Enhancing the Reading Skills of Grade 7 Students in Tamayo National High

School Who are Having a Hard Time on Reading English Words through Peer
Teaching/Tutoring

AN ACTION RESEARCH PROPOSAL

Jocelyn A. Obra

Angelo P. De Vera

Alfred V. Ferrer

Rica B. Dela Cruz

Richard M. Mondala

2019
 Enhancing the Reading Skills of Grade 7 Students in Tamayo National High
School Who are Having a Hard Time on Reading English Words through Peer
Teaching/Tutoring

I. Context and Rationale

Reading is the gateway for discovering and learning. And there are three
different levels in reading; Frustration level is a level reached when less
than 85% of the words are recognized or comprehension falls below 50%.
The Instructional level is defined as 85% correct word recognition with at
least 75% comprehension, and then the Independent Level is a level at
which students can read 99% of the words correctly with 90%
comprehension.

Based from a teacher in English subject of Tamayo National High School,

out of 140 grade 7 students, 15.7% are under the Frustration Level, 64.3%
are under Instructional Level and 20% are under Independent Level.

The reading skills of a student is one of the problems in many schools.

Reading is important because it develop the mind of anyone. It is a way of
understanding and interpreting what is been written. It becomes a problem
because how could they understand and interpret what is been written, if
they don’t know how to read it.

Learning to read begins far before children enter formal schooling. Most
students that experience reading failure enter kindergarten and elementary
grades without early reading experience. And reading English words gives
them a hard time. That is why an idea of Peer Teaching/Tutoring came up .

Peer Teaching occurs when students by design, teach other students.

Peer Teaching is an effective tool to promote learning and retention of
knowledge. By preparing to teach, students are encouraged to construct
their own learning program, so that they can explain effectively to fellow
learners.

Peer tutoring is a term that’s been used to describe a wide array of

tutoring arrangements, but most of the research on its success refers to
students working in pairs to help one another learn material or practice an
 academic task. Peer tutoring works best when students of different level
ability works together (Kunsch, Jitendra, & Sood 2007).

During a peer tutoring assignment it is common for the teacher to have

students switch roles partway through so that the tutor becomes the one
being tutored. Since explaining a concept to another helps extend one’s
own learning, this practice gives students the opportunity to understand
better the material being studied.

Some benefits of peer tutoring for students include higher academic

achievements, improved relationships with peers, improved social and
emotional development as well as increased motivation. There is an old
saying: “To teach is to learn twice”. Peer tutoring is a beneficial way for
students to learn from each other in the classroom. Teaching others makes
you learn and learn more. Students participated on the role of reading
tutor, improves in reading achievements.

And there is a wealth of evidence that peer teaching is extremely

effective for a wide range of goals, content and students of different levels
and personalities (McKeachie et al., 1986).

II. Research Question

1. What is the Reading Comprehension Level of grade 7 students

before performing Peer Teaching as proposed intervention?

2. What is the Reading Comprehension Level of grade 7 students after

performing Peer Teaching as proposed intervention?

3. Is there a lot of significant difference in the reading skills of grade 7

students before and after performing Peer Teaching as proposed
intervention?
III. Proposed Innovation, Intervention, and Strategy

The proposed intervention for the reading problems is through

performing Peer Teaching. There will be students with great knowledge and
skills in reading, assigned to teach those students who are having a hard
time in reading English words. The student tutor will focus on one student
starting from the basics. This could be performed during the class
dismissal at 4:00- 5:00 pm.

Asking permission to the grade 7 adviser or to the English subject teacher

to use the English textbook as the reading material for the proposed
intervention. And also conducting a weekly reading program which will be
held every Friday to know if there is an improvement on their reading skills.
IV. Action Research Methods

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

The participants of this research are the grade 7 students of

Tamayo National High School who are having a hard time on reading
English words. Other sources of this study is their scores in their
quizzes on English subjects. Their scores will determine if they
could read and understand English words or phrases.

b. Data Gathering Method

This research will use interview by involving the grade 7

students under Frustration and Instructional Level. A reading
activity will be conducted before and after the reading program to
determine if there is an improvement on their reading skills.

c. Data Analysis Plan

The statistical analysis tool to be used in this research is the

paired t-test. This tool will determine what is the significant
difference on the reading skills of the grade 7 students before and
after performing Peer Teaching.
V. Action Research Work Plan and Timeline

Research Activity Timeline

Research Proposal December 6, 2018
Enrollment December 6, 2018
Research Implementation and 3rd week of January to 2nd
week of
Documentation February

Data Gathering 3rd week of February

Treatment of Data 3rd week of February
Finalization of Research Paper 3rd week of February
Submission of Final Paper Last week of February to 1st week of
March

VI. Cost Estimates

Deliverables Research Activity Item Expenditure Estimates

Inception Report Printing of paper Ink, bond paper, 65.00
internet load
Proposal Documentation Internet load 50.00
Final Printing Ink, bond paper, 81.00
fare, folder
TOTAL 196.00
VII. Plans for Dissemination and Utilization

The result of the action research can be disseminated to all English

teachers, students and to the principal. The proposed intervention can be
disseminate among these key persons for them to discussed the
conduction of the said intervention and also for the possible division-wide
implementation. The researcher will ask permission to the grade 7 adviser
or to the English subject teacher to use the English textbook as the reading
material for the improvement of the student’s reading skills.
VIII. References

Mrs. Lorelyn L. De Leon, Tamayo NHS English teacher

www.ernweb.com

www.teachthought.com

Kunsch, C., Jitendra, A.,& Sood, S. (2007). The effects of peer-mediated

instruction in mathematics for students with learning problems: A research
synthesis. Learning Disabilities Research and Practice, 22(1), 1-12.

Burnish, Fuchs &Fuchs (2005). Peer-assisted learning strategies: An

evidence-based practice to promote reading achievement. Learning
Disabilities Research and Practice, 15(2), 85-91.

Topping, K (2008). Peer-assisted learning: A practical guide for teachers.

Newton, Mass.: Brookline Books.

https://www.oecd.org>innovations>page
Interview Questions for the Reading Interests of the Students:

1. Do you read books or online stories?

2. What genres do you prefer to read? And why?

3. Who is your favorite Author, and what story that he/she wrote you like the
most?