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Action Research in Reading
Action Research in Reading
An Action Research
Conducted By:
TABLE OF CONTENTS
I. Abstract 3-31
X. Conclusion 93-118
I. ABSTRACT
performance.
well.
4
RESEARCH PROBLEM
Elementary School.
questions:
pupils?
frustration level?
Research Design
method of research.
5
exists at the time of the study and to explore the causes of the
particular situation.
class during the previous school year and had undergone the Early
Conclusion
was 10. The mean age of the respondents was 6.37. This implies
6
boys.
beyond the normal status. Probably the reason was that most
entering school.
8,000 which means that most of parents can’t provide all the
attainment of mother
poor family and their parents cannot send and support them
attainment of father
learning to read.
Level
8
words mean.
what they read and what they already know, and have difficulty
to think deeply about what they have read. This also mean that
clear.
stimuli.
4 SOLUTIONS
STAR Collection
Reading Buddy
12
teacher.
Teacher Nanay
in school or at home.
words a week. They will study how to read and pronounce them
these words so that they will be able to use them in their own
sentences.
APAD
reading skills.
Word Wall
II. INTRODUCTION
poor reading ability of the pupil, will they pass the NAT
exam.
problems in reading.
School.
Elementary School.
questions:
pupils?
frustration level?
foremost to the sixty three grade one pupils for they will
grade one pupils to learn how to read. They will also learn
System (RPMS).
School.
from two sections of grade one of the school during the school
year 2016-2017.
VI. METHODOLOGY
Research Design
method of research.
exists at the time of the study and to explore the causes of the
particular situation.
class during the previous school year and had undergone the Early
SECTION/CLASS Pupil
Respondents
Grade One - Lotus 31
Grade One - Orchids 32
TOTAL 63
Research Locale
22
to grade six had two sections except grade two which has three
sections.
Research Instrument
Part IV will deal on items that exhibits the reasons why the
ensure that all items will be answered and 100% percent retrieval
Mean
Formula: X=
n
Where: X = mean
∑X = total score
n = number of respondents
VII. FINDINGS
respondents was 5 and the eldest was 10. The graph also shows
that the mean age of the respondents was 6.37. This implies
25
Percentage
80
70
60
Percentage
50
40
30
20
10
0
9 to 10 7 to 8 5 to 6
Mean: 6.37
boys.
From the rate, 15.56 live births were male while 9.42 were
female.
27
Percentage
56
54
52 Percentage
50
48
46
44
42
40
Male Female
Status
of less than 12.0. Wasted body mass index ranges from 12.1
Percentage
70
60
50 Percentage
40
30
20
10
0
Severely Wasted Wasted Normal Overweight
monthly income which was the strongest. The weakest was the
was 4,970.02.
children.
30
population growth.
Percentage
50
45
40
35
30
25
20 Percentage
15
10
5
0
e 0 0 0 0 0
ov 00 00 00 00 00
b 0, 8, 6, 4, 2,
–a –1 – 1
–
1
– w
1 1 1 lo
00 00 00 00 00 Be
1 0, 8, 6, 4, 2,
Mean: 4,920.02
32
attainment of mother
education.
Percentage
40
35
30
25
20
15
10
5 Percentage
0
of father
Percentage
30
25
20
15
10
Percentage
5
0
e e e e e e e e e e
re at at at at at at at at n
D eg adu adu adu a du adu adu a du adu No
e G r gr r gr r gr r gr
at ge er al
G er ol
G er ry
G er
re nd nd nd ta nd
lau o lle U tion U c ho U n U
c a C ge ca a l s o l e ry
ac m
lle Vo on gh ho Ele ta
s tB Co al/ c ati Hi Sc en
ic h m
Po n l/V
o
Hi
g Ele
ch
Te n ica
ch
Te
learning to read.
(MacInnis, 2004).
frustration Level
words.
the pupils had a hard time to find the words that they need to
words mean.
table 3.5.2.
connections between what they read and what they already know,
and have difficulty to think deeply about what they have read.
stimuli.
46
VIII. SOLUTIONS
problems that affect his or her reading. Below are some tips and
teachers.
in a word.
skills.
sure they are short and fun; avoid allowing your child to
get frustrated):
neighbor".
= dog).
speakers).
them.
50
affect their reading. Below are some tips and specific things to
do.
Play with magnetic letters. See how quickly you can put them
patterns.
For a younger reader, help your child learn the letters and
Talk with your child about the "irregular" words that she'll
often see in what she's reading. These are the words that
words.
letters.
3. Vocabulary
Find books to read on your own. The more you read, the more
new words you'll see, and the more you'll learn about the
words.
and finally.
Read to your child each day. When the book contains a new or
interesting word, pause and define the word for your child.
54
taught.
independent readings.
55
Read to your class each day. When the book contains a new or
conversation.
suffixes.
be used.
4. Fluency
her reading. Below are some tips and specific things to do.
56
voice to theirs.
Read your favorite books and poems over and over again.
If your child can decode words well, help him or her build
yours
phrases
57
reading sounds.
Use books on tapes; have the child follow along in the print
copy.
repertoire.
be read.
5. Comprehension
his or her reading. Below are some tips and specific things
to do.
Ask your child probing questions about the book and connect
the events to his or her own life. For example, say "I
she's reading.
answers.
words.
61
child.
effective memory.
the information.
strategies
remember actually becomes the cue for the visual image that
jot key words down in the margin when reading chapters. They
This will help prevent them from losing their place and
important.
serve this purpose. For older students, Clif Notes for pieces
APAD, Word Wall and MOBSW (Master the Basic Sight Words).
teacher.
in school or at home.
words a week. They will study how to read and pronounce them
these words so that they will be able to use them in their own
sentences.
7.8 APAD
reading skills.
69
Conclusion
was 10. The mean age of the respondents was 6.37. This implies
boys.
beyond the normal status. Probably the reason was that most
entering school.
71
8,000 which means that most of parents can’t provide all the
attainment of mother
poor family and their parents cannot send and support them
attainment of father
learning to read.
frustration Level
words mean.
what they read and what they already know, and have difficulty
to think deeply about what they have read. This also mean that
clear.
stimuli.
16 SOLUTIONS
teachers.
in a word.
skills.
sure they are short and fun; avoid allowing your child to
get frustrated):
77
neighbor".
= dog).
speakers).
78
them.
Play with magnetic letters. See how quickly you can put them
patterns.
For a younger reader, help your child learn the letters and
Talk with your child about the "irregular" words that she'll
often see in what she's reading. These are the words that
words.
letters.
16.3 Vocabulary
Find books to read on your own. The more you read, the more
new words you'll see, and the more you'll learn about the
words.
and finally.
Read to your child each day. When the book contains a new or
interesting word, pause and define the word for your child.
taught.
83
independent readings.
Read to your class each day. When the book contains a new or
conversation.
suffixes.
be used.
84
16.4 Fluency
voice to theirs.
Read your favorite books and poems over and over again.
If your child can decode words well, help him or her build
yours
phrases
85
reading sounds.
Use books on tapes; have the child follow along in the print
copy.
repertoire.
be read.
16.5 Comprehension
Ask your child probing questions about the book and connect
the events to his or her own life. For example, say "I
she's reading.
answers.
words.
child.
effective memory.
the information.
strategies
remember actually becomes the cue for the visual image that
jot key words down in the margin when reading chapters. They
This will help prevent them from losing their place and
important.
serve this purpose. For older students, Clif Notes for pieces
teacher.
in school or at home.
words a week. They will study how to read and pronounce them
these words so that they will be able to use them in their own
sentences.
16.7.8 APAD
reading skills.
Bibliography
Fletcher Janis M., Lyon GR, Fuchs LS, Barnes MA., (2015),
Learning disabilities: From identification to
intervention. Retrieved on: June 29, 2016, Retrieved from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/
APPENDIX A
Questionnaire
I. Profile
Gender:________________________
Family Monthly Income (Put Check /):___ 2,000 and below, ___ 2001
to 4000, ___4001 to 6000, ___6001 to 8000, 8001 to 10000,
___10001 and above
book.
IV. Fluency
1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. It takes me so long to read something.
3. Reading through this book takes so much of my
energy, I can't even think about what it
means.
V. Comprehension
1. It takes me so long to read something. It's
hard to follow along with everything going
on.
2. I didn't really get what that book was about.
3. Why did that character do that? I just don't
get it!
4. I'm not sure what the most important parts of
the book were.
5. I couldn't really create an image in my head
of what was going on.
VI. Other Sources of Reading Disability
1. I have difficulty hearing others
2. I have difficulty talking with others
3. I can’t remember what other says
4. I can’t focus on what I should read
APPENDIX B
Department of Education
Region IV-B MIMAROPA
Schools Division of Oriental Mindoro
Macatoc Elementary School
JOSEPHINE F. FIEDALAN
The Schools Principal
Macatoc Elementary School
Madame:
Greetings of Peace!
FEMELIEH F. DOCULAN
Master Teacher II
Approved by:
104
JOSEPHINE F. FIEDALAN
Principal I
Macatoc Elementary School