Republic of thePhilippines

DEPARTMENT OF EDUCATION
Region I
Schools Division Office I Pangasinan
CALASIAO I DISTRICT
CABILOCAAN ELEMENTARY SCHOOL
S.Y. 2018- 2019

CLASSROOM-BASED
ACTION RESEARCH
Title: “Enhancing the Word Recognition Level
in English of Grade One-A Pupils
through One-to-One Instruction”

GEMMA M. DE VERA
Master Teacher I

JOSEPHINE P. SAPLAN, Ed. D.

Head Teacher III

MERCEDES F. CALAUNAN
District English Adviser

DR. EDWIN R. FERRER, O.P.

Public Schools District Supervisor
 Republic of the Philippines RECOMMENDATIONS
Department of Education
Region I Based on the findings and conclusion, the following recommendations
SCHOOLS DIVISION OFFICE I PANGASINAN
District of Calasiao I are presented;
CABILOCAAN ELEMENTARY SCHOOL
1. Pupils should spend more time to explore any reading materials

March 18, 2019 especially those that will enhance their word recognition skill.

2. Teachers should use methodologies, strategies and activities that

CERTIFICATION
will develop their pupils reading ability most particularly their word

recognition skill.They should also choose the strategies and good

This is to certify that GEMMA M. DE VERA, Master Teacher of
Cabilocaan Elementary School, CalasiaoDistrict I, whose Classroom- books most appropriate for achieving their own teaching
Based Action Research entitled “ ENHANCING THE WORD
RECOGNITION LEVEL IN ENGLISH OF GRADE ONE-A PUPILS objectives.
THROUGH ONE-TO-ONE INSTRUCTION” appeared before the
District Reading Committee and had defended said action research 3. The DepEd administrators should include in the curriculum in all
satisfactorily before us.
grade levels the development of pupils’ thinking abilities by
The result of this action research has been found to be effective
and relevant in improving the learning outcome of our learners. incorporating some reading materials in all lessons even in

grammar. They should also see to it that the pupils are provided

JOSEPHINE P. SAPLAN, Ed. D. MERCEDES F. CALAUNAN with adequate opportunity to read and the appropriate varied
Head Teacher III District English Adviser
reading sources.

4. The lesson model designed in this research should be used and

DR. EDWIN R. FERRER, O.P.
Public Schools District Supervisor be modified if it is necessary to fit more on the pupils’ level and

capacity.
 Level, nine (9) or 33% were identified under Instructional level, seven (7)
Background of the Study
or 26% were identified under Frustration Level and alarmingly, there
Reading as a field of teaching is considered one of the
were five (5) or 19% identified as Non-Reader. During the post-test,
important areas of teaching if not actually the most important ever. It
there were already fifteen (15) or 55% identified under Independent
is said to be one of the most necessary academic skills. Besides, it is
Level, eleven (11) or 41% under Instructional Level, one (1) or 4% under
a major pillar upon which the teaching/learning process is built. The
Frustration Level and there were no longer pupils who were identified
reading ability plays a central role in the teaching/learning success at
Non-Reader. The results of the pre-test and the post-test further
all educational stages. Having any difficulty in this skill will result in
revealed that there was a significant improvement after one-to-one
variety of consequences on all subjects of study, since reading
instruction was included in the classroom teaching in word recognition. It
includes a variety of sub-skills.
is evident from the table that the achievement gap between the pre-test
This study aimed to determine the Reading Level of the Grade
and the post-test was 82%. It therefore implies that after one-to-one
I pupils during the pre-test and post-test. It also aimed to sought
instruction was utilized in teaching reading, the pupils were able to
answer if there is a significant difference in the reading level of the
manifest enhanced word recognition as evident in improvement in their
pupils when one-to-one instruction was employed in teaching reading
performance.
inside the classroom.
CONCLUSIONS
The English class of Grade I pupils in Cabilocaan Elementary
Result of the Oral Reading Test during the pre-test, there were
School,Calasiao I District consisted of twenty-seven (27) pupils. They
only six (6) or 22% pupils who were identified under Independent Level,
are the pupils handled by the researcher of this study. Although, the
nine (9) or 33% were identified under Instructional level, seven (7) or
total number of pupils in the class was not so big, quality education is
26% were identified under Frustration Level and alarmingly, there were
always the highest priority that the school would like to achieve.
five (5) or 19% identified as Non-Reader. During the post-test, there

were already fifteen (15) or 55% identified under Independent Level, Republic of the Philippines
Department of Education
eleven (11) or 41% under Instructional Level, one (1) or 4% under Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
Frustration Level and there were no longer pupils who were identified District of Calasiao I
CABILOCAAN ELEMENTARY SCHOOL
under Non-Reader.
March 26, 2019
The results of the pre-test and the post-test further revealed

that there was a significant improvement after one-to-one instruction CERTIFICATION

was included in the classroom teaching in word recognition. It is
evident from the table that the achievement gap between the pre-test
and the post-test was 82.00%. It therefore implies that after one-to-
This is to certify that GEMMA M. DE VERA, Master Teacher I of
Cabilocaan Elementary School has conducted Classroom-Based Action
Research entitled “ ENHANCING THE WORD RECOGNITION LEVEL
IN ENGLISH OF GRADE ONE-A PUPILS THROUGH ONE-TO-ONE
INSTRUCTION”, pursuant to DepEd Order No. 144,series 2017.

one instruction was utilized in teaching reading, the pupils were able
to manifest enhanced word recognition as evident in improvement in
their performance..
This is to certify further that his/her research study was properly
observed, evaluated and implemented the standard procedure, content
and technical aspect relative to research management policies and
standard.

Moreover, in line with the thrust of this action research, the MERCEDES F. CALAUNAN EDNA Z. CORNISTA, Ed. D.
District English Adviser CriticReader
result is a strong evidence that the use of one-to-one instruction

enhanced word recognition in English of pupils. Hence, using it in LEONORA D.MANAOIS, Ed. RHODORA P. TAPALLA, Ed. D,
Critic Reader Statistician
teaching reading can consistently effect positive change among Co-Chairman, District Research
Committee
pupils.
DR. EDWIN R. FERRER, O.P.
Public Schools District Supervisor
Chairman, District Research Committee
REVIEW OF RELATED LITERATURE DEVELOPING A STRATEGY/INTERVENTION

One of Fry’s (1999) many contributions to our current Education is essential to your children and their future.

understanding of early childhood literacy development identifies the However, not all pupils are the same. Some advance more quickly,

most-used words in the English language. These words are called others need more time, and the rest fall somewhere in between. Those

instant or sight words and are found often in text. He has determined pupils who normally take a bit more time to understand a certain concept

that the at least one of the first ten words appear in every sentence. often need a significant amount of attention from the teacher. If they're

According to Fry (1999), mastery of the first 300 instant words not given the attention they need, they might fail in their tests and

can take up to three years to achieve for young children. An average become frustrated. One-to-one instruction ensures the students’

student will learn about 100 words a year; this number is decreased if interacts with the teacher individually, so that each can learn and

students have disabilities or limitations. In comparison, Edward understand concepts at their own pace and in their own way.

Dolch, (1948) identified 220 common words and 95 nouns that Below are four strategies for improving students’ word recognition

children encounter most in print. It is interesting to note that many of skills that primary teachers of any content area could implement.

the words on Fry’s list are also on Dolch’s list, suggesting that both 1. Prompt pupils to get their mouths ready.

researchers were looking for common words in reading and writing 2. Teach common rime and syllable patterns to help

that all children need to memorize to be successful in school. Dolch students break words up into chunks.

(1948) believed that a child’s language development next to 3. Teach prefixes, suffixes, and root words.

character development, is the most important part of the learning 4.Use word walls to teach and reinforce the high-frequency

experience.
 With that, the researcher in her desire to do something that could help

FINDINGS the Grade I pupils enhance their word recognition made further literature

This chapter presents the results and discussion of the data reviews to find ways to improve her teaching strategies.

which were gathered in the study. The result between the pre-test There were five (5) Grade I pupils who were subjected as the

and the post-test is presented in Table 1 showing the comparison respondents in the Classroom-Based Action Research. The descriptive

of result along with the enhancement of word recognition in pre-test post-test, group design was utilized in the study. Standardized

English, the computed achievement gaps before and after pre-test and post-test in word recognition was the tool utilized to gather

teaching with one-to-one instruction. the needed data.

Table 1: Pretest and Post-Test To show the present status of the target group in terms of their
(Oral Reading Test)
pre-test assessment in word recognition, the researcher recorded the
IMPROVEMENT
Reading PRE-TEST POST-TEST reading level of the pupils. It was noted from the record that during the
GAP in
Level pre-test alarmingly, there were five (5) or 19% identified as Non-Reader.
Percentages
F % F %
It implies that there is a need to employ some strategies so as to
Independent 6 22 15 55 33
improve their word recognition in English.
Instructional 9 33 11 41 8

Frustration 7 26 1 4 22 The researcher prepared reading passages composed of 20-25

Non-Reader 5 19 0 0 19 words . Similarly the same number of words for the reading activities

Total 27 100 27 100 82 was also constructed also for post-test.The instruments were

As seen from the table, during the pre-test, there were only administered to the sample pupils.The scores of the pupils in the words

six (6) or 22% pupils who were identified under Independent . of your content area reading activities were analyzed and compared with

the pre-test in order to answer the sub-problems of the action research.