PROJECT CNR INTERVENTION IN ADDRESSING THE

FRUSTRATION LEVEL AMONG GRADE 12 LEARNERS

I. Problem Description

Proficient reading and writing skills are critical to success. If students are not competent

readers, they are at risk for academic, behavioral, social and emotional difficulties. Students

with reading disabilities have the potential to be unsuccessful academically and socially

(MacInnis, 2015). Likewise, teaching reading comprehension to non-readers and frustration

level readers today is different from the past. Teachers need to focus on extensive

comprehension instruction with all students, not just successful readers.

The researcher, as the assigned reading teacher, found out that there are still Grade 12

students who cannot read fluently and cannot comprehend what they are reading given the

fact that they are already on their last phase of high school.

The aforementioned situations above triggered the researcher to conduct an action

research on the effectiveness of the Project CNR of Region 10 in addressing the need of the

Grade 12 students who are still in the Frustration Level of the Reading Efficiency Index. This

paper will investigate the level reading efficiency of the identified Grade 12 senior high school

students and come up with an intensive reading intervention plan that will closely monitor and

will carefully assess the development of the identified readers who are still in the frustration

level to the independent level.

STATEMENT OF THE PROBLEM

1. What is the proficiency level of frustration readers before and after the CNR

intervention?

2. Is CNR intervention effective in addressing frustration readers?

II. CONCEPTUAL FRAMEWORK

Reading Reading
Proficiency: CNR Proficiency:
Intervention
 Speed  Speed
 Comprehension  Comprehension

Pre-Test Post-Test

Figure 1. Schematic Diagram

III. PROPOSED INTERVENTION

In response to the issues on reading proficiencies of learners in the entire country, the

Department of Education of Region X launched the Project Care for NorMin Readers (Project

CNR) through Regional Memorandum No. 243, series of 2019. This is a region-wide Reading

Program which aimed at making every elementary and high school learner an independent

reader in Mother Tongue, Filipino and English. Besides, it is designed to address the problem

of non-readers and readers under frustration level and it aims to improve reading fluency,

reading skill and comprehension skills of the identified students whose reading proficiency is

under the frustration level.

The researcher believes that Project CNR is the answer to achieve and solve the

problems in reading especially on her area of coverage. She will provide the identified readers

an informed consent form since they are already on the legal age. An orientation of the

students on the purpose of the Project CNR will follow to further inform them of the

importance and purpose of the program.

 The researcher will then re-assess the reading skills of students and identify their

specific reading difficulties using the PHIL IRI Assessment tool. Results will provide the

researcher with information on the students’ reading problems where the selection of the

reading materials will be based and the intervention will be focused.

The said intervention implementation will observe the Pull-out Scheme. Identified

learners with reading difficulties will report to the researcher’s classroom as the reading clinic

during the agreed schedule for an intensive reading session which will be conducted for two

hours per week for 12-20 weeks. The researcher will evaluate students’ reading progress

every four weeks. The moment that the student reaches the independent level, he/she will no

longer to report on the session as permitted by the reading teacher/researcher. Another set of

reading materials will be given to the remaining students and the same process will be

followed.

IV. Intervention Timelines

“PROJECT CNR” IMPLEMENTATION TIMELINE

ACTIVITIES Persons Involved MONTH OF JULY

Week 1 Week 2 Week 3 Week 4
1. Proposal Writing Researcher
2. Consultation with the Researcher
SHS Assisting SHS Assisting Principal and
Principal and Subject Subject Group Head
Group Head
3. Submission of Researcher
Proposal to the SHS SHS Assisting Principal and
Assisting Principal and Subject Group Head
Subject Group Head
ACTIVITIES Persons Involved MONTH OF AUGUST
Week 1 Week 2 Week 3 Week 4
5. Research Proposal Researcher
Presentation
6. Orientation of the CNR
respondents/participant
and evaluation of
reading difficulty
7. Selection of reading
materials
ACTIVITIES Persons Involved MONTH OF SEPTEMBER
Week 1 Week 2 Week 3 Week 4
8. First Reading Session
9. Second Reading
Session
10. Third Reading Session
11. Fourth Reading
Session
12. Evaluation
 ACTIVITIES Persons Involved MONTH OF OCTOBER
Week 1 Week 2 Week 3 Week 4
14. First Reading Session
15. Second Reading
Session
16. Third Reading Session
17. Fourth Reading
Session
18. Evaluation

ACTIVITIES Persons Involved MONTH OF NOVEMBER

Week 1 Week 2 Week 3 Week 4

19. First Reading Session

20. Second Reading
Session
21. Third Reading Session
22. Fourth Reading
Session
23. Evaluation
 References

MacInnis, Eric., 2015, Teaching Students with Reading Difficulties and Disabilities, Retrieved
on: June 29, 2016, Retrieved from: http://www.wrightslaw.com/info/read.disability.lyon.pdf

Regional Memo No. 243 s. 2019

Prepared by:

JENIPHER S. ABAD