Schools Division Office

City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto

ACTION RESEARCH WORKSHEET

Sense of Commitment & Preparedness Guide Questions:

In consonance with the Division’s Implementation of What I have in me that could
help me actualize what I had
Every Child A Reader Program (ECARP) pursues the policy
set out to do?
of “NO READ, NO MOVE” which means that the pupil who
cannot read after grade III shall not be promoted to the

K Kilalanin next higher grade for the school year 2018.

ang My biggest task in my action research project was

Kakayanan actualy decided what I was going to work on in my

teaching practice in reading to aid the low performing
pupils cope with their reading difficulties.

What I had in me that could help me actualize what I

had set out to do is to established methods/strategies to
improve the reading levels of recognizing words and
 reading comprehension of my pupils through remedial
classes.

One of the problems that could hinder me during the What I have to do in me that
could hinder me from what I
implementation of the program is the lack of reading and had set out to do?
supplementary materials. There were very limited books but
I’ve tried to augment it asking Grade III pupils to submit one
Big Book each. Also pupils were constraint to conduct peer-
reading sessions due to unavailability of space or venue for
reading.

Noted :

MANUELA M. OPALLA
PSDS/ OIC Principal
Submitted by:
ERMA A.
BALAGBIS
Teacher III
 Schools Division Office
City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEETS
 Guide Question/s:
U1: Understand the General Context What are my concerns about
Educational access, quality,
and governace.
This study is to assess the effectiveness of the ROSE
(Reader’s Organization for Self Enhancement) and remedial
reading session named BLOOM (Better Learning

U Usisain ang Opportunities to Obtain Mastery) to enhance the Reading

Levels and Comprehension of Grade III-Agila Pupils.
Kalagayan
At the outset, non-readers were identified after the
conduct of Philippine Informal Reading Inventory (Phil-IRI )
held on July 2017 (Pre-Test) to establish reading level
among pupils of Grade III-Agila. Furthermore, the researcher
conducted pre-reading tests using Dolch’s Basic Sight
Words at the start of the school year for low-achieving
readers who had difficulty learning high-frequency sight
words. It was noted that most of the Grade IIII- Agila pupils
were experiencing English reading difficulty in blending the
sound present in words well as their vocabulary and
comprehension level. Thus, clearly an intervention is
needed to solve the said problem.
U2: Understand the Specific Context What are my concerns in the
following areas of my
practice?
Based on the PHIL-IRI Results, pupils were grouped
into Independent, Instructional, and Frustration Level. Pupils
under the Independent category automatically becomes
a ROSE member. Each ROSE member is challenged to join
the Read-a-thon, reading as many books as they can. The
list of books they have read are recorded in an index card
kept at the classroom mini-library. Concurrently, ROSE
member become the reading partner or buddy of pupils
under BLOOMS program. The reading commenced on the
month of October and will have its culmination on February
2018. A ROSE member with the most number of BLOOM
buddies will be given an award or incentive. The MOST
IMPROVED BLOOM Reader will also be recognized.

One of the most outstanding feature of ROSE

(Reader’s Organization for Self Enhancement) and remedial
reading session named BLOOM (Better Learning
Opportunities to Obtain Mastery) is its utilization of a variety
of Remedial Activities which the pupils can choose from,
 aside from reading storybooks. Text used in the activities are
also content-based and is based in the least mastered item
of the previous grading period. Science and Mathematics
concepts are used as sample sentences. Vocabularies from
these disciplines are also enhanced through the different
board games.

CHOSEN TOPIC:

“The effectiveness of the ROSE (Reader’s Organization for

Self Enhancement) and remedial reading session named
BLOOM (Better Learning Opportunities to Obtain Mastery)
to enhance the Reading Levels and Comprehension of
Grade III-Agila Pupils at Cupang Elementary School
Annex, SY 2017-2018 ”

Noted:
MANUELA M. OPALLA
PSDS/ OIC Principal Submitted by:

ERMA A.
BALAGBIS
Teacher III
 Schools Division Office
City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET
U3: Gather Information Guide
Reading comprehension scores taken from the result of the
Questions:
teachers’ administered test using Phil-IRI. This is a standardized What do I know about
this topic?
instrument used by the school to determine the levels of
What do others say
recognizing words and reading comprehension of the pupils.

U
about this topic?

Usisain ang
What does the
The Philippine Informal Reading Inventory (PHIL-IRI) is used by literature say about
this topic?
Kalagayan the researcher to determine a pupils’ independent reading level, What are considered
instructional reading level and frustration reading level. The best practices in other
settings?
independent level is believed to be one in which pupils can read
successfully with little or no aid because fluency and
comprehension are developed well enough. The instructional level
is the level at which the pupils requires teachers’ assistance. The
frustration reading level signal an area of difficulty to be avoided
 by the pupil. The level of the book at the pupils’ frustration level is
too difficult.

Allor, Mathes, Champlin and Cheatham ( 2009 ) assert that

effective early interventions in reading requires a complete reading
program that should include phonemic awareness, phonics,
vocabulary development, fluency and reading comprehension.
Research carried out by Salvin, Lake, Davis and Madden (2009) on
exploring effective strategies for teaching struggling readers has
concluded that one to one phonetically focused reading partner
or buddy tutoring is one of the most effective strategy for improving
performance of reading. (Lillard & ElseQuest,2006).

The ROSE (Reader’s Organization for Self Enhancement) and

remedial reading session named BLOOM (Better Learning
Opportunities to Obtain Mastery) follows the same strategy in
developing the reading skills among the learners. This method is one
of the effective methods of teaching literacy to the pupils.
Noted :

MANUELA M. OPALLA Submitted by:

PSDS/ OIC Principal ERMA A. BALAGBIS
Teacher III
 Schools Division Office
City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET
U4: Research Question/s Guide
Particularly, its goal is to answer the following questions: Question/s:
1. What could be done to help the Grade III-Agila pupils at
Does my question
risks in reading and comprehending English text?

U
reflect the essence of

Usisain ang
2. What happens if the ROSE-BLOOM as Reading intervention the prior components
of the model ( K, U1-
and Strategy is provided to them for overcoming their
U3)?
Kalagayan English reading difficulties?  Refer also to the
AR Question
3. How can I improve the reading skills of the two groups of
Fine Tuning
pupils in Grade III- Agila through the use of ROSE (Reader’s Checklist
Organization for Self Enhancement) and remedial reading
session named BLOOM (Better Learning Opportunities to
Obtain Mastery) as Reading Intervention strategy.
Noted :

MANUELA M. OPALLA Submitted :

PSDs/OIC Principal ERMA A. BALAGBIS
Teacher III
 Schools Division Office
City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET

FORMULATING ANG REFLECTING ON MY ACTION RESEARCH QUESTION

Fine Tuning Checklist

CRITERIA ROUND 1 ROUN 2 ROUND 3

ar X ar X ar X

Does it involve a pressing issue/problem in my context? /

Am I interested in solving it? /

Is it an issue that I deal with on the daily basis? /

Does the issue occur within my sphere of influence? /

Is it something that I can do something about? /

Does it situate or implicate me as a practicioner and implementer? /

Does it suggest a solution or intervention? /

Is the suggested intervention a result of reconnaissance, literature review /
and / or benchmarking?

Is it something I can do within my practice? /

Does it state the exact aspect that I want to improve? /

Is it open-ended? /

Does it allow further reflection? /

Will the result effect change/ improve in my specific setting? /

Noted :
MANUELA M. OPALLA
PSDS/ OIC Principal
Submitted by:

ERMA A. BALAGBIS
Teacher III