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TEACHING EXPOSITORY TEXT STRUCTURE: A STRATEGY TO IMPROVE

READING COMPREHENSION OF GRADE VI - AIR PUPILS OF HIBAO-AN
ELEMENTARY SCHOOL

An Action Research Proposal

By

ALEX B. BRIGOLI

I. CONTEXT AND RATIONALE

Reading comprehension is the ability to process text, understand its meaning,

and to integrate it with what the reader already knows (Grabe, 2009). Because reading

is an integral part of education, teachers spend hours of instructional review every day to

improve reading comprehension of pupils. Studies have shown that reading

comprehension level has a positive correlation on the academic performance of pupils

on other subjects (Chege, 1999) (Cimmiyoti, 2013).

Researchers determined that the ability to comprehend a text or construct

meaning from a passage is a practice of a highly complex and highly developed set of

skills and abilities (Texas Educational Agency, 2002). In other words, reading

comprehension is a skill that can be learned and developed overtime. The teacher as

reading instructor is a role model of a reader for students, demonstrating what it means

to be an effective reader and the rewards of being one (Day and Bramford, 1998).

Educators have a wide range of teaching strategies to improve reading

comprehension.

Because reading comprehension is a crucial factor in academic success, poor

reading comprehension can be a hindrance to pupils.

Various strategies are available for teachers to employ to improve short-term and long-term memory of students. In a study conducted among elementary students in the UK. consisting of specific pre-established performance criteria. Studies conducted by Jonsson and Svingby (2007) have shown that rubrics has the potential to promote learning and/or improve instruction. They are often administered after the reading has been done by asking the students targeted questions to elicit information of their mastery of the reading material. it can also be used to improve memory retention and comprehension in reading. Through the use of a ready-made rubric. teachers must employ different strategies to improve their memory and comprehension. Reading comprehension rubrics has been widely used by teachers to assess the reading comprehension of students. In order for learning to be effective for these students. researchers have found out that 1 out of 10 students have memory deficiencies and thus performed poorly in school (Alloway. Metacognition or the process of thinking about your own thinking is a powerful strategy to improve learning through a deepened understanding of the subject matter and retention of the learned material. Although rubrics is a tool used in grading performance task such as reading. 2001). students are . The rubric contains set of objectives that teachers want their students to display or exhibit and are graded accordingly based on whether such criteria is met or not. used in evaluating student work on performance assessments (Mertler. Rubrics-guided reading is the conscious use of the rubrics guide while reading a passage. 2009). Rubrics serves as scoring guides. Criteria are made explicit to the students and what are being expected of them after reading an article or a story. Poor memory and poor comprehension skills has an implication on student achievement in schools.

children are confronted with various information they need to understand in order to succeed in school. because children are exposed to myriad experiences at school at home that requires II. 2014). Hibao-an Elementary School has adopted a mixed-ability class which is composed of At an early age. pupils progresses to more complex tasks requiring memory and comprehension such as the formula for a mathematical concept or the steps in writing an essay. the researcher seeks answers to the following questions: 1. This year. Specifically. Indeed. Is rubrics-guided reading effective in improving the content retention and reading comprehension of Grade VI-Air pupils of Hibao-an Elementary School? . the sounding of the alphabet and learning new words or phrases. The rubrics help to ensure that the learning targets become clear so that students must be able to understand the learning target in order to develop superior outcomes (Mijušković. What is the level of content retention and reading comprehension of Grade VI –Air pupils before rubrics-guided reading was introduced? 2.guided through the article by the constant reminder of the criteria that has to be met. ACTION RESEARCH QUESTIONS This is a research manuscript that tries to assess the impact of rubrics on the content retention of Grade VI-Air pupils of Hibao-an Elementary School. From the basics of counting numbers.

3. PROPOSED INNOVATION . Is rubrics-guided reading activity effective in improving content retention and reading comprehension of pupils at the instructional level? 5. INTERVENTION AND STRATEGY This study offers important insights concerning the use of rubrics to improve students’ content retention. Is rubrics-guided reading activity effective in improving content retention and reading comprehension of pupils at the proficient level? 6. . There is. Is rubrics-guided reading activity effective in improving content retention and reading comprehension of pupils at the frustration level? 4. In many other studies what is emphasized is the usefulness of rubrics in classroom assessment. unfortunately. Understanding the effect rubrics-guided reading in the content retention of students will provide us with vital information on what still needs to be accomplished. Is there a significant difference in the content retention and reading comprehension of Grade VI-Air pupils before and after rubrics-guided reading was used? III. a dearth of studies which takes into account the use of rubrics as part of classroom instruction and as a meta- cognitive tool to improve memory.

ACTION RESEARCH METHODS A. The subjects chosen are the 34 Grade VI – Air pupils of Hibao-an Elementary School. The subjects in these studies are under the advisory of the researcher who conducts their remedial reading classes at 11 o’clock in the morning. Data Gathering Methods . The data in this study can be used as a reference tool for our school planning team to incorporate rubrics-guided reading in every grade-level to improve student memory and retention. to proficient (90 and above). Their English and Filipino academic performance for the first grading period range from poor (75-79). Content retention check will be evaluated after reading fictional passages. This study aims to address the problem of Grade VI – Air students of Hibao-an Elementary School in retaining vital information in reading passages and articles. The use of rubrics-guided reading should be extended to not only fiction stories but informational articles such as textbooks and news articles. Remedial reading sessions will be constantly evaluated as to the performance of pupils in reading comprehension and information retention. Teachers must orient students on the use of rubrics as a guide to reading. B. IV. A teacher-made rubrics will be used in guided-reading passages culled from K to 12 aligned Grade 6 English and Filipino textbooks. Participants and/or other sources of data Purposive sampling will be employed in this study.

A baseline data will be collected through a teacher-made test after students read an English passage without the assistance of rubrics. After the baseline has been established. Twenty days will be allotted on this stage. The last A is the result stage when the intervention is removed and the students will be reading the passages without the rubrics as a guide. After a thorough orientation. This study will employ the A-B-A research design. The English passage will be read at 11:00 to 11:30 am during their Remedial Class. The researcher will give a walk-through to the participants of all the basics of rubrics and the criteria for grading. the researcher will orient the pupils about the use rubrics and how it is used to grade their performance. two steps shall be taken to ensure that the rights of the participants will be respected: . the researcher will then administer to the students to read the English passage with the rubrics as guide for reading. Another 20 days will be set for this stage. This cycle will also be repeated for five times which will last for 20 days. C. This is B part of the design which is the intervention stage. This process of reading and testing will be repeated five times. The A in this design will be establishing a series of baseline prior to the intervention. This process of reading passages guided with rubrics will be repeated for five times as well. The teacher-constructed test will be administered a day after. The same process will be observed in the administration of test for the Filipino passage. the establishment of baselines. Ethical Issues In the conduct of this study. The following day will be the administration of a teacher- constructed test to determine retention of facts. A teacher-constructed test will be administered a day after reading the passage.

V. The researcher will adopt a quantitative approach to the study.1. The result of this study will not have any bearing on the grades of the participants. D. The scores of the pupils will undergo a Wilcoxon signed rank test to determine any significant difference from the baseline and end result. Crafting of questions and October 12. Test papers will be checked by the researcher. 2018 research Drafting of Proposal proposal Identification of participants 1 week September 17 to List of Pupils Orientation of pupils 21. 2018 Selection of books 3 weeks September 24 to Books. Data Analysis Plan The study is delimited to the 34 pupils of Grade Six – Air chosen through purposive sampling. 2. The rubrics-based reading will be done daily for 20 days at their remedial class at eleven o’clock in the morning. ACTION RESEARCH WORK PLAN AND TIMELINE Research Procedure Time Frame Inclusive Dates Outcomes INITIAL STAGE Formulating research problem 2 weeks September 1 to Completed Gathering related literature 14. 2018 English rubrics Passages Validation of instruments Filipino . Anonymity of the scores of the students to other parties will be observed.

COST ESTIMATES Cost Estimates QTY UNIT PARTICULARS Unit Total Cost Cost 10 ream Bond paper short 180.comprehension test FINAL STAGE Gathering of results 4 weeks January 15 to Completed Interpretation through statistics February 15. 2019 research VI.00 300. Red 300.00 300.guided with rubrics 2019 .00 1 cartridge Epson Ink.00 40 set Photocopy of Reading Passages (Filipino) 1.00 600.00 1 cartridge Epson Ink. Black 300.00 40 set Photocopy of Reading Passages (English) 1.00 1 cartridge Epson Ink.800. 2018 Reading session Conduct of reading passages to January 15.00 300.00 .00 300.00 1.00 1 cartridge Epson Ink. Rubrics IMPLEMENTATION STAGE Establishing baseline data 12 weeks October 15.00 600.00 40 set Photocopy of Test Paper (English) 1. 2019 action research Drafting of summary and conclusion Printing of Final Report 3 weeks February 18 to Submission of Submission of Final Report March 18. Testing . Yellow 300. Cyan 300. Passages.00 600.

00 300.800. PLANS FOR DISSEMINATION AND UTILIZATION The primary concern of this study is to improve the reading comprehension and content retention of Hibao-an Elementary School pupils through the conscious use of rubrics as a guide to reading.00 TOTAL 17.00 300. 40 set Photocopy of Test Paper (Filipino) 1.500.0000.00 6 pcs Pocket wifi load 300.00 Travel Expenses 3.00 6.00 1000.00 300.00 3 pax Snacks for editors 100.00 3 pax Snacks for validators of instrument 100.00 200.00 600.00 Notarial Fee 200. Rubrics-guided reading can help pupils learn to focus their attention on the salient points of the passage they are reading subsequently leading to better reading comprehension and content retention.00 VII.00 34 pax Snacks/incentives for participants 200. .00 1 pax Statistician fee 1000.00 200.00 1 pc USB Flash Drive 300.

July Phil-IRRI scores of pupils IRRI materials results in reading comprehension. Designing Scoring Rubrics for your classroom. ISBN 978-1-305-44551-2. Obtain initial Use of Phil. REFERENCES Lauralee Sherwood (1 January 2015).Regular readers for comprehension grade level check . 157–162. The table shows the action plan on how to utilize this research for a school-wide reading program. 7(25). Researcher rubrics-guided reading advisers reading passages SLAC sessions sessions 3. C. Human Physiology: From Cells to Systems. 2. Practical Assessment Research and Evaluation.Regular conduct of rubrics-guided reading VIII. pp.Accessible comprehension graded-readers check -Finding suitable graded . Use of Meeting with Teachers July Scheduled rubrics in teacher. Objectives Strategies Persons Target Dates MOV Involved 1. Conduct of Rubrics-guided Reading per classroom -Orientation of -Crafted rubrics pupils on per grade level Pupils. (2001). rubrics-guided Teachers August Result of reading . A. . Mertler. Teachers June . Cengage Learning. ACTION PLAN PROGRAM ON DISSEMINATION OF RUBRICS-GUIDED READING TO IMPROVE CONTENT RETENTION AND READING COMPREHENSION 0F HIBAO-AN ELEMENTARY SCHOOL PUPILS.

Julian Bamford (1998). IX. Reading in a Second Language: Moving from Theory to Practice. ISBN 978-0-521-72974-1. Instrument to determine attitudes of teachers in using rubrics. & Lamont. Willis. R. . Working memory and other cognitive skills as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology. M. E. P. Koda. T. Eaglen. (2005).. E. 2005:4 Alloway. Archived from the original on 2018-05-04. A. Extensive Reading in the Second Language Classroom. S. Gathercole. C. Cambridge University Press. 417–426. Adams. William Grabe (2009).. Cambridge University Press... ISBN 978-0-521-56829-6.. Day. Richard R. 23. APPENDICES Table 1.