Division of Masbate

Cataingan East District

POTENCIANO A. ABEJERO ELEMENTAYR SCHOOL
Cataingan

ACTION RESEARCH PROPOSAL

ON IMPROVING PUPILS’ READING PERFORMANCE
IN ENGLISH OF THE IDENTIFIED SLOW AND NON-
READER
PUPILS FROM GRADE ONE TO SIX
USING THE PROJECT “LONGER”
(Let One Nurture Good and Excellent Reader)

 CARLOTA A. TEJERO
 JEREMIAS A. ANONUEVO
 MARILYN D. PATALINGHUG
 MARILOU B. LEGAL
 ROGELIO P. DALIMOCON JR.
 CHERRY B. PEDRERA
 JHONA P. SAMPAGA
 Marlon g. arididon
(Proponents)
I.INTRODUCTION
This action research project proposal is about on improving pupils’ performance in English of the
identified slow and non-reader pupils of Grade One to Six. The problems faced in school by a child who has
difficulty in reading are serious. As children progress through primary or elementary school, they need to be
able to read and understand what they read. Therefore a failure in reading can lead to a failure in school and
to the teacher, particularly.

II. READING DEFINITION

 Technically, reading is the process of gaining meaning from print. For some, reading is a passion
– an avenue to which they can turn, to escape the challenge of life – a place where their most
terrific fantasies can come true. For others, it’s a tedious chore, where nothing makes sense
and even reading a small sentence requires great effort.

 The reasons for children not being able to read are varied – poor teaching, lack of motivation or
the child may have a learning disability which makes reading difficult. In these projects we hope
to share of improving the reading experience for children.

III. RESEARCH PROBLEMS

What strategies or techniques can we use to improve the reading performance of the identified slow
and non- reader pupils from Grade One to Six.

IV. PURPOSE OF THE STUDY

This aims to explore strategies to be used improving reading problems. The findings can help provide
insights into the types of strategies the teacher can use to solve their pupils’ reading problems.

V. LITERATURE REVIEW
 Effective Users of the English Language as a Communicative Tool

 Weaver, C. (1994). Reading Process and Practice: From Sociopsycho linguistics to Whole
Language. Portsmount, NH: Heinemann.

 According to Weaver (1994), the first definition of reading is being able to pronounce the
words. Phonemic awareness is the ability to segment, delete, and combine speech sounds into
abstract units.

VI. BACKGROUND OR CONTEXT OF THE STUDY

 What do good readers do?
 - Use pictures, their knowledge of sounds and letters, letter blends and the shapes of words,
experience subject matter and the flow of language to help them make sense of the text
that is laid before them.
- Able to understand and comprehend what they reading.

 What happens with poor readers?

- Don’t look for what the text means.

- They don’t use all the clues in the surrounding print and by the time they get to the end of
the sentence, all meaning is lost.
- They haven’t grasped the flow of language or looked for meaning in other areas of the text,
such as pictures.
- They can’t give the correct answer to the comprehension questions.

VII. RESEARCH PROCESS / PLAN OF ACTION

We felt that motivating pupils to read extensively in English would be the most effective long-term
means to help them increase their reading ability in English, and ultimately, their proficiency in the language.
We thus decided to set up an extensive reading program for identified pupils, which we named the “PROJECT
LONGER” – Let One Nurture Good and Excellent Readers. These are the activities and events we want to use in
Project LONGER.

VIII. ACTIVITIES AND EVENTS

Activities and Events in PROJECT LONGER – Let one Nurture Good and Excellent Readers. These
programs we hope make pupils enjoy themselves in the classrooms where strategies from PROJECT LONGER
framework are used for the teaching and learning of the English Language.

Provision of Feeding Program – Serve nutritious food to the identified pupils.

Remedial Reading Instruction – Conduct intensive remedial reading focusing on phonetic
awareness and fluency.
“Big Brother & Sister Scheme” and “Each-One-Teach-One Method” – Fast learners teach/
guide the slow and non-readers how to read during free time and remedial period.
“No Read, No Pass Policy” – Strictly implement the policy.
Project DEAR ( Drop Everything and Read) – Before recess pupils have to read educational
reading materials available in the classroom.

IX. DATA COLLECTION AND ANALYZE

1. Participants

This study is based on the result of the school based mid -year reading assessment
conducted to all grade one to six pupils and this is participated by all teachers.

2. Observation/Monitoring
 Activities and events of the Project LONGER were strictly observed and monitored in
order to gather accurate results and to improve pupils reading ability.

3. Data Analysis

Identified slow and non-readers pupils from Grade one to six were gathered for an
interview and the school head validated the result of the assessment by giving another reading
assessment conducted by himself. Final results were given to the researchers to offer their
insights accordingly. The data were interpreted and categorized according to types of reading
problems and strategies.

X. PROFESSIONAL REFLECTION

The results of this study suggest that identified pupils can and do benefit from Project LONGER. The
pupils in this study developed positive attitudes towards reading in English as the term progressed, although
they were initially reluctant readers. However, Project LONGER helped to increase their proficiency in English
and the effects of extensive reading on the language proficiency can best be seen in the long term.

Proponents:

CARLOTA A. TEJERO JEREMIAS A. ANONUEVO MARILYN D. PATALINGHUG

Master Teacher II Master Teacher II Master Teacher II

CHERRY B. PEDRERA ROGELIO P. DALIMOCON JR. MARILOU B. LEGAL

Master Teacher II Master Teacher I Master Teacher I

JHONA P. SAMPAGA MARLON G. ARIDIDON

Master Teacher I Teacher I

Noted :

LORENZO C. ORCALES II,Ph.D.

Central Principal

Approved:

MARLENE M. INSO, Ph.D.

Public Schools District Supervisor