PROJECT

CHUD CORDERO PELINO, LPT, M.E.

Master Teacher I
Burauen Comprehensive NHS
Ed.D. ELT Student, Cebu Normal University
 PROJECT DEVELOPMENTAL
READING INTERVENTION (DRI)
ON THE READING
COMPREHENSION SKILLS
OF GRADE 7 STUDENTS
CONTENT
Background of the study
Methods and design/materials
Findings
Conclusions
Reflection
Recommendations
CONTEXT AND RATIONALE
Success in reading is very important to students
Although some students will learn to read in almost
any subjects, other students will not become
successful readers unless they receive careful
teaching (Carnine et. al., 1997, p. 2)
CONTEXT AND RATIONALE
Effective and efficient instruction benefit all students
but is essential for instructionally naive students
Conversely, students’ reading skills are below the
expected grade levels in many schools
This is true to junior high school freshmen
CONTEXT AND RATIONALE
The Informal Reading Inventory (IRI) conducted to the grade 7
students in Burauen Comprehensive National High School (BCNHS)
in June 2016 revealed annoying results
- 96% or 456 of the 474 students who took the test were
identified belonging in the frustration level;
- 3% or 14 students were performing in the instructional
level;
- less than 1% or 4 students were identified as independent
readers; and
- eight (8) students got zero (0).
The result would entail that very limited progress has been made in extending reading instruction to them or perhaps they did not catch
on to the reading process in their elementary grades.
CONTEXT AND RATIONALE
In the Teacher’s Monitoring and Evaluation (M&E)
Report for the school years 2014-2015 and 2015-
2016, most of the teachers attributed the poor
academic performance to the students’ difficulty
in understanding materials read.

Documentary analysis
CONTEXT AND RATIONALE
A lot of efforts had been made in the past to solve
problems in reading, however the problem still exists
at present.
This study therefore hopes to contribute knowledge
in the field, by offering another to solve the
problem.

Gap of knowledge
CONTEXT AND RATIONALE
The researcher chose the grade 7 students among
the other grade levels because they are still
adjusting to the new academic life in junior high
school and have to be equipped with the necessary
skills to be become successful in school.
REVIEW OF LITERATURE
Reading Intervention Defined
A reading intervention program is one that hinders or alters
the action of reading failure by preventing it from occurring or
stopping it if it has already started.

Importance of ROL/RRL
REVIEW OF LITERATURE
Content of a Reading Intervention Program
In terms of the content of effective reading instruction, there
are seven dimensions that should form part of an effective program
(Scammaca et al., 2007; Singleton, 2009; Kennedy et al., 2012;
Eurydice Network, 2011).
REVIEW OF LITERATURE
Principles in Reading Intervention
According to research by Haring and Eaton (1998) on their
Instructional Hierarchy, interventions should be targeted based on
four phases or stages of learning: Phase 1: Acquisition of new skills,
Phase 2: Proficiency, Phase 3: Generalization, and Phase 4:
Adaptation.
REVIEW OF LITERATURE
The duration or length of time
Research indicates that the more time students engage in
learning activities, the more they learn. The extent to how long
reading interventions be implemented will depend on the learner’s
needs. There should be careful planning of activities.
THEORETICAL UNDERPINNINGS
Cognitivism (Gagne & Robert, 1916)
Interactive model
Hybrid – combination of Gestalist and Behaviorism
Gestalist or top-down theory
Behaviorist or bottom-up model
 PARADIGM OF THE STUDY

Reading level of the Establishment of the

students prior exposure to project DRI Improved reading
the intervention level of the Students
Development of after exposure to the
Identification of common instructional materials intervention
reading difficulties and Activities

P Model - Project Developmental Reading Intervention

(DRI) to the Reading Level of the Grade 7 Students
STATEMENT OF THE PROBLEM
The study aims to identify the effectiveness of Project
DRI to the reading skills of identified grade 7 low
proficient readers.
RESEARCH OBJECTIVES
1. What is the reading performance level of the
Grade 7 students of BCNHS?
2. Is there a significant mean gain of students’ scores
before and after Project DRI implementation?
3. How did the students respond to project DRI?
METHODOLOGY – RESEARCH DESIGN

Mixed-method
It combines elements of quantitative and qualitative
approaches for the purpose of breadth and in-depth
understanding and corroboration (Johnson, 2007)
METHODOLOGY – SAMPLING PROCEDURE
This study used the purposive
sampling/ judgmental
sampling
(Cristobal, 2013)
METHODOLOGY – PARTICIPANTS/SUBJECTS
OF THE STUDY
The participants of the
study, who were subjected in
the remedial reading
intervention program were
the thirty (30) lowest
performing grade 7
students who were
diagnosed as slow and non-
readers
METHODOLOGY – DATA COLLECTION
METHODS
1. PHIL-IRI (Standardized)
2. Reading Comprehension Sub-skills Test (Teacher-made)
3. Survey Questionnaire for Teachers (Semi-structured)
4. Observations (Participant and Non-participant)
5. Tool for Assessing the Program (Adopted)
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
1. Administration of the Phil-
IRI to grade 7 students
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
2. Identification of the
reading level of the
grade 7 students
3. Identification of the
participants of the
remedial reading
program
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
4. Administration of the reading comprehension sub-
skills test
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
5. Analysis of the reading comprehension sub-skills
test
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES
5. Crafting of
the reading
program
METHODOLOGY – DATA COLLECTION
PROCEDURE/ DRI EPISODES

6. Content
evaluation of
the Reading
Intervention
Program
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•Phonemic awareness
and the teaching of
phonics
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•Decoding and word
studies, including the
learning of sight
vocabulary
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•Language
development, to include
vocabulary
development
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•The explicit teaching of
comprehension strategies
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•Meaningful writing
experiences
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•The development of
fluent reading by
reading and rereading
familiar texts
METHODOLOGY – DATA COLLECTION
CONTENT / DRI EPISODES
•A wide-range of reading materials, opportunities
for both guided and independent reading
METHODOLOGY – ANALYSIS OF DATA
Descriptive statistics was used to reveal the overall patterns and to
make them easily manageable. The researcher used the following statistical
treatment to process the data.
1. Percentages. To get the proportion of the whole.
2. Weighted mean. This is to arrive at a verbal description of each item in
the instrument.
T-test. To compare the two means before and after exposure to the
intervention.
FINDINGS
1. Reading fluency and reading comprehension scores increased
among the students who participated in the reading program.
2. Results of the t-test indicated a significant improvement on the
scores on reading comprehension sub-skills, oral and vocabulary
test.
3. Males were overrepresented in the remedial program.
4. Females scores improved more than female.
FINDINGS
Table 1 Comparative pretest and post-test result of the RCSST

Mean of pretest Mean of post-test P (t-test) two-tail

4.5 6.0 0.01051

Alpha value set at 0.05

There is an increase of 22.25 in the mean
FINDINGS
The participants exhibited positive response to the program
“At first, the students were nervous, but soon they became
comfortable, motivated and excited to participate.” (O1)
“The program was great because the students had fun while they
learn reading. ” (O4)
FINDINGS
The participants exhibited positive response to the program
Before the program, the students had a hard time, but as time
passed by, it gets easier and better.” (O3)
“It was enjoyable and exciting. Everyday, they are eager for the
new set of activities.” (O2)
REFLECTION
1. Remedial reading is an effective strategy evidenced-based strategy that
can increase reading fluency and comprehension.
2. Appropriate grouping practices, instructional strategies, extended practice
opportunities with feedback and breaking down reading tasks in
components are essential to achieve success.
3. It is appropriate to start intervention early in the junior high school life of
the students to assist them with problems surrounding fluency and
comprehension.
RECOMMENDATIONS

1. Future researchers in the area of remedial reading program may include

randomized controlled study in which selected students are randomly
assigned to the remedial reading program group and to a control group.
2. The reading comprehension sub-skills test can serve as a satisfactory tool to
assess the reading level of the students in other schools.
3. Findings of the study may be used in the review and revision of reading
programs in other schools.
RECOMMENDATIONS
4. This study may replicated by other schools in different setting and
population.
5. The study may also enable other teachers to try-out other types of reading
intervention programs.
RECOMMENDATIONS
7. School administration and teachers should develop a wide-array of
instructional reading materials that could be used in multiple learning
levels.
8. The class advisers and language teachers who are in close contact with the
students should conduct reading classes in their own phase.
 chudcorpel@gmail.com
Chud.Cordero.Pelino@facebook.com