Reading is the most important skill a child will ever learn.

It is impossible for a
person to live a productive life without being able to read, i.e.; becoming literate. In
most schools, children are expected to be able to read simple sentences and stories by
the end of first grade. By third grade, they are expected to be able to read almost any
kind of text. As well as being able to "sound out" (phonetically decode) regularly spelled
words, children must also master reading basic, common sight words.
The focus of this research is to improve the word recognition of Grade Two
pupils. The teacher-researcher utilized Dolch Sight Words to improve pupils’ reading
word recognition.
The time frame of the implementation of the said intervention started from
August 16 until October 7, 2016. The intervention was conducted every week specifically
during pupils’ remedial session. The teacher-researcher used different strategies in
implementing the intervention. These activities we’re using pictures in teaching sight
words, repetition, multisensory approach, games and music.
A post test was conducted on the first week of October. The final results were
based on the recent assessment on pupils’ reading performance. The results indicate
that pupils in Grade II – Patience had made improvement on their reading word
recognition.
Using Dolch Sight Words in improving the reading word recognition of the Grade
II pupils had taught me that a teacher should always make learning fun for the pupils to
be motivated and be engrossed in acquiring more knowledge.
I. Performance Background
 Reading is important because it develops the mind.
Understanding the written word is one way the mind grows in its
ability. Teaching young children to read helps them develop their
language skills. It also helps them learn to listen. Everybody wants
to talk, but few can really listen. Lack of listening skills can result
in major misunderstandings. Reading helps children focus on
what someone else is communicating.
Reading is an important past-time and is a hobby that has a
vast amount of benefits. Reading enables you to learn new things,
new words, and new concepts and overall broadens your
knowledge about almost everything. By reading, you visit places, in
your mind; you would never have the time or the financial means to
visit. Reading is something that should be cultivated in children from
as early as toddlerhood. It is something that should be cultivated in
them when they are forming interests and learning to turn pages.
Nevertheless, the result of the oral reading pre-test done last
July 15, 2016 show that a lot of Grade II pupils have difficulty in
reading words.
Grade
No. of WORD RECOGNITION COMPREHENSION READING LEVEL
level
Pupils
Non- Non- Non
Frustration Instructional Independent Frustration Instructional Independent Frustration Instructional Independent
Reader Reader reader

II 37 21 11 0 5 21 11 0 5 5 21 11 0
56% 29% 0% 15% 56% 29% 0% 15% 15% 56% 29% 0%

The table shows the oral reading pre-test result

conducted on July 11, 2016 to identify and determine the
initial reading level of pupils. Under word recognition, 21
pupils belong to frustration level, 11 pupils are under
instructional level and 5 pupils are non-readers.
 Number of Pupils with WORD Number of Pupils with Comprehension
No. RECOGNINTION MISCUES in GAP in
of
Grade
pupi Non
ls Omis Substit Repeti Insertio Non Interpre Applicat
read Literal
sion ution tion n reader tive ion
er
II 13 5 4 22 3 3 5 23 2 7
15% 10% 59% 8% 8% 15% 62% 5% 18%

The data above shows the number of pupils with

word recognition miscues. There are four pupils
committed omission when reading, twenty-two pupils
committed substitution, three pupils committed
repetition and three pupils as well committed insertion.
 Grade II
59%
60%

50%

40%

30%

20% 15%
10%
8% 8%
10%

0%
Non-reader Omission Substitution Repetition Insertion
Grade II 15% 10% 59% 8% 8%
 The respondents of this action research are the Grade
II pupils of Samay Elementary School particularly those
pupils who have difficulties in recognizing words during the
oral reading pre-test. The teacher conducted a review to the
pupils who can’t read accurately English words to know
their reasons and their needs to get better in reading.
Researcher Questions Client Answers
Dili man mi ga-English sa
balay mao nga dli ko kabalo
mobasa (We don’t speak in
English when we are at
Nganong dli man ka kabalo
home that’s why I can’t
mobasa sa mga English na
read.)
mga pulong? Pupil
Dili lang ko kabalo. (I just
Researcher (Why can’t you read English
don’t know.)
words?)
Maglisod ko og litok sa mga
letra.
(It’s hard for me to sound-out
letters.)
 Mogamit ka og mga tsada
nga pictures. (Using of
colorful pictures.)

Unsa imong gusto nga Mogamit ka og daghang

Pupil
himuon ni teacher? maanindot nga basahon.
Researcher
(Using colorful reading
materials.)

Mga dula. (Games)

Gusto ko makahibalo og
basa.
Unsa imong gusto matun-
(I want to learn how to read)
an/buhaton?
Pupil
Researcher (What do you want to learn/to
Gusto ko momaayo pa sa
do?)
pagbasa.
(I want to get better in reading.)
 Key customer
The Customer Customer want Critical customer needs
issue
The pupils are Language barrier One-on-one reading
determined to is an issue instruction
become good at Unable to sound- Constant reading
reading. out letters practice.
Grade II pupils who Suitable teaching Using sight words
have reading fluency techniques Follow-up by their
problems Relevance of respective parents.
topics presented Love of reading.
to the learning
environment of
the pupils.
Suppliers Inputs Process Outputs Customer
• Listening to and Saying Improve Dolch
• Provide dolch Sight Words Sight word
sight word • Teaching Sight Words strategy
Teachers Pupils
activities with Pictures
• Teaching Sight Words
with Games
• Sight Words • Individual instruction
matched to their
specific needs. Improve word
Pupils Pupils
• Guided practice, with recognition
prompting as needed.
• Immediate feedback
•Monitoring • Tabulation of pupils’ Guided teachers
•Mentoring progress in the
School Teachers,
•Coaching • Mentor the teacher for application of
heads pupils
effective application of peer reading
tutoring. intervention
•Follow-up • Constant encouragement Well motivated
Parents Sons/daughters
•Encouragement of parents. pupils
 It can be described that the reading practice of Samay
Elementary School follows the mandate of the DepEd. The
teachers as well the administrator exerted efforts to make
the pupils become better at reading. However, the pretest
reading result indicates that there is a need for acquire
another teaching strategies to develop the reading word
recognition of the pupils.
Under the guidance of the school head I have decided
to venture an intervention plan to address this problem after a
thorough group discussion during LAC session. Therefore, I will
commit to implement sight words during reading sessions and
monitor the learning progress of pupils particularly on reading
word recognition.
 The primary target of this action research is to develop the reading
fluency of the Grade II Patience of Samay Elementary School for the school
year 2016 - 2017 particularly those who were diagnosed under frustration
and instructional pupils as stated in the table below.

Projected Percentage of Improvement on Non-Reader, Frustration and

Instructional Pupils

Word Recognition Percentage of

Grade No. of
Level
Decrease after
Pupils
Pre test Post test Intervention

II 37 26 (70%) 13 (50%) 13 (50%)

 ISHIKAWA DIAGRAM

Measurement Materials Method

Monitoring Flash Cards Ineffective
Checklist Teaching
Strategy
Books
Interview

Pupils’
Post test Pictures
attendance

Pre-test Posters
Reading
Word
Recognition
Difficulties
School Head
Home

Pupils
Multimedia
Classroom

Parents

Instructional
School Teachers Materials
Environment Manpower Machine
 The Dolch word list is a list of frequently used English words compiled by Edward
William Dolch, a major proponent of the "whole-word" method of beginning reading
instruction.
To improve the reading word recognition of Grade II pupils, the teacher presents
an illustration along with a word to help pupils connect the object and the word, and in
turn help them solidify the information into their memories. The teacher, also place
colorful posters with a picture and the correlating sight word around the classroom.
Repetition is the key when learning sight words. The teacher creates a word wall
that pupils can reference. The teacher places posters with correlating site words
around the classroom, and the pupils read and print sight words at least five times
each. All of this repetition will help embed these words into the child’s memory.
The multisensory approach helps pupils learn site words by using a variety of
their senses, either visual, auditory, kinesthetic or tactile. Pupils can benefit from using
multisensory learning because every child learns and processes information differently,
and this approach can help reach all children. One way in using this approach is through
sand writing, the pupils will use their fingers to write sight words in the sand table.
 Games are a fun, hands-on way to reinforce sight words. The teacher write sight
words on big index cards and place them in a line on the floor. The goal is for pupils
to read each word. They can only move forward if they get the word correct. If they
make it to the end they win.
The teacher creates songs that use sight words and the pupils will sing them
every day. This is an easy and fun way for pupils to learn and remember words quickly.
 Timeline
Source of
Starting Date Completion Persons
Activity Target output Resources Funds
Date Involved
Improve
1. Sight Decoding Skills, Flash cards with
Words with August 16 August 26 Teacher, Pupils None
Improve Word matching pictures
Pictures
Recognition
Improve Word
2. Repetition August 29 Sept. 9
Teacher, Pupils Posters None
Recognition
3.
Multisensory Improve Word
Approach Sept. 12 Sept. 16 Teacher, Pupils Sand Table None
Recognition
(Sand
Writing)
4. Word Walk Improve Word
Sept.19 Sept. 23 Teacher, Pupils Index Cards None
Recognition
5.Teach Sight
words Improve Word Songs made of
through Sept.26 Oct. 7 Teacher, Pupils None
Recognition sight words
Music
Word Recognition Comparison (Baseline vs. Dolch Sight Words)

Grade II
60% 56%

50%

40% 41%
35% 29%
30%
24%
20% 15%

10%
0%
0% 16%
Frustration Instructional Independent Non-reader
Baseline 56% 29% 0% 15%
Intervention 35% 41% 24% 0%
 The above data indicate that there is a significant pupils’
improvement in word recognition after the intervention. The
frustration level pupils decreased by twenty-one (21%) which
means that using Dolch Sight Words is an effective tool in
improving word recognition. Instructional pupils also improved
from twenty-nine percent (29%) to forty-one (41%) while
independent readers significantly improved from zero percent
(0%) to twenty-four percent (24%). Non-reader pupils also
decreased from fifteen percent (15%) to zero percent (0%).
 A child's reading skills are important to their success in school
and work. In addition, reading can be a fun and imaginative activity for
children, which opens doors to all kinds of new worlds for them.
Reading and writing are important ways we use language to
communicate.
Doing this research helped me to improve my pupils’ reading
abilities. They have gained more confidence in reading which made me
glad knowing that they are getting better in reading. Seeing them like
this made me realized how essential is my role in the life of my pupils.
This research also taught me that a teacher should utilize fun and
learning activities to make the pupils be motivated and be engrossed in
learning.
For me, it’s not an excuse that a pupil can’t read because he/she
really doesn’t know how. A teacher must be fully equipped in teaching.
A teacher must also be considerate on the current reading level of
his/her pupils and use effective strategies that would help those poor
readers to improve their reading skills.