TITLE:

I. INTRODUCTION:

Kiesha Abellana is a grade 5 student of Gen. T de Leon Elementary School. She is

10 years old. According to her mom, Kiesha is having a hard time understanding stories
as mentioned by her teacher. It affects her performance in school. Her teacher told her
mom to practice reading at home but her mom is too busy caressing her siblings and
managing household chores.

Kiesha is my niece. To save time and expenses, I decided to use her as the subject
of this study.

I used the Cool Tools Informal Reading Assessment, created by project CENTRAL
in Florida and designed to serve teachers’ needs for informal sequential measures of
student’s reading abilities across the five areas of reading instruction (Phonological
Awareness, Phonics, Fluency, Vocabulary, and Text Comprehension).

Through the assessment conducted with the child, I found out that the child needs to
practice rhyme production, phoneme identification, phoneme blending and phoneme
segmenting skills. The child also needs mastery of consonant digraphs, vowel sounds
and the use of affixes. The child got one-two mistakes with the assessment of these
skills. Based on the assessment tool, the child needs supplementary activities to
strengthen these skills but not necessarily to dwell much on it.

According to Alpine School District Elementary Fluency Standards, Kiesha is in need

of an intervention based on her assessment of her fluency skills.

During the testing of reading comprehension of expository passages, she wasn’t

able to answer some of the questions and it seems like she had a hard time to think of
words to express her thoughts.

With the result of the assessment, it shows that the child needs help with developing
her comprehension skills and how she could express her understanding of a particular
text.

In a study conducted by Timothy Shahanan, he mentioned that “as students learn to

employ more complex sentences in their oral and written language, their ability to make
sense of what they read increases too.” His study suggested that specific methods for
teaching grammar appear to have an effect on comprehension. Strategies that teach
sentence combining, appears to help students understand what they read, probably
because it helps students understand how sentences work. He also mentioned that
being familiar with the vocabulary of grammar (noun, adjective) benefits students’
understanding.
 Smith and Elley (1997) reiterates that reading and writing are two subheadings for
literacy and that the “reciprocal interaction” between these two language skills is
beneficial to both.

After identifying the needs of the child, I decided to use some principles of the
Edmark Reading Program and the principles of Primary Literacy Programme- Reading
and Writing (KS1).

Edmark Reading program was developed through careful research conducted in the
1960s. Originally called the Rainier Reading Program, Edmark Reading Program
became commercially available in 1972 and has proven effective with preschool
students (ages 3-5 years old), Elementary students having difficulty with the reading
materials, students learning English as a second language, and most special education
students.

Edmark Reading program helps students of all ages who have not yet mastered
beginning reading. The program motivates students by breaking learning into steps that
even the poorest readers achieve over 90 % accuracy. This approach eliminates
incorrect responses and helps students view themselves as readers.

The Primary Literacy Programme- Reading/ Writing (KS1) was produced by the
Advisory Teaching Team (ATT), Native Speaking English Section (NET), and Education
Bureau (EDB). It provides direction and guidance for the teaching of literacy with a
focus on reading and writing.

II. MATRIX OF THE READING PROGRAM

Objectives:

a. Foster students’ independence and motivation in reading and writing

b. Encourage students to learn to read and write in English
c. Learn how to use words in context (structural meaning)
d. Differentiate phrase from sentence
e. Read and comprehend phrases and sentences
f. Recognize fact from opinion
g. Identify cause and effect relationship
h. Identify the main idea and supporting details in a story
i. Identify the elements of a story
j. Identify the series of events in a story
k. Read and comprehend stories
Period: every 7 pm in our house

Frequency: M-W-F (1 hr every meeting)

TIME OBJECTIVES ACTIVITIES/ ASSESSMENT

STRATEGIES TOOLS
WEEK 1
DAY 1 NOV 6  Review sound *Flash Card practice Pen and paper activity
DAY 2 NOV 8 and blending of *Oral reading activity (answering
DAY 3 NOV 10 sounds *One- on- one teaching worksheets)
 Review content of Content words
words and (Nouns, verbs,
function words Adjectives, Adverbs
*bulletin board word
wall
WEEK 2
DAY 4 NOV 13  Review content *review content words Pen and paper activity
DAY 5 NOV 14 words and *one-on-one teaching (answering
DAY 6 NOV 15 function words of Function words worksheets)
(Articles, Auxiliaries,
Demonstratives,
Quantifiers,
Prepositions, Pronouns,
conjunctions)
*bulletin board word
wall
WEEK 3
DAY 7 NOV 20  Differentiate *one-on-one teaching Pen and paper activity
DAY 8 NOV 22 phrase from of the concept of (answering
DAY 9 NOV 24 sentence phrase and sentence worksheets)
 Read and *creating Phrases and
comprehend sentences
phrases and *one-on-one teaching
sentences of the concept of fact
 Recognize fact and opinion
from opinion

WEEK 4
DAY 10 NOV 27  Identify cause *one-on-one teaching Pen and paper activity
DAY 11 NOV 29 and effect of the concept of cause (answering
DAY 12 DEC 1 relationship and effect relationship worksheets)
 Identifying the *one-on-one teaching
main idea and of the concept of
supporting getting the main idea
details in a story and supporting details
in a story
*reading activity (Oral
 and silent reading
activity)

WEEK 5
DAY 13 DEC 4  Identify the *one-on-one teaching Pen and paper activity
DAY 14 DEC 6 elements of a of the concept of the (answering
DAY 15 DEC 8 story elements of the story worksheets)
 Identify the *one-on-one teaching
series of events of the concept of
in a story identifying the series of
events in a story
* Oral and silent
reading activity
WEEK 6
DAY 16 DEC 11  Read and * Oral and silent Pen and paper activity
DAY 17 DEC 13 comprehend reading activity (answering
DAY 18 DEC 15 stories *whole language / worksheets)
 Show literature activity
understanding *Socratic method of
of a text teaching
through writing
 Post-assessment
Activity

III. POST- ASSESSTMENT:

To find out whether the intervention program is effective to the subject of this
study, I administer the assessment tool again with her. The result was great.
She perfected most of the assessment tool and had a single mistake with
some of it. I noticed also that she gained confidence with answering
comprehension questions. Before, she is having a hard time to express her
thoughts, but now I could say that she can answer the questions with ease. I
also noticed that she can now elaborate her thoughts. With the help of this
program, her vocabulary widens and she had a grasps of the grammatical
rules. Her anxiety in answering comprehension questions decreases because
she is now aware how to use a particular word in a context.
IV. CONCLUSION/ RECOMMENDATION:

For students who do not master the foundational skills of reading, Edmark
reading program coupled with the Primary Literacy Programme- Reading/
Writing (KS1) is the best program to use.

The Edmark Reading program motivates the students by breaking

learning into steps that ensures even the poorest reader achieves 90 %
accuracy. It gives students different avenues to learn such as using
manipulative, reading story books, practicing spelling and writing, and playing
interactive card and board games for reinforcement of word recognition and
comprehension.

The Primary Literacy programme- Reading/Writing gives students an

avenue to foster their understanding of a text. It is a literacy program in which
reading and writing are integrated and taught holistically.

To address the needs of the subject of this study, I employed the

principles of the programs stated above. I used the Edmark Reading program
for mastery of the foundational skills and the Primary Literacy Programme-
Reading/ Writing for the child to express her comprehension of the text with
ease.

This Intervention Program bears good results. For better result, I would
suggest to implement this program with enough time. I find it difficult
somehow because of a limited time to implement this making the lessons too
congested for the learner.

V. APPENDICES:
Assessment Tools
Worksheets
Documentation