Statement of the Problem

This study was conducted to determine the reading

intervention practice of Grade 1 teachers in the East district of

Muῆoz, Nueva Ecija.

The study focused on early reading intervention practices

such as phonemic awareness, read aloud, repeated reading,

comprehension strategies, writing activities, and activities as

perceived by grade one pupils. Specifically, the study hopes to

answer the following questions:

1. How may the profile of the teachers be described in terms of:

1.1 Age;

1.2 Sex;

1.3 Highest educational attainment;

1.4 Present position/rank;

1.5 Work experience and

1.6 Years of teaching grade 1?

2 How may the reading intervention practices of Grade 1 teachers

be described in terms of:

2.1 Phonemic awareness through phonemic lessons;

2.2 Probing word difficulties through read aloud

strategy,

2.3 Building fluency through repeated reading;

2.4 Checking understanding through comprehension

strategies; and

2.5 Validating and extending learned reading skills

through short written activities?

3 Is there significant relationship between profile of the

respondents and their reading intervention practices?

4 What enhancement may be proposed to the reading intervention

activities to improve learners reading readiness?

 Survey Questionnaire on the
Reading Intervention Practices of Grade 1 Teachers
Teacher Respondent

A. Socio-Demographic Characteristics
Direction: Write your response to each of the items by
putting a check on the space or supply the information asked
for. All your answers will be treated confidential
1. Age_______
2. Gender
___1 Male ___2 Female
3. Position
___1 T-1 __2 T-2 __3 T-3 __4 MT-1 __5 MT-2
4. Years in service _____
5. Educational attainment
__1 Bachelors Degree
__2 Masters Degree
__3 Doctorate
B. Reading Intervention Practices
Direction: Please respond to each item using the scale
below. Check the number of your rating under the appropriate
column.
Scale
4 – almost always 3 – sometimes
2 – once in a while 1 – almost never
Reading Intervention Practices 4 3 2 1
A. Phonemic awareness through phonemic lessons

1. I provide controlled vocabularies or simple words

at the beginning of the intervention.
2. I direct my pupils to read the set of words with
adjacent vowel combination.
3. I use flashcards drill technique.
4. I use letter-sound correspondence by modeling to
the pupil.
5. I follow a particular sequence of my phonemic
awareness.
6. I begin my early reading intervention in Filipino
(L1); then after achieving in L1, I introduce
reading in English (L2)
7. I use familiar songs that explore sounds.
8. Play games like riddles and guessing games
practice spoken language.
9. Match words by sounds, blend individual songs to
form a word.
10. Blend individual sounds to form a word
B. Probing word difficulties through read aloud
strategy
11. I use story books for reading aloud.
12. I use read aloud to record and correct errors.
13. I provide colorful story book with simple
vocabularies for motivation to read.
14. I prepare list of words to read aloud every day.
15. I prepare daily textual read aloud inventory.
16. I prepare a weekly read aloud test.
17. I evaluate pupil’s output in each component every
after each session for probing reading problems.
18. Provide series of pictures of familiar objects
and select one on that.
19. Read the story aloud several times.
20. Have a poem to read aloud.
C. Building fluency through repeated reading
21. I facilitate repeated reading words.
22. I use flash words repeatedly to gain word
recognition.
23. I adopt repeated reading to improve fluency.
24. I let my pupil read part of a story in three
consecutive sessions to achieve mastery.
25. I prepare running record for inventory of reading
process.
26. I ask my pupil to reread his her favorite part
of the story.
27. I prepare reading list of 10 words from the story.
28. Rereading a text to achieve the normal speed of
reading passage.
29. Rereading difficult previous phonemic lessons.
30. Rereading a passage for rechecking comprehension.
D. Checking understanding through comprehension
strategies
31. I ask question before, during and after reading
a short passage or part of the book to develop or
monitor comprehension and to extend understanding.
32. I ask to pause my pupil when a big difficult word
comes as he/she reads.
33. I ask personal question to connect situations in
the text.
34. I have a record of my daily plan of my
intervention lessons.
35. I supply or unlock concepts, foreign practices,
when unavailable to the pupil to make reading
process meaningful and enjoyable.
36. Listen nursery songs each day.
37. Print the poem in prominent place frequently and
read the poem each day.
38. Read the short story and can retell it.
39. Read familiar story and can give its ending.
E. Reading Skills through short written responses
40. I ask my pupil to write words as I dictate.
41. I select child’s best written story in a week.
42. I use cut-up story to facilitate comprehension.
43. I incorporate writing like writing a one sentence
story in my early reading intervention program.
44. I allow my pupil to draw or sketch, his/her
responses when his/her writing skill is still very
limited.
45. I ask my pupil to write the letters of the word
on my palm as a form of checking.
46. Write words dictated from the story read.
47. Supply the word/phrase to complete the sentence
base from the story read.
48. Write one-sentence reaction from the story read
49. Write a possible new ending of the story.