You are on page 1of 11

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.

used in evaluating student work on performance assessments (Mertler. students are . Although rubrics is a tool used in grading performance task such as reading. 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. Poor memory and poor comprehension skills has an implication on student achievement in schools. consisting of specific pre-established performance criteria. Reading comprehension rubrics has been widely used by teachers to assess the reading comprehension of students. Criteria are made explicit to the students and what are being expected of them after reading an article or a story. Studies conducted by Jonsson and Svingby (2007) have shown that rubrics has the potential to promote learning and/or improve instruction. Various strategies are available for teachers to employ to improve short-term and long-term memory of students. 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. researchers have found out that 1 out of 10 students have memory deficiencies and thus performed poorly in school (Alloway. 2001). In order for learning to be effective for these students. In a study conducted among elementary students in the UK. teachers must employ different strategies to improve their memory and comprehension. Rubrics-guided reading is the conscious use of the rubrics guide while reading a passage. it can also be used to improve memory retention and comprehension in reading. Through the use of a ready-made rubric. 2009). Rubrics serves as scoring guides. 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.

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.guided through the article by the constant reminder of the criteria that has to be met. the sounding of the alphabet and learning new words or phrases. because children are exposed to myriad experiences at school at home that requires II. Is rubrics-guided reading effective in improving the content retention and reading comprehension of Grade VI-Air pupils of Hibao-an Elementary School? . What is the level of content retention and reading comprehension of Grade VI –Air pupils before rubrics-guided reading was introduced? 2. 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. 2014). Indeed. From the basics of counting numbers. the researcher seeks answers to the following questions: 1. 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. Specifically. This year. Hibao-an Elementary School has adopted a mixed-ability class which is composed of At an early age. children are confronted with various information they need to understand in order to succeed in school.

PROPOSED INNOVATION . . Is rubrics-guided reading activity effective in improving content retention and reading comprehension of pupils at the instructional level? 5. 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.3. 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. unfortunately. Is rubrics-guided reading activity effective in improving content retention and reading comprehension of pupils at the frustration level? 4. Is rubrics-guided reading activity effective in improving content retention and reading comprehension of pupils at the proficient level? 6. INTERVENTION AND STRATEGY This study offers important insights concerning the use of rubrics to improve students’ content retention. In many other studies what is emphasized is the usefulness of rubrics in classroom assessment. There is.

IV.ACTION RESEARCH METHODS A. 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. Participants and/or other sources of data Purposive sampling will be employed in this study. The use of rubrics-guided reading should be extended to not only fiction stories but informational articles such as textbooks and news articles. Teachers must orient students on the use of rubrics as a guide to reading. B. 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. Their English and Filipino academic performance for the first grading period range from poor (75-79). 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. The subjects chosen are the 34 Grade VI – Air pupils of Hibao-an Elementary School. A teacher-made rubrics will be used in guided-reading passages culled from K to 12 aligned Grade 6 English and Filipino textbooks. Remedial reading sessions will be constantly evaluated as to the performance of pupils in reading comprehension and information retention. to proficient (90 and above).

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

D. The researcher will adopt a quantitative approach to the study. The rubrics-based reading will be done daily for 20 days at their remedial class at eleven o’clock in the morning. 2018 research Drafting of Proposal proposal Identification of participants 1 week September 17 to List of Pupils Orientation of pupils 21. 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. Crafting of questions and October 12.1. The result of this study will not have any bearing on the grades of the participants. The scores of the pupils will undergo a Wilcoxon signed rank test to determine any significant difference from the baseline and end result. 2018 Selection of books 3 weeks September 24 to Books. 2018 English rubrics Passages Validation of instruments Filipino . Anonymity of the scores of the students to other parties will be observed. Data Analysis Plan The study is delimited to the 34 pupils of Grade Six – Air chosen through purposive sampling. V. Test papers will be checked by the researcher. 2.

comprehension test FINAL STAGE Gathering of results 4 weeks January 15 to Completed Interpretation through statistics February 15.00 1 cartridge Epson Ink.00 . 2018 Reading session Conduct of reading passages to January 15.00 600.00 300.800.00 40 set Photocopy of Reading Passages (Filipino) 1.00 1 cartridge Epson Ink.00 40 set Photocopy of Test Paper (English) 1. Passages. Rubrics IMPLEMENTATION STAGE Establishing baseline data 12 weeks October 15.00 40 set Photocopy of Reading Passages (English) 1.00 600. Testing . 2019 action research Drafting of summary and conclusion Printing of Final Report 3 weeks February 18 to Submission of Submission of Final Report March 18.00 600. 2019 research VI. Red 300. COST ESTIMATES Cost Estimates QTY UNIT PARTICULARS Unit Total Cost Cost 10 ream Bond paper short 180.00 300.00 300.00 300.00 1 cartridge Epson Ink. Black 300.00 1. Yellow 300.guided with rubrics 2019 .00 1 cartridge Epson Ink. Cyan 300.

00 Notarial Fee 200. 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.00 200.00 300.00 TOTAL 17.00 1000.00 600.00 300.00 1 pax Statistician fee 1000.800.00 1 pc USB Flash Drive 300.00 300.00 6 pcs Pocket wifi load 300.0000. 40 set Photocopy of Test Paper (Filipino) 1.00 34 pax Snacks/incentives for participants 200.500.00 3 pax Snacks for validators of instrument 100. 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 3 pax Snacks for editors 100.00 Travel Expenses 3.00 6.00 200. .00 VII.

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

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