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Research Proponent: Leizel R.

Department/Unit: DepEd-Marinduque

Proposed Description/Content

Abstract This longitudinal study on the Philippine Informal Reading

Inventory (Phil-IRI) for classroom intervention strategies aimed to

determine the efficacy of DepEd’s Every Child A Reader Program in

improving the word recognition and comprehension skills of the

Grade 6 pupils for the last three years, 2015-2016, 2016-2017, and

2017-2918 using the results of Phil IRI pre and post assessment,

the significant changes, and the challenges encountered by the

teachers along the implementation of ECARP.

Three teachers of the 27 Grade 6 pupils were taken as

participants of the study. It made use of ready-made results of Phil

statistically processed using t-test one tailed Analysis of Variance

(ANOVA) to find out the significant changes as the data collection

and data analysis treatment. It was backed with interview from the

teachers to find out their challenges. Results of interview were

presented in both verbatim and transcribed forms. Findings

revealed that pupils had improvement based on Phil IRI pre and

post assessment in both areas of word recognition and

comprehension. Apparently, significant changes were only noted

during SY 2016-2017 for word recognition, and during SY 2015-

2016 and 2016-2017 for comprehension. Thus, no significant

changes were noted during SY 2015-2016 and 2017-2018 for word

recognition and 2017-2018 for comprehension. This indicates that

the efficacy of ECARP had not been consistent for the last three
years in both word recognition and comprehension skill. This

research concludes that whether or not ECARP was used in

improving the reading skills of the pupils, it improved naturally in

class because the learners learned from the teaching. Also, it was

safe to say that the partial significance found was attributed to the

challenges encountered by the teachers. Thus, this research

recommends a classroom intervention strategies.

Research Specifically, it sought answers to the following questions:
1. What are the Phil IRI pre and post assessment results of

Grade 6 pupils from School Year 2015-2016 to 2017-2018?

2. Are there significant changes in the reading skills of the

pupils in terms of :

2.1 word recognition; and

2.2 comprehension?

3. What are the challenges and concerns encountered by

the teachers in the implementation of ECARP?
4. Based on the findings of the study, what classroom
intervention can be developed?

Objectives The research aimed to find out how reading levels of the pupils
progressed and what hindered them from progressing. Ultimately, it
aimed to give classroom intervention for consistent progress of the
reading levels.
Framework of

Methodology The research designed is longitudinal study whose participants were the
Grades 3, 4, and 5 teachers of the school. Data were sourced from the
requested records of Phil IRI pretest and posttest for the last three years.
In addition, interview was conducted to solicit first-hand information to
teachers on the challenges encountered. Data were documented and
presented in tables for analysis and interpretation.
Related The review of related literature gathered covered the nature of reading
Literature comprehension, word recognition skill as well as the implementation of
ECARP across countries. The review of related studies presented various
studies on reading programs and its effectiveness and problems
encountered during the utilization and implementation of the reading
programs. These were sources from local and foreign studies. All the
literature and studies were compared, contrasted, and criticized.
Schedule This is the time table of the research. The research proposal (Chapters
123 were prepared during the first quarter and the data gathering was
conducted immediately upon oral presentation). The writing of the
chapters 4 and 5 followed after the retrieval of the data and interviewed
with the participants. The research manuscript underwent several
checking, editing, and revisions before it was finally polished and was
ready for binding.