I.

Context and Rationale

Literacy improvement is a high priority of the DepEd and the national government.

In this vein it became imperative under the leadership of the former DepEd Secretary Br.

Armin A. Luistro, FSC, to assess the reading ability of the students. This stems from the

fact that reading serves as the foundation of all academic learning. The former secretary

underscored that it will be a constant struggle for learners who fail to master basic reading

skills at the outset to successfully get through other disciplines. This necessitates that

students form the habit of reading to do well in all subjects. Indeed, a student who is a

good reader has a better opportunity for greater achievement in class.

Vocabulary is one of the most important concepts of reading comprehension

teachers should emphasize in their classrooms. However, not every student acquires the

appropriate vocabulary knowledge they need to succeed in school. Students who do not

have higher order vocabulary skills will encounter difficulties in reading fluency and

comprehension. Lane and Allen (2010) claim that vocabulary knowledge is one of the

best predictors of comprehension, reading performance and school achievement.

Unfortunately, students, especially those with learning disabilities, survive all through

middle school without developing the necessary skills needed to extract knowledge from
text. They receive instruction without appropriate accommodations and eventually fall

behind their peers.

The provisions under DepEd Order No. 14, series of 2018 requires the

administration of the PHIL IRI to accomplish the students’ individual reading profile and

consolidate reports for the schools profile. This also takes to task the teachers in coming

up with a reading program to address the reading deficiencies of the students. More than

just addressing the diagnosed reading deficiencies, the reading program in the process

and in the long run, purports to up the reading level of the students. This necessitates
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that the most critical elements of the reading program for it to be effective include the right

kind and quality of instruction and the right level of intensity. Fluency is vital for students to

develop effective reading comprehension skills.

It is in the above-stated context that this study is hereby proposed. It shall look into

the impact of graphic organizers in improving the vocabulary and comprehension of

Grade VI learners in Lasip Elementary School during the school year 2018 -2019.

II. Research Questions

This study seeks to improve the vocabulary and reading comprehension of Grade

6 learners in English with the use of graphic organizers for the SY 2018 – 2019.
Specifically, the study seeks to answer the following questions:
1. What is the mean score of Grade 6 learners in Pretest on reading comprehension

before the intervention ?

2. What is the mean score of Grade 6 learners in Posttest on reading comprehension

after the intervention ?

3. Is there a significant difference on the mean scores of Grade 6 learners on

reading comprehension before and after using the graphic organizers?

III. Proposed Innovation: Graphic Organizers

This innovation in scaffolded instruction in reading through the utilization of

graphic organizers will not only assist the teachers in dealing with the learners whose

level of reading comprehension is still under literal, but, be the very tools in preventing

children’s reading problems. In so doing, teachers will scaffold the struggling readers and

enable them to become independent and capable readers and writers.

In reading, scaffolding refers to a variety of instructional techniques used to move

students progressively toward stronger understanding and, ultimately, greater

independence in the learning process. In this study, scaffolding instruction used is graphic

organizers. The researcher shall provide successive levels of support through the

utilization of graphic organizers that help at-risk readers reach higher levels of

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comprehension and skill acquisition that they would not be able to achieve without

assistance. In Scaffolding reading thru graphic organizers, the text might be previewed,

discuss key vocabulary, or chunk the text and then read and discuss as you go.
Below is a description of the specific scaffolding strategies the researcher

will employ in the research study with its course of action/ process.
1. Comprehension Monitoring :
Reading activities can be divided into three categories, depending on when

they take place: pre-reading, reading, and post-reading.

(Pre-reading)
a. Pre- Teach Vocabulary : Words will be introduced to students in
photos or in context with things they know and are interested in . They

will be given time for discussion of the words (small groups and whole

class). Dictionaries/ Thesaurus will be used only to compare with those

definitions they’ve already discovered on their own. With the dozen or so

words front-loaded, students are ready, with the teacher as their guide, to

tackle a challenging text.

b. Another strategy involves having students preview comprehension

questions so that they can focus on answering those questions as they

read. In our Literary reading material “ Mushroom in the Rain” by Mirra

Ginsburg, students will have to look over the comprehension questions

before having them read the text so they can give attention on answering

them as they go through the text.

(Reading)
Teachers can guide students' interaction with the text by asking questions or

asking them to collect details or write observations.. They might also

chunk the text and read and discuss as they go.

(Post-reading)

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 Summarizing : an effective strategy for readers who have difficulty

remembering and writing about what they have read that can take many

different forms such as journals, letters or travelogues.

2. Graphic organizers Tools used to introduce new content and tasks to help

students learn about the topic:

* Venn diagrams - to compare and contrast information. To show the similarities

and differences of Beowulf and Grendel ( characters on the Battle with Grendel )

in our lesson on literature, Venn diagram will be used.

* Story Map - to help students learn the elements of a book or story. By identifying

story characters, plot, setting, problem and solution, students read carefully to

learn the details.

Story Map or story line will be used in our reading lesson “ Tell Me A

Story About Your Shoes “. Students will be filling in the story’s title, setting,

characters, problem ( events ) and solution.

* Literary Device - a technique a writer uses to produce a special effect in their

writing. In the lesson on “ Kesz” students will be filling out the description of the

literary used and the example.

3. Question generating : Students writes questions about the story/ topic as a

post-reading exercise. They can also generate questions to identify their own

uncertainties about the text. They can then try to answer these questions by

consulting the teacher or other students

IV. Action Research Methodology

a. Participants and/or other Sources of Data and Information:

The Grade 6 learners of Lasip Elementary School, School Year 2018-2019

will serve as the subjects of this action research. Grade 6 Section ______will

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 be the experimental group while Grade 6 Section ____ will be the controlled

group.

b. Data Gathering Method:

This study shall employ the quasi-experimental design. The mean scores

during the Pretest and Post-test will be computed. Thus, the results of the

Pretest using the teacher-made test will be used as the initial data to

determine the reading comprehension level of Grade 6 – Section ____

students before the intervention. Post-test (teacher made test ) will be

administered again to the subject cases at the end of the study to find out

students’ progress in reading comprehension as the final data after using the

Graphic Organizers as intervention.

c. Ethical Issues :

The researcher will make sure that the students’ right to privacy is

respected, protected and fulfilled. Thus, the data that shall be derived from this

study will be treated with utmost confidentiality. The researcher will also make

proper citations to give due credits to persons cited in the study.

d. Data Analysis Plan :

After the data are gathered, these shall be subjected to the corresponding

statistical treatment to arrive at answers to the specific problems.

To answer sub-problem number 1 on the reading comprehension level of the

respondents based on the result of their pretest before the intervention and sub-

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 problem no. 2 on the reading comprehension level of the respondents based on the

result of their posttest after the intervention, the mean will be computed.
The t-test will be used as statistical tool to determine the significant difference on

the mean scores of the pretest and posttest using the scaffolding graphic organizers

in improving the reading comprehension of Grade 6 students.

The researcher will use Microsoft Excel Data analysis and electronic calculator to

ensure the accuracy in the analysis of the data gathered.

V. Work Plan and Timeline

This study aims to provide, if not enforce the strategies that teachers employ in order

to improve in the process the level of reading comprehension of the students.

This study shall be conducted from the first week of September 2018 to February

2019.

Table 1

Deliverables Activity/ies Time Frame

Preparation and submission of Prepare and submit action September 3-7, 2018

action research proposal research proposal.

Data gathering methods and Prepare pretest September 10 – 28,

Prepare posttest
instruments 2018

Data Collection activities -Administration of pretest October 2018

and computation of mean

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Data Collection Activities Teach the lesson on reading November –

in Unit 2 using graphic December 2018

organizers to be supported

by other teaching strategies

and appropriate

instructional materials.

-Administration of posttest January 2019

-Tabulate the data obtained

using tables and test the

statistical significance of the

mean difference using

independent t-test
Findings and Analysis Write findings and analysis February 2019
Submit the completed

research.

VI. Cost Estimates

Deliverables Activity/ies Items of Expenditures Estimated

Cost
Preparation and Prepare and submit -Office supplies(coupon Php

submission of action action research proposal bond, folder etc.) 500.00

-On-line study/search
research proposal to the division office
fee
Production of AR

proposal (printing)
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 -Transportation and
Data gathering methods Prepare pretest Php
Prepare posttest communication
and instruments -encoding, printing and 500.00

reproduction of test

materials ; load for

internet
Data collection activities -Administer pretest and Purchase of school Php

posttest to Grade 6 supplies 1000.00

students, Reproduction of hand-

-Gather , analyze and
outs, worksheets,
interpret data obtained
reading activities and
from pretest and
other essential
posttest
-Teach the reading documents
Transportation
lesson/literature using Internet

graphic organizers and

other appropriate

instructional materials
Initial findings and Write findings and Internet fee/rental for Php

Analysis analysis the analysis of data to 500.00

be gathered and initial

printing of the output

Final Report Prepare the final report Initial printing of the Php

Action Research 1,500.00

Purchase of ink for

printing
Editing/corrections after

initial printing of Action

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 research manuscript
Transportation

VII. Plans for Dissemination and Utilization

The researcher plans to present her findings derived from the research study to

fellow English teachers especially the remedial reading teachers. Likewise use the

strategy to all sections handled by the researcher to improve reading comprehension.

When teachers scaffold reading instruction such as using graphic organizers, they

break the reading activity down into smaller parts in order to facilitate comprehension.

Instructional scaffolding, as noted earlier, is an old concept with a new name. Most

teachers have used scaffolding activities in the classroom in one or more ways. Research

suggests that providing assistance and support to students through graphic organizers

optimizes student learning. Educators will always be challenged to effectively teach

students in order to optimize student learning. In an era when there is a decrease in the

number of Filipinos reading, a tremendous challenge is to encourage students to read.

Often the desire to read relates to a reader’s connection to the reading material.

Additionally, to read effectively is to comprehend. Students have to connect to their texts

in order to comprehend them. Scaffolding tools or strategies in the classroom, can help to

improve reading comprehension by helping students to connect to their texts. Students

can benefit in several ways when teachers scaffold the process of reading. From reading

a simple poem to a complex epic, writing a simple narrative to a complex scholarly

research paper, scaffolding tools can have positive effects on improving students’

performance and comprehension

Anchored on research findings extolling the impact of scaffolding strategies in

remedial reading, this study shall utilize and underscore the influence of the said

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strategies where greater recall and comprehension of content area concepts is concerned

during the school year 2018 – 2019.

VIII. REFERENCES

(2008, November 24). Instructional scaffolding to improve learning.

Retrieved from Faculty Development and Instructional Design

website: http://www.niu.edu/spectrum/2008/fall/scaffolding.shtml

https://niu.edu/spectrum/archives/scaffolding.shtml

http://www.readingrockets.org/strategies/story_maps

Scaffolding: Strategies for Improving Reading Comprehension Skills

http://www.phschool.com/eteach/language_arts/2002_12/essay.html

Bruner, J.S. (1975). From communication to language: A psychological

perspective. Cognition, 3, 255-287.

Larkin, M. (2002). Using scaffolded instruction to optimize learning. Council

for Exceptional Children.

Leddy, C. (2008). The 'alarming state of reading in america. Writer, 121(5). Levitov, D. D.

(2010). Reading as a 21st-century skill cannot be taken lightly.

School Library.

Palincsar, A.S. & Brown, A.L. (2007). Reciprocal teaching of

comprehension-fostering and comprehension-monitoring activities.

Cognition and instruction, 1 (2), 185-217.

Reid, D.K. (2008). Scaffolding: A broader view. Journal of Learning

Disabilities, 31(4), 386-396.

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Vygotsky, L.S. (1978). Mind in society: The development of higher

psychological processes. Cambridge, MA: Harvard University Press

Wertsch, J.V. (2005). Vygotsky and the social transformation of

mind..Cambridge, MA: Harvard University Press.

ANNEX 1: Research Proposal Application Form and Endorsement of

Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE:
IMPROVING THE VOCABULARY AND COMPREHENSION OF GRADE VI
LEARNERS THROUGH GRAPHIC ORGANIZERS
SHORT DESCRIPTION OF THE RESEARCH
The study looks into the influence of graphic organizers in improving the vocabulary
and reading comprehension skills of the Grade 6 learners of Lasip Elementary School
during the school year 2018- 2019. It is anchored on the results of the PHIL- IRI which
was conducted last August of this year and on the utilization of graphic organizers
targeting the vocabulary and reading comprehension of the learners.
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RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY
one) (check only one research theme)
o National o Teaching and Learning
o Region o Child Protection
o Schools Division o Human Resource Development
o District o Governance
o School (check up to one cross-cutting theme,
if applicable)
o DRRM
(check only one) o Gender and Development
o Action Research o Inclusive Education
o Basic Research
o Others (please specify): __________

FUND SOURCE AMOUNT

Personal

TOTAL AMOUNT

B. PROPONENT INFORMATION

LEAD PROPONENT / INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

MIGUEL DELIA RAYOS

BIRTHDATE SEX: POSITION/DESIGNATION

(MM/DD/YYYY)
FEMALE MASTER TEACHER I
__________________

REGION/ DIVISION/ SCHOOL

Region 1/ Schools Division Office I Pangasinan/Lasip Elementary School

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS

____________________
____________________ ___________________
EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED
RESEARCH PROJECT

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 SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have
the capacity to implement a research study without compromising his/her office functions.

____________________________
Name and Signature of Immediate Supervisor

Position/ Designation: Principal ____

Date: _____________________

ANNEX 3: Declaration of Anti-Plagiarism and Absence of

Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, Delia R. Miguel, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of
their work without proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly
all the references used. I further commit that all deliverables and the final research
study emanating from this proposal shall be of original content. I shall use
appropriate citations in referencing other works from various sources.
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3. I understand that violation from this declaration and commitment shall be
subject to consequences and shall be dealt with accordingly by the Department of
Education and (insert grant mechanism).

PROPONENT: DELIA R. MIGUEL

SIGNATURE:

DATE:

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