Reading Enhancement and Achievement for Frustrated Readers

I. Context and Rationale

Two teachers at Asuncion Nadsaag Elementary School have launched a

research study in response to the growing number of frustrated readers at the

school. The study is titled "Reading Enhancement and Achievement for Frustrated

Readers," and aims to enhance reading proficiency, cultivate a passion for reading,

and create a sustainable framework for literacy success. The study will focus on 13

out of 42 learners who have been categorized as "frustrated readers."

The comprehensive approach taken in this research study is tailored to the

specific needs of frustrated readers, including one-on-one sessions, group activities

and a wide range of reading materials. The study aims to empower each student to

become proficient readers and unlock the doors to knowledge and imagination

(Adapon et al., 2020). Parents will also play a pivotal role in their child's reading

journey by being actively engaged in workshops and reading-related activities

(Ceylan et al., 2018).

The anticipated impact of the study is significant. By the end of the research, we

expect at least 80% of frustrated readers to show a measurable improvement in their

reading skills, with 90% of these students being able to fluently read basic sight

words and simple sentences within six months. Additionally, the study hopes to

cultivate a love for reading, with approximately 70% of the students demonstrating
increased enthusiasm for reading and actively participating in reading-related

activities.

Sustainability is a critical component of this research. To ensure lasting success,

ongoing professional development for teachers, parental engagement through a

dedicated committee, and continuous monitoring and assessment will be

emphasized (Kim et al., 2017). The study aims to maintain a reading-rich

environment for students beyond the research period.

In conclusion, the "Reading Enhancement and Achievement for Frustrated

Readers" study represents an innovative approach to addressing the challenges

faced by frustrated readers at Asuncion Nadsaag Elementary School. This study

aims to empower students to become lifelong readers and learners, foster a

supportive and inclusive learning environment, and contribute to the broader goals of

literacy enhancement in elementary education.

II. Action Research Questions

The study will discuss the problems encountered in the class of the

researcher. Specifically, the following questions will be answered:

1. What are the reading levels of the pupils in the researchers’ class?

2. What are the factors that contribute to the reading problems experienced by

the pupils in the researchers’ class?

3. Does the implementation of Project REACH helped improve the reading skills

of the pupils?
III. Proposed Innovation, Intervention, and Strategy

In the pursuit of our educational goals, Project REACH introduces a

comprehensive program designed to uplift Grade 1 students who are currently non-

readers. This initiative relies on a multifaceted approach that ensures a supportive

learning environment, fosters a love for reading, and significantly improves reading

proficiency among the identified students.

Central to the success of Project REACH are the roles and responsibilities of

key stakeholders. Our classroom teachers will play a pivotal role in implementing the

program. They will provide individualized reading interventions, conduct regular

assessments to measure progress, and establish a classroom environment that

nurtures reading development. To enhance their capabilities, they will participate in

specialized training sessions aimed at equipping them with effective strategies to

address the unique needs of non-readers.

Furthermore, our team of reading specialists, comprising experienced

educators and literacy experts, will provide ongoing support to classroom teachers.

They will offer mentorship, assist in creating tailored lesson plans, and facilitate

professional development sessions to empower teachers with the knowledge and

tools necessary for success.

Parents are vital participants in Project REACH. Recognizing the crucial role

they play in their child's reading development, the program actively engages parents
through workshops and activities. These initiatives aim to provide parents with

insights into effective reading strategies, encouraging them to take an active role in

their child's reading journey at home.

Project REACH leverages a wide array of educational materials to achieve its

objectives. These include leveled books, phonics resources, sight word flashcards,

and comprehension exercises. In addition to traditional materials, the program

embraces technology by incorporating interactive reading apps and online resources

that cater to different learning styles and engage students in diverse ways.

The program's implementation is divided into three core components:

individualized interventions, small group activities, and parental involvement.

Classroom teachers will provide one-on-one sessions with non-readers, tailoring

instruction to address their unique learning requirements. Small group activities will

encourage collaborative reading exercises and interactive lessons, fostering a

supportive learning environment.

Monitoring and evaluation are key elements of Project REACH. Regular

assessments of student progress, classroom observations, and tracking of parental

engagement will be conducted throughout the program. Evaluation will involve a

comparison of pre- and post-test Phil-Iri scores to measure individual improvements,

with the program's effectiveness assessed based on these score changes.

Qualitative data on student attitudes toward reading and teacher feedback will also

be collected to provide a holistic view of the program's impact.

 The impact assessment will extend beyond reading proficiency to include

academic performance in other subjects. Parental involvement will be correlated with

students' reading improvement, and the overall success of the program will be

determined by the creation of a more supportive learning environment for all

students.

Project REACH's innovative approach addresses the pressing issue of non-

readers among the pupils. By providing a detailed roadmap, it aims to not only

achieve its objectives but also serve as a model for improving literacy and fostering

a love for reading in elementary schools, creating a brighter future for our students.

IV. Action Research Methods

Action Research Methods

a. Participants and/or other Sources of Data and Information

The study will cover the 13 frustrated readers of the researchers’ class.

b. Data Gathering Methods

The materials and instruments to be used for gathering data are the questionnaire-

checklist and interview.

PHIL-IRI. Pre-test and Post-Test

Questionnaire-Checklist. The questionnaire-checklist is the main instruments

used in the gathering data. It was employed primarily to come up with the perception

of respondents concerning the subject matter Good(2009). A questionnaire is a list

of planned, written questions related to a particular topic, with space provided for

indicating the response to each questions, intended for submission to a number of

persons for reply; commonly used in normative survey studies and in the

measurement of attitudes and opinions.

Interview. The Interview technique will also be used to complement the

gathering of data for the study. Interview provide information which may be

confidential that may not ordinarily be given in writing. The interview according to

Vockell (2000) is a technique in which the researcher stimulates the respondents to

give the needed information for the study.

c. Data Analysis Plan

The researcher prepared the instruments used through readings of the

questionnaire-checklist of other studies just to obtain some ideas. The responses of

the respondents to the questionnaire checklist were carefully tallied, tabulated and

organized including those derive from interviews, observation and documentary

analysis. The data presented, analyzed and interpreted with the use of weighted

mean, frequency counts, percentage and ranking system. In this study, the four-

point Likert Scale was used in determining the conflicts experienced by the pupils

and parents in answering the modules. The scale, range, description and

interpretation of participants’ responses were the following: 1- strongly disagree 2-

disagree 3-agree 4- strongly agree. This study used descriptive statistical tools in

analyzing the data. For Problem 1 and 2, descriptive statistics using frequency,

percentage, and mean were used to analyze the level of difficulties faced by the

parents and pupils in answering the modules. For problem 3 descriptive statistics
using frequency were used to analyze the participant’s perception in the

effectiveness of the intervention done by the researcher.

Scale Range Description Interpretation

4 3.51-4.00 Strongly Agree Extreme Level of

Difficulty

3 2.51-3.50 Agree High Level of

Difficulty

2 1.51-2.50 Disagree Low Level of

Difficulty

1 1.50 below Strongly Disagree No Difficulty

 V. Action Research Workplan and Timelines

ACTIVITIES PERSONS TIMELINE OUTPUT BUDGET MOV

INVOLVED
Pre-Program Classroom Beginning of Identification of Personal Phil-Iri pretest
Assessment teacher the academic non-readers Fund/ results
year MOOE
Individualized Teacher, Ongoing Tailored reading Personal Weekly
Interventions Learners throughout instruction and Fund/ progress
the school progress MOOE assessments
year monitoring
Small Group Teacher, Ongoing Collaborative Personal Classroom
Activities Learners throughout reading exercises Fund/ observations,
the school and improved MOOE student
year reading skills participation
records
Final Review and Teacher, End of Summarize Personal The final report,
Reporting School Head School Year program results. Fund/ including data
Prepare a MOOE and findings.
comprehensive
report.
Project Teacher, End of Review the Personal Evaluation
Evaluation and School Head School Year program's impact. Fund/ reports and
Planning for the Plan for future MOOE future planning
Future enhancements documents.
and continuous
improvement.
VI. Cost Estimates

EXPENDITURES QUANTITY UNIT COST AMOUNT

ITEMS DESCRIPTION
1. A4 BOND PAPER 1 REAM P170.00 P170.00

2. FOLDER 30 PCS P8.00 P240.00

3. GLUE 5 BOTTLES P30.00 P150.00
4. EPSON INK 1 SET P295.00 P1,180.00
4 COLORS
5. 2” SCOTCH TAPE 1 ROLL(5s) P30.00 P150.00
6. GAS FOR 5L P35.00 P175.00
TRANSPORTATION
TOTAL =2,065
SOURCE OF FUND PERSONAL

VII. Plan for Dissemination and Utilization

TIMELINE ACTION PERSONS MATERIALS

INVOLVED NEEDED
September Teachers will be Researchers Result of the
2023 disseminated with the Teachers study
information taken from School head
output of this research
that will be distributed
amongst teachers
December Output of the action Researchers Result/Output
2023 research will be School head of the study
distributed to selected
schools and a copy to
the DepEd Division of
Misamis Oriental .
VIII. References

Adapon, M. T., & Mangila, B. B. (2020). HELPING STRUGGLING READERS TO

READ: THE IMPACT OF THE CARE FOR THE NON-READERS (CRN)
PROGRAM ON FILIPINO PUPILS’READING PROFICIENCY. ETERNAL
(English, Teaching, Learning, and Research Journal), 6(2), 195-218.
Ceylan, M., & Baydic, B. (2018). Examination of Reading Skills of Students Who Are
Poor Readers in Different Text Genres. Cypriot Journal of Educational
Sciences, 13(2), 422-435.
Kim, J. S., Hemphill, L., Troyer, M., Thomson, J. M., Jones, S. M., LaRusso, M. D., &
Donovan, S. (2017). Engaging struggling adolescent readers to improve
reading skills. Reading research quarterly, 52(3), 357-382.