Professional Documents
Culture Documents
PINKY MABANES
Grade II Teacher
I. THE PROBLEM
teach children the skills of reading is in the early grades or earlier if possible. If this
window is missed, then children who have not begun to read and understand what
they read will continue to fall behind unless swift action is taken.
According to Wolf (2007) the point of reading is comprehension; and the point
of comprehension is learning. Children who fail to learn to read in the first few grades
of school are handicapped in later grades as they must absorb increasing amounts of
instructional content in print form. Poor readers cannot develop proper writing skills
and become self-guided learners in other subject areas. The basic reading skills
necessary to become literate do not develop naturally; we have to learn to adapt the
part of our brain that recognizes images to be able to recognize written letters and
words.
Children must read fluently to comprehend what they are reading. As pupils
concepts and genres) with knowledge of print-sound relationships and decoding, they
get closer to skilled reading and comprehension (Scarborough, 2002). A critical strand
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in this process is oral reading fluency, as measured by the number of words read
important disciplines used to prepare pupils for higher education and adult life.
Through teaching children how to read, educators equip their pupils with the tools
necessary not only to succeed throughout their education and careers, but also in
everyday activities such as reading a menu or checking the weather forecast. While
there are multiple aspects to literacy education, one of the most important components
that Reading comprehension skills are frequently left untaught. How important it is to
remember that comprehension is the essence of reading and that it has to be taught
and cannot be left to chance. While many pupils receive adequate instruction in
phonics and vocabulary at an early age, many do not begin the process of
therefore crucial.
particularly important because existing research suggests reading at an early age lays
from randomized evaluations that such programs can be effective in improving pupils
reading skills. Scarborough (2001) randomly assigned poor readers to early one-on-
one tutoring. The intervention proved effective, and while one-on-one tutoring of all
children may prove too costly, the results demonstrate that reading interventions can
be effective.
and then incentivizes reading through a 31-day reading marathon. The reading
marathon encourages pupils to read as many books as possible through daily, in-
school reading activities such as storytelling sessions, reading games, and posters that
Educators continually look for strategies to enhance and improve the reading
practices of pupils. The Department of Education is doing its best to address the
reading problems among elementary pupils in the Philippine public schools. The
department adopted and implemented the ECARP of Every Child A Reader Program.
It also implemented different reading intervention activities among such as, Drop
Everything and Read (DEAR), Three Words A Day, Read A Thon and the Directed
Education says that more pupils will benefit from a new early reading intervention
program that will help young readers improve their literacy skills from Primary to
Grade II. The program will be rolled out in September and will replace Reading
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readers needing intensive support. The programs can helping pupils learn and excel in
reading and writing is critical to their lifelong success. This will be an example of
what is meant when one says putting children and learning first.
The new program will also make closer links between board literacy
specialists and classroom teachers, meaning fewer pupils will be taken out of the
classroom. Like Reading Recovery, there will some one-on-one support, but the focus
developed the Philippine Informal Reading Inventory (Phil IRI). The Phil IRI will
be administered to all public elementary schools to assess the progress and levels of
reading ability and comprehension of the pupils after the intervention programs.
the many of pupils even those who are in the higher grades and in high school are still
Thus, educators continually look for strategies to enhance and improve the
reading practices of their student. The Department of Education is doing its best to
address the reading problems among elementary pupils in the Philippine public
schools. The department adopted and implemented the ECARP of Every Child A
(BEE) developed the Philippine Informal Reading Inventory (Phil IRI). The Phil
In line with the objectives of the Phil IRI, the DepEd gave and implemented
specific remedial intervention for the program among which are the Drop Everything
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and Read, which is guided by the DRTA strategy or Directed Reading-Thinking and
A daily DEAR program (Drop Everything and Read) provides pupils with
time to touch base with each student over a period of time, assess progress, and target
instruction. Even more important, it gives pupils time to read what they want to read,
share what they've read, and receive the support they need for further reading
explorations and reflections. Daily reading sessions last between twenty and thirty
minutes and are followed by fifteen minutes in which pupils can write in their reading
response logs. When a student completes a book, he or she conferences with the
teacher to discuss the book and share his or her reading log.
Aravela A. Ramos in 2005. These are learning modules designed to develop the
reading comprehension of the elementary as well as the secondary level students who
want to develop critical thinking. With these modules, a students learning gap is
addressed. The child starts where he is, his level of comprehension works up to the
higher level. The learner develops more self-confidence and can now interact in his
different subjects.
The modules are made up of six (6) levels contained in six boxes, color-coded
as red (level 1), yellow (level 2), green (level 3), gray (level 4), blue (level 5), and
brown (level 6). Each box has five (5) skills to develop: 1) noting details, 2) getting
the main idea, 3) predicting outcome, 4) sequencing events, and 5) cause and effect
relationships.
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This research was then undertaken to determine the effect of Drop Everything
and Read (DEAR) as an intervention program to enhance the reading skill and
Everything and Read (DEAR) and the Activities for Better Reading Comprehension
(ABRC) materials for reading program on the reading skill and comprehension of the
school year 2016-2017 after DEAR reading program was implemented and ABRC
beginning and at the end of the school year after DEAR reading program was
This research studied the effectiveness of Drop Everything and Read Reading
Program (DEAR) and the Activities for Better Reading Comprehension (ABRC) on
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The research will not touch other aspects or learning areas of English such as
listening, speaking, and writing and limited only on assessing the oral reading skill
The result of this study will give significant to the following groups of
individuals:
For the educational policy makers, results of this study may be used by them
to redesign and updates modules and program for the improvement of reading
comprehension of the pupils in all levels to attain a higher reading comprehension and
proficiency level. This may also serve as basis for revitalizing and identifying a more
effective and efficient learning materials and reading programs within an acceptable
cost to enhance the reading skill and comprehension skill of the pupils.
For the school administrators, results of this may serve as an eye opener for
supplementary materials that will enrich and enhance the quality of education
provided to learners.
For the teachers, data gathered may help enhance and improve the
work may be given to pupils to better hone their comprehension skill in reading.
Results may give teachers lots of insights in redesigning reading intervention such as
For the pupils, the reading intervention program DEAR may help them
improve their ability to read and to comprehend at their own pace. Results of this
study may help them to progress smoothly from one level to another and provide
opportunities to practice reading skills and perform better under different conditions.
They may become more motivated to learn and that learning may be more interesting
For the future researchers, results of this study may be used as bases for
program.
This presents selected literature and related studies pertinent to the study to
give additional insights and information for better understanding of the problem
presented for investigation.
Reading has been defined in different disciplines by many authors and reading
experts in many ways. Leipzig (2001) defined reading as a multifaceted process involving
word recognition, comprehension, fluency, and motivation. Reading also means making
meaning from print. It requires that a reader identifies the words in print-a process called
and then coordinates identifying words and making meaning so that reading is automatic
irregularity. It integrates letters, words, sentences, and passages with past experience.
Surely reading is one of our most complex daily activities". Consideration will now be
languages, it is a complex interaction between the text and the leader which is shaped
which is culturally and socially situated. The reading process requires continuous
In her book, Villamin (2001) cited several meanings of reading from different
Hedges as follows:
that concerns with the readers skill in making interpretation and generalization, in
provides pupils with reading materials that meet their needs or some have application
to their lives.
According to Gray, reading is an interaction between the reader and the writer.
The reader attempts to reconstruct a message from the writer, sampling, selecting,
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predicting, comparing and confirming activity in which the reader selects as a sample
of useful and graphic cues based on what he sees and what he expects to see.
words which serve as stimuli for the recall of meaning, built up through experience
Reading is a tool for learning and in mastering all other subjects in the
curriculum, a part of communication arts and a means to an end. People read for
share information with others. Learning performance in almost all the childs school
words depend to a great measure on his proficiency in reading. It is in this sense that
several reading skills are needed to comprehend and react to the selection. Such skills
are getting the main idea, noting details or proof sentences, finding cause and effect
conclusions, and following directions. All are needed to fully grasp the message.
Reading Comprehension
Relative to this, Mercado et al., (2009) mentioned that reading is one of the four
macro skills taught in the English subject. The act of reading is a process which involves
reaction, and integration. Of all these steps, research on the field has focused on the
text/message. This understanding comes from the interaction between the words that are
idea with intellect and specifies understanding as its closes synonym. It is an integrated
skill, a process of constructing meaning from written texts, a complex skill requiring
includes all the events of circumstances and concepts that must be put together.
critically important to the development of childrens reading skill and therefore the ability
pointed out that reading implies comprehension. According to her, an individual must
understand what he reads if he is to accomplish any process expect to waste time. She
difficult.
Teachers must acknowledge the importance of reading skills and must plan an
effective program of reading instruction with focus on promoting reading culture among
learners.
accordance with this theory, there is a need to assess the students ability to obtain
meaning from the text in a variety of context (Swearinger, Allen & Carp, 2000). As a
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result, the development of reading tool is necessary. This tool could provide for reading
inventory by providing a common reference point. The tool support the DepEd thrust
Under this program, every child is a reader by the end of grade II. The call for a
unified assessment toll is the onset of the development of the Philippine Informal Reading
Inventory. The Department of Education is conducting every year the Philippine Informal
Reading Inventory (PHIL-IRI) for both silent and oral reading. The Phil-IRI is an
authentic reading assessment that attempts to evaluate reading in a way that is more
strategies within context. The PHIL IRI gives both quantitative and qualitative
information about the pupils reading capabilities. Quantitative information shows the
reading levels namely: frustration, instructional, and independent levels, while qualitative
and difficulties, reading behaviors and attitudes and the measurement of reading growth
over time.
The independent level, it is the highest level of which a student can read
independently and with east without the help of guide of the teacher. The student gets 9
to 10 correct answers for comprehension. The student is free from tension, finger
pointing or lip movement. The student reads with rhythm and with conversational tone
The instructional level is the level at which the student can profit from instruction.
The student answers correctly 7 out of 10 questions. The students oral reading is
The frustration level is the lowest reading level. The student gets a score of 5 and
below in the reading comprehension check. The student shows evidence of finger
pointing or lip movement. The student shows withdrawal from reading situations by
crying or refusing to read. The student commits errors in reading such as reversal,
Every year, English teachers are conducting PHIL IRI for silent and oral reading.
Results reveal that most the Grade II or formerly first year pupils fall under either
them.
regularly set aside in the classroom schedule for both pupils and their teachers to
student interests and ability levels, since each student selects for himself or herself the
the regular reading program by encouraging independent reading, but it does not
replace guided reading. It is an extra activity that gets plugged into the schedule when
another lesson finishes early or dropped from the schedule when a lesson runs longer
important part of the daily or weekly classroom schedule. It is scheduled for the same
time each day or week so pupils recognize that D. E. A. R. time is a priority and so
that they can look forward to this special period. When D. E. A. R. becomes a regular
part of the classroom schedule, each student should bring a book from home or select
time arrives, every student should be prepared to pull out immediately a pre-selected
Aravela A. Ramos in 2005. These are learning modules designed to develop the
reading comprehension of the elementary as well as the secondary level students who
want to develop critical thinking. With these modules, a students learning gap is
addressed. The child starts where he is, his level of comprehension works up to the
higher level. The learner develops more self-confidence and can now interact in his
different subjects.
The modules are made up of six (6) levels contained in six boxes, color-coded
as red (level 1), yellow (level 2), green (level 3), gray (level 4), blue (level 5), and
brown (level 6). Each box has five (5) skills to develop: 1) noting details, 2) getting
the main idea, 3) predicting outcome, 4) sequencing events, and 5) cause and effect
relationships.
Noting details is reading comprehension skill that involves picking out from a
piece of text the particular piece or pieces of information to achieve a given purpose
Getting the main idea is getting important information that tells more about the
Predicting outcomes is telling what might possibly happen next in the story.
Cause and effect is a relationship between actions or events, such that one or
There are 35 exercises per skill followed by questions that intends to test
The following are the guides and steps on how to use the modules/materials:
1. The grade level of pupils after administering the reading test is first
determined.
2. Each learner is furnished with his or her own Individual Record Form. A
the box that he or she is working on. There are six boxes, with each box
exercises. The Red is the lowest level. It is the level wherein the pupils should start
4. Once the learner has identified the color of his or her box, he or she is
instructed to start with skill A. Each box has 5 skills to develop namely:
A. Noting Details
B. Getting the Main Idea
C. Predicting Outcome
D. Sequencing
E. Cause and Effect
5. There are thirty-five (35) exercises per skill. The pupil is told which
exercise to begin. He or she is instructed to read the story and then answer
the questions after reading the story. As soon as the pupil has finished
answering the questions, he or she can check his or her answers using the
record his or her score on the Individual Record Form. Once the pupil gets
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a perfect score, he or she is then told to report it to the teacher. The pupil is
difficult for the pupil. He or she will be told to go to the next lower level or
color.
Research Hypothesis
the Grade III pupils when DEAR is implemented in the English class and ABRC
III. METHODOLOGY
This presents the research design, research locale, the sample, the research
instrument, data collection procedure and the data analysis procedure.
Research Design
Calmorin (2004), the descriptive type of research aims to gather information about the
past and present conditions and describes the nature of the variables. This type of
improvement of the pupils reading ability and comprehension after the DEAR
Research Locale
The choice of the research locale is due to the researchers deep concern
The Sample
The subjects of this study were the 29 Grade II pupils.
Research Instruments
This research adopted the Phil IRI form 1, the test materials. For oral reading
test, the test materials are consist of 2 reading passages of 88 words for pre test and
post test respectively followed by seven prompt questions. For silent reading test, it is
consist of one reading passage of 88 words for pre test followed by eight item
questions and another reading passage of 88 words for post test, followed by ten item
questions.
Pre tests were administered at the beginning of the school year to the grade
seven pupils to assess the oral and silent reading abilities. Test materials for pre test
for (oral reading ability) consist of one reading passage of 88 words which was
immediately followed by a prompt consist of ten questions. The prompt activates the
pupils motivation to reading. For silent or reading comprehension test, pupils were
given one passage consist of 88 words and immediately followed by ten item
questions. During the administration of the pre test, pupils oral reading miscues were
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recorded as well the result of the prompt questions. Results were then interpreted as
frustration, instructional and independent. After the pre test, pupils were given the
materials for Drop Everything and Read (DEAR) program and the Activities for
comprehension.
Post tests were administered at the end of the school year, to determine the
improvement difference of the grade seven pupils in their oral and silent reading
abilities. Pupils were given one reading passage of 88 words and seven item questions
for post oral test; one reading passage of 88 words and eight item questions for post
silent test. Miscues and answers were recorded and interpreted as frustration,
Data Analysis
Results of pre and post tests in both oral and silent readings were compared
and computed to get the improvement difference using descriptive statistics like
percentage.
Grade VI English Oral Test (Number and Percentage of Pupils per Reading Levels)
total decrease of 6.9%. Consequently, the instructional level increases from 58.62% in
the pre-test, it increases to 68.96% in the post test. The total increase is 10.34%. In
addition, the percent of instructional reading level also increases from 6.89% to
and independent readers are attributed to the integration of DEAR program and the
utilization of the ABRC materials in between teaching of English for the entire school
year. Findings also implied that pupils oral and silent (comprehension) abilities have
improved after the DEAR program and the ABRC materials were used.
Pre - Test 29 7 17 2
Table 2 reveals that DEAR reading intervention and the utilization of the ABRC
materials has significant effect on pupils reading comprehension skill. The level of
measurement was set at 0.05 with df of 0.049, the significant level is below the set
degree of frequency. Data indicate that the intervention program to enhance the
1. The oral reading ability of the grade three pupils in Matuyatuya Elementary
level in spite of the DEAR reading intervention program and the utilization of ABRC
materials. Nevertheless, the reading intervention materials are effective that brought
Conclusion
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Based on the findings, this study concludes that the materials used for the
reading intervention namely DEAR and ABRC are effective and helpful in developing
the reading comprehension of the Grade II pupils. Although the reading level is
described to instructional, since majority of the children belong to this level, it shows
that only few among them have difficulty in understanding the context of what they
have read. The constant use of these materials will eventually improve and develop
Recommendation
A. Books
Gardner, K. 1986. Reading in today's schools. Edinburgh: Oliver & Boyd. pp. 212-
225.
Kokong, M.M. 1991. The relationship between reading ability and achievement in
English as a second language and other subjects at matric level.
Potchefstroom: University of Potchefstroom for Christian Higher Education.
pp. 123-130.
B. Periodicals/Journals/Unpublished Materials
Fisher, D.F. 1981. In the beginning was the word. Basic processes in reading. Journal
of Experimental Psychology : Human Perception and Performance. (7): 489-
494.
Opitz, M.F. and R. G. Eldridge. 2004. Remembering comprehension: Delving into the
mysteries of teaching reading comprehension. Reading Teacher 57 (8): 772-
773.
Pretorius, E.J. 2002. Reading ability and academic performance in South Africa : are we
fiddling while Rome is burning? Language matJers, Issue 33: 169-196.
Scarborough, H.S. 2001. Connecting Early Language and Literacy to Later Reading
(Dis)Abilities: Evidence, Theory, and Practice, In S.B. Neuman and D.K.
Dickinson (Eds.), Handbook of Early Literacy Research. New York, NY:
Guilford Press. 1:97-110.
C. Online References
Leipzig, D.H. (2001). What is reading? Retrieved June 2015 from
http://www.readingrockets.org/article/352/Levels of comprehension.
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