1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background and Purpose of the Study

Education is a reflection of the mirror of our society. It is the acquisition of

knowledge, skills and attitudes that make man do better. It is not only a preparation for

life but it is life itself. This is so because throughout life man learns many things in and

out of the school that change his life for the better.

One of the skills developed as an individual grows and attends formal schooling

is reading. It plays a vital part in the life of man. One who was not given the chance to

learn to read is deprived of the opportunity to grow as a full human being. He is

deprived of his right to acquire education which will be his indispensable tool in

surviving in this fast changing world. Without the ability to read, a person will never have

one of the most invaluable tools for learning. In a real sense, the ability to read is an

essential element in every person to enable him to cope in the world of today.

In “Every Child A Reader” program, it is expected that no pupil will be promoted

to the next higher grade unless literacy skills in a particular grade level have been

developed. All possible means of support and encouragement shall be extended to

enable the child to learn to read and to comprehend.

The researchers observed and found out that many of the pupils who are

promoted to the next grade to higher grades were very poor in reading. They have

difficulty in the alphabetic principle, or the idea that written words and letters match

spoken sounds; challenges with reading comprehension and lack of reading fluency.
 2

Thus, they are called struggling readers. And for that, the researchers are very much

concern about the reading performance of the pupils in Hulo Elementary School.

The researchers prompted to conduct a study that will help the non- readers to

read, the slow readers to improve their reading skills and the pupils to improve reading

performance, to facilitate and improve the teaching-learning condition of all the pupils

and will be able to think of approaches and techniques that would lead to the

development of the pupils in reading area, thus result to improvement in their academic

performance.

Review of Related Literature

Presents the review of foreign and local literature in which the researcher

believes that it holds important bearing in strengthening the pursuit of this study.

Foreign Literature

Hollowel (2009) stated that reading intervention programs are crucial in helping

struggling students become successful readers.

A child learns to read in a continuum of these skills: sound production, letter

identification, decoding and blending, then reading for meaning. Intervention programs

should focus on activities and techniques that improve ability in these areas.

Rice (2012) emphasized that learning materials can assist teachers in an

important professional duty, the differentiation of instruction.

Hence, any given technique of procedure is likely to work with some children but

not with others. The teacher in reading, therefore, must have a variety of approaches to
 3

make the children learn to read. However, reading problems should be detected earlier

and corrected before they deteriorate into failure, frustrations and reaction cases since

early detection and correction of these impairments are the cornerstones of effective

reading instructions.

Meanwhile, according to Scott (2010), Intervention programs give the teachers a

chance to work one-on-one or in small groups to help students in ways that would not

be possible during whole group instruction. The teacher is also able to monitor progress

on specific skills, which makes identifying and targeting struggling students an easier

and more reliable procedure.

Local Literature

Delfin (2011) expressed her views on leading children to books using practical

advice. While it is a reality that many teachers have problems motivating their pupils to

read, there are also helpful ways teachers can improve the reading skills among pupils.

To acquire needed reading skills relevant to their personal and academic goals is

the aspiration of the teacher. Thus, the need to create classroom activities that will

encourage pupils to read. The teacher should serve as models. They should make

reading a part of classroom task. As teachers, we have to lead by example. Ensuring

that children are given varied reading opportunities at home and in school will not only

lead children to read books but also make them well rounded and responsible

individuals.

Garcia (2006) stressed that children should be provided an opportunity to engage

with quality books in school and even at home to have them expose to greater
 4

quantities of print and meaningful language opportunities. She also added that books

are the children’s access to the development of literacy.

Furthermore, she cited that children with poor reading skills often receive poor

grades, are easily frustrated, have difficulty completing assignments, have low in self-

esteem, have behavioral problems, have more physical illnesses due to stress, don’t

like to go to school, grow up to be shy in front of groups and fail to develop to their poor

potentials.

According to Sousa (2005), learning to read is not a natural ability and so, it

must be taught explicitly. He stressed that speaking is a normal genetically-endowed

capability, but reading is not. No areas at the brain are specialized for reading. He

considered reading as probably the most difficult task the young brain is asked to

undertake. It is in this light that educators are ever attempting to find ways of improving

the instruction to facilitate the learning to read. On the other hand, educators must first

know the basic ways of teaching pupils to read.

Furthermore, reading habits among pupils should be developed and increasingly

to its sharpest edge among the elementary school children for it is in the very early

stage of their growth and development that this habit could be more vital component of

the children’s growing personality. Pupils with good study habits have an excellent

reading performance and those pupils with poor study habits have poor reading

performance.
 5

Theoretical Framework

The study will be anchored on the reading formula known as Survey-Question-

Read-Review-Recite Theory cited by Stauffer, in the book of Anonat (2011). This

formula is an approach where a set of facts, principles and rules are classified or

arranged in regular, orderly form so as to show a logical plan linking the various parts. It

is a regular, orderly way of reading. Hence, the reading formula is a process that can be

learned and mastered through practice, since reading is a skill.

The first stage of the reading formula is the survey stage where the purposes for

reading are determined for a given material. This is followed by the question stage

where the questions are previewed or formulated before reading the material. These

questions can be answered after reading the text. Questions must include the different

dimension questions. The last stage is the 3-R-read, review or recall, and then recite.

This stage focuses on the ability of the reader to review or recall what he has read and

then recite the answers to the questions formulated about the selection.

The cited theory was used in the study because it suited its objectives to the

present study. It is significant in the development of the reading skills which is required

for every pupils for them to become competitive, functional and productive citizen, ready

to face the real world of challenges.

 6

INDEPENDENT DEPENDENT OUTPUT

VARIABLE VARIABLE

Extent of
Implementation
of Reading
Remediation
Program
Grade III Pupils

 Age
 Sex  Reading Action Plan to
 Sibling Figure2
Performance Enhance the
Position Level of the Remediation
 Parents’ Struggling Program for
Educatio Readers Struggling
nal Readers
Attainme
nt
 Monthly
Family
Income
Pretest and
Posttest

Figure 1

Conceptual Model Showing the Extent in Reading Remediation Programs for

Grade IV Struggling Readers in Hulo Elementary School
 7

Conceptual Framework

The study utilized the IV-DV model. The first frame includes the profile of the

respondents in terms of age, sex, sibling position, parents’ educational attainment and

monthly family income. The second frame is the dependent variable which refers to the

reading performance level of the struggling readers before and after the implementation

of the reading remediation program. The third frame refers to the output which is an

action plan for an enhanced remediation program for struggling readers.

Statement of the Problem

This study will aim to determine the extent of implementation of reading

remediation program for struggling readers in Hulo Elementary School during the

School Year 2015-2016.

Specifically this study will aim to answer the following sub-problems:

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

1.1 age;

1.2 sex

1.3 sibling position;

1.3 parents educational attainment;

1.4 monthly family income?

2. What is the reading level of the struggling readers before and after the

implementation of the reading remediation program?

3. Is there a significant difference on the reading level of the struggling readers before

and after the implementation of the reading remediation program?

 8

4. What action plan may be proposed to enhance the reading remediation program for

struggling readers?

Assumption

The study tested the following null hypothesis:

1. There is no significant difference on the reading level of struggling readers before and

after the implementation of the reading remediation program.

Scope and Limitation

This study will determine the extent of implementation of reading remediation

program for grade IV struggling readers in Hulo Elementary School, District of Pililla,

Division of Rizal during the School Year 2016. The 40 identified struggling readers from

grade IV are the respondents of the study.

Experimental method of research will be used and the pretest and posttest will

serve as the main instrument. Documentary analysis will also be utilized through the

PHIL-IRI which will serve as the instrument for identifying the struggling readers during

the conduct of pretest since the pupil respondents will be exposed to one-month

remedial instruction in reading. The needed data on the level of pupils’ performance in

reading will be recorded and use as basis of determining struggling readers.

 9

Definition of Terms

For better understanding of the study, the following terms are defined

conceptually and/or operationally:

Comprehension. The act or action of grasping with the intellect.

Control Group. This refers to a group of subjects or conditions that are matched

as closely as possible with an experimental group, but it is not exposed to any

experimental treatment.

Experimental Group. This refers to where the actual experiment is taking place.

The independent variable is tested on the group and the changes in the dependent

variables are recorded.

Level of Performance. This refers to an unusually high level of performance far

exceeding targeted performance requiring significant “stretch” to achieve.

Pre-test. It is the reading test given to the pupils at the beginning of the school

year. It is also called a diagnostic test.

Post-test. This is the reading test given to the pupils after teaching some

concepts and ideas in a definite period usually at the end of the first semester/ second

semester.

Reading Fluency. It encompasses the speed or rate of reading, as well as the

ability to read materials with expression. http://www.ldonline.org/

Reading Remediation Program. This are the remedial programs which the

school implements to have a one hundred percent readers in the grade. The slow and

non-readers are helped in this program.

 10

Struggling Readers. This refers to the pupils who find hard to grasp the relation

of the spoken and written language phonological “deficit” is the most common reason

for their reading disabilities. These readers are determined after they have been tested

using Phil-IRI instrument.

Vocabulary. The body of words used in a particular language.

 11

Chapter 2

RESEARCH METHODOLOGY

This chapter deals with research design, setting of the study, subject of the

study, sources of data, procedure of the study and the statistical treatment.

Research Design

The study will use experimental type of research utilizing single-group design.

Experimental research as posited by Calmorin (2010), is a research design in which it is

a problem-solving approach that the study is described in the future on what will be

when certain variables are carefully controlled and manipulated. The problem is to know

the conditions under which an event occurs and to observe the whole transaction

closely so that one can be reasonably sure causation is present.

Documentary analysis will also be used through the PHIL-IRI which will serve as

the instrument for identifying the struggling readers during the conduct of pretest since

the pupil respondent will be exposed to one-month remedial instruction in reading. The

needed data on the level of pupils’ performance in reading will be recorded and used as

basis of determining struggling readers.

Setting of the Study

The study will be conducted in Hulo Elementary School (formerly Lipat-lipat

Elementary School) in District of Pililla, Division of Rizal. It is a complete elementary

school situated at the very remote upland area in Pililla, Rizal catering Basic Education

to children residing at Brgy. San Lorenzo, Sitio Lipat-lipat, and children residing as far

as the mountainous region of Tanay,Rizal. It is surrounded by a vast space of

 12

mountains. It is six kilometres away from the poblacion of Pililla. School children usually

walk as far as 2-4 kilometres just to come to school to study. It was first opened in 2003

with 127 pupil population. As of now, it has a total pupil population of 530.

To strengthen the reading performance of the pupils in Hulo Elementary School,

different reading activities patterned after the Department of Education are being

conducted and some of this are Drop Everything and Read, and Teach One-Each One

will be implemented to make non-readers be successful readers. Its main objective is to

develop among the pupils the genuine love for reading and self-confidence necessary

for interacting with people and will be functional citizen who will contribute to community

development. The remediation supports the project ECARP (Every Child A Reader

Program) of the National as well as the ECARPAWP (Every Child A Reader And Writer

Program) and “Zero-Non-Reader Program of the Division. These programs and

activities aim to make each child an independent reader.

Subject of the Study

The respondents of the study will be composed of 40 Grade IV struggling readers

in Hulo Elementary School, District of Pililla, Rizal who will be selected purposively

based on their performance in the PHIL-IRI test. They will be described in terms of age,

sex, sibling position, parents’ educational attainment and monthly family income. Their

performance was determined through Philippine Informal Reading Inventory.

Table 1 shows the respondents of the study

 13

Table 1

Respondents of the Study

Sex Population Struggling Readers

M 55 16

F 45 24

Total 100 40

Sources of Data

The primary sources of data came from a researcher-made questionnaire, which

will be given to the respondents. The respondents of this study are the Grade IV pupils

in Hulo Elementary School.

The secondary sources of data came from published materials such as theses

and related studies on modern technologies, online applications, and network

technologies.

Procedure of the Study

In the conduct of this research, a Gantt Chart of activities will be undertaken as

guide of the researchers. They will secure permission and approval from the school

head of Hulo Elementary School. Afterwards, they will gather information and data as

well as related literature from the library and internet. Different reading activities

patterned after the Department of Education are being conducted and some of this are
 14

Drop Everything and Read, and Teach One-Each One will be implemented to make

non-readers be successful readers. Rigid remedial teaching was used to be conducted

daily. Oral and written exercises were given after every session.

Statistical Treatment

The data will be gathered, tallied, tabulated and analyzed using different

statistical tests.

To determine the extent of implementation of reading remediation program with

respect to age, sex, sibling position, parent’s educational attainment, monthly family

income, frequency and percentage distribution will be applied.

To determine the reading level of the struggling readers before and after

exposure to the reading remediation program, mean and standard deviation will be

applied.

To determine the significant difference of the reading level of the respondents in

the pretest and posttest scores, t-test will be applied.

 15

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis, and interpretation of data relative to the

questions raised to determine the reading remediation programs for struggling readers

among the pupils of Hulo Elementary School.

Extent of Implementation of Reading Remediation Program In Terms of Age, Sex,

Sibling Position, Educational Attainment of Mother and Father and Monthly

Family Income

As to the profile of the respondents in terms of age, majority of them are 11 years

old. In terms of sex, most of them are female. In terms of sibling position, mostly are the

3rd. child with a big family. In terms of educational attainment of father and mother,

majority are high school level and most of them belong to a monthly family income of

P5,ooo and below. It only means that they belong to a poor family

The researchers observed that poverty really affects the education of the

children.

Reading Level of Struggling Readers Before and After the Implementation of the

Reading Remediation Program

Table 2 presents the reading level of the struggling reader before and after the

implementation of the reading remediation program.

 16

Table 2

Reading Level of the Struggling Readers Before and After the Implementation of the
Reading Remediation Program

Reading Level Pretest Posttest

Performance Level f % F %

80-100% Independent - - 2 5%

59-79% Instructional - - 10 25%

58% and below Frustration 40 100.0 28 70%

Total 40 100.0 40 100.0

Mean 17.1 20.4

Standard Deviation 2.96 5.61

Of the 40 struggling readers in Grade 4, the result of the pretest indicates that 40

or 100% belong to the frustration level; while in the post test, 28 or 70% are in the same

level (frustration); 10 or 25% are in the instructional level and 2 or 5% is are

independent readers.

The pretest shows that the mean is 17.1 while in the posttest, the mean is 20.4

which shows a difference of 3.3% which is an improvement from 17.1% to 20.4%. It also

implies that the reading remediation program implemented in the school is effective

because there is a record of pupils who became instructional and independent readers.

This goes with the study of Delfin (2011) which ascertained that to acquire

needed reading skills relevant to their personal and academic goals is the aspiration of

the teacher. Thus, the need to create classroom activities that will encourage pupils to
 17

read. The teacher should serve as models. They should make reading a part of

classroom task. As teachers, we have to lead by example. Ensuring that children are

given varied reading opportunities at home and in school will not only lead children to

read books but also make them well rounded and responsible individuals.

Significant Difference on the Reading Level of the Struggling Readers Before and
After the Implementation of the Reading Remediation Program

Table 3 presents the result of the test on the significant difference on the reading

level of the struggling readers before and after the implementation of the reading

remediation program.

Table 3
Result of the Test on the Reading Level of the Struggling Readers Before and After the
Implementation of the Reading Remediation Program

Std. Verbal
Variables Mean Deviation t-value p-value Decision Interpretation

Pretest 17.1 2.96 Reject Significant

1.64 .000
Ho
Posttest 20.4 5.61

The result of the test on the reading level of the struggling readers before and

after the implementation of the reading remediation program shows that the p-values on

the pre-test of .000 are lower than at .05 level of significance and are Significant.

Hence, the Ho is rejected. This means that there is a significant difference on the

reading level of the struggling readers before and after the implementation of the

Reading Remediation Program.

The performance of the pupils are significantly higher after the implementation of

the program. Findings imply that after the remedial instruction in reading, pupils’
 18

performance was improved. This further implies that struggling readers have already

overcome their difficulties in reading. Thus, reading remediation is effective.

The findings are in conformity with the study of Williams, P. et al (2005) that

reading comprehension have identified techniques that help poor readers overcome

various difficulties associated with comprehension. These techniques/strategies, unlike

skills, are conscious and generally effortful. Strategies are also purposeful. Other

strategies are more general in the sense that they help the reader become more active

and engaged in the reading process, which in turn makes the reading activity more

meaningful.

Action Plan to Enhance the Remediation Program for Struggling Readers

Based on the findings, enhanced reading program is proposed to help the

struggling readers.
 19

ACTION PLAN
Objectives Activities Strategies Time Resources Performance
Frame Indicator
Human Material Money
Encourage Reading, Picture- Remedial Flashcards, Motivate/Stimulate
each child to Writing, Word Teachers spelling reading interest of
read and Spelling Recognition notebook, the pupils by 90%
become With Grade IV
independent multi- Strugg
readers media ling
through the presenta Readers
use of tion.
varied
reading
materials.
To enable Encoding Computer Remedial Computer Improve the
the child-at- Words Aide (CAI) Teachers reader in speech
risk to and and learning
phrases Grade IV
develop difficulties or other
Strugg
phonemic ling disabilities by
awareness, Readers 75%.
strategies of
word.
Provide Playing Word Remedial Scrabble
activities with Games Teachers Game, 80% struggling
that will Words such as; Word readers achieved
Scrabble, Grade IV Factory 75% mastery of
enhance
word factory Strugg Game the level in
and ling reading and
develop Readers comprehension
intellectual,
creative and
manipulative
skills.
To increase Informal Weekly Principal Paper and 75 %level of
the diagnosis Phonemic pencil mastery on the
performance And daily Awareness Remedial weekly tests
level of Teachers
/weekly Check
pupils in
terms of monito *Daily Grade IV
Mean ring Textual Strugg
Percentage progress Read-aloud ling
Score Inventory Readers
 20

BIBLIOGRAPHY
A. Books

Anonat, Rosa D. Developmental Reading. Mandaluyong City: Books Atbp. Publishing

Corporation, 2011.

Calmorin, Laurentina P. Methods of Research. National Bookstore Manila: 2010.

Hollowel, D.A. How the Brain Learns to Read, Thousand Oaks CA: Corwin Press, 2009.

Scott, R.MQ, Ed.D., Word Study and Reading Comprehension: Implication for
Instruction, Faculty of Education, Brook University, 2010.

Sousa, D.A. How the Brain Learns to Read, Thousand Oaks, CA: Corwin Press, 2005.

B. Periodicals/Journals

Delfin, Cristie Ann J. Leading Students to Read Books. Modern Teacher, Volume LX.
November, 2011.

Garcia, Crisanto S. “Quality Books for Reading”, The Philippine Journal of Education,
July, 2006.

Rice, Melinda. “Reading Comprehension Skills and Strategies”. Researched-Based

Reading Comprehension, 2012.