Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

TITLE: 5R’s and the Reading Performance in English of the Grade 3

Pupils of La Paz Elementary School

NAME: Josephine R. Salviejo

SCHOOL: La Paz Elementary School

DISTRICT: Saguday

I. CONTEXT AND RATIONALE

The grade three pupils are expected to read in English at the end of the

school year. That is why in the Revised Phil IRI Assessment, only the grade 4

pupils are tested to read in English. However, it is observed that when pupils’

reading skills in English are not fully developed, they have difficulties to read

and comprehend in grade 4. Hence, there is a need to start developing their

reading skills in English right at the start of the school year.

English is one of the tool subject in the curriculum which develop the

five macro skills: listening, speaking , reading , writing and viewing. In the

development of these macro skills , comprehension must takes place.

Comprehension skills in reading must be fully developed within the

pupils in order for them to learn and master their lessons in any subject

areas especially in English. But as always been observed, most of the pupils

especially in grade three cannot comprehend. There is no fluency and

understanding on what they read that is why most of the time, they failed to

learn and understand the lesson. As a result, pupils’ performance is very low.

According to the Texas Educational Agency (2002), the purpose of

reading is comprehension ,getting meaning from written text. Without

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(078)-305-2425
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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

comprehension , reading is frustrating , pointless exercise in word calling. It is

no exaggeration to say that how well students develop the ability to

comprehend what they read has a profound effect on their entire lives. A

major goal of reading comprehension instruction therefore is to help students

develop the knowledge, skills and experiences they must have if they are to

become competent and enthusiastic readers. Likewise, Estremera, M. &

Estremera, G., (2018) cited that Reading and reading comprehension are

interrelated skills. In order for students to be able to comprehend what they

are reading, they have to develop comprehension skills in reading.

Comprehension is the ultimate outcome of having read. It is the most

important ongoing activity of reading. Hence, as early as the Key stage 1,

learners must have developed their comprehension skills.

At this juncture , the researcher thought of an intervention that could

enhance the reading and comprehension skills of the grade three pupils titled

5Rs (Read, Record, Review and analyse, Remediate and Reinforce).

The intervention will also involve games. According to Guterres, C. and

Soares, F. (2017), using games, groups of students have to work together

toward a common goal, whether building up points or trying to win. In the

process of working together, the students have to interact with each other to

help, support, suggest, encourage, share, and event correct and challenge

each other. Likewise, in the article of Not, (2016), she cited that in school, kids

play during recess and work during class. But some of the biggest names in

psychology, including Jean Piaget and Jerome Bruner, believe that play is a

child’s work. The best way to teach kids, they say, is through hands-on, active
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(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

learning. Hence, in this study, the intervention involves games while learning

to read.

II. ACTION RESEARCH QUESTIONS

This action research seeks to answer the following:

1. What is the reading performance of the control group and experimental

group before and after the implementation of 5R’s?

2. Is there a significant difference of the performance of the control and

experimental group before and after the implementation of 5R’s?

3. What is the effect size of 5R’s in improving the reading skills of the grade

three pupils in English?

4. How is the experiences of the respondent about the interventions ?

5. What are the challenges met by the researcher in conducting the research

study?

III. PROPOSED INTERVENTION, STRATEGIES, INNOVATION

This study aims to improve the reading skills of pupils through

5R’s( Read, Record, Review and analyze, Remediate and Reinforce ). This

will be utilized by the Experimental Group while the control group will just do

the usual conduct of reading class.

Read. The pupils need to be exposed of a lot of reading exercises in

English. Since they are still enhancing their fluency skills, they will start

improving first their phonics and word recognition skill. They will be given the

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(078)-305-2425
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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

basic sight words for grade 3. They will read these orally every afternoon or

lunchbreak. Then they will play by team. The teacher will give them words to

read. They will be given time limit while they read the words orally. The team

with the most number of words correctly read in a minute will be declared the

winner. Record. The teams need to record their score to remind them that

they need to strive to get higher score. They will also record or copy the words

they were not able to read correctly. Review and analyse. Every Friday, the

team will look into their notebooks to review the words they have not read

correctly and analyse why they were not able to read them. As early as this

Key stage 1, they must learn to analyse so that their comprehension will be

developed. Through the guidance of the proponent, they will be able to notice

what words are difficult for them. Remediate. After knowing what words are

difficult for them to read, they remediate. They will practice reading the words

orally. Reinforce. The difficult words will be used in another game to master

them. This will continue until they become fluent in recognizing words.

5Rs will be repeated as they will be exposed in reading paragraphs

and stories. Read. They will read paragraph or story. They will be given

questions to answer. The teacher will check their answers with the team.

Record. They will record their score as well as the questions and answers.

Review and analyse. The team will read again the story to review and analyse

their answers through the guidance of the teacher. Remediate. They will be

reading another story with questions to answer to enhance their

comprehension. Reinforce. They will portray the story they have read. This

will continue until the pupils can comprehend individually.

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(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

This intervention will be done during their vacant period and after their

afternoon classes .Since there are two sections in grade three of La Paz

Elementary School, the teacher adviser of both sections will collaborate with

each other in doing or implementing the intervention.

IV. ACTION RESEARCH METHODS

This research study will utilize the descriptive -quantitative method.

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

The grade three pupils of La Paz Elementary School composed of

two

sections, the Grade three Mercury and Grade three Earth are the

participants of the research study. The grade three Mercury will be

the

experimental and the grade three Earth will be the control Group.

b. Data Gathering Methods

The researcher will utilize the Phil IRI Assessment Tool in

conducting the pretest and posttest in reading particularly the

passage for grade 3. Their score for pretest will be recorded.

Then the experimental group will be exposed to 5Rs while the

control group will be doing the usual reading activities. Then

after the utilization of 5Rs, they will be taking the posttest

together with the control group. Their score will be recorded.

Prov’l. Rd., Gundaway, Cabarroguis, 3400, Quirino, Philippines

(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

c. Ethical Issues

The researcher seeks first the approval of the higher

authority before the conduct of the study. Reading level of each

pupil will be confidential to avoid labelling and bullying.

d. Plan for Data Analysis

The data will be analyzed using the following statistical tools:

1. Mean will be used to get the average score of the pupils and SD will be

used determine the homogeneity and this will answer question number 1

2. Paired sample T-test will be used to get the significant difference between

the pretest and posttest results and this will answer question number 2.

3. Eta² will be used to determine the magnitude of effect of the intervention

and this will answer question number 3.

4. One-on-one interview will be used for question number 4

5. LAC Session will be used to answer question number 5

Prov’l. Rd., Gundaway, Cabarroguis, 3400, Quirino, Philippines

(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

V. WORKPLAN/GANTT CHART

ACTIVITIES August September October November

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
PRE-IMPLEMENTATION
1. Convene with my co-
researchers for the crafting of
the research proposal.
2. Prepares the pre-test and
pilot the crafted test in grade 3.
3. Prepares the materials to be
used as intervention.
4. Seeks approval from the
School/Cluster School Research
Committee.
5. Submits the proposal to the
SDRC for approval.
IMPLEMENTATION
1. Orients the conduct of the
study to the respondents/
parents
2. Conduct Pre-test
3 . Convene with my co-
researcher and conduct analysis
of the result of the Pre-test
4.Implement the intervention.
5.Convene with my co-
researcher the possible
challenges met in the
implementation of intervention.
POST-IMPLEMENTATION
1. Gathers the data to be
analyzed.
2. Tabulate the completion
report of the action research.
3. Prepares the completion
report of the action research.
4. Seeks endorsement from the
School Research Committee.
5. Submit the completed
research to the SDRC for
approval.

Prov’l. Rd., Gundaway, Cabarroguis, 3400, Quirino, Philippines

(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

VI. COST ESTIMATES

ACTIVITIES PARTICULARS Quantity Unit Unit Total

Cost

Conduct SLAC Snacks /meals of 19 pack 50.00 950.00

the participants,

Materials for the ream

activities 1 bond 200.00
paper 200.00

INSET Snacks/meals 19 Pack 50.00 950.00

ream 200.00
Materials 1 bond 200.00
paper

Preparations of materials Bond papers for 2 ream 400.00 400.00

to be used in the the printing of:
implementation of the Reading
intervention materials
Test questions
Activity sheets

Cartridge of
printer 2 piece 1000 2000

Ink Refill 4 bottle 100.00 400.00

Preparation/ submission of Materials 500.00

the result of the study

Total 5,600

Prov’l. Rd., Gundaway, Cabarroguis, 3400, Quirino, Philippines

(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

VII. PLANS FOR DISSEMINATIONS/ADVOCACY AND UTILIZATION

Strategy: To disseminate and utilize the results of the research study entitled:
_5R’s and the Reading Performance in English of the Grade 3 Pupils of La
Paz Elementary School

Program: Basic Education Research Program

ACTIVITIES RESOURCES IMPLEMENTATION

PHYSICAL MATERIALS FINANCIAL DATE
1. Conduct LAC Sessions Principal Bond MOOE August 16,2019
teachers papers
tv
/projector
2. Conduct In-service Principal Bond MOOE October 23-25,
Training teachers papers 2019
tv/projecto
r
3. Meeting with School Principal PTA fund October 30-31,
Governing Council. teacher 2019
PTA

4. Include the intervention Principal MOOE November 2019

in the School Improvement Members
Plan. of the
SIP
Committe
e
5. Include the results in the Principal MOOE November 2019
School Report Cards. teachers

Prov’l. Rd., Gundaway, Cabarroguis, 3400, Quirino, Philippines

(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

VIII. REFERENCES

Guterres, C. and Soares, F. (2017). The Use Of Dice Game To Improve

Students Ability In Simple Past Tense To The First Grade Students Of
Secondary School In Timor – Leste. ISCE Journal of Innovative
Studies on Character and Education Volume 1 issue 1, Year 2017

Estremera, M.L. and Estremera, G.L., 2018. Factors Affecting the Reading
Comprehension of Grade Six Pupils in the City Division of Sorsogon,
Philippines as Basis for the Development of Instructional Material. Asia
Pacific Journal of Education, Arts and Sciences

National Research Council (2002). Scientific research in education, committee

on Scienctific Principles for Education Research.

Not, Melissa (2016. How Game-Based Learning Can Help Students of All
Ages Learn. Edudemic. Connecting Education to Technology.

Prov’l. Rd., Gundaway, Cabarroguis, 3400, Quirino, Philippines

(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OFFICE OF QUIRINO
Cabarroguis

Prov’l. Rd., Gundaway, Cabarroguis, 3400, Quirino, Philippines

(078)-305-2425
quirino@deped.gov.ph
www.sdo-quirino.com.ph