APPROVAL SHEET

This project paper entitled “READING DIFFICULTIES OF GRADE 1 PUPILS”

presented by Lovely B. Gonzales in partial fulfillment of the requirements for the degree,
Master in Education Major in Reading, Language and Literature (RLL) of the
University of St. La Salle Graduate School has been evaluated and approved by the panel
of evaluators.

Panel of Evaluators

[Panelist 1]
Evaluator

CABIL
Evaluator

ANGELA
Evaluator

MA. FE M. CHAVEZ
Research Adviser

HAZEL P. ATILANO, LPT, MATEL

Project Paper Professor
 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 thirty grade one pupils. 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.

 ACKNOWLEDGEMENT

The completion of this undertaking could not have been possible without the participation

and assistance of so many people whose names may not all be enumerated. Their

contributions are sincerely appreciated and gratefully acknowledged. However, I would

like to express my deep appreciation and indebtedness particularly to the following:

To our dear Governor, Hon. Alfredo Maranon Jr., for granting me this spectacular

scholarship grant.

To our beloved city Mayor, Hon. Alfredo Maranon III for his undying support during our

Project Free journey.

To all my relatives, friends and others who in one way or another shared their support either

morally, financially and physically, thank you.

Above all, to the Great Almighty, the author of knowledge and wisdom for his countless

love.

I thank you all.

 DEDICATION

I humbly dedicate this project to God our creator, my strong pillar, my source of inspiration,

wisdom, knowledge and understanding. He has been the source of my strength throughout

this journey and on His wings only have I soared. I also dedicate this to my parents, whose

encouragement have made sure that I give all what it takes to finish what I have started. To

my dear daughter who has been affected in every way possible by this quest. Thank you.

My love for you all can never be quantified.

 LIST OF TABLES

Table No. Title Page

1 Profile of the Participants 18

2 Pre-test Scores 19
 LIST OF FIGURES

Figure No. Title Page

1 Schematic Diagram and Conceptual

Framework 4

2 Revised Bloom’s Taxonomy 5

3 Graph of Mean scores 26

 INTRODUCTION

Background of the Study

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).

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 % pupils 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 dyslexia is most often applied to this group. Another 10-15% of poor

readers appear to be 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 at the

primary level. One of the challenges facing teachers is how to motivate the pupils to read.

The implementation of the K to 12 curricula also swells with the problem in the reading of

grade-one pupils. During the first year of its implementation, grade one pupils who 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 products of such curriculum are 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 of 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. Project READ is a program

that aimed to reduce the frustration of readers by 20% every school year.

It aims to improve reading fluency, reading skills and comprehension skills of the

pupils both in English and Filipino. Currently, it has been implemented and all hopes that

the objectives will be achieved after its implementation and will solve the problems in

reading.

To help with this good cause, the researcher would like to know the aspects of

where the pupils obtained higher difficulties in their reading problem. Thus, this study will

be proposed to address the reading gaps among the Grade 1 pupils.

Statement of the Problem

This study aims to determine the reading disabilities of Grade One Pupils of

Colonia Divina Integrated School.

Specifically, it seeks to answer the following questions:

1. What are the reading difficulties of Grade One pupils when taken as a whole and

when they are grouped according to:

a. Sex

b. Family Income

c. Nutritional Status
 2. Is there a significant difference in these reading difficulties when they are taken as

a whole and when they are grouped according to:

a. Sex

b. Family Income

c. Nutritional Status

Hypothesis

There is no significant difference in the reading difficulties when taken as a whole and

when group according to:

a. Sex

b. Nutritional Status

c. Family Income

Conceptual Framework

Reading Disabilities of Grade I Pupils

 Phonological/Phonemic  Sex
 Fluency  Family Income
 Nutritional Status 6

Reading Enhancement Program

Figure 1 Schematic diagram showing the framework of the study

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 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.

It can be gleaned that majority of the respondents belonged to poor families of

Barangay Colonia Divina with monthly income that ranged below 8,000 which

means that most of the 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.

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 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 the 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.

Scope and Limitations

The respondents of this research study will be the Grade- One pupils of

Colonia Divina Integrated School, School Year 2018-2019.

This study will be conducted to the 30 Grade-One pupils of Colonia

Divina Integrated School who are officially enrolled for School year 2018-2019.

These students are the researcher’s pupils in her reading class range from 7-8

years old. The participants will be purposively selected by the researcher. The

questionnaires will determine their reading difficulties as to the aspects of Sex,

Family Income, and Nutritional Status.

Significance of the Study

This research will be beneficial to the following:

Grade I Pupils. They will learn how to address their difficulty in reading and will

help them develop their reading comprehension. As the respondents of this

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.

Teachers. 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-

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).

School Administrators. The school will also be aided from this 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 lessened when pupils'

performance in reading and in all subjects is on average to the proficient level.

Parents. The result of the study will help the parents of the respondents feel secured

because the progress of the pupil’s learning are well monitored.

Future Researchers. This will serve as the researcher’s basis for future studies to

be conducted regarding reading difficulties.

Definition of Terms
 Reading Difficulties. Reading difficulties causes students to be immobilized in

their academic and social progress. (Maclnnis, 2004). In the study, it refers to the common

errors or gap committed by the pupils upon reading a material or text.

Phonological. The ability to hear and manipulate the sounds in spoken words and

the understanding that spoken words and syllables are made up of sequences of speech

sounds (Yopp, 1992). This refers to a broad skill that includes identifying and manipulating

units of oral language – parts such as words, syllables, and onsets.

Vocabulary. The knowledge anyone has about the topic is based on the vocabulary

of that information (Marzano & Pickering 2005). In the study, it refers to the pupils’

understanding of the words and how it is used it the context.

Comprehension. It is an active and intentional thinking in which the meaning is

constructed through interactions between the test and the reader. (Durkin, 1973).

Moreover, it is defined in the study as the over-all understanding of the reader in the text

read.

Disability. This is known as the hindrances that may result to reading difficulty,

like hearing impairment or speech defect.

Review of Related Literature

According to Lerner (2006), a number of learners, for unexplained reasons, are

unable to use reading as a tool for learning, getting new information, ideas, attitudes, and

values from standard 4 upwards. Even after they have been taught, it is quite unfortunate

that a large number (17.5 per cent) of them are unable to read efficiently at higher class

levels (Lerner, 2006).

 As to Mercer and Mercer (2001), between 10 per cent and 15 per cent of school -

going learners have reading difficulties. Lerner (2006) notes that, more than 17.5 per cent

of

learners have reading difficulties. The government of Kenya planned to achieve

education for all (EFA) by 2015 and the Millennium Development Goals (MDGs)

by 2030 through provision of quality education that is accessible and relevant to the lives

of all children including those with special Needs (MOEST, May 2009).

Furthermore, as to the statement of Kenya Institute of curriculum development,

(2002), the ability to read fluently is vital both in school and for life. Good reading skills

will improve performance in all school subjects. Reading helps in information gathering

and learning of concepts. Through reading, the learner is exposed to new vocabulary, new

sentence structures and different registers. Reading also acquaints the learner with good

models of language use. A good foundation of reading should be laid in Form One. This is

because reading is a very important component of language learning. It will also

help in the study of all other subjects.

According to Chiuri (2009), academic performance in most districts in Central

Province over the last ten years has been far below the region’s potential considering its

strategic central position, good resource endowment and better infrastructural facilities in

learning institutions, as compared to other regions in the country. Furthermore, the

academic performance of the schools in the district is far below the country’s average mean

grade of 6.

A study done by Runo (2010) on identification of reading disabilities and teacher

oriented challenges in teaching reading to standard five in Kenya concludes that the
learners who scored poorly in the wordlist and reading passage were equally poor

performers academically in primary schools. This was in line with her conceptual

framework which indicated that both internal and external factors cause reading

difficulties, hence poor academic performance. She further concludes that there is need to

train the primary school teachers on the methods of

identifying reading difficulties in learners to avoid learners’ continued failure in school

subjects. The researcher in this study wishes to establish whether the same case applied

to secondary schools and whether reading difficulties is a major contributing factor to poor

performance in KCSE as it is in KCPE.According to recent research by Lerner (2006),

there is a significance gender effect on ability to read. Clinics and schools in USA identify

four times as many boys as girls who have learning disabilities (Lerner, 2006). Reid et al.,

(2009), study on gender differences in reading have also confirmed that reading disability

is higher in males than in females with the average ratio being four males to one female.

In Kenya, the National Development Plan (2002 - 2008) records that a slightly

higher percentage of males who repeated classes in 1999 (13.8 per cent boys and 13.29 per

cent girls) than girls. This could probably be as a result of more boys being reading

disabled than girls. Runo (2010) indicates that there were more boys (103) than girls (78)

who could not read in her study. The current study sought to establish the above fact in

public mixed secondary schools in Kiambu District.

According to Runo (2010), about 80 per cent of all learners with learning

disabilities experience reading difficulties. It is estimated that among all learners who have

any sort of disability, 51 per cent of them have learning disabilities. Inability to learn to

read has been called “word blindness”, “alexia” or dyslexia. Reid et al., (2009) maintain
that dyslexia is conventionally defined as difficulty in the ability to identify printed words

and letters in learners who have at least normal average intelligence and who are not

impaired by general learning

difficulties. Estimates of the prevalence of learning disabilities vary widely ranging from

19 per cent to 30 per cent of the school population.

Majority of learners with learning disabilities are found in regular schools. This

means that there are many learners in Kenyan school population who have reading

difficulties. This study used the terms learning disabilities, reading disability and dyslexia

to mean reading difficulties as teachers in secondary schools were not aware of their

meanings or their differences.

According to Runo (2010) teachers faced such challenges as teaching sounds,

inadequate materials, and inadequate time to teach reading and mother tongue interference.

Lerner (2006) argues that problems of low self -esteem and poor social relationships are

carried forward into adolescence where they can develop into learned helplessness, a

significant drop in their confidence to learn and succeed, low motivation to achieve,

attention problems and maladaptive behavior which can affect secondary school students’

performance negatively. Many of the

students end up dropping out of school before the duly time and others portray chronic

absenteeism.
 METHODOLOGY

Research Design

This is a Quantitative research and utilizes a descriptive research design.

Descriptive research involves description, analysis, and interpretation of gathered data. 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 research will utilize a researcher made

questionnaire that is validated by the panel

Respondents of the Study

This study involves 30 Grade One pupils of Colonia Divina Integrated School. The

respondents attended the Kindergarten class during the previous school year and had

undergone the Early Childhood Education Curriculum program (ECECP).

Sampling Technique

Instrument

A questionnaire with 2 major parts will serve as the data gathering instrument in

this study.

Part I will deal with the profile of the respondents and a PHIL-IRI based reading material

to read. Each of the pupils will answer the five given questions afterward. Part II will deal

on the items that will measure the level of reading disabilities of the respondents.

Validity and Reliability

Validity and reliability test was conducted to test the validity of the questionnaire. Since

the Researcher adopted the research instrument of name(date), it was already validated.
Data Collection Procedure

A letter of request was secured for from the School Principal with the endorsement of the

Master Teacher. Upon approval, proper coordination with the parents of the pupil

participants 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 administered by the researcher.

Procedure for Data Analysis

Ethical Considerations

This research study oath to treat the respondents’ information with all due privacy

and anonymity. Every single result will be considered confidential. A letter asking for the

permission from the parents of the respondents’ will be secured before the conduct of the

study. The respondents will also be informed of the nature of the study and that they can

withdraw from the course of the survey.

RESULTS AND DISCUSSIONS

Conclusion

1. Profile of the Respondents

1.1 Profile of the respondents in terms of Sex

The result reveals that 60% of the respondents were male and 40% were female. It

can be gleaned that the male outnumbered the female probably because much
 number of enrollees for S.Y. 2018-2019 were male. This may be because of the

large number of birth rate from 2012 up to present was boys.

1.2 Profile of the respondents in terms of Nutritional Status

Majority of the participants’ nutritional status were beyond normal status.

Probably the reason was that most of the pupil participants weight and height

corresponds normally with their and they were healthy enough in entering school.

1.3 Profile of the respondents in terms of Family Income

Majority of the respondents belonged to poor families of Barangay Colonia

Divina Integrated School with monthly income that range below 8,000 which

means that most of the parents can’t provide all necessary basic needs of their

children.

2. Level of Reading Performance of the Respondents

Specifically, out of all grade one pupils, majority of the participants were on the

non-reader level. This implies that almost all of the respondents were having

problems in reading or experiencing difficulty in learning to read.

Reasons Why Participants Fall under Non-Reader and Frustration Level

1.1 Reading Difficulty in terms of Phonological and Phonemic Awareness

Respondents have difficulty in reading and learning how to read in terms of

Phonological and Phonemic Awareness. This implies that respondents have

difficulty in rhyming words, recognizing and producing sounds and syllabication.

1.2 Reading Difficulty in terms of Word Decoding and Phonics

 Word decoding and phonics was one of the reasons for reading difficulty

experienced by the participants. This implies that the respondents have difficulty

in applying his/her knowledge of letter-sound relationship, including knowledge

of letter patterns to correctly pronounce written words. This also mean that the

respondents have difficulty in letter-sound relatuonships, and how to sound out

words.

1.3 Reading Difficulty in terms of Fluency

Fluency is one of the reading difficulties that respondents experience in learning

how to read. This implies that the participants have difficulty to read with speed,

accuracy and proper expressions. They were not confident in reading aloud or

silently do not read smoothly and has no proper expression.

Recommendations

The following are recommendations to reading difficulties that the participants

experience in reading.

 Phonological and Phonemic Awareness

1.1 What pupils can do to help themselves

 Be willing to play word and sound 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.

.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):

 Help your child think of a number of words that start with the /m/ or /ch/ sound, or

other beginning sounds.

 Make up silly sentences with words that begin with the same sound, such as

"Nobody was nice to Nancy's neighbor".

 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.
  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.

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.

 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).

 1. Word Decoding and Phonics

With the help of parents and teachers, kids can learn strategies to overcome word

decoding and phonics problems that affect their reading. Below are some tips and specific

things to do.

1.1 What pupils can do to help themselves

 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.

2.2 What parents can do to help at home

 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."

 Consider using computer software that focuses on developing 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.

2.3 What teachers can do to help at school

 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.
2. Fluency

With the help of parents and teachers, kids can learn strategies to cope with

fluency issues that affect his or her reading. Below are some tips and specific things

to do.

4.1 What pupils can do to help themselves

 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.

4.2 What parents can do to help at home

 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.

 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.

4.3 What teachers can do to help at school

 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 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.
 REFERENCES

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
 APPENDICES

Appendix A Permission Letter

PROJECT FREE PAGLAUM

UNIVERSITY OF SAINT LA SALLE
Bacolod City, Negros Occidental
GRADUATE SCHOOL

March 19, 2019

REGGIE A. BATILLER
Principal I
Colonia Divina Integrated School
Brgy. Colonia Divina, Sagay City

Dear Madam:

Greetings!

The undersigned is currently conducting a study entitled, “Reading Difficulties of Grade

1 Pupils of Colonia Divina Integrated School”, as partial fulfillment of the requirements
for the degree of Master of Education Major in TLE at the University of St. La Salle ,
PROJECT-FREE- Paglaum.

In this regard, the undersigned is asking permission from your good office to allow her to
meet the Grade One Lily pupils of Colonia Divina Integrated School Class and if they are
willing, become part of the participants. Rest assured that their classes will not be hampered
and that their responses will be utilized for the purpose of this research and will be treated
with utmost confidentiality.

Your favorable response regarding this matter is highly appreciated. Thank you and God
bless you.

Respectfully yours,

LOVELY B. GONZALES
Researcher
Appendix B Informed Consent Form

Consent to parents
Appendix C Rubrics
Appendix D Sample Lesson Plan
Appendix E Instrument