EXTENT OF GRADE 1 PUPILS READING READINESS: AN INTERVENTION PLAN

A Thesis Presented to
The faculty of Central Philippines State University
San Carlos City

In Partial Fulfilment
of the Requirements for the Degree of
Master of Arts in Education Major in
Administration and Supervision

By

GAIZA O. DUNQUE
October 2019
 Chapter 1

The Problem and its Scope

Introduction

Students entering grade 1 in this day and time are doing so without the

basic prior knowledge for reading development. Pupils who are most likely

to have difficulty with learning to read in the early grades are those who start

school with less basic prior knowledge and skill in related domains (Gillet,

Temple, & Crawford, 2004). The domains consist of “general verbal abilities,

the ability to attend to sounds of language as distinct from its meaning,

familiarity with the basic purposes and mechanisms of reading, and letter

recognition” (Gillet et al., p.208). Grade 1 pupils who exhibit a lack of the

basic prior knowledge reading development skills are typically the same

pupils who perform lowest on academic achievement assessments.

Low academic achievement is closely related to lack of resources and many

research studies have documented the correlation between low

socioeconomic status and low academic achievement (Payne, 1996). Low

socioeconomic status is defined as “the extent to which an individual does

without resources” (Payne, 1996, p. #7).

Students coming to school from a low socioeconomic way of life face

many academic challenges. The students walk into the classroom with a void

of basic background knowledge as it relates to school. This is due, in part,

because low SES students are exposed to fewer cognitive and academically

stimulating activities in the home (McCartney, Deering, Taylor, & Bub, 2007).

The activities that the students miss out on range from talking to or with

parents and or any type of adult, reading to or with parents and or any type

of adult, visiting museums, libraries, plays, and the list could go on

(McCartney et al., 2007).

Low SES students acquire language skills at a slower pace, exhibit

delayed letter/sound recognition and phonological sensitivity, and most are

at a high risk for reading difficulties (Aikens & Barbarin, 2008). Research has

revealed that oral language is the base of literacy development associated to

this is development in phonemic awareness, which is a valid predictor of

later reading by the end of kindergarten (MacDonald & Figueredo, 2010).

Early intervention cannot wait until first grade. According to MacDonald and

Figueredo ( 2010), early detection and intervention is extremely critical and

the window of opportunity closes quickly.

In the Division of Negros Occidental, Grade 1 pupils are assessed on the

following Reading Fluency and Reading Comprehension standards: a) reads

previously taught high frequency words at 30 words a minute; b) reads

previously taught text with expression; c) listens to and reads a variety of

literature and informational texts, d)makes predictions from pictures and

titles; e) tell meaning from narrative using prior knowledge, graphics, and

questions; f) begins to distinguish fact from fiction in read-aloud text; and g)

retells familiar events and important facts. The researcher has seen during
her years of teaching that the low SES students do not master the standards

for each of the nine week testing periods. This is due in part to their lack of

basic prior knowledge of reading development. Therefore, the purpose of

this study is to determine if a weekly intervention plan for low achieving

students will improve test scores. This study will focus on the reading

development aspect of low SES Kindergarten students.

Theoretical Background of the Study

This study was guided by Piaget‟s (1983) theory of cognitive

development. Cognitive development is that aspect of development that deals

with thinking, problem solving, intelligence and language. According to

Piaget, cognitive development is a combined result of the maturation of the

brain and nervous system and the experiences that help individuals adapt to

the environment. He contends that cognitive development in all children will

follow predictably and qualitatively distinct levels or stages. These stages are

from concrete operational thought to formal operational thought. These

stages are useful in this study in that adolescents‟ reading abilities and

social/emotional adjustment in secondary schools depend on how successful

they went through this early steps (Lerner,2000).

Piaget emphasizes that the order in which the periods occur is

approximately fixed but a child’s rate of progress through them is not and the

age at which each stage or sub-stage is negotiated varies from child to child.

The stage progression portion of Piaget‟s cognitive development theory has

important implications on reading development stages (Chall, 1983). First,

reading process is developmental and no child skips a stage. Second,

individual children may take different lengths of time and need different

experiences to complete their development. The schemata (mental

structures) aspect of Piaget’s (1983) theory is in line with reading definition

of reading beyond the lines in this study. This relates to the way reading is

correctly viewed as a highly subjective interaction of learner’s prior

knowledge, perception and purposes with those of the author. This

interaction is guided by Piaget‟s two complementary processes of

assimilation and accommodation.

Reading is an ongoing process hence the wish for this study to find out

whether the elementary school teachers were aware of reading difficulties

and whether they were aware of remedial measures of such problems. The

study also wished to determine the specific strategies used by those teachers

in dealing with reading difficulties to enhance academic performance and

social/emotional adjustment of learners in their schools.

 - School
Administration
School Community
- Teaching Environment
Methodology
Quality of the
Staff

Learner’s Priori Knowledge

(Schema)

Child’s Reading
Development

Figure 1 The Theoretical Framework of the Study Based on Piaget’s Theory of

cognitive Development
Conceptual Framework of the Study

Figure 2 illustrates the conceptual framework of the study which gives direction to

the researcher. It depicts the primary independent variable which is to assess the grade 1

pupils’ reading readiness.

The said primary independent variable is posited to have an influence on pupils’

academic performance which is the dependent variable.

The secondary independent variable is the respondents’ profile in terms of age, sex,

civil status, and years in service, position held, educational qualification and relevant

trainings.
Conceptual Framework of the Study

Primary Independent Variable Dependent Variable

Perceived Extent of Influence

Extent of reading readiness of grade 1
of the Supervisor in the ff.
pupils in the following areas:
areas:
-reading with text; Principals’
Pupils’ readingEvaluation
development
1. strategic planning Performance
-work2.with sounds
setting and words; and
priorities
3. instructional
-reading materials?
monitoring
* Relationship
4. humanbetween
resourceextent of reading
readinessdevelopment
of pupils and teachers’ profile?
5. general
* Significant administration
relationship between the
profile of the respondents and pupils’
academic performance?

Secondary Independent Variable

Profile of the respondents’ in terms of:

1. Highest educational qualification

2. Years in teaching

Figure 2. The schematic diagram of the conceptual framework of the study

 THE PROBLEM

This study assesses the Extent of Reading Readiness of grade 1 Pupils

of Culipapa Elementary School Hinobaan District Division of Negros

Occidental: Proposed Intervention Plan

Statement of the Problem

It specifically seeks answers to the following:

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 experience in teaching;

2. What is the extent of reading readiness of grade 1 pupils in the following

areas:

2.1 reading with text;

2.2 work with sounds and words; and

2.3 reading materials?

3. What is the pupils’ academic performance in reading in the second quarter?

4. Is there a relationship between extent of reading readiness of pupils and

teachers’ profile?

5. Is there a significant relationship between the profile of the respondents and

pupils’ academic performance?

6. What proposed intervention will be used after conducting the study?

Statement of the Hypothesis

There is no significant relationship between extent of reading readiness of

pupils and the teachers’ profile and academic performance.

Significance of the Study

Data and information obtained from this study can be used to inform

teachers and students about learners with reading difficulties in order to

improve their academic performance. The findings provide appropriate

information to San Jose District, Division of Negros Oriental as they develop

curricula and syllabus for respective academic levels for learners with reading

difficulties. Policy-makers are informed about students’ reading difficulties and

the need to train kindergarten teachers. Teachers are made aware of students in

this category and the need to offer them assistance. Finally, parents can gain

from their children’s improved academic performance

Research Methodology

Method-This study employs the descriptive method of research in

unfolding the problems specified in this study utilizing the researcher - made

questionnaire as the tool used to gather the data needed. Data are sorted,

tabulated, statistically treated and analyzed in order to come up with

findings, conclusions and recommendations.

Research Environment- This study will be conducted in the division of

Negros Oriental particularly the district of San Jose.

Research Respondents-The respondents of this study are the kindergarten

teachers of San Jose district.

 Research Instrument- This study will utilize the researcher – made

questionnaire. The variables and sub variables were carefully selected and

were submitted to the adviser and the English expert for validation purposes.

Copies of the tool were distributed to the identified respondents after getting

the necessary permit from the division and district heads.

Data Gathering Procedure-The researcher will request permit from the

division superintendent and district supervisor of San Jose District to

distribute copies of the research tool to the identified respondents. After

getting the approval from them, the researcher will personally distribute

copies of the instrument to the identified respondents to ensure reliability of

answers. Maximum of one month will be allotted to retrieve copies of the

instrument from the respondents. Tabulation, computation, analysis, and

interpretation of data followed which served as bases in drawing conclusions

and recommendations of the study.

Statistical Treatment

1. To get the profile of the respondent groups, the Simple

Percentage formula was employed:

P = ___f___ x 100
N
Where:

P = Percentage

f = frequency

N = Number of cases
 2.To determine the Extent of Reading Readiness of Kindergarten Pupils of San

Jose District Division Of Negros Oriental:, the Weighted Mean formula was

employed:

WX = ____∑fw____
∑N

where:

WX = Weighted Mean

∑fw = sum of the products of the frequency times weight of each

score

∑N = sum of cases

SCALE DESCRIPTION
Hypothetical Mean Descriptive Equivalent

Meaning

4.21 – 5.00 Manifested Always So Very

Effective
3.41 – 4.20 Manifested Oftentimes Very Effective
2.61 – 3.40 Manifested Regularly Effective
1.81 – 2.60 Manifested Sometime Moderately
Effective
1.0 – 1.80 Manifested Rarely Less Effective

To get the difference between the perceptions given by the teachers and the

pupils, Pearson Product Moment Coefficient of Correlation was employed.

N ( ∑ xy )−( ∑ x ) ( ∑ y )
r=
√ ¿ ¿ √ ¿¿
To interpret the correlation value (r) obtained, the researcher used the

following classifications:

± 1.00 - perfect correlation

Between ± 0.80 to ± 0.99 - very high correlation

Between ± 0.60 to ± 0.79 - high correlation

Between ± 0.40 to ± 0.59 - marked correlation

Between ± 0.20 to ± 0.39 - slight correlation

Between ± 0.01 to ± 0.19 - negligible correlation

DEFINITION OF TERMS

The terms are conceptually and operationally defined to give guidance

to the reader’s frame of understanding.

Academic Performance: It refers to how well or badly individual student

scores in each specific examinable subject in grade 6 as indicated by scores and

grades.

Comprehension: Reconstructing the author’s message using one’s experiential

knowledge of language and thinking skills.

Decoding: Elementary school learners‟ ability to recognize words and associate

meaning with them.

Disability: This is students‟ lack or restriction of ability to perform a mental or

physical activity in the manner within the range considered normal at a given age

or sex in a school setting.

 Emotional Adjustment: It refers to pupil’s ability to change his/her behaviour

and attitudes to agree with the feeling of others at school.

Helplessness : It is the state of affairs in which nothing a student chooses to do

affects what happens to him/her.

Inclusive Education: This is an approach in which learners with disabilities and

special needs, regardless of age and disability, are provided with appropriate

education within regular schools.

Literacy: Is essentially the ability to cope with the reading tasks associated

with living, working and playing in today’s world in reference to linguistic

literacy. Reading Difficulty: It is used interchangeably with the terms reading

disability and learning disability in this study. It includes problems in reading

habits, word recognition, comprehension, word grouping and punctuations

 APPENDIX A

KINDERGARTEN READING READINESS: AN INTERVENTION PLAN

I. Profile

Name (Optional) ___________________________________________

School ____________________________________

Directions: Please put a check on the space provided for your answer.

1. Performance Rating for the last 3 years:

Directions: Just choose between Outstanding, Very Satisfactory, Satisfactory

S.Y. 2014 – 2015 S.Y. 2015 - 2016 S.Y. 2016 - 2017 Average

2. Position___________________________________

3. Experience

____5 years and below ____16 to 20 years

____6 to 10 years ____ 21 and above
____11 to 15 years
4. Highest educational attainment
_____Bachelor’s Degree _____Earned Doctoral Units
_____Earned Masteral Units _____Unit Doctor’s Degree Holder
_____Master’s Degree Holder

5. Trainings and Seminar Attended for the Last Three Years

Level(National,
Name of training Regional Division, Inclusive Dates Conducted by:
District)
 Part II. Extent of Kindergarten Reading Readiness: An Intervention Plan

Directions: Make an honest assessment of the level extent of kindergarten reading readiness

in terms of phonemic awareness demonstrated by the kindergarten pupils by checking the

box that corresponds to your response on each of the item indicated.

Scale No. Scale Categories Explanation

5 Always
4 Oftentimes
3 Regularly
2 Sometime
1 Rarely
The competency level manifested by the
kindergarten pupil is 81% -100% or “So Very
Effective”.
The competency level manifested by the
kindergarten pupil 61% - 80% or “Very Effective
The competency level manifested by the
kindergarten pupil 41% -60% or “Effective”.
The competency level manifested by the
kindergarten pupil 21% - 40% or “Moderately
Effective”.
The competency level manifested by the
kindergarten pupil 1% - 20% or “Less Effective”.

Regularly

Rarely
Always

Oftentimes

Sometime
A Segmentation

1 Blends and segments syllables in spoken words

2 Recognizes the concepts of phonemes and can reproduce sounds
3 Separates individual phonemes and reproduces their sounds
independently of other phonemes
B Oral Blending

1 Segments beginning, medial and final phonemes in spoken words

2 Produces high frequency words and blends phonemes to make high
impacted words
3 Recognizes how many different sounds a word contains
C Word Recognition
1 Is able to remove an initial sound and say the new word
2 Has the ability to replace phoneme in a word with another phoneme
to form a new word
3 Reverse the beginning sound of a word to the end and says the new
word
D Shape and configuration

1 The pupil was able to recognize all of the shapes

2 The pupil counted the object with no problem
3 The pupil was able to fill in the correct number of boxes using the
same color as the shape