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Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
Division of Nueva Ecija
CUYAPO I DISTRICT
CUYAPO CENTRAL SCHOOL

ACTION RESEARCH PROPOSAL


TOPIC IMPROVING THE READING SKILLS OF GRADETWO PUPILS OF CUYAPO CENTRAL
SCHOOL
Introduction Reading is the biggest aspect of learning. Eighty percent of our learning is done through
reading. The reading skills may lead us to eliminate the ignorance and makes us the best
person that we could. In this juncture we must make some innovative way to make the pupils
spend their most of the leisure time in reading and have fun on it. It can make the pupils
reading and comprehension skills higher and higher, it may also lessen their time in doing
unnecessary things inside the classroom.
In this research, which aims to decrease the number of slow readers through different
ways such as, reading center and corners of every classroom will be revitalized, the pupils will
spend most of their vacant time in reading. This time every reading corner will follow the
standards of a reading corner such as providing books which are informative, colorful,
attractive and most importantly educational. The reading center will also provide easy-read
books for the slow learner. The teachers will guide them in reading so they will be facilitated
in proper way of reading.
The reading materials will be provided by the teachers, principals and some will be from
solicitation and donation of some good heated individuals. When time reading corner will be
implemented in the school, the reading progress of the pupils will be monitored and recorded
to see their development in reading.
The researcher will also have collaboration with the parents or what we call teacher at home to
supervise their children in reading to develop themselves in their reading capabilities.
Knowing the fact, the parents have a hard time to teach their children at home because most of
their time spent in their respective work more particularly in farming.
To wrap it up, the main focus of the project is to lessen the serial number of pupils who
belongs to non-reader and slow reader who belongs to the primary level, by the end of the
school year.
Situation Many slow readers are found in the primary graders, Grade II. This poses a grave problem to
the teachers in the attainment of quality education which is the goal of the national government
Baseline As the school conducted the reading assessment (Phil-IRI) on the first month of the school
Data year, the result is 47 pupils of Grade II belong to the frustration level which shows a big gap
between good readers and slow readers.

The Table shows that 47 pupils or 30% of the population of the Grade II pupils are in
Frustration level in Oral reading, while there are 92 and 18 pupils included in Instructional and
Independent level respectively.
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Division of Nueva Ecija
CUYAPO I DISTRICT
CUYAPO CENTRAL SCHOOL

The tables show the individual results of reading capabilities of pupils from Grade II base
on the Phil- IRI results. In the Table for Grade II Section 1, five pupils were in Frustration
level while 22 pupils where in instructional and independent is compost of 12 pupils. In the
Grade II section 2 12 pupils are in frustration level, 24 pupils in instructional and 3 pupils in
the independent level. For the section three 15 pupils are in frustration level, 23 are in
instructional level and 2 for the independent. For the last section the frustration level includes
15 pupils, 23 pupils for the instructional while 1 pupil is categorized as independent reader.
Problem Thirty percent of the last two sections of Grade II pupils of Cuyapo Central School as per
the Phi-IRI results belong to the frustration level.
Possible The following are the cause for the poor reading ability of the pupils in the primary level of
Causes Cuyapo Central School:
 Non-mastery of the basic sight words
 No follow-ups at home
 No proper guidance in reading
 Lack of interest in reading
 Problem at home
Possible The collaboration of the school and home has the biggest factor in developing the reading
Solution capabilities of every slow reader.
In order to improve the reading ability of pupils, the teacher should provide remedial
reading activities such as CVC/CVCV, Basic sight words, One on one reading, group Reading
and the Peer reading that are suited in the needs of the pupils, then after the activities in the
school the teacher at home or the parents must do the necessary follow-up for the mastery and
inculcations.
The teacher inside the classroom must also provide reading activities which are highly
motivating and interest arouser to encourage the pupils read the books. The basic sigh words
should be given and taught among the pupils in the school and at home. This thing will
somehow make the pupils reading abilities higher and higher.
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Division of Nueva Ecija
CUYAPO I DISTRICT
CUYAPO CENTRAL SCHOOL

Plan of Action

Person/s Involve Strategies Time Frame Sources Data To be Collected


Principal will Conference with the Monthly Basis Result of the Oral Reading
monitor and teachers The School Test (Phil-IRI)
evaluate the Assist the teacher in Principal will be having
pupils diagnosing pupils the conference with
development in reading difficulties teachers at the end of
their reading the month for feed
skills backing and monitoring
on the progress of the
pupils.

Assist teachers in November 2014 to Attendance of pupils who


conducting remedial February 2015 attend the remedial
activities Remedial classes activities in reading
for the reading will be
done MWF or three
times a week 3:50-4:30
in the afternoon
Feed backing November 2014 to Monthly narrative report of
February 2015 the teacher on the
improvement of the reading
skills of pupils in Grades II
Feed backs from parents on
the development of their
children in reading.
The teachers Provisions of reading November 2014 to Canteen
activities and Materials and reading February 2015 Fund
function in center
developing The materials to be
reading skills of used are CVC, CVCV
pupils reading materials, story
books and compilation
of simple sentences for
daily activities.
Mastery in the basic November 2014 to Canteen Records of pupils who can
sight words February 2015 Fund read and basic sigh words

Ex.
Think Round
Today Right
Start Sound
Don’t Drown
Before Around

One on One Approach November 2014 to Attendance of pupils who


(Extra Time will be February 2015 under go with the 1on1
given among the non-
readers and poor
readers)
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Division of Nueva Ecija
CUYAPO I DISTRICT
CUYAPO CENTRAL SCHOOL

Group Reading or Peer November 2014 to Canteen The data of pupils who
grouping February 2015 fund belong to group who can
The teachers will teach their peers in reading.
facilitate the pupls in Number of pupils who
teaching their classmates
on how to read CVC and develop their reading skills
CVCV word. Materials and can teach now their
to be used will charts peers in reading
and flashcards.

Note* The schedule of


pupil in their peers will
be done after they will
be evaluated in their
reading capabilities.

Monitoring and Evaluation Time Frame Outcomes


st
Post Phil-IRI 1 week of February 75% to 100% of the pupils in the
2015 frustration level will increase their ability
in reading
Parents follow-ups November 2014 to 100% of the parents participate in
February 2015 teaching their children in reading at home
Teachers implementation of the reading November 2014 to The teachers will submit the attendance of
program February 2015 pupils who participated in the reading
 Attendance of pupils program
 List of pupils who increased their Teachers will provide the list of pupils
reading level who develop themselves in reading
 Data of the pupils progress in their Teacher will provide the data of pupils in
reading ability their reading progress

Prepared by:
ISIDRO A. ABEDOZA
Proponent

Noted:
JOHN A. DELA CRUZ
District Supervisor

Checked and Reviewed by:

ELIZABETH DG. GALINDO RANILO E. HILARIO


EPS-1, English EPS-1, Research

NORMA P. ESTEBAN, Ed. D.


Assistant Schools Division Superintendent

Recommending Approval:
DANTE G. PARUNGAO
Assistant Schools Division Superintendent
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Division of Nueva Ecija
CUYAPO I DISTRICT
CUYAPO CENTRAL SCHOOL

APPROVED:
EDNA SANTOS-ZERRUDO, Ed. D., CESO V
Schools Division Superintendent