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An
Action Research Proposal
Presented to the
Division Research Committee
Division of Misamis Oriental
JUDITH B. SACABIN
Teacher I/ Proponent
Mapulog Elementary School
Naawan District
A. RESEARCH INFORMATION
RESEARCH TITLE:
IMPROVING THE COMPREHENSION SKILLS IN ALL PUPILS
OF THE GRADE 3 CLASS OF MAPULOG ELEMENTARY SCHOOL
THROUGH CONTEXT CLUE AND VOCABULARY ENHANCEMENT
SANDRA G. CAUDOR
Head Teacher III
September 19, 2017
VI COST ESTIMATES
VIII REFERENCES
IX APPENDICES
I. CONTEXT AND RATIONALE
most of learners it is the most important skill to master in order to ensure success in
learning. With strengthened reading skills, learners of English tend to make greater
progress in other areas of language learning. Reading should be an active, fluent process
that involves the reader and the reading material in building meaning.
Teaching students how to utilize the skills and knowledge they bring from their first
language, develop vocabulary skills, improve reading comprehension and rate, and
monitor students improvement are just some of the elements that teachers must consider
foreign language is a process that involves learning skills, learning new vocabulary and
patterns, and cultivating the ability to transfer skills from the classroom to the real world,
When a pupil reads ,he does not have to read the whole book to get the
meaning of the printed materials. He must also focus on reading for understanding, not on
they consider that the heart of reading is synonymous to comprehension. It is not enough
that a reader should be able to pronounce the words correctly. The pronunciation of the
words without understanding their meaning is not true reading and the development of
reading specialist believed that a reader can read and comprehend the selection if he can
pick out or infer the main the main idea, note supporting details ,arrange incidents in
proper sequence, see cause and effect relationships, predict outcomes and draw
Bailey,2017) . When you encounter a word you don't know as you are reading, you can
choose to look It up in a dictionary, ignore it or use the surrounding words to help you
determine what the word means. Using the words around it is using contextual clues.
Even if you can't figure out the exact definition, phrases and words should be able to help
respondents reading ability and further discover the reason why they find it hard to read
with comprehension. However, when these clues are present, equipping students with the
tools to use them productively positions them well to further their reading
comprehension.
The development of the pupils reading comprehension takes more time and
context clues. This study there are relevant questions to be asked.The researcher hopes to
1.What are the advantages of improving comprehension skills using context clues?
2. What are the disadvantages of improving comprehension skills using context clues?
3.How to improve comprehension skills using context clues?
4.. How rich are the vocabularies of the pupils in terms of:
4.1 synonyms and
4.2 antonyms?
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
To help pupils learn to use contextual clues to learn new vocabulary words,teach
them specific strategies such as,using textbook or printed worksheets,write down several
new vocabulary words on the board.If using a textbook,write down the page and
paragraph where the words is.Conduct remedial classes for reading activities such as oral
motive questions before reading ,comprehension check and infusion of values and retell
Developing Reading Power ( DRP ) in English , conduct daily reading activities during
what they have read ,to ensure if they fully understand. Providing word for the day to be
Undertaking oral and silent reading, individually or by group during English class or in
free time. Knowledge on using audio visual ( TV) ,word drill for vocabulary
enhancement, encyclopedia, dictionary, thesaurus and the like may enable them to
acquire plentiful vocabularies that may later become common to them as they encounter
them in the teachers daily lessons .It is also helpful to provide students with frequent
reminders and examples of the different types of context clues. Pupils can also keep
Formulating Title Finalize the focus problem of School Head First week of
the study Teacher August
Proposing the study Present the study to the school School Head Second week
head for suggestions and Teacher of August
approval.
Implementing the study Improving the comprehension School Head Third week of
and vocabulary skills of the Teacher August to
pupils third week of
October
Gathering of data Analyze the result of the study School Head Fourth week
Teacher of October
Completion of the study To establish the result and will School Head Second week
do further intervention if Teacher of November
necessary.
VIII. REFERENCES
http://www.wikihow.com/Understand-a-Word-Without-Using-a-Dictionary
https://www.edhelper.com/language/Context_Clues.htm
http://www.Idonline.org/article/61511
http:www.thoughtco.com/reading-omprehension-to-student-with-dyslexia-
31104336
improving vocabulary through contextual cluesThe meaning of contextual clues
A wide vocabulary is a key to good reading comprehension. There are number
of techniques to widen one s vocabulary, but the best among them is the use of
contextual clues.
Contextual clues
are words or phrases in the text acting as clues to the meaning of a difficultterm in the
selection. This vocabulary-building strategy involves the whole text plus thepersonal
experiences of the reader.
Kinds of contextual clues1.
S
ense of the sentence
The sense of the sentence clue involves the whole sentence. The reader has toget the
general sense or meaning of the sentence to get some ideas about oneunfamiliar term
used in the sentence. The question plus the answer must havesome connection with the
unfamiliar term.Ex.a.
You can not easily change the stand of an obdurate person.Question: What can you say
about a person who does not welcome change?Answer: He is not flexibleObdurate means
not flexible.b.
The strong wind will make your hair appear scraggly.Question: What becomes of
hair that is not combed?Answer: It is not orderly. It is untidy, or disheveled.Scraggly
means irregular, unkept, disorderly, untidy.
2
.
Use of synonym
Synonyms are words that have the same or nearly the same meaning. If the text uses
aword that is synonymous to a different term in the text, that synonym can be used bythe
reader as his guide in getting the meaning of the difficult word. The presence of
thesynonym in the sentence is signaled by a comma, dash, parentheses, a link or a series
of synonymous terms, or a restatement of the difficult term in more familiar words in
aphrase, or another sentence.There are several ways of recognizing synonyms in
a sentence. These are:a.
By commas to separate the appositive from the other words in the sentence.
y