Department of Education

Region – X
Balingasag South District
BAGAAY ELEMENTARY SCHOOL
Grade One – Love

Reading Intervention Program for Incoming

Grade One Pupils of Bagaay Elementary School

Submitted by:

JINKY H. KINAGING
Teacher I

Submitted to:

Mrs. Elsa E. Loquias

Principal I

March 9, 2020
 I. Introduction and Rationale

The words reading and literacy are two important words for a teacher. The

definitions of these words have been modified already reflecting the changes that occur

in the society also. In the past, reading was considered to be an ability acquired in

childhood (NEPS, 2019). However, today it is already viewed as “an expanding set of

knowledge, skills, and strategies that individuals build on throughout life in various

contexts, through interaction with their peers and the wider community.” We may have

moved to a new period already wherein technology plays a big role, but the problem

many teachers still face since then still exists today, and that is the number of pupils still

unable to read and comprehend.

It is such vital that learners are already taught how to read during their early

education years. As they then enter higher education, it will not that be too difficult for

them to understand and relate the words they read. Herewith, the teacher aims to come

up with ways on how to enhance the reading skill of incoming grade one pupils

particularly those who are non-readers as this kind of skill affects their progress towards

their schooling.

This study is significant since it will highlight the ways on how to improve the

reading skills of the pupils. It will cite the problems as to how these pupils seem to have

a hard time recognizing and reading simple words particular, and how will then the

teacher play her role to help her pupils. The teacher-pupil interaction will also be given

emphasis on this study since it will be a two-way learning wherein both will be benefit to

the outcome of the study.

II. Review of Related Literature

There are related studies conducted in the past that will help in exploring more

the significance of conducting this study for the people.

 Taking note of the reading performance of the pupils is an important assessment

as it will be a good indicator that the pupils are gaining knowledge from what they have

learned.

With the growing technology in the modern society, the pervasiveness of literacy

is also increasing thus initiating intrinsic value of other factors such as word recognition

is important. However, its role may be less conspicuous in the areas of literacy learning,

second-language learning, and developmental delays in reading. More reliable and

efficient forms of teaching may be discovered for both children and adult learners of

first-language literacy as word recognition is better understood (Everson, 2011). This

kind of information may also benefit second-language learners with acquisition of novel

words and letter characters.

Fernandez (2014) stated in her study that the main challenge of teachers is still

on the “effective classroom work and help readers-at-risk”. Furthermore, she described

reading as a basic equipment for learning in all subject areas. She also emphasized in

her study the difference between a child with good reading skills and poor reading skills.

As stated, “a child who learns this skill quickly and easily is often considered as superior

and is likely to experience academic success. On the other hand, poor reading skills

lead to lower overall academic achievement and first grade seems to be a critical

development period.”

III. Scope and Limitations of the Study

This study is focused on the enrolled pupils, particularly those who are classified

as non-readers among the incoming grade one pupils, section Love of Bagaay

Elementary School, next school year. The scope of this study will mainly be on

enhancing the reading skill of the non-reader pupils. The researcher may also opt to

conduct a series of interviews with other significant people such as the parents,

teachers, and the principal to find out the reasons why these pupils find it difficult to
read sounds or simple words. The paraphernalia that will be used is limited to studying

the reading skill only. It will not include other skills or things not mentioned in this study.

IV. Research Questions

At the end of this study, the researcher aims to answer the following questions:

1. What are the causes why these pupils are having difficulty reading sounds or

words?

2. What are the ways on how to enhance their reading skills?

V. Methodology

a. Sampling

The sampling procedure that will be used in this study is a purposive

sampling procedure since the participants involved are already pre-selected by the

researcher. The researcher has already chosen the non-reader pupils of Grade One

– Love for the next school year to be the respondents of this study. Part of the

accomplishment of this study will also involve parents, other teachers, and the

principal.

b. Data Collection

The data that will be collected from this study will be coming from the pupils,

parents, teachers, and the principal. There will be two parts of this study: the qualitative

part which will comprise a series of interviews citing the difficulty in reading from the

parents, teachers, and the principal. The other part, the quantitative part will include

tools or tests that will measure on how far the pupils have enhanced their reading skill.

c. Ethical Issues

Since this a research study that will involve respondents that belong in the

minority group, an informed consent will be given to their parents. The researcher will

also ask permission first to the appropriate authorities to allow her to conduct this study.

Informed consents will also be given to the other individuals that are part of this study.
The informed consent will contain the purpose and significance of the study, the

duration of this study and how the participants will be able to contribute to the findings of

the study. No possible risks or harm will be done to them, and in case they will find it

discomforting, they are free to withdraw to the study and it will have no bearing to them.

Confidentiality will also be emphasized in the consent, and the possible benefits to the

participants and the society will also be cited in the consent.

VI. Data Analysis

Since this study employs a mixed method strategy, the data will also be analyzed

into two parts. The first part which is the qualitative part will be analyzed through

thematic analysis in which the researcher will undergo familiarization with the data

collected; she will also read and re-read the data to be intimately familiar with its

content. Coding will be done as a way of generating concise labels that classify the

relevant features of the data that might answer the research questions. The researcher

will then search for themes and will review its viability with the said research topic. This

will be followed by reviewing the themes, refining and checking the themes which will

involve splitting, combining or discarding the themes. Defining and naming the themes

will be followed as a way to analyze each theme in detail, working out the scope and

emphasis of each theme. Lastly, the data extracts and analytic narratives will be

weaved together and review the analysis relative to the current literature. The second

part will be more on the descriptives and getting the central tendencies (mean, median,

mode).

Timetable/ Gant Chart

Activity
Person
Basic Research Week 1 Week 2 Week 3
Involved
Proposal
I. Introduction
II. Literature
Review
III. Research
Question
IV. Scope and
 Limitation
V. Methodology
VI. Timetable/
Gant Chart
VII. Dissemination
Plan
VIII. References

VII. References

Everson, M. E. (2011). Word recognition among learners of Chinese as a foreign

language: Investigating the relationship between naming and knowing. The

Modern Language Journal. 82 (2): 194–204.

Fernandez, R. (2015). Readers intervention program for readers-at-risk. Asia Pacific

Journal of Education, Arts and Sciences. 2 (2): 17-29

Nugent, M., Gannon, L., Mullan, Y., O’Rourke D. (2019). Effective interventions for

struggling readers. National Educational Psychological Services. p. 3