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Action Digong
Action Digong
AN CONCEPT PAPER
Submitted by
Siay District
Three of the five core subjects entail comprehension using English as the
comprehension on the written material for the students to capture the details of any
information. In Mathematics, students are asked to read problems before solving for
English, students are asked to read stories and answer related questions. In other
words, English needs to be well founded to link the students to other genre of
competencies expected of them in the curriculum and they will be left far behind from
others. In addition, the students need to master reading in order to converse and
receive information.
the average frustration level of the whole Division is 40% and a trace of percentage
is visible on the record of Non Readers and a smaller percentage falls on the
independent level.
The following results show the reading level of the students at Monching National
15 3 0 22
20 8 0 10
22 17 8 4
26 17 7 1
5 12 32 0
88 0 57 0 47 0 37
Grade 10 should have mastered their reading skills in Grade VI-VIII but the result
shows that there are still 15 pupils who are not independent readers. The alarming result of
the Phil-IRI triggered the attention of the proponent to pose a solution to the problem and
One of the four pillars of learning is Learning to Know which provides the cognitive
tools required to better comprehend the world and its complexities, and to provide an
appropriate and adequate foundation for future learning (Zhou Nan-Zhao: UNESCO). This
concept relates to the basic thrust of the Bureau of Elementary Education: to provide access,
progress and quality in elementary education. It formulates and implements key programs
and projects to enable every citizen to acquire basic preparation that will make him an
One way of alleviating the struggle of our school students in facing a written text is to
provide varied short story passages with guided questions frequently so that they will be
starting with the stated information. The information above is usually transferred in written
material like book, newspaper, magazine, journal, advertisement, article, blog, social media,
short message, etc. To be able to get good comprehension from written materials, the
pupils need to read well and effectively. The importance of effective reading is also
proposed by Greenal and Michaels (1986: 46). They say, effective reading means being
able to read accurately, and to understand as much of the passage in order to achieve a
purpose. This information is then used to determine deeper meaning that is not explicitly
stated.
Grade Seven students of Monching National High School using varied printed short stories
with guided questions. This strategy is expected to strengthen the pupils’ academic
performance in English, indirectly alleviate the struggle of our school children in facing a
occurs within a larger sociocultural context … that shapes and is shaped by the
reader and that interacts with each of the three elements(Snow, 2002, page 11).
sentences, as well as the inferred meanings that can be uniquely generated by the
reader. Given that meaning is not given solely in the text, but is mentally constructed
by readers during the reading process (Maria, 1990), the total message within the
written discourse is dependent upon the reader applying additional knowledge and
“reading between the lines.” An author does not explicitly state all of the information
(Gillam, 2007).
The key to the generation of the implicit meanings involves the reader’s
ability to make inferences. The ability to generate inferences is an essential skill that
greatly determines the degree to which a passage will be understood (Cain, Oakhill,
& Elbro, 2003; Casteel, 1993; Omanson, Warren, & Trabasso, 1978; Zabrusky,
1986).
questions about a text than literal ones (Hansen & Pearson, 1983) Given the impact
disabilities, who often struggle to understand what they hear and read, may exhibit
specific difficulties with this skill. Research supports this conclusion (Adams, Clarke &
Haynes, 2009; Dodwell & Bavin, 2008; Laing & Kamhi, 2002; Scannell-Miller, 1982).
While some studies have focused on children with specific language
difficulties and others on children with learning disabilities (e.g., reading decoding
evidence that these students engage in inferential processing less often and less
like younger children (Adams, Clark & Haynes, 2009; Scannell-Miller, 1982), to make
more errors on inferential questions than their typically developing peers (Dodwell &
Bavin, 2008), and to generate fewer inferences than their age mates (Laing &
language/learning disabilities have been found to demonstrate the ability to infer but
need more direction about the nature and appropriateness of inferential strategies
(Wong, 1988). Additionally, they produce similar proportions of inferences during free
recalls of a target passage but of a different quality (Tierney, Bridge & Cera, 1978),
answer fewer inferential questions correctly (Oakhill,1984) and provide more illogical,
difficulties with inferential tasks may occur for a variety of reasons. One possibility is
that they are not given enough practice with this type of reasoning. Activities within
basal readers tend to include and classroom teachers tend to ask more literal than
interaction suggest that the lower-achieving students or poorer readers are asked
fewer inferential questions than are the better readers (Sadker & Sadker, 1982).
and, even with accurate prerequisite information, answer them less effectively
(Holmes, 1984).
from prior knowledge during reading (Reder, 1980; Tierney et al., 1978). Inferential
“inactive learners” who do not activate selective attention and/or do not choose and
language/learning disabilities (Bashir & Singer, 2006; Graham & Harris, 2012; Wong,
1994) such that many have limited awareness of domain-specific knowledge, skills
and strategies, how to apply them, and when to deploy them for effective and task
Grade Ten students of Monching National High School using varied printed short
stories with guided questions. This research aims to highlight the following
questions:
3. How can the strategy develop the pupils’ love for reading?
Grade Ten students of Monching National High School can be improved using
V. Research Methodology
A. Sampling
High School who are identified to have the least scores and who are considered at
frustration level in the Phil-IRI Pre Test ( Oral ); these cases also have poor
Table 1
The data on the table above shows that 15 out of 70 Grade Ten students of
Monching National High School have poor reading comprehension based on July
B. Data Collection
To determine how the strategy can improve the poor comprehension reading
2. They are gradually made to read the three- short passages during
questions per passage and each question contains 4 choices each. This
C. Ethical Issues
National High School. The Researcher will take utmost confidentiality of the data
gathered from her students and no information will be shared to her colleagues
To determine the result of this Proposal pertaining the relationship and the
comparison of the given proposed intervention, the proponent will use statistical
gathered .
Goal : To uncover students’ ability to comprehend using varied short passages and
WEEK 1
Date Date No. of Expected
Topic Activities Resources
Started Finished respondents Output
Passage 7- 11, 7- 11, Pretest Printed 17 pupils
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 7- 12, 7- 12, Pretest Printed
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 7-. 13, 7-. 13, Pretest Printed
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
WEEK 2
Date Date No. of Expected
Topic Activities Resources
Started Finished respondents Output
Passage 7-19-17 7-19-17 Pretest Printed 17 pupils
4 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 7-20-17 7-21-17 Pretest Printed
5 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 7-21-17 7-21-17 Pretest Printed
6 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
WEEK 3
Date Date No. of Expected
Topic Activities Resources
Started Finished respondents Output
Passage 7-26-17 7-26-17 Pretest Printed 17 pupils
7 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 7-27-17 7-27-17 Pretest Printed
8 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 7-28-17 7-28-17 Pretest Printed
9 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 7-29-17 7-29-17 Pretest Printed
10 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 8-1-17 8-1-17 Pretest Printed
10 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
WEEK 4
Passage 8-13-17 8-13-17 Pretest Printed
10 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 8-13-17 8-13-17 Pretest Printed
10 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 8-14-17 8-14-17 Pretest Printed
10 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
Passage 8-15-17 8-15-17 Pretest Printed
10 1- passages
Reading
2.Quiz
Posttest
1-
Reading
2.Quiz
The duration of the study is three weeks from dates July 11, 2017 to August
15, 2016.
VII. Cost Estimate
The study entails lesser budget for the three-month period of exposing the
Printer ----
Folders 980.00
Fastener 150.00
Glue 95.00
Focus Group Teachers, Parents , Snacks 5,000.00
Discussion Pupils
Post Test Teachers, Pupils Internet Connection Php 500.00
Passages ----
Answer sheets
Printer
Folders 980.00
Fastener 150.00
Glue 95.00
Focus Group Teachers, Parents , Snacks 1,500.00
Discussion Pupils
Php 15, 950.00
VIII. Action Plan:
Involved Funds
Presentation of the Action Proponent, Personal February 2018
Teachers,
Stakeholders
Dissemination on the Proponent, February 2018
Mechanics of the
Implementation of The
Action Research
Replication Proponent, June 2017-March
School Head
IX. References
Carlo, M., Snow, C. & McLaughlin, B. (2002). Depth And Breadth Of Vocabulary
arts/reading_comp/
arts/reading_comp/
Garner, R. (1990). When children and adults do not use learning strategies:
Toward a theory of settings. Review of Educational Research, 60, 517-529
Greenal, Simon & Swan Michael. 1986. Effective Reading. New York: Cambridge
University Press.
arts/reading_comp/
227-234.
language_arts/reading_comp/
arts/reading_comp/
arts/reading_comp/
Laing, S., & Kamhi, A. (2002). The use of think-aloud protocols to compare
50, 5-53.
The post office. Retrieved from http://www.teach.nology.com/
worksheets/language_arts/reading_comp/
Tierney, R. J., Bridge, C., & Cera, M. J. (1978). The discourse processing
arts/reading_comp/
arts/reading_comp/