ACTIONRESEARCHINREADING

1
Republic of the Philippines

Department of Education
Region IV-B MIMAROPA
DIVISION OF ORIENTAL MINDORO
MACATOC ELEMENTARY SCHOOL
The Reading Difficulties of Grade One Pupils
in Macatoc Elementary School,
School Year 2016-2017
An Action Research
Conducted By:
KAMILLE KAY Q. TAMOR

Master Teacher I, Macatoc E/S
March, 2017
2
TABLE OF CONTENTS
I. Abstract 3-31
II. Introduction 32-35
III. Research Problem 36
IV. Objectives of the Study 36-37
V. Scope and Delimitation 38
VI. Methodology 39-42
VII. Findings 43-63
VIII. Solution 64-84
IX. Plan of Actions 85-92
X. Conclusion 93-118
XI. Bibliography 119
XII. Appendix A Questionnaire 120-124
XIII. Appendix B Letter to the Principal 125
The Reading Difficulties of Grade One Pupils

3
in Macatoc Elementary School
I. ABSTRACT
Teaching reading comprehension to non-readers and frustration
level readers today is different from the past. Teachers need to
focus on extensive comprehension instruction with all students,
not just successful readers.
This action research investigated sixty three grade one
pupils of the two classes of grade one. They have undergone reading
assessment test to know their level of reading performance.
This action research discusses the causes and reasons of
reading difficulties of non-readers and frustration level readers.
It also presents multiple strategies that have proved to be
successful in a first grade classroom, as well as strategies used
and found to be successful by other teachers and researchers. As
new best practices in reading instruction are developed and
researched, teaching strategies need to evolve as well.
RESEARCH PROBLEM
4
This study aims to make an action plan for the poor
reading difficulties of grade one pupils in Macatoc
Elementary School.
Specifically it seeks to answer the following questions:
1. What is the level of reading comprehension of grade one
pupils?
2. Why pupils in grade one were at the non-reader and frustration
level?
3. How pupils in grade one will be helped by the teacher to
address difficulty in learning to read?
4. How pupils in grade one improve their reading comprehension?
Research Design
This action research used the descriptive correlational
method of research.
Descriptive research involves description, recoding, analysis
and interpretation of conditions that currently exist. The main

5
aims are to describe the nature of a condition as it exists at the
time of the study and to explore the causes of the particular
situation.
This action research utilized triangulation method as a data
gathering procedure through survey questionnaire, observation,
interview and field notes.
Respondents of the Study
This study involved sixty three (63) grade one pupils of
Macatoc Elementary School. The respondents attended kindergarten
class during the previous school year and had undergone the Early
Childhood Education Curriculum Program (ECECP).
Conclusion
1. Profile of the Pupil Respondents
1.1 Profile of the respondents in terms of age
The youngest age of the respondents was 5 and the eldest
was 10. The mean age of the respondents was 6.37. This implies
that majority of the parents of the grade one pupils of entered
their child in the school at an early age.

6
1.2 Profile of the respondents in terms of Gender
The result reveals that 54.59% of the respondents were
male 45.61% were female. It can be gleaned that male
outnumbered the female probably because much number of the
enrolees for S.Y. 2016-2017 were male. This may be because
the large number of birth rate from 2004 up to present was
boys.
1.3 Profile of the Respondents in terms of Nutritional Status
Majority of the respondents’ nutritional status were
beyond the normal status. Probably the reason was that most
of the pupil respondents’ weight and height corresponds
normally with their age and they were healthy enough in
entering school.
1.4 Profile of the respondents in terms of Monthly Income of

Parents
Majority of the respondents belonged to poor families of
Barangay Macatoc with monthly income that ranged below 8,000
which means that most of parents can’t provide all the
necessary basic needs of their children.
1.5 Profile of the respondents in terms of educational
attainment of mother
7
Majority of the respondents’ mothers did not finish a
college degree probably because most of them belonged to a
poor family and their parents cannot send and support them
for college education.
attainment of father
Majority of the respondents’ fathers were high school
graduates and majority of them did not finish a college
education because most of them belonged to a poor family and
their parents cannot support their for college education.
2. Level of Reading Performance of the Respondents
Specifically out of all grade one pupils, majority of
the respondents were on the non-reader level and frustration
level. This implies that almost all of the respondents were
having problems in reading or experiencing difficulty in
learning to read.
3. Reasons Why Respondents fall Under Non-reader and frustration
Level
3.1 Reading Difficulty in Terms of Phonological and Phonemic
Awareness as Pupil’s Perspective

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Respondents have difficulty in reading and learning how to
read in terms of Phonological and Phonemic Awareness. Their own
perspective was supported by teacher’s perspective. This implies
that the respondents have difficulty in rhyming words,
recognizing and producing sounds and syllabication.
Word decoding and phonics was one of the reasons for
reading difficulty experience by the respondents based on the
pupil’s perspective and teacher’s perspective. This implies that
the respondents have difficulty in applying his/her knowledge
of letter-sound relationships, including knowledge of letter
patterns, to correctly pronounce written words. This also mean
that the respondents have difficulty in letter-sound
relationships, and how to sound out words.
3.3 Reading Difficulty in Terms of Vocabulary
Reading difficulty in terms of vocabulary is one of the
reasons for reading difficulty experience by the respondents
which from the pupil’s perspective. This result was supported
by the teacher’s perspective. This denotes that the respondents
have difficulty in understanding words to communicate

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effectively. This implies that the pupils had a hard time to
find the words that they need to know to understand what they
read. This also implies that a reader cannot understand a text
without knowing what most of the words mean.
3.4 Reading Difficulty in Terms of Fluency
Fluency is one of the reading difficulties that the
respondents experience in learning how to read. The pupil’s
perspective also relates with that of the teacher’s perspective.
This implies that pupil respondents have difficulty to read with
speed, accuracy, and proper expression. They were not confident
in reading aloud or silently do not read smoothly and has no
proper expression.
3.5 Reading Difficulty in Terms of Comprehension
Comprehension is one of the major reasons for reading
difficulties the respondents experience in learning how to read.
This result from the pupil’s perspective was supported by the
teacher’s perspective. This implies that pupil respondents have
difficulty in understanding and interpretation of what is read.
They find it hard to decode what they read, had a hard time to
make connections between what they read and what they already
know, and have difficulty to think deeply about what they have
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read. This also mean that they do not have a sufficient
vocabulary, or their knowing of the meanings of words is not
enough.
3.6 Other Sources of Reading Disability
Other sources of reading disability particularly auditory
processing, memory and attention were some of the problems why
respondents have a hard time to learn how to read based on the
pupil’s perspective. The same is true with that of the teacher’s
perspective. Problems related to auditory processing implies
that there is something in pupil respondents that is affecting
the processing or interpretation of the information a child
hears. They often find it difficult to pay attention, listen
to, and remember information presented orally. They may need
more time to process information. This also mean that they often
do not recognize subtle differences between sounds in words,
even though the sounds themselves are loud and clear.
Reading difficulty related to memory implies that pupil
respondents find it hard to place information into their
memories and retrieve it when needed. Difficulty related to
attention implies that the respondents is often failing to give
close attention to details, often does not seem to listen when
spoken to directly, often has difficulty organizing tasks and

11
activities, and is often easily distracted by extraneous
stimuli.
4 SOLUTIONS
The following are the solutions to reading difficulties
that the pupil respondents experience in reading.
STAR Collection
As an intervention program, a child will bring home a copy
of a reading selection/story to read at home. His parents will
rate his/her ability to read by putting a Star on the copy of
his/her selection. The teacher will validate the rate of his
patents by putting another Star on the copy, thus a child will
be earning Stars depending on his/her reading skill. Reading
materials will vary according to different types of readers
(non-readers, frustration level, instructional and independent
level).
Reading Buddy
A poor reader will be partnered to a good reader who will
serve as his/her reading buddy every lunch break after meal.

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Pull Out Approach
Poor readers and non-readers will be pulled out from their
class to be tutored/coached by other reading teacher. Reading
related activities may be given by the special reading teacher.
Teacher Nanay
The school will ask help or assistance of some volunteer
parents who are knowledgeable enough and willing to serve as
reading teacher of poor readers during specified time either in
school or at home.
DEAR (Drop Everything And Read)
At 4:00 o’clock or after class hours, pupils are asked to
read any materials/selection before they go home.
PERR (Program for Effective Reading and Writing)
This is being done at 1:00 to 1:30 (before classes start
in the afternoon) to enhance reading and writing skills of the
pupils. Teachers give reading materials for the pupils to read,
so as exercise their writing skills.
FWAW (Five Words a Week)
Pupils are required to look for at least five unfamiliar
words a week. They will study how to read and pronounce them
properly, learn the correct spelling and know the meaning of

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these words so that they will be able to use them in their own
sentences.
APAD
Pupils will be asked to read aloud a short paragraph every
day before classes start in order to develop their oral reading
skills.
Word Wall
List of words will be posted on one side of the wall inside
the classroom for the pupils to read and master.
MOBSW (Master of Basic Sight Words)
Slow readers will be provided with a copy of the Basic
Sight Words and Talasalitaan sa Unang Kita for them to master.
Basic Sight Words and Talasalitaan sa Unang Kita may also be
posted on each classroom.
II. INTRODUCTION
Proficient reading and writing skills are critical to
success. If students are not competent readers, they are at
risk for academic, behavioral, social and emotional

14
difficulties. Students with reading disabilities have the
potential to be unsuccessful academically and socially.
(MacInnis, 2004). Children with reading difficulties
throughout school and into adulthood, said how embarrassing
and devastating it was to read with difficulty in front of
peers and teachers, and to demonstrate this weakness on a
daily basis. It is clear that this type of failure affects
children negatively earlier than we thought. By the end of
first grade, children having difficulty learning to read
begin to feel less positive about their abilities than when
they started school (Reid Lyon, 2003).
Researchers have made considerable progress in
understanding all types of reading disabilities (Fletcher,
et.al. 2007). For purposes of research, "reading impaired"
children may be all those who score below the 30th percentile
in basic reading skill. Among all of those poor readers, about
70-80 percent have trouble with accurate and fluent word
recognition that originates with weaknesses in phonological
processing, often in combination with fluency and
comprehension problems. These students have obvious trouble
learning sound-symbol correspondence, sounding out words, and
spelling. The term dyslexic is most often applied to this
group. Another 10-15 percent of poor readers appear to be

15
accurate but too slow in word recognition and text reading.
They have specific weaknesses with speed of word recognition
and automatic recall of word spellings, although they do
relatively well on tests of phoneme awareness and other
phonological skills. They have trouble developing automatic
recognition of words by sight and tend to spell phonetically
but not accurately. This subgroup is thought to have relative
strengths in phonological processing, but the nature of their
relative weakness is still debated by reading scientists
(Fletcher 2007; Katzir, 2006; Wolf & Bowers, 2009). Some argue
that the problem is primarily one of timing or processing
speed, and others propose that there is a specific deficit
within the orthographic processor that affects the storage
and recall of exact letter sequences. This processing
speed/orthographic subgroup generally has milder difficulties
with reading than students with phonological processing
deficits.
Reading had been a long-lasting and
widespread problem among pupils in the primary level. One of
the challenges facing teachers is how to motivate the pupils
to read. The implementation of the K to 12 curriculum also
swell with the problem in reading of grade one pupils. During
the first year of its implementation, grade one pupils who

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cannot read can be promoted to the second grade. The second
grade teachers experience difficulty in teaching due to poor
reading ability of the pupils. This year the product of such
curriculum were in grade three who will also take the National
Achievement Exam. The question is with the poor reading
ability of the pupil, will they pass the NAT exam.
Most pupils in grade one experience difficulty in
learning how to read. They have difficulty in learning
phonetics, syllables and words. Some of them are scared to
attend classes when reading lessons started. Due to this
situation, some of them drop out from school and do not
continue until the next school year begins.
The Department of Education from the national level down
to the school level launched different programs to solve the
problem in reading. One of such is the Project READ (Reading
Empowerment for Academic Development) of the Division of
Oriental Mindoro and Project Reach for the STAR (Strive Toward
Achievement in Reading) of the District of Victoria on the
same Division. Project READ is a five year program aimed to
reduce the frustration readers by 20% every school year
starting S.Y. 2014-2015 to 2018-2019 (D.O. No. 16, S. 2014).
Project Reach for the STAR is designed to address the problem

17
of non-readers and readers under frustration level in the
whole district. It aims to improve reading fluency, reading
skills and comprehension skills of the pupils both in English
and Filipino. Currently, it has been implementing and all
hoped that the objectives will be achieved after its
implementation and will solve the problems in reading.
The aforementioned situations above triggered the
researcher to conduct an action research on the reading
difficulties of grade one pupils in Macatoc Elementary
School.
III. RESEARCH PROBLEM
This study aims to make an action plan for the poor
reading difficulties of grade one pupils in Macatoc
Elementary School.
Specifically it seeks to answer the following questions:
5. What is the level of reading comprehension of grade one
pupils?
18
6. Why pupils in grade one were at the non-reader and frustration
level?
7. How pupils in grade one will be helped by the teacher to
address difficulty in learning to read?
8. How pupils in grade one improve their reading comprehension?
IV. OBJECTIVES OF THE STUDY
This action research will be beneficial first and foremost
to the sixty three grade one pupils for they will learn how to
address their difficulty in reading and will help them develop
their reading comprehension. As the respondents of this action
research, they will be elevated from the non-reader and
frustration level to at least instructional level. As the pupils
improve their reading comprehension they will also easily learn
lessons under the curriculum and will definitely improve their
academic performance.
The teachers will also be benefited from this action
research for they will learn how to address the difficulty of
grade one pupils to learn how to read. They will also learn the
strategies on how reading comprehension of pupils will be
improved. As the pupils’ reading performance elevated from non-

19
reader and frustration level to instructional and independent
level, the teacher will also improve his/her performance on her
Performance Appraisal System for Teachers (PAST) and in the
Individual Performance Commitment and Review Form (IPCRF) under
the Result-Based Performance Management System (RPMS).
The school will also be aided from this action research
because the pupils’ performance and teachers’ performance
reflects the school performance. When pupils improve their
academic performance it will reflect on their performance on
the National Achievement Test (NAT) as one of the criteria in
the Performance Based Bonus (PBB). Dropout rates will be lessen
when pupils’ performance in reading and in all subjects is in
average to proficient level.
V. SCOPE AND DELIMITATION
This action research was conducted in Macatoc Elementary
School.
The respondents of this action research were the pupils
from two sections of grade one of the school during the school
year 2016-2017.
20
This action research will be limited to grade one pupils
only and is not conducted to other pupils of the school.
VI. METHODOLOGY
Research Design
This action research used the descriptive correlational
method of research.
Descriptive research involves description, recoding, analysis
and interpretation of conditions that currently exist. The main
aims are to describe the nature of a condition as it exists at the
time of the study and to explore the causes of the particular
situation.
This action research utilized triangulation method as a data
gathering procedure through survey questionnaire, observation,
interview and field notes.
Respondents of the Study
This study involved sixty three (63) grade one pupils of
Macatoc Elementary School. The respondents attended kindergarten

21
class during the previous school year and had undergone the Early
Childhood Education Curriculum Program (ECECP).
The distribution of the grade one pupils which was composed
of the respondents of this study was shown in the table.
Table A. Distribution of the Respondents in Grade One
SECTION/CLASS Pupil
Respondents
Grade One - Lotus 31
Grade One - Orchids 32
TOTAL 63
Research Locale
This study will be conducted in Macatoc Elementary School.
The school is on the District of Victoria, Division of Oriental
Mindoro, Region IV-B MIMAROPA. It is located at Macatoc, Victoria,
oriental Mindoro.
Macatoc Elementary School is headed by one Elementary Grade
Principal I and is composed of one Elementary Grade Master Teacher
II, five Elementary Grade Teacher III, three Elementary Grade

22
Teacher II, six Elementary Grade Teacher, and one Kindergarten
Volunteer Teacher, sixteen (16) in all. The pupil population is
five hundred ninety four (594) during the current school year.
Each of the grade levels starting from kindergarten to grade six
had two sections except grade two which has three sections.
Research Instrument
A self-prepared questionnaire with four major parts will
serve as the data gathering instrument in this action research.
Part I will deal with the profile of the respondents. Part II
will deal on items that will measure the level of reading
performance of the respondents. Part III will deal with the
difficulties the pupil respondents have in learning how to read.
Part IV will deal on items that exhibits the reasons why the pupil
respondents were on non-reader and frustration level.
Data Gathering Procedure
A letter of request was secured for from the School Principal
with the endorsement of the Master Teacher. Upon its approval,

23
proper coordination with the class advisers and parents of the
pupil respondents was done by the researcher.
The researcher personally administered the questionnaire to
ensure that all items will be answered and 100% percent retrieval
will be attained. The interview, observation and field notes was
also personally done by the researcher.
Statistical Treatment of the Data
Descriptive statistics such as mean and rank will be used in
the study in treating the data gathered.
The formula that will be used were the following:
 Mean
Formula: X = ∑X
Where: X = mean
∑X = total score
n = number of respondents
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VII. FINDINGS
I. Profile of the respondents in terms of age
The graph presents the profile of the respondents in terms of
age. It can be gleaned that 72.63% of the respondents belonged to
5 to 6 years old. This was followed by 7 to 8 years old which
consisted 24.21%. Respondents who were 9 to 10 years old
represented 3.16% of the total sample.
According to the graph, the youngest age of the respondents
was 5 and the eldest was 10. The graph also shows that the mean
age of the respondents was 6.37. This implies that majority of
the parents of the grade one pupils of entered their child in
the school at an early age.

25
Graph 1.1: Profile of the Respondents in terms of Age
Percentage
80
70
60
50
Percentage
40
30
20
10
0
9 to 10 7 to 8 5 to 6
Mean: 6.37
II. Profile of the respondents in terms of Gender
The graph 1.2 reveals that 54.59% of the respondents
were male 45.61% were female. It can be gleaned that male
boys.
According to the National Statistics Office (2015), the
Philippine’s birth rate was 24.98 births/1,000 population.
From the rate, 15.56 live births were male while 9.42 were
female.
26
Graph 1.2: Profile of the Respondents in Terms of Gender
Percentage
56
54
52
50 Percentage
48
46
44
42
40
Male Female
III. Profile of the Respondents in terms of Nutritional
Status
As shown on graph 1.3, majority of the respondents’
nutritional status were beyond the normal status which
consisted 65.61% and was the highest. Probably the reason was
that most of the pupil respondents’ weight and height
corresponds normally with their age and they were healthy
enough in entering school.
Nearly one percent or 0.70% belonged to the overweight
status which was the lowest. This may be respondents who
belong to the families that have the highest monthly income.

27
According to the World Health Organization (2015) on
their Body Mass Index Manual, nutritional status refers to
the Body Mass Index (BMI) of a child. MI is based on the
measurement of the height and weight. It indicates whether or
not the weight is within a healthy range for the height. It
has the following categories, severely wasted, wasted,
normal, overweight and obese. Severely wasted is a status
which means that a child aged 5 to 9 got a body mass index of
less than 12.0. Wasted body mass index ranges from 12.1 to
12.9, normal body mass index is from 13.0 to 18.3, overweight
body mass index ranges from 18.4 to 20.2 and obese body mass
index is from 20.3 and above.
Graph 1.3: Profile of the Respondents in terms of Nutritional

Status
Percentage
80
60
40 Percentage
20
0
Severely Wasted Normal Overweight
Wasted
 1.4 Profile of the respondents in terms of Monthly Income of

Parents
Presented on Graph 1.4 was the monthly income of the
respondents’ parents. Almost forty-five percent or 44.91% of

28
the respondents belonged to a family with 4,0001 to 6,000
monthly income which was the strongest. The weakest was the
1.75% respondents with monthly income of below 2,000. As seen
on the graph the mean monthly income of the respondents was
4,970.02.
It can be gleaned that majority of the respondents
belonged to poor families of Barangay Macatoc with monthly
income that ranged below 8,000 which means that most of
parents can’t provide all the necessary basic needs of their
children.
According to the data from the National Statistical
Coordination Board (2015), poverty remains the most critical
social problem that needs to be addressed. Philippines'
poverty line marks individuals earning less than 16,841 Peso
a year. They added that more than one-quarter (26.5%) of the
population falls below the poverty line in 2009.This figure
is a much lower figure as compared to the 33.1% in 1991. The
decline has been slow and uneven, much slower than neighboring
countries who experienced broadly similar numbers in the
1980s, such as People's Republic of China (PRC), Thailand,
Indonesia (which poverty level lies at 8.5%) or Vietnam
(13.5%). This shows that the incidence of poverty has remained

29
significantly high as compared to other countries for almost
three decades now. The unevenness of the decline has been
attributed to a large range of income brackets across regions
and sectors, and also unmanaged population growth.
Ramey and Ramey (2015) describe the relationship of
family socioeconomic status to children performance at
school. They stressed that across all socioeconomic groups,
parents face major challenges when it comes to providing best
care and education for their children. For families in
poverty, these challenges can be alarming. Sometimes, when
basic necessities are lacking, parents must place top
priority on housing, food, clothing, and health care.
Educational toys, games, and books may appear to be luxuries,
and parents may not have the time, energy, or knowledge to
find innovative and less-expensive ways to foster young
children's development.
30
Graph1.4: Profile of the Respondents in terms of Monthly

Income of Parents
Percentage
50
45
40
35
30
25
20 Percentage
15
10
5
0
10,001 – 8,001 – 6,001 – 4,001 – 2,001 – Below 2,000
above 10,000 8,000 6,000 4,000
Mean: 4,920.02
Of the 63 respondents, 35.09% of their mothers were high
school graduates which ranks first while 0.70% of the
respondents’ mothers attained a post baccalaureate degree
which ranks the last.
From the graph, it can be gleaned that majority of the
respondents’ mothers did not finish a college degree probably

31
because most of them belonged to a poor family and their
parents cannot send and support them for college education.
Graph 1.5: Profile of the Respondents in terms of Educational

Attainment of Mother
Percentage
40
35
30
25
20
15
10
5
0 Percentage
1.6 Profile of the respondents in terms of educational attainment
of father
The graph exhibits the respondents’ father’s educational
attainment. Majority of the respondents’ fathers were high
school graduates which consisted 79 or 27.72% which was the
highest. Three or 1.05% of the respondents’ fathers attained

32
a post baccalaureate degree which was the lowest. It can be
noted that majority of the fathers of the respondents did not
finish a college education maybe because most of them belonged
to a poor family and their parents cannot support their for
college education.
Feranil et. al. (2015) in their study about childcare and
school performance found out that parental care for their
children is also an important contributing factor to the
academic performance and development of a child in school. In
terms of time allocation, more mothers, being the primary
caregiver of these children, spent time with their children
in the different activities compared to the fathers. The
study suggested fathers to spend more time for their children
in playing because it is found to be of significant. The
authors further recommended that parents should promote the
attendance of their children in pre-school programs and
extend possible help for them to be physically,
intellectually, socially and emotionally ready to attend
formal schooling.
33
Graph 1.6: Profile of the Respondents in terms of Educational

Attainment of Father
Percentage
30
25
20
15
10
5
0 Percentage
Table 1 shows the level of reading performance of the
respondents. Specifically out of 63 grade one pupils, 35 or
56% of the respondents were on the non-reader level and 16 or
25% of them were on frustration level.
This implies that almost all of the respondents were
learning to read.
Table 1: Level of Reading Performance of the Respondents
Level Frequency (%)

1. Non-reader 35 56%
2. Frustration 16 25%
34
3. Instructional 8 13%
4. Independent 4 0.06%
Proficient reading and writing skills are critical to
success. If students are not competent readers, they are at
risk for academic, behavioral, social and emotional
difficulties. Students with reading disabilities have the
potential to be unsuccessful academically and socially.
(MacInnis, 2004).
3. Reasons Why Respondents fall Under Non-reader and frustration
Level
3.1 Reading Difficulty in Terms of Phonological and Phonemic Awareness
as Pupil’s Perspective
Table 3.1 shows the reasons why respondents have difficulty
in reading and learning how to read in terms of Phonological and
Phonemic Awareness. As shown on the table from the pupil’s
perspective, sixty or 95.25% of the pupil respondents have experience
difficulty in reading because they have poor phonological awareness.
The teacher’s perspective of the respondents’ reading difficulty
related to phonological and phonemic awareness was closely related to
that of the pupil’s perspective which got the same mean percentage as
shown on table 3.1.2.

35
This implies that the respondents have difficulty in rhyming
words, recognizing and producing sounds and syllabication.
Table 3.1.1 Reason for Reading Difficulty in Terms of

Phonological and Phonemic Awareness as Pupil’s Perspective
Reading Difficulty Frequency Percentage
Pupil’s Perspective
I. Phonological and Phonemic Awareness 60 95.24%
1. I don't know any words that rhyme with 60 95.24%
cat.
2. What do you mean when you say, "What 60 95.24%
sounds are in the word brush?"
3. I'm not sure how many syllables are in 60 95.24%

my name.
4. I don't know what sounds are the same 60 95.24%

in bit and hit.

Phonological and Phonemic Awareness as Teacher’s Perspective
Teacher’s Perspective
I. Phonological and Phonemic Awareness 60 95.24%
5 She doesn't correctly complete blending 60 95.24%
activities; for example, put together
sounds /k/ /i/ /ck/ to make the word
kick.
6 He doesn't correctly complete phoneme 60 95.24%
substitution activities; for example,
change the /m/ in mate to /cr/ in order
to make crate
7 He has a hard time telling how many 61 95.24%
syllables there are in the word paper.
8 He has difficulty with rhyming, 60 95.24%
syllabication, or spelling a new word by
its sound.
3.2 Reading Difficulty in Terms of Word Decoding and Phonics

36
As shown on the table 3.2.1, reading difficulty in terms of
word decoding and phonics as one of the reasons for reading
difficulty experience by the respondents got the mean percentage
of 90.47% based on the pupil’s perspective. The same was true with
the teacher’s perspective which got a mean percentage of 92.06% as
presented on table 3.2.2.
This implies that the respondents have difficulty in applying
his/her knowledge of letter-sound relationships, including
knowledge of letter patterns, to correctly pronounce written
words. This also mean that the respondents have difficulty in
letter-sound relationships, and how to sound out words.
Table 3.2.1 Reason for Reading Difficulty in Terms of Word

Decoding and Phonics as Pupil’s Perspective

II. Word Decoding and Phonics 58 92.06%
9 I just seem to get stuck when I try to 57 90.47%
read a lot of the words in this chapter.
10 Figuring out the words takes so much of 58 92.06%
my energy, I can't even think about what
it means.
11 I don't know how to sound out these 58 92.06%
words.
12 I know my letters and sounds, but I just 57 90.47%
can't read words on a page.
Table 3.2.2 Reason for Reading Difficulty in Terms of Word

Decoding and Phonics as Teacher’s Perspective

37
II. Word Decoding and Phonics 58 92.06%
1. She has difficulty matching sounds and 57 90.47%
letters, which can affect reading and
spelling.
2. She decodes in a very labored manner. 58 92.06%
3. He has trouble reading and spelling 58 92.06%
phonetically.
4. She has a high degree of difficulty with 57 90.47%
phonics patterns and activities.
5. He guesses at words based on the first 57 90.47%
letter or two.
6. Even though I taught several short vowel 58 92.06%
sounds (or other letter sounds or
patterns), the corresponding letters are
not showing up in his writing samples.
7. Even though I taught certain letter 58 92.06%
patterns, she isn't able to recognize
them when reading words.
As presented on the table 3.3.1, reading difficulty in terms
of vocabulary is one of the reasons for reading difficulty
experience by the respondents which got the mean percentage of
88.89% from the pupil’s perspective. This result was supported by
the teacher’s perspective who got the same mean percentage.
This denotes that the respondents have difficulty in
understanding words to communicate effectively. This implies that
the pupils had a hard time to find the words that they need to
know to understand what they read. This also implies that a reader
38
cannot understand a text without knowing what most of the words
mean.
Table 3.3.1 Reason for Reading Difficulty in Terms of Vocabulary


III. Vocabulary 56 88.89%
1. I heard my friend tell what happened in 57 90.47%
the movie but I didn't really
understand what he said about it.
2. I feel like I just use the same words 55 87.30%
over and over again in my writing.
3. I don't like to read on my own because 55 87.30%
I don't understand lots of the words in
the book.
Table 3.2.2 Reason for Reading Difficulty in Terms of Vocabulary

III. Vocabulary 56 88.89%
1. She's unable to tell about her day in a 57 90.47%
way that makes sense.
2. She misuses common words. 55 87.30%
3. He doesn't link words from a book to 55 87.30%
similar words from another book or from
real life.
4. He's often not able to find the right 56 88.89%
word to describe something.
5. She has questions about a lot of word 57 90.47%
meanings in a grade appropriate text.
6. He seems to have a weak vocabulary. 55 87.30%
7. She is not able to make connections 55 87.30%
among words in various texts.
39
Table 3.4.1 presents that fluency is one of the reading
difficulties that the respondents experience in learning how to
read. As presented on the table, the reading difficulty in terms
of fluency got a mean percentage of 95.24% or sixty of the
respondents. The pupil’s perspective also relates with that of
the teacher’s perspective which got the same mean percentage of
95.24% as shown on table 3.4.2.
This implies that pupil respondents have difficulty to read
with speed, accuracy, and proper expression. They were not
confident in reading aloud or silently do not read smoothly and
has no proper expression.
Table 3.4.1 Reason for Reading Difficulty in Terms of Fluency


IV. Fluency 60 95.24%
13 I just seem to get stuck when I try to 61 96.83%
read a lot of the words in this chapter.
14 It takes me so long to read something. 60 95.24%
15 Reading through this book takes so much 60 95.24%
of my energy, I can't even think about
what it means.
Table 3.4.2 Reason for Reading Difficulty in Terms of Fluency

40

IV. Fluency 60 95.24%
1. He knows how to read words but seems to 61 96.83%
take a long time to read a short book
or passage silently.
2. She reads a book with no expression. 60 95.24%
3. He stumbles a lot and loses his place 60 95.24%
when reading something aloud.
4. She reads aloud very slowly. 61 96.83%
5. She moves her mouth when reading 60 95.24%
silently (subvocalizing).
6. Her results on words-correct-per-minute 60 95.24%
assessments are below grade level or
targeted benchmark.
7. She has difficulty and grows frustrated 61 96.83%
when reading aloud, either because of
speed or accuracy.
8. She does not "chunk" words into 60 95.24%
meaningful units.
9. When reading, he doesn't pause at 60 95.24%
meaningful breaks within sentences or
paragraphs.
10. He does not read aloud with 60 95.24%
expression; that is, he does not change
his tone where appropriate.
Table 3.5.1 shows that comprehension is one of the major
reasons for reading difficulties the respondents experience in
learning how to read. As shown on the table, the reading
difficulty in terms of comprehension is the problem of the sixty
two respondents or a mean percentage of 98.41%. This result was
supported by the teacher’s perspective who got an almost the
same mean percentage of 96.83% as presented on table 3.5.2.

41
This implies that pupil respondents have difficulty in
understanding and interpretation of what is read. They find it
hard to decode what they read, had a hard time to make
connections between what they read and what they already know,
and have difficulty to think deeply about what they have read.
This also mean that they do not have a sufficient vocabulary,
or their knowing of the meanings of words is not enough.

Comprehension Pupil’s Perspective

V. Comprehension 62 98.41%
1. It takes me so long to read something. 61 96.83%
It's hard to follow along with everything
going on.
2. I didn't really get what that book was 63 100%
about.
3. Why did that character do that? I just 63 100%
don't get it!
4. I'm not sure what the most important parts 61 96.83%
of the book were.
5. I couldn't really create an image in my 62 98.41%
head of what was going on.

Comprehension Teacher’s Perspective

42
V. Comprehension 61 96.83%
1. She's not able to summarize a passage 61 96.83%
or a book.
2. He might be able to tell you what 63 100%
happened in a story, but can't explain
why events went the way they did.
3. She can't explain what a character's 63 100%
thoughts or feelings might have been.
4. He doesn't link events in a book to 61 96.83%
similar events from another book or
from real life.
5. He doesn't link events in a book to 61 96.83%
similar events from another book or
from real life.
6. He seems to focus on the "wrong" aspect 61 96.83%
of a passage; for example, he
concentrates so much on the details
that the main idea is lost.
7. She can tell the outcome of a story, 63 100%
but cannot explain why things turned
out that way.
8. He does not go behind what is presented 63 100%
in a book to think about what might
happen next or why characters took the
action they did.
9. She brings up irrelevant information 61 96.83%
when trying to relate a passage to
something in her own life.
10. He seems to have a weak 61 96.83%
vocabulary.
11. She cannot tell the clear, logical 61 96.83%
sequence of events in a story.
12. He does not pick out the key facts 61 96.83%
from informational text.
13. He cannot give you a "picture" of 61 96.83%
what's going on in a written passage;
for example, what the characters look
like or details of where the story
takes place.

43
Table 3.6.1 presents that other sources of reading disability
particularly auditory processing, memory and attention were some
of the problems why respondents have a hard time to learn how
to read. As presented on the table, the reading difficulty in
terms of processing speed is the reason of the fifty eight
respondents or a mean percentage of 0.04% based on the pupil’s
perspective. The same is true with that of the teacher’s
perspective which got the same mean percentage as shown on table
3.6.2.
Problems related to auditory processing implies that there
is something in pupil respondents that is affecting the
processing or interpretation of the information a child hears.
They often find it difficult to pay attention, listen to, and
remember information presented orally. They may need more time
to process information. This also mean that they often do not
recognize subtle differences between sounds in words, even
though the sounds themselves are loud and clear.

44
stimuli.
Table 3.6 Other Sources of Reading Disability Pupil’s Perspective

VI. Other Sources of Reading Disability 3 0.04%
1. I have difficulty hearing others 3 0.04%

2. I have difficulty talking with others 2 0.03%
3. I can’t remember what other says 2 0.03%
4. I can’t focus on what I should read 3 0.04%
Table 3.6 Other Sources of Reading Disability Teacher’s Perspective

VI. Other Sources of Reading Disability 3 0.04%
1. It seems that she can’t hear me 3 0.04%

2. It seems that she can’t talk 2 0.03%
3. She doesn’t remember anything 2 0.03%
4. She has difficulty in focusing 3 0.04%
VIII. SOLUTIONS
45
1. Phonological and Phonemic Awareness
With the help of parents and teachers, kids can learn
strategies to cope with phonological and/or phonemic awareness
problems that affect his or her reading. Below are some tips and
specific things to do.
1.1 What pupils can do to help themselves
 Be willing to play word and sounds games with parents or
teachers.
 Be patient with learning new information related to words and
sounds. Giving the ears a workout is difficult!
 Practice hearing the individual sounds in words. It may help
to use a plastic chip as a counter for each sound you hear in
a word.
 Be willing to practice writing. This will give you a chance
to match sounds with letters.
1.2 What parents can do to help at home

46
 Check with your child's teacher or principal to make sure the
school's reading program teaches phonological, phonemic
awareness, and phonics skills.
 If your child is past the ages at which phonemic awareness
and phonological skills are taught class-wide (usually
kindergarten to first or second grade), make sure he or she
is receiving one-on-one or small group instruction in these
skills.
 Do activities to help your child build sound skills (make
sure they are short and fun; avoid allowing your child to get
frustrated):
o Help your child think of a number of words that start
with the /m/ or /ch/ sound, or other beginning sounds.
o Make up silly sentences with words that begin with the
same sound, such as "Nobody was nice to Nancy's
neighbor".
o Play simple rhyming or blending games with your child,
such as taking turns coming up with words that rhyme
(go – no) or blending simple words (/d/, /o/, /g/
= dog).
 Read books with rhymes. Teach your child rhymes, short poems,
and songs.
 Practice the alphabet by pointing out letters wherever you
see them and by reading alphabet books.

47
 Consider using computer software that focuses on developing
phonological and phonemic awareness skills. Many of these
programs use colorful graphics and animation that keep young
children engaged and motivated.
1.3 What teachers can do to help at school
 Learn all about phonemes (there are more than 40 speech sounds
that may not be obvious to fluent readers and speakers).
 Make sure the school's reading program and other materials
include skill-building in phonemes, especially in
kindergarten and first grade (these skills do not come
naturally, but must be taught).
 If children are past the age at which phonemic awareness and
phonological skill-building are addressed (typically
kindergarten through first or second grade), attend to these
skills one-on-one or in a small group. Ask your school's
reading specialist for help finding a research-based
supplemental or intervention program for students in need.
 Identify the precise phoneme awareness task on which you wish
to focus and select developmentally appropriate activities
for engaging children in the task. Activities should be fun
and exciting – play with sounds, don't drill them.
 Make sure your school's reading program and other materials
include systematic instruction in phonics.

48
 Consider teaching phonological and phonemic skills in small
groups since students will likely be at different levels of
expertise. Remember that some students may need more
reinforcement or instruction if they are past the grades at
which phonics is addressed by a reading program (first through
third grade).
2. Word Decoding and Phonics
strategies to overcome word decoding and phonics problems that
affect their reading. Below are some tips and specific things to
do.
 Play with magnetic letters. See how quickly you can put them
in alphabetical order while singing the alphabet song.
 Look at written materials around your house and at road signs
to see if you can spot familiar words and letter patterns.
 Write notes, e-mails, and letters to your friends and family.
Represent each sound you hear as you write.
 When you're trying to sound out a word, pay close attention
to the print. Try to look at all the letters in the word, not
just the first one or two.

49
 For a younger reader, help your child learn the letters and
sounds of the alphabet. Occasionally point to letters and ask
your child to name them.
 Help your child make connections between what he or she might
see on a sign or in the newspaper and the letter and sound
work he or she is doing in school.
 Encourage your child to write and spell notes, e-mails, and
letters using what he knows about sounds and letters.
 Talk with your child about the "irregular" words that she'll
often see in what she's reading. These are the words that
don't follow the usual letter-sound rules. These words
include said, are, and was. Students must learn to recognize
them "at sight."
phonics and emergent literacy skills. Some software programs
are designed to support children in their writing efforts.
For example, some programs encourage kids to construct
sentences and then cartoon characters will act out the
completed sentence. Other software programs provide practice
with long and short vowel sounds and creating compound words.
50
 Have students sort pictures and objects by the sound you're
teaching. At each stage, have children say the letter sound
over and over again.
 Teach phonics in a systematic and explicit way. If your
curriculum materials are not systematic and explicit, talk
with your principal or reading specialist.
 Be sure to begin the systematic and explicit phonics
instruction early; first grade would be best.
 Help students understand the purpose of phonics by engaging
them in reading and writing activities that requires them to
apply the phonics information you've taught them.
 Use manipulatives to help teach letter-sound relationships.
These can include counters, sound boxes, and magnetic
letters.
 Provide more of your instruction to students who you've
divided into need-based groups.
3. Vocabulary
With the help of parents and teachers, kids can overcome
vocabulary limitations that affect their reading. Below are
some tips and specific things to do.

51
 Find books to read on your own. The more you read, the more
new words you'll see, and the more you'll learn about the
words.
 Look ahead in textbooks to learn new vocabulary and concepts
before your teacher goes over the section in class.
 Keep a list of key vocabulary and transition words.
 Practice telling stories using the words first, then,
and finally.
 Engage your child in conversations every day. If possible,
include new and interesting words in your conversation.
 Read to your child each day. When the book contains a new or
interesting word, pause and define the word for your child.
After you're done reading, engage your child in a conversation
about the book.
 Help build word knowledge by classifying and grouping objects
or pictures while naming them.
 Help build your child's understanding of language by playing
verbal games and telling jokes and stories.
 Encourage your child to read on his own. The more children
read, the more words they encounter and learn.

52
 Help build language skills in class by playing oral and
written word exercises and games.
 Teach students about the important, useful, and difficult
vocabulary words before students read the text. This will
help them remember the words and improve comprehension.
 Offer students many opportunities to encounter target
vocabulary words beyond the context in which they are taught.
 Have students use taught vocabulary words often and in various
ways both orally and in writing so they are better able to
remember the words and their meanings.
 Teach vocabulary via explicit instruction and also through
independent readings.
 Help students learn to use context clues to determine the
meanings of words. Teach them that some context clues are
more helpful than others and provide examples of helpful and
less helpful clues.
 Read to your class each day. When the book contains a new or
interesting word, pause and define the word for your students.
After you're done reading, engage your students in a
conversation about the book.
 Engage your students in conversations every day. If possible,

53
 Explicitly teach the meanings of common prefixes, roots, and
suffixes.
 Draw students' attention to common roots in a variety of words
(for example, the similar roots and meanings of the
words vision, visual, visible, invisible) and lead a
discussion of the meanings of the words and how they tend to
be used.
4. Fluency
strategies to cope with fluency issues that affect his or her
reading. Below are some tips and specific things to do.
 Track the words with your finger as a parent or teacher
reads a passage aloud. Then you read it.
 Have a parent or teacher read aloud to you. Then, match
your voice to theirs.
 Read your favorite books and poems over and over again.
Practice getting smoother and reading with expression.
 Support and encourage your child. Realize that he or she is
likely frustrated by reading.

54
 Check with your child's teachers to find out their
assessment of your child's word decoding skills.
 If your child can decode words well, help him or her build
speed and accuracy by:
o Reading aloud and having your child match his voice to
yours
o Having your child practice reading the same list of
words, phrase, or short passages several times
o Reminding your child to pause between sentences and
phrases
 Read aloud to your child to provide an example of how
fluent reading sounds.
 Give your child books with predictable vocabulary and clear
rhythmic patterns so the child can "hear" the sound of
fluent reading as he or she reads the book aloud.
 Use books on tapes; have the child follow along in the
print copy.
 Assess the student to make sure that word decoding or word
recognition is not the source of the difficulty (if
decoding is the source of the problem, decoding will need
to be addressed in addition to reading speed and phrasing).

55
 Give the student independent level texts that he or she can
practice again and again. Time the student and calculate
words-correct-per-minute regularly. The student can chart
his or her own improvement.
 Ask the student to match his or her voice to yours when
reading aloud or to a tape recorded reading.
 Read a short passage and then have the student immediately
read it back to you.
 Have the student practice reading a passage with a certain
emotion, such as sadness or excitement, to emphasize
expression and intonation.
 Incorporate timed repeated readings into your instructional
repertoire.
 Plan lessons that explicitly teach students how to pay
attention to clues in the text (for example, punctuation
marks) that provide information about how that text should
be read.
5. Comprehension
strategies to cope with comprehension problems that affect
his or her reading. Below are some tips and specific things
to do.
56
 Use outlines, maps, and notes when you read.
 Make flash cards of key terms you might want to remember.
 Read stories or passages in short sections and make sure you
know what happened before you continue reading.
 Ask yourself, "Does this make sense?" If it doesn't, reread
the part that didn't make sense.
 Read with a buddy. Stop every page or so and take turns
summarizing what you've read.
 Ask a parent or teacher to preview a book with you before you
read it on your own.
 As you read, try to form mental pictures or images that match
the story.
 Hold a conversation and discuss what your child has read. Ask
your child probing questions about the book and connect the
events to his or her own life. For example, say "I wonder why
that girl did that?" or "How do you think he felt? Why?" and
"So, what lesson can we learn here?".
 Help your child make connections between what he or she reads
and similar experiences he has felt, saw in a movie, or read
in another book.
57
 Help your child monitor his or her understanding. Teach her
to continually ask herself whether she understands what she's
reading.
 Help your child go back to the text to support his or her
answers.
 Discuss the meanings of unknown words, both those he reads
and those he hears.
 Read material in short sections, making sure your child
understands each step of the way.
 Discuss what your child has learned from reading
informational text such as a science or social studies book.
 As students read, ask them open-ended questions such as "Why
did things happen that way?" or "What is the author trying to
do here?" and "Why is this somewhat confusing?".
 Teach students the structure of different types of reading
material. For instance, narrative texts usually have a
problem, a highpoint of action, and a resolution to the
problem. Informational texts may describe, compare and
contrast, or present a sequence of events.
 Discuss the meaning of words as you go through the text.
Target a few words for deeper teaching, really probing what
those words mean and how they can be used.

58
 Teach note-taking skills and summarizing strategies.
 Use graphic organizers that help students break information
down and keep track of what they read.
 Encourage students to use and revisit targeted vocabulary
words.
 Teach students to monitor their own understanding. Show them
how, for example, to ask themselves "What's unclear here?" or
"What information am I missing?" and "What else should the
author be telling me?".
 Teach children how to make predictions and how to summarize.
6. Other Sources of Reading Difficulty
In terms of auditory processing it is best to ask the
parents of the child to consult for a doctor to check and give
commendations for the situation of auditory illness of the
child.
Effective and efficient memory is critical for reading and
school success. The following ten general strategies are offered
to help students develop a more efficient and effective memory.
1. Give directions in multiple formats
Students benefit from being given directions in both visual
and verbal formats. In addition, their understanding and
memorizing of instructions could be checked by encouraging them

59
to repeat the directions given and explain the meaning of these
directions. Examples of what needs to be done are also often
helpful for enhancing memory of directions.
2. Teach students to over-learn material
Students should be taught the necessity of "over-learning"
new information. Often they practice only until they are able
to perform one error-free repetition of the material. However,
several error-free repetitions are needed to solidify the
information.
3. Teach students to use visual images and other memory
strategies
Another memory strategy that makes use of a cue is one
called word substitution. The substitute word system can be used
for information that is hard to visualize, for example, for the
word occipital or parietal. These words can be converted into
words that sound familiar that can be visualized. The word
occipital can be converted to exhibit hall (because it sounds
like exhibit hall). The student can then make a visual image of
walking into an art museum and seeing a big painting of a brain
with big bulging eyes (occipital is the region of the brain that
controls vision). With this system, the vocabulary word the

60
student is trying to remember actually becomes the cue for the
visual image that then cues the definition of the word.
4. Give teacher-prepared handouts prior to class lectures
Class lectures and series of oral directions should be
reinforced by teacher-prepared handouts. The handouts for class
lectures could consist of a brief outline or a partially
completed graphic organizer that the student would complete
during the lecture. Having this information both enables
students to identify the salient information that is given
during the lectures and to correctly organize the information
in their notes. Both of these activities enhance memory of the
information as well. The use of Post-Its to jot information down
on is helpful for remembering directions.
5. Teach students to be active readers
To enhance short-term memory registration and/or working
memory when reading, students should underline, highlight, or
jot key words down in the margin when reading chapters. They
can then go back and read what is underlined, highlighted, or
written in the margins. To consolidate this information in long-
term memory, they can make outlines or use graphic organizers.
Research has shown that the use of graphic organizers increases
academic achievement for all students.

61
6. Write down steps in math problems
Students who have a weakness in working memory should not
rely on mental computations when solving math problems. For
example, if they are performing long division problems, they
should write down every step including carrying numbers. When
solving word problems, they should always have a scratch piece
of paper handy and write down the steps in their calculations.
This will help prevent them from losing their place and
forgetting what they are doing.
7. Provide retrieval practice for students
Research has shown that long-term memory is enhanced when
students engage in retrieval practice. Taking a test is a
retrieval practice, i.e., the act of recalling information that
has been studied from long-term memory. Thus, it can be very
helpful for students to take practice tests. When teachers are
reviewing information prior to tests and exams, they could ask
the students questions or have the students make up questions
for everyone to answer rather than just retelling students the
to-be-learned information. Also, if students are required or
encouraged to make up their own tests and take them, it will
give their parents and/or teachers information about whether
they know the most important information or are instead focused
on details that are less important.

62
8. Help students develop cues when storing information
According to the memory research, information is easier
retrieved when it is stored using a cue and that cue should be
present at the time the information is being retrieved. For
example, the acronym HOMES can be used to represent the names
of the Great Lakes — Huron, Ontario, Michigan, Erie and
Superior. The acronym is a cue that is used when the information
is being learned, and recalling the cue when taking a test will
help the student recall the information.
9. Prime the memory prior to teaching/learning
Cues that prepare students for the task to be presented
are helpful. This is often referred to as priming the memory.
For instance, when a reading comprehension task is given,
students will get an idea of what is expected by discussing the
vocabulary and the overall topic beforehand. This will allow
them to focus on the salient information and engage in more
effective depth of processing. Advance organizers also serve
this purpose. For older students, Clif Notes for pieces of
literature are often helpful aids for priming the memory.

63
10. Review material before going to sleep
It should be helpful for students to review material right
before going to sleep at night. Research has shown that
information studied this way is better remembered. Any other
task that is performed after reviewing and prior to sleeping
(such as getting a snack, brushing teeth, listening to music)
interferes with consolidation of information in memory.
7. Other Strategies to Solve Reading Difficulties
Reading Intervention Models
The reading intervention models is an intervention
program by the Department of Education Division of Oriental
Mindoro District of Victoria on its program Project Reach for
the STAR (Strive Toward Achievement in Reading) to improve the
reading level of pupils from non-reader and frustration to
instructional and independent level. This models are designed
to address the varying needs of the learners and to give
solutions to reading problems of the pupils. These models
includes STAR Collection, Reading Buddy, Pull Out Approach,
Teacher Nanay, DEAR (Drop Everything And Read), PERR (Program
for effective Reading and Writing), FWAW (Five Words A Week),
APAD, Word Wall and MOBSW (Master the Basic Sight Words).
64
7.1 STAR Collection
level).
7.2 Reading Buddy
7.3 Pull Out Approach
7.4 Teacher Nanay

65
school or at home.
7.5 DEAR (Drop Everything And Read)
7.6 PERR (Program for Effective Reading and Writing)
7.7 FWAW (Five Words a Week)
sentences.
7.8 APAD
skills.
66
7.9 Word Wall
7.10 MOBSW (Master of Basic Sight Words)
IX. PLAN OF ACTIONS
The table shows the action plan for eliminating reading
difficulties and improving the non-reader and frustration level
to instructional and independent level.

67
Conclusion
15.2 Profile of the respondents in terms of age
The youngest age of the respondents was 5 and the eldest
was 10. The mean age of the respondents was 6.37. This implies
that majority of the parents of the grade one pupils of entered
their child in the school at an early age.
15.3 Profile of the respondents in terms of Gender
The result reveals that 54.59% of the respondents were
male 45.61% were female. It can be gleaned that male
boys.
15.4 Profile of the Respondents in terms of Nutritional Status
Majority of the respondents’ nutritional status were
beyond the normal status. Probably the reason was that most
of the pupil respondents’ weight and height corresponds
normally with their age and they were healthy enough in
entering school.
68
1.4 Profile of the respondents in terms of Monthly Income of

Parents
Majority of the respondents belonged to poor families of
Barangay Macatoc with monthly income that ranged below 8,000
which means that most of parents can’t provide all the
necessary basic needs of their children.
Majority of the respondents’ mothers did not finish a
college degree probably because most of them belonged to a
poor family and their parents cannot send and support them
for college education.
attainment of father
Majority of the respondents’ fathers were high school
graduates and majority of them did not finish a college
education because most of them belonged to a poor family and
their parents cannot support their for college education.

69
Specifically out of all grade one pupils, majority of
the respondents were on the non-reader level and frustration
level.This implies that almost all of the respondents were
learning to read.
 Reasons Why Respondents fall Under Non-reader and frustration
Level
Respondents have difficulty in reading and learning how to
read in terms of Phonological and Phonemic Awareness. Their own
perspective was supported by teacher’s perspective. This implies
that the respondents have difficulty in rhyming words,
recognizing and producing sounds and syllabication.
Word decoding and phonics was one of the reasons for
reading difficulty experience by the respondents based on the
pupil’s perspective and teacher’s perspective. This implies that

70
the respondents have difficulty in applying his/her knowledge
of letter-sound relationships, including knowledge of letter
patterns, to correctly pronounce written words. This also mean
that the respondents have difficulty in letter-sound
relationships, and how to sound out words.
Reading difficulty in terms of vocabulary is one of the
reasons for reading difficulty experience by the respondents
which from the pupil’s perspective. This result was supported
by the teacher’s perspective. This denotes that the respondents
have difficulty in understanding words to communicate
effectively. This implies that the pupils had a hard time to
find the words that they need to know to understand what they
read. This also implies that a reader cannot understand a text
without knowing what most of the words mean.
Fluency is one of the reading difficulties that the
respondents experience in learning how to read. The pupil’s
perspective also relates with that of the teacher’s perspective.
This implies that pupil respondents have difficulty to read with
speed, accuracy, and proper expression. They were not confident

71
in reading aloud or silently do not read smoothly and has no
proper expression.
Comprehension is one of the major reasons for reading
difficulties the respondents experience in learning how to read.
This result from the pupil’s perspective was supported by the
teacher’s perspective. This implies that pupil respondents have
difficulty in understanding and interpretation of what is read.
They find it hard to decode what they read, had a hard time to
make connections between what they read and what they already
know, and have difficulty to think deeply about what they have
read. This also mean that they do not have a sufficient
vocabulary, or their knowing of the meanings of words is not
enough.
Other sources of reading disability particularly auditory
processing, memory and attention were some of the problems why
respondents have a hard time to learn how to read based on the
pupil’s perspective. The same is true with that of the teacher’s
perspective. Problems related to auditory processing implies
that there is something in pupil respondents that is affecting

72
the processing or interpretation of the information a child
hears. They often find it difficult to pay attention, listen
to, and remember information presented orally. They may need
more time to process information. This also mean that they often
do not recognize subtle differences between sounds in words,
even though the sounds themselves are loud and clear.
stimuli.
16 SOLUTIONS
4.1 Phonological and Phonemic Awareness
4.1.1 What pupils can do to help themselves
 Be willing to play word and sounds games with parents or
teachers.
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 Be patient with learning new information related to words and
sounds. Giving the ears a workout is difficult!
 Practice hearing the individual sounds in words. It may help
to use a plastic chip as a counter for each sound you hear in
a word.
 Be willing to practice writing. This will give you a chance
to match sounds with letters.
4.1.2 What parents can do to help at home
 Check with your child's teacher or principal to make sure the
school's reading program teaches phonological, phonemic
awareness, and phonics skills.
 If your child is past the ages at which phonemic awareness
and phonological skills are taught class-wide (usually
kindergarten to first or second grade), make sure he or she
is receiving one-on-one or small group instruction in these
skills.
 Do activities to help your child build sound skills (make
sure they are short and fun; avoid allowing your child to get
frustrated):
o Help your child think of a number of words that start
with the /m/ or /ch/ sound, or other beginning sounds.

74
o Make up silly sentences with words that begin with the
same sound, such as "Nobody was nice to Nancy's
neighbor".
o Play simple rhyming or blending games with your child,
such as taking turns coming up with words that rhyme
(go – no) or blending simple words (/d/, /o/, /g/
= dog).
 Read books with rhymes. Teach your child rhymes, short poems,
and songs.
 Practice the alphabet by pointing out letters wherever you
see them and by reading alphabet books.
phonological and phonemic awareness skills. Many of these
programs use colorful graphics and animation that keep young
children engaged and motivated.
4.1.3 What teachers can do to help at school
 Learn all about phonemes (there are more than 40 speech sounds
that may not be obvious to fluent readers and speakers).
 Make sure the school's reading program and other materials
include skill-building in phonemes, especially in
kindergarten and first grade (these skills do not come
naturally, but must be taught).

75
 If children are past the age at which phonemic awareness and
phonological skill-building are addressed (typically
kindergarten through first or second grade), attend to these
skills one-on-one or in a small group. Ask your school's
reading specialist for help finding a research-based
supplemental or intervention program for students in need.
 Identify the precise phoneme awareness task on which you wish
to focus and select developmentally appropriate activities
for engaging children in the task. Activities should be fun
and exciting – play with sounds, don't drill them.
 Make sure your school's reading program and other materials
include systematic instruction in phonics.
 Consider teaching phonological and phonemic skills in small
groups since students will likely be at different levels of
expertise. Remember that some students may need more
reinforcement or instruction if they are past the grades at
which phonics is addressed by a reading program (first through
third grade).
4.2. Word Decoding and Phonics
 Play with magnetic letters. See how quickly you can put them
in alphabetical order while singing the alphabet song.

76
 Look at written materials around your house and at road signs
to see if you can spot familiar words and letter patterns.
 Write notes, e-mails, and letters to your friends and family.
Represent each sound you hear as you write.
 When you're trying to sound out a word, pay close attention
to the print. Try to look at all the letters in the word, not
just the first one or two.
 For a younger reader, help your child learn the letters and
sounds of the alphabet. Occasionally point to letters and ask
your child to name them.
 Help your child make connections between what he or she might
see on a sign or in the newspaper and the letter and sound
work he or she is doing in school.
 Encourage your child to write and spell notes, e-mails, and
letters using what he knows about sounds and letters.
 Talk with your child about the "irregular" words that she'll
often see in what she's reading. These are the words that
don't follow the usual letter-sound rules. These words
include said, are, and was. Students must learn to recognize
them "at sight."
phonics and emergent literacy skills. Some software programs

77
are designed to support children in their writing efforts.
For example, some programs encourage kids to construct
sentences and then cartoon characters will act out the
completed sentence. Other software programs provide practice
with long and short vowel sounds and creating compound words.
 Have students sort pictures and objects by the sound you're
teaching. At each stage, have children say the letter sound
over and over again.
 Teach phonics in a systematic and explicit way. If your
curriculum materials are not systematic and explicit, talk
with your principal or reading specialist.
 Be sure to begin the systematic and explicit phonics
instruction early; first grade would be best.
 Help students understand the purpose of phonics by engaging
them in reading and writing activities that requires them to
apply the phonics information you've taught them.
 Use manipulatives to help teach letter-sound relationships.
These can include counters, sound boxes, and magnetic
letters.
 Provide more of your instruction to students who you've
divided into need-based groups.

78
16.3 Vocabulary
 Find books to read on your own. The more you read, the more
new words you'll see, and the more you'll learn about the
words.
 Look ahead in textbooks to learn new vocabulary and concepts
before your teacher goes over the section in class.
 Keep a list of key vocabulary and transition words.
 Practice telling stories using the words first, then,
and finally.
 Engage your child in conversations every day. If possible,
 Read to your child each day. When the book contains a new or
interesting word, pause and define the word for your child.
After you're done reading, engage your child in a conversation
about the book.
 Help build word knowledge by classifying and grouping objects
or pictures while naming them.
 Help build your child's understanding of language by playing
verbal games and telling jokes and stories.

79
 Encourage your child to read on his own. The more children
read, the more words they encounter and learn.
 Help build language skills in class by playing oral and
written word exercises and games.
 Teach students about the important, useful, and difficult
vocabulary words before students read the text. This will
help them remember the words and improve comprehension.
 Offer students many opportunities to encounter target
vocabulary words beyond the context in which they are taught.
 Have students use taught vocabulary words often and in various
ways both orally and in writing so they are better able to
remember the words and their meanings.
 Teach vocabulary via explicit instruction and also through
independent readings.
 Help students learn to use context clues to determine the
meanings of words. Teach them that some context clues are
more helpful than others and provide examples of helpful and
less helpful clues.
 Read to your class each day. When the book contains a new or
interesting word, pause and define the word for your students.
After you're done reading, engage your students in a
conversation about the book.

80
 Engage your students in conversations every day. If possible,
 Explicitly teach the meanings of common prefixes, roots, and
suffixes.
 Draw students' attention to common roots in a variety of words
(for example, the similar roots and meanings of the
words vision, visual, visible, invisible) and lead a
discussion of the meanings of the words and how they tend to
be used.
16.4 Fluency
 Track the words with your finger as a parent or teacher
reads a passage aloud. Then you read it.
 Have a parent or teacher read aloud to you. Then, match
your voice to theirs.
 Read your favorite books and poems over and over again.
Practice getting smoother and reading with expression.
 Support and encourage your child. Realize that he or she is
likely frustrated by reading.
 Check with your child's teachers to find out their
assessment of your child's word decoding skills.

81
 If your child can decode words well, help him or her build
speed and accuracy by:
o Reading aloud and having your child match his voice to
yours
o Having your child practice reading the same list of
words, phrase, or short passages several times
o Reminding your child to pause between sentences and
phrases
 Read aloud to your child to provide an example of how
fluent reading sounds.
 Give your child books with predictable vocabulary and clear
rhythmic patterns so the child can "hear" the sound of
fluent reading as he or she reads the book aloud.
 Use books on tapes; have the child follow along in the
print copy.
 Assess the student to make sure that word decoding or word
recognition is not the source of the difficulty (if
decoding is the source of the problem, decoding will need
to be addressed in addition to reading speed and phrasing).
 Give the student independent level texts that he or she can
practice again and again. Time the student and calculate

82
words-correct-per-minute regularly. The student can chart
his or her own improvement.
 Ask the student to match his or her voice to yours when
reading aloud or to a tape recorded reading.
 Read a short passage and then have the student immediately
read it back to you.
 Have the student practice reading a passage with a certain
emotion, such as sadness or excitement, to emphasize
expression and intonation.
 Incorporate timed repeated readings into your instructional
repertoire.
 Plan lessons that explicitly teach students how to pay
attention to clues in the text (for example, punctuation
marks) that provide information about how that text should
be read.
16.5 Comprehension
 Use outlines, maps, and notes when you read.
 Make flash cards of key terms you might want to remember.
 Read stories or passages in short sections and make sure you
know what happened before you continue reading.
 Ask yourself, "Does this make sense?" If it doesn't, reread
the part that didn't make sense.

83
 Read with a buddy. Stop every page or so and take turns
summarizing what you've read.
 Ask a parent or teacher to preview a book with you before you
read it on your own.
 As you read, try to form mental pictures or images that match
the story.
 Hold a conversation and discuss what your child has read. Ask
your child probing questions about the book and connect the
events to his or her own life. For example, say "I wonder why
that girl did that?" or "How do you think he felt? Why?" and
"So, what lesson can we learn here?".
 Help your child make connections between what he or she reads
and similar experiences he has felt, saw in a movie, or read
in another book.
 Help your child monitor his or her understanding. Teach her
to continually ask herself whether she understands what she's
reading.
 Help your child go back to the text to support his or her
answers.
 Discuss the meanings of unknown words, both those he reads
and those he hears.

84
 Read material in short sections, making sure your child
understands each step of the way.
 Discuss what your child has learned from reading
informational text such as a science or social studies book.
 As students read, ask them open-ended questions such as "Why
did things happen that way?" or "What is the author trying to
do here?" and "Why is this somewhat confusing?".
 Teach students the structure of different types of reading
material. For instance, narrative texts usually have a
problem, a highpoint of action, and a resolution to the
problem. Informational texts may describe, compare and
contrast, or present a sequence of events.
 Discuss the meaning of words as you go through the text.
Target a few words for deeper teaching, really probing what
those words mean and how they can be used.
 Teach note-taking skills and summarizing strategies.
 Use graphic organizers that help students break information
down and keep track of what they read.
 Encourage students to use and revisit targeted vocabulary
words.
 Teach students to monitor their own understanding. Show them
how, for example, to ask themselves "What's unclear here?" or

85
"What information am I missing?" and "What else should the
author be telling me?".
 Teach children how to make predictions and how to summarize.
16.6 Other Sources of Reading Difficulty
In terms of auditory processing it is best to ask the
parents of the child to consult for a doctor to check and give
commendations for the situation of auditory illness of the
child.
Effective and efficient memory is critical for reading and
school success. The following ten general strategies are offered
to help students develop a more efficient and effective memory.
4.6.1. Give directions in multiple formats
Students benefit from being given directions in both visual
and verbal formats. In addition, their understanding and
memorizing of instructions could be checked by encouraging them
to repeat the directions given and explain the meaning of these
directions. Examples of what needs to be done are also often
helpful for enhancing memory of directions.
4.6.2. Teach students to over-learn material
Students should be taught the necessity of "over-learning"
new information. Often they practice only until they are able
86
to perform one error-free repetition of the material. However,
several error-free repetitions are needed to solidify the
information.
4.6.3. Teach students to use visual images and other memory
strategies
Another memory strategy that makes use of a cue is one
called word substitution. The substitute word system can be used
for information that is hard to visualize, for example, for the
word occipital or parietal. These words can be converted into
words that sound familiar that can be visualized. The word
occipital can be converted to exhibit hall (because it sounds
like exhibit hall). The student can then make a visual image of
walking into an art museum and seeing a big painting of a brain
with big bulging eyes (occipital is the region of the brain that
controls vision). With this system, the vocabulary word the
student is trying to remember actually becomes the cue for the
visual image that then cues the definition of the word.
4.6.4. Give teacher-prepared handouts prior to class lectures
Class lectures and series of oral directions should be
reinforced by teacher-prepared handouts. The handouts for class
lectures could consist of a brief outline or a partially
completed graphic organizer that the student would complete

87
during the lecture. Having this information both enables
students to identify the salient information that is given
during the lectures and to correctly organize the information
in their notes. Both of these activities enhance memory of the
information as well. The use of Post-Its to jot information down
on is helpful for remembering directions.
4.6.5. Teach students to be active readers
To enhance short-term memory registration and/or working
memory when reading, students should underline, highlight, or
jot key words down in the margin when reading chapters. They
can then go back and read what is underlined, highlighted, or
written in the margins. To consolidate this information in long-
term memory, they can make outlines or use graphic organizers.
Research has shown that the use of graphic organizers increases
academic achievement for all students.
4.6.6. Write down steps in math problems
Students who have a weakness in working memory should not
rely on mental computations when solving math problems. For
example, if they are performing long division problems, they
should write down every step including carrying numbers. When
solving word problems, they should always have a scratch piece
of paper handy and write down the steps in their calculations.

88
This will help prevent them from losing their place and
forgetting what they are doing.
4.6.7. Provide retrieval practice for students
Research has shown that long-term memory is enhanced when
students engage in retrieval practice. Taking a test is a
retrieval practice, i.e., the act of recalling information that
has been studied from long-term memory. Thus, it can be very
helpful for students to take practice tests. When teachers are
reviewing information prior to tests and exams, they could ask
the students questions or have the students make up questions
for everyone to answer rather than just retelling students the
to-be-learned information. Also, if students are required or
encouraged to make up their own tests and take them, it will
give their parents and/or teachers information about whether
they know the most important information or are instead focused
on details that are less important.
4.6.8. Help students develop cues when storing information
According to the memory research, information is easier
retrieved when it is stored using a cue and that cue should be
present at the time the information is being retrieved. For
example, the acronym HOMES can be used to represent the names
of the Great Lakes — Huron, Ontario, Michigan, Erie and

89
Superior. The acronym is a cue that is used when the information
is being learned, and recalling the cue when taking a test will
help the student recall the information.
4.6.9. Prime the memory prior to teaching/learning
Cues that prepare students for the task to be presented
are helpful. This is often referred to as priming the memory.
For instance, when a reading comprehension task is given,
students will get an idea of what is expected by discussing the
vocabulary and the overall topic beforehand. This will allow
them to focus on the salient information and engage in more
effective depth of processing. Advance organizers also serve
this purpose. For older students, Clif Notes for pieces of
literature are often helpful aids for priming the memory.
4.6.10. Review material before going to sleep
It should be helpful for students to review material right
before going to sleep at night. Research has shown that
information studied this way is better remembered. Any other
task that is performed after reviewing and prior to sleeping
(such as getting a snack, brushing teeth, listening to music)
interferes with consolidation of information in memory.

90
16.7 Other Strategies to Solve Reading Difficulties
16.7.1 STAR Collection
level).
16.7.2 Reading Buddy
16.7.3 Pull Out Approach

91
16.7.4 Teacher Nanay
school or at home.
16.7.5 DEAR (Drop Everything And Read)
16.7.6 PERR (Program for Effective Reading and Writing)
16.7.7 FWAW (Five Words a Week)
sentences.
92
16.7.8 APAD
skills.
16.7.9 Word Wall
16.7.10 MOBSW (Master of Basic Sight Words)

93
Bibliography
Fletcher Janis M., Lyon GR, Fuchs LS, Barnes MA., (2015), Learning
disabilities: From identification to intervention. Retrieved on:
June 29, 2016, Retrieved from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/
Katzir Tim., Kim. Y., Wolf M., (2015), Reading fluency: the whole
is more than the parts. Annals of Dyslexia, Retrieved on: June 29,
2016, Retrieved from:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone
.0074061
Lyon, Reid G., (2015), Reading Disabilities: Why Do Some Children

Have Difficulty Learning to Read? What Can Be Done About It?
Retrieved on: June 29, 2016, Retrieved from:
http://www.education.gov.sk.ca/reading-difficulties-disabilities
MacInnis, Eric., 2015, Teaching Students with Reading Difficulties

and Disabilities, Retrieved on: June 29, 2016, Retrieved from:
http://www.wrightslaw.com/info/read.disability.lyon.pdf
Wolf, M., & Bowers, P. (2015), The double-deficit hypothesis for

the developmental dyslexias (Reading Disability), Retrieved on:
June 29, 2016, Retrieved from:
http://www.templatezone.com/marketing2006/Temp/Carol/carol.htm
94
APPENDIX A
Questionnaire
I. Profile
Name of Pupil: ________________________________ Age:____________
Gender:________________________
Nutritional Status (Put Check /):__ Severely Wasted ___ Wasted

___ Normal ___ Overweight
Family Monthly Income (Put Check /):___ 2,000 and below, ___
2001 to 4000, ___4001 to 6000, ___6001 to 8000, 8001 to 10000,
___10001 and above
Father’s Educational Attainment (Put Check /):
___ Elementary Undergraduate, ___Elementary Graduate,

___ Secondary Undergraduate, ___Elementary Graduate,
___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate,
___ Post Graduate Studies Undergraduate, ___ Post Graduate
Studies Graduate
Mother’s Educational Attainment (Put Check /):
___ Elementary Undergraduate, ___Elementary Graduate,

___ Secondary Undergraduate, ___Elementary Graduate,
___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate,
___ Post Graduate Studies Undergraduate, ___ Post Graduate
Studies Graduate
95
II. Reading Level
Reading Level: _____________________________
III. Reasons for Reading Disability
Reading Disability Check (/)if

Pupil’s Perspective you
experience
this
I. Phonological and Phonemic Awareness
1. I don't know any words that rhyme with cat.
2. What do you mean when you say, "What sounds
are in the word brush?"
3. I'm not sure how many syllables are in my

name.
4. I don't know what sounds are the same in bit

and hit.
II. Word Decoding and Phonics

1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. Figuring out the words takes so much of my
energy, I can't even think about what it means.
3. I don't know how to sound out these words.
4. I know my letters and sounds, but I just can't
read words on a page.
III. Vocabulary
1. I heard my friend tell what happened in the
movie but I didn't really understand what he
said about it.
2. I feel like I just use the same words over
and over again in my writing.
3. I don't like to read on my own because I
don't understand lots of the words in the
book.
IV. Fluency
1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. It takes me so long to read something.
96
3. Reading through this book takes so much of my

energy, I can't even think about what it
means.
V. Comprehension
1. It takes me so long to read something. It's
hard to follow along with everything going
on.
2. I didn't really get what that book was about.
3. Why did that character do that? I just don't
get it!
4. I'm not sure what the most important parts of
the book were.
5. I couldn't really create an image in my head
of what was going on.
VI. Other Sources of Reading Disability
1. I have difficulty hearing others
2. I have difficulty talking with others
3. I can’t remember what other says
4. I can’t focus on what I should read
Reading Disability Check (/)if

Teacher’s Perspective the pupil
have this
I. Phonological and Phonemic Awareness
17 She doesn't correctly complete blending
activities; for example, put together sounds
/k/ /i/ /ck/ to make the word kick.
18 He doesn't correctly complete phoneme
substitution activities; for example, change
the /m/ in mate to /cr/ in order to make crate
19 He has a hard time telling how many syllables
there are in the word paper.
20 He has difficulty with rhyming, syllabication,
or spelling a new word by its sound.
II. Word Decoding and Phonics
8. She has difficulty matching sounds and letters,
which can affect reading and spelling.
9. She decodes in a very labored manner.
10. He has trouble reading and spelling
phonetically.
11. She has a high degree of difficulty with
phonics patterns and activities.
12. He guesses at words based on the first letter
or two.
97
13. Even though I taught several short vowel

sounds (or other letter sounds or patterns),
the corresponding letters are not showing up in
his writing samples.
14. Even though I taught certain letter patterns,
she isn't able to recognize them when reading
words.
III. Vocabulary
8. She's unable to tell about her day in a way
that makes sense.
9. She misuses common words.
10. He doesn't link words from a book to
similar words from another book or from real
life.
11. He's often not able to find the right
word to describe something.
12. She has questions about a lot of word
meanings in a grade appropriate text.
13. He seems to have a weak vocabulary.
14. She is not able to make connections
among words in various texts.
IV. Fluency
11. He knows how to read words but seems to
take a long time to read a short book or
passage silently.
12. She reads a book with no expression.
13. He stumbles a lot and loses his place
when reading something aloud.
14. She reads aloud very slowly.
15. She moves her mouth when reading
silently (subvocalizing).
16. Her results on words-correct-per-minute
assessments are below grade level or targeted
benchmark.
17. She has difficulty and grows frustrated
when reading aloud, either because of speed
or accuracy.
18. She does not "chunk" words into
meaningful units.
19. When reading, he doesn't pause at
meaningful breaks within sentences or
paragraphs.
20. He does not read aloud with expression;
that is, he does not change his tone where
appropriate.
V. Comprehension
98
14. She's not able to summarize a passage or

a book.
15. He might be able to tell you what
happened in a story, but can't explain why
events went the way they did.
16. She can't explain what a character's
thoughts or feelings might have been.
17. He doesn't link events in a book to
similar events from another book or from real
life.
18. He doesn't link events in a book to
similar events from another book or from real
life.
19. He seems to focus on the "wrong" aspect
of a passage; for example, he concentrates so
much on the details that the main idea is
lost.
20. She can tell the outcome of a story, but
cannot explain why things turned out that
way.
21. He does not go behind what is presented
in a book to think about what might happen
next or why characters took the action they
did.
22. She brings up irrelevant information
when trying to relate a passage to something
in her own life.
23. He seems to have a weak vocabulary.
24. She cannot tell the clear, logical
sequence of events in a story.
25. He does not pick out the key facts from
informational text.
26. He cannot give you a "picture" of what's
going on in a written passage; for example,
what the characters look like or details of
where the story takes place.
VI. Other Sources of Reading Disability
5. It seems that she can’t hear me
6. It seems that she can’t talk
7. She doesn’t remember anything
8. She has difficulty in focusing
99
APPENDIX B
Letter to the School Principal
Letter to the Schools Division Superintendent
Department of Education
Region IV-B MIMAROPA
Schools Division of Oriental Mindoro
Macatoc Elementary School
July 12, 2016
JOSEPHINE F. FIEDALAN
The Schools Principal
Madame:
Greetings of Peace!
I am at present conducting a proposal for an action research

entitled “The Reading Difficulty of Grade One Pupils of Macatoc
Elementary School”.
In this connection, may I be allowed to conduct the action research

on our school Macatoc Elementary School? Grade one pupils from the
sections of Lotus and Orchids for the School Year 2016-2017 will be the
respondents of my study.
Your favorable action on this request will be highly appreciated.

Thank you very much.
Very respectfully yours,
KAMILLE KAY Q. TAMOR

Master Teacher I
Researcher
Noted:
FEMELIEH F. DOCULAN
Master Teacher II
Approved by:
JOSEPHINE F. FIEDALAN
Principal I

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1

Republic of the Philippines

The Reading Difficulties of Grade One Pupils

in Macatoc Elementary School,

School Year 2016-2017

KAMILLE KAY Q. TAMOR

II. Introduction 32-35

III. Research Problem 36

IV. Objectives of the Study 36-37

V. Scope and Delimitation 38

VI. Methodology 39-42

VII. Findings 43-63

VIII. Solution 64-84

IX. Plan of Actions 85-92

XI. Bibliography 119

XII. Appendix A Questionnaire 120-124

XIII. Appendix B Letter to the Principal 125

The Reading Difficulties of Grade One Pupils

in Macatoc Elementary School

Teaching reading comprehension to non-readers and frustration

level readers today is different from the past. Teachers need to

focus on extensive comprehension instruction with all students,

not just successful readers.

This action research investigated sixty three grade one

assessment test to know their level of reading performance.

This action research discusses the causes and reasons of

reading difficulties of non-readers and frustration level readers.

It also presents multiple strategies that have proved to be

successful in a first grade classroom, as well as strategies used

and found to be successful by other teachers and researchers. As

new best practices in reading instruction are developed and

researched, teaching strategies need to evolve as well.

This study aims to make an action plan for the poor

reading difficulties of grade one pupils in Macatoc

Specifically it seeks to answer the following questions:

1. What is the level of reading comprehension of grade one

2. Why pupils in grade one were at the non-reader and frustration

3. How pupils in grade one will be helped by the teacher to

address difficulty in learning to read?

4. How pupils in grade one improve their reading comprehension?

This action research used the descriptive correlational

Descriptive research involves description, recoding, analysis

and interpretation of conditions that currently exist. The main

aims are to describe the nature of a condition as it exists at the

time of the study and to explore the causes of the particular

This action research utilized triangulation method as a data

gathering procedure through survey questionnaire, observation,

interview and field notes.

Respondents of the Study

This study involved sixty three (63) grade one pupils of

Macatoc Elementary School. The respondents attended kindergarten

Childhood Education Curriculum Program (ECECP).

1. Profile of the Pupil Respondents

1.1 Profile of the respondents in terms of age

The youngest age of the respondents was 5 and the eldest

that majority of the parents of the grade one pupils of entered

their child in the school at an early age.

1.2 Profile of the respondents in terms of Gender

The result reveals that 54.59% of the respondents were

male 45.61% were female. It can be gleaned that male

outnumbered the female probably because much number of the

enrolees for S.Y. 2016-2017 were male. This may be because

the large number of birth rate from 2004 up to present was