & Jalongo, The researcher gathered data based on
2010, Werner & Freeman, 2001) the Phil-IRI results and crafted survey
form on how these learners learn

In San Francisco Elementary School,
passively. The researcher asked
based on Phil-IRI Result, there are 55
permission from the principal and
non-readers reported for S.Y. 2020-
started the action research with
2021. Can arts integration help us
integrating arts activities in storytelling
reduce this number of non-readers? Can
and in all non-art curriculum.
it also improve reading comprehension
among learners? This is the reason why Learners under this research were
the proponent wanted to conduct action assessed through the EGRA Toolkit and
research on Improving Reading Phil IRI. The results determined the
Comprehension through Arts among effectiveness of the activities given in
Grade 1 and 2 ODL Learners. this research.
II. Methodology
This action research aims to address the
needs of struggling learners, this action

III. Results
Fig. 1.1: PRE-ASSESSMENT USING EGRA TOOLKIT (GRADE 1 LEARNERS)
Fig. 1.2: PRE-ASSESSMENT USING EGRA TOOLKIT (GRADE 2 LEARNERS)
Fig. 2.1: POST-ASSESSMENT USING EGRA TOOLKIT (GRADE 1 LEARNERS)
Fig. 2.2: POST-ASSESSMENT USING EGRA TOOLKIT (GRADE 2 LEARNERS)

IV. Discussion
The result shown on Fig 1.1 and 33, 1 was under familiar word
1.2 are the results of Early Grade reading, 3 oral passages reading, and
Reading Assessment among Grade 1 29 had reading comprehension
and 2 learners on their pre- already. This shows that 12% of them
assessment: had low performing skills in reading
The result of Grade 1 ODL comprehension during their pre-
learners are as follows: out of 39, 1 assessment and only 88% of 33
learner was assessed under understood the texts and had reading
orientation to book print, 6 were comprehension.
under letter sound knowledge, 7 Comparing the results on their
under initial sound recognition, 8 post-assessment using the same tool,
under familiar word reading, 6 under Grade 1 ODL learners increased from
invented word decoding, 2 under oral 28% to 49% learners that can already
passage reading, 2 under reading understand and comprehend stories.
comprehension, 2 under listening And for Grade 2 ODL learners, it
comprehension, and 5 that can increased from 88% to 97% of
already undergo with dictation. This learners that can already comprehend
shows that 72% of them had low stories.
performing skills in reading IV. ACKNOWLEDGEMENT
comprehension during their pre- First and foremost, thanks and praises
assessment and only 28% of 39 to God Almighty for His blessings
understood the texts and had reading throughout my research work.
comprehension. The result of Grade 2 There are people worth mentioning as I
ODL learners are as follows: out of state my acknowledgement, they are

the people who unselfishly shared their Ma’am Leonora C. Cruz, for giving us
part in this action research. They are as chance to be part of this action
follow: research.
Grade 1-Sampaguita and Grade II – Ma’am Angela A. Morando, for her
Narra learners from batch 2021-2022 technical assistance from the beginning
for they had been the recipient and of the implementation of this action
mainly target in this action research, research.
without them this action research And our family, for the support we
would have been impossible. received during the implementation and
Grade 1 – Sampaguita and Grade II – conduct of this research.
Narra parents from batch 2021-2022 Me and my co-proponent are extremely
for they had participated and supported grateful to the people mentioned above.
their kids just to make this research be The success of this research work
possible. beholden to their part as our support
To our co-teachers from Grade 1 and system.
Grade 2 levels, for they had been V. REFERENCES
supportive as we conducted this action • * Isenberg & Jalongo, 2010
research. • Werner & Freeman, 2001
Ma’am Evangeline U. Mendejar, for her
guidance all throughout the research
work.
Ma’am Grace P. Hufalar, for her
support all throughout the
implementation of the action research.

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ABSTRACT

non-arts curriculum to deepen learners’ understanding. (Isenberg & Jalongo,

2010, Werner & Freeman, 2001)

This action research aimed to improve reading comprehension among Grade 1

number of non-readers? Can it also improve reading comprehension among

research on how to improve reading comprehension among Grade 1 and 2 ODL

considered as subject for improvement upon implementation.

Arts integration is a teaching strategy in and other non-art curriculum that

non-arts curriculum to deepen learners’ comprehension.

understanding. (Isenberg & Jalongo, The researcher gathered data based on

form on how these learners learn

research on Improving Reading Phil IRI. The results determined the

Comprehension through Arts among effectiveness of the activities given in

Grade 1 and 2 ODL Learners. this research.

This action research aims to address the

needs of struggling learners, this action

Fig. 1.1: PRE-ASSESSMENT USING EGRA TOOLKIT (GRADE 1 LEARNERS)

Fig. 1.2: PRE-ASSESSMENT USING EGRA TOOLKIT (GRADE 2 LEARNERS)

Fig. 2.1: POST-ASSESSMENT USING EGRA TOOLKIT (GRADE 1 LEARNERS)

Fig. 2.2: POST-ASSESSMENT USING EGRA TOOLKIT (GRADE 2 LEARNERS)

Reading Assessment among Grade 1 29 had reading comprehension

assessment: had low performing skills in reading

The result of Grade 1 ODL comprehension during their pre-

learners are as follows: out of 39, 1 assessment and only 88% of 33

orientation to book print, 6 were comprehension.

under letter sound knowledge, 7 Comparing the results on their

under initial sound recognition, 8 post-assessment using the same tool,

passage reading, 2 under reading understand and comprehend stories.

comprehension, 2 under listening And for Grade 2 ODL learners, it

comprehension, and 5 that can increased from 88% to 97% of

shows that 72% of them had low stories.

performing skills in reading IV. ACKNOWLEDGEMENT

assessment and only 28% of 39 to God Almighty for His blessings

understood the texts and had reading throughout my research work.

comprehension. The result of Grade 2 There are people worth mentioning as I

ODL learners are as follows: out of state my acknowledgement, they are

Grade 1-Sampaguita and Grade II – Ma’am Angela A. Morando, for her

mainly target in this action research, research.

would have been impossible. received during the implementation and

Grade 1 – Sampaguita and Grade II – conduct of this research.

Narra parents from batch 2021-2022 Me and my co-proponent are extremely

possible. beholden to their part as our support

To our co-teachers from Grade 1 and system.

Grade 2 levels, for they had been V. REFERENCES

supportive as we conducted this action • * Isenberg & Jalongo, 2010

research. • Werner & Freeman, 2001

Ma’am Evangeline U. Mendejar, for her

guidance all throughout the research

Ma’am Grace P. Hufalar, for her

support all throughout the

implementation of the action research.

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