Rodgel Rico D.
Sayson 4th Year Beed- Generalist
Reading Beyond Words: Enhancing Comprehension Skills in Grade 6 th Pupils at
MAA Elementary School SPED Center
I. Context and Rationale (Study Background)
Reading is a two-way process that involves communication between the reader
and the author. It is an essential element, a vital component, a necessity, and
something that will help the students achieved. It holds a prominent position in the
student’s education and development as individuals. In connection, reading helps
students develop vocabulary and gain knowledge that will help them read materials that
are harder to understand. Additionally, it gives the readers a chance to practice and
participate in the types of thinking that readers do, like formulating goals, speculating,
and asking questions. Some readers derive meaning from the text by using their prior
knowledge and experiences.
Research suggests that students' comprehension abilities significantly impact
their academic performance (National Assessment of Educational Progress, 2019).
However, studies indicate that many Grade 6 pupils struggle with comprehension, citing
difficulties in identifying main ideas, making inferences, and summarizing texts (PISA,
2018. This study aims to investigate the effectiveness of integrated comprehension
strategies on enhancing reading comprehension skills among Grade 6 pupils at At Maa
Central Elementary School. The research will focus on identifying the most effective
methods for improving comprehension, including explicit teaching, multimedia
resources, graphic organizers and collaborative learning activities
By exploring evidence-based practices, this research will contribute to improved
reading comprehension instruction, enhanced pupil engagement and academic
performance. Grounded in cognitive and social constructivist theories, the study's
findings will inform educational policy and practice, ultimately empowering pupils to
become proficient readers. The research will provide valuable insights for educators,
policymakers and the broader education community.
II. Action Research Question (AR Question)
1. How do Grade 6 teachers experience effectiveness of current reading
comprehension instructional strategies?
2. What are the challenges of Grade 6 pupils in understanding complex texts?
3. What key insights have you gained about the importance of differentiated
instruction in enhancing reading comprehension.
III. Proposed Innovation, Intervention, Strategy
a. Proposed Innovation
The proposed innovation, "Enhanced Reading Engagement" (ERE),
integrates technology, collaborative learning and real-world applications to enhance
reading comprehension. This innovation incorporates educational apps, e-books and
multimedia resources to create interactive lessons. Students participate in virtual book
clubs, author webinars and peer-led discussions, fostering engagement and critical
thinking. Teachers receive training on implementing ERE, ensuring seamless
integration into existing curriculum.
b. Proposed Intervention
"Reading Excellence Program" (REP) targets struggling Grade 6 readers.
This intervention provides individualized instruction, reading recovery sessions
and small group support. Trained teachers and reading specialists deliver
targeted interventions, addressing specific comprehension gaps. Progress
monitoring and regular feedback ensure tailored support. REP's multi-tiered
approach enables early identification and intervention, reducing reading
achievement gaps.
c. Proposed Strategy
The "Comprehension Mastery Strategy" (CMS) emphasizes explicit
instruction, guided practice and independent application. Teachers employ
reciprocal teaching, graphic organizers and summarization techniques to enhance
comprehension. Peer-to-peer discussions, literature circles and reading
workshops foster collaborative learning. Formative assessments and feedback
sessions monitor progress, informing instructional adjustments. CMS promotes
deep understanding, critical thinking and lifelong reading skills among Grade 6
pupils.
IV. Action Research Methods
Participants, Data Gathering Methods, Data gathering Analysis
a. The study involves 5-10 Grade 6 students with special educational needs from Maa Central
Elementary School SPED Center. These students will provide valuable insights into their
reading comprehension experiences. Additionally, 2 teachers handling Grade 6 classes and
familiar with the school's reading programs will participate. Parents/guardians of
participating students (5-10) will also contribute. The participants will be selected through
purposive sampling, focusing on those with direct involvement in reading instruction.
Snowball sampling will also be employed, where initial participants recommend others.
Informed consent, confidentiality and anonymity will be ensured.
b. Data will be collected through semi-structured in-depth interviews with teachers,
administrators and parents. Focus Group Discussions (FGDs) will engage students and
teachers. Classroom observations will provide contextual insights. Document analysis will
review school records, reading materials and curriculum guides. Case studies will examine
individual students' reading progress. Interview protocols, FGD guides and observation
checklists will ensure systematic data collection. Audio recorders and note-taking materials
will capture data. Documents will be analyzed using a template. Case study protocols will
guide in-depth examinations.
c. Thematic analysis will identify patterns and themes from interview and FGD transcripts.
Content analysis will examine documents and curriculum guides. Coding will assign themes
and patterns. Memoing will record researcher reflections. Data analysis software (NVivo,
Atlas.ti or MAXQDA) will facilitate coding and theme identification. Member checking will
validate findings. Data triangulation will cross-verify data from multiple sources, ensuring
credibility. Thick description and contextualization will enable transferability..
V. Action Research Work Plan
Phase 1: Planning (Weeks 1-3)
1. Identify research question:
Enhance reading comprehension skills among Grade 6 pupils.
2. Conduct literature review:
Examine existing research on effective instructional strategies.
3. Develop research design:
Select action research methodology.
4. Create data collection tools:
Design surveys, interviews and observation protocols.
5. Obtain ethics approval:
Secure permission from school administration and parents.
Phase 2: Implementation and Data Collection (Weeks 4-7)
1. Intervention:
Execute instructional strategies in experimental group.
2. Collect baseline and post-intervention data:
Administer surveys, tests and conduct interviews.
3. Observe classrooms:
Record teaching practices and pupil engagement.
4. Analyze data:
Examine quantitative and qualitative data.
5. . Reflect and refine:
Adjust instructional strategies based on preliminary findings.
VI. Cost Estimate
Reading Materials 500 pesos
Assessment Tools 500 pesos
Other Expenses 1000 pesos
Total: 2000 pesos
VII. Plan for Dissemination and Utilization
Enhancing Reading Comprehension Among Grade 6 Pupils at Maa Central
Elementary School SPED Center: An Action Research Study" aims to investigate and
improve reading comprehension skills among Grade 6 students with special educational
needs. This collaborative, school-based study employs quantitative and qualitative
methods to identify effective instructional strategies, develop teacher capacity, and
evaluate intervention impact.
VIII. References
Aldridge, J., & Goldman, R. (2012). Current Issues and Trends in Education. Journal of
Educational Research, 105(4), 257-266.
Baker, E. L. (2013). The Enduring Challenge of Improving Reading Comprehension.
Educational Assessment, 18(1), 1-18.
Pressley, M. (2006). Reading Instruction That Works: The Case for Balanced Teaching.
Guilford Press. Books
Approved by:
Mrs. Arlyn D. Dorado
Research Teacher
