DEPARTMENT OF EDUCATION

CARAGA Administrative Region

Division of Surigao del Sur
Barobo III District

BAROBO TOWNSITE ELEMENTARY SCHOOL

Purok 1B, Poblacion,Barobo,Surigao del Sur
School ID: 132573

“Nanay Ko, Guro Ko Program” A Parent Assisted

Reading Intervention to Enhance Decoding Skills of
Grade 3 Pupils in Barobo Townsite Elementary
School Amidst Covid-19 Pandemic

Researcher

JOMARIE KAE M. LABAJO

Teacher-I

April, 2021

TABLE OF CONTENTS
I. Title Page
 II. Abstract
III. Acknowledgement
IV. Context and Rationale
V. Innovation, Intervention and Strategy
VI. Action Research Questions
VII. Action Research Methods
a. Participants and/or other Sources of Data and Information
b. Data Gathering Methods
VIII. Discussion of Results and Reflection
IX. Action Research Work Plan and Timelines
X. Cost Estimates
XI. Plans for Dissemination and Utilization
XII. References

II. ABSTRACT
 ABSTRACT

A child's reading skills are important to their success in school as they will
allow them to access the breadth of the curriculum and improve their communication
and language skills. In addition, reading can be a fun and imaginative time for
children, which opens doors to all kinds of new worlds for them. It is the most crucial
academic skill because it is the foundation of learning. Through third grade children
are learning to read; after third grade students read to learn. In this study entitled
“Nanay Ko, Guro Ko Program” A Parent Assisted Reading Intervention to Enhance
Decoding Skills of Grade 3 Pupils in Barobo Townsite Elementary School Amidst
Covid-19 Pandemic, it identifies pupils who belong to struggling reader considered
as respondents of the reading intervention which improves their decoding skills. It
shows the total number of students of Grade 3 Pupils of Barobo Townsite
Elementary School with identified 11 pupils who belong to struggling readers in word
recognition and comprehension skills based on the reading inventory through
audio/video recording. It was revealed that the reading comprehension of the
respondents were improve upon applying the said intervention from 23 mean scores
during pre-test and significantly improve after applying the intervention into 41 mean
scores. The profile of the scores of each identified pupils obtained before the
implementation of the intervention fall under non-reader level. The contextualize
module consist of 10 questions were used as instrument to identify the reading level
for the reading comprehension of 11 identified respondents. Furthermore, after the
implementation of the intervention, a significant improvement was revealed based on
the result of post evaluation. It was concluded based on the findings that parent
involvement is of great help to enhance the reading skills of their learners.
III. Acknowledgement

The researchers would like to express their profound thanks and gratitude to
the following persons to whom they indebted much for without their inspiration,
encouragement, and untiring support, this endeavor would not have been made
possible:

Ma’am Brenda U. Adlawan and Sir Elmer P. Peneciba for their patience,
guidance, encouragement, and sound pieces of advice.

Barobo III District Screening Committee and panel members for sharing their
expertise religiously.

Sir Bernard O. Argos for allowing the researchers to conduct the study and for
his untiring support.

above all, to God, for the wisdom and knowledge bestowed unconditionally.

IV. Context and Rationale

 Reading comprehension is a complex process that includes the reader, the

text, and the factors associated in reading activities. It is the most crucial academic

skill because it is the foundation of learning. Through third grade children are

learning to read; after third grade students read to learn. But only one-in-three

students read proficiently by that point. Without strong foundation in reading, children

are left behind at the beginning of their education. They lag in every class year after

year because more than 85% of the curriculum is taught by reading. And by the end

of third grade, 74% of struggling readers won’t ever catch up (Lenters, 2018)

Issues surrounding struggling readers at all levels that have great impact on

literacy rates is the time spent away from the classroom which can lead to early

reading instruction difficulties due to absence of face-to-face classes amidst

pandemic. Different learning delivery modalities have already applied globally in

order to help remedy learner’s difficulties in literacy. Literacy in children is a

partnership between educators, parents and children. During this pandemic, it is

crucial for parents to continue reading to and with their children in combat with

decreasing literacy rates (Chamberlain, 2019)

In the context, Barobo Townsite Elementary School section Dragonfruit has a

total of 20 pupils in grade 3 level. Out of these, 11 were identified as struggling

readers and encountered issues of difficulties in reading which includes word

recognition and comprehension, resulting to cases of low academic performance

including short-term recognition, frustration and lack of vocabulary and the like. Even

though there is absence of face-to-face learning, reading inventory was still done

through different media like audio-video recording and identified 11 pupils who were

found to have low participation in reading. With this, it was observed that this
identified struggling readers participated weakly in their reading activities due to their

lack of reading skills and interest in distance learning delivery modalities.

Due to emergent problem of identified 11 struggling pupils of grade 3 level, a

three (3) month long intervention will be designed in order to increase the academic

interest of the respondents to participate in reading activity. This intervention “ Nanay

Ko, Guro Ko Program” is a parent assisted reading intervention which will help the

pupils to read, develop and gain new vocabularies and how they are put together to

make thoughts or ideas from a young age will aid them to blossom into well-rounded,

responsible and successful citizens. Partner reading of pupils together with the

parents will play a significant role in improving the reading skills of the pupils.

V. Proposed Innovation, Intervention and Strategy

“ Nanay Ko, Guro Ko Program” A Parent Assisted Reading Intervention

in Enhancing Decoding Skills of Grade 3 Pupils is a three (3) month intervention

program. Teaching reading during this pandemic school shutdown has looked

nothing in this program. In this intervention, parents will be the one to assist their

kids at home since face-to-face is not allowed with closed supervision of the teacher.

They will be given set of printed materials with corresponding activities that can

enhance the word decoding skills of the pupils. There will be monthly evaluation

through audio/video recording and they will be closely monitored by the teacher

through audio and video call and home visitation to those who have no internet

connectivity.

The said intervention will follow the sequence below:

 Week # Activities
Week 1 Building a strong foundation for phonological awareness FIRST.
Week 2 Teaching Syllable Types and Syllable Division
Week 3 Marking vowels
Week 4 Looking for familiar spelling patterns
Week 5 Segmenting and blending
Week 6 Identifying Affixes, base words and roots
Week 7 Reinforcing the use of meaning clues to self-monitor and confirm.
Week 8 Teaching students to use their fingers to mask words and word parts.
Week 9 Tracing unknown syllables or tricky word parts.
Week 10 Creating images to match letter and sounds specially practice decoding
Week 11 Attaching images to sight words
Week 12 Weaving in spelling practice

Afterwards, a monthly evaluation through audio-video recording will

be done by the teacher in order to provide contextualize learning materials to

enhance pupils development in reading. With some cases of difficulty in reading due

to self-conscious and environmental destruction, the teacher are open to accept

reading to be conducted at their homes but still to be facilitated by the parents. This

will provide an exclusive area to avoid interruption and to increase confidence of the

pupils in reading.

Lastly, reward will be given to the parents being the facilitator in this

intervention in which they are ought to be the bridge of combatting the decreasing

literacy rate due to covid-19 pandemic. Students will also be rewarded with

certificate of appreciation in order to motivate them to enhance their reading skills.

VI. Action Research Questions

1. What is the reading level of the Grade 3 learners?

a. before the intervention

b. after the intervention

 2. Is there a significant increase of the Grade 3 learners as to their reading

level after the intervention?

3. On the basis of the finding, what plan can be propose?

VII. Action Research Method

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

Data will be gathered from reading inventory on the first month of the

school year. The pupils will do the audio/video recording while reading the

contextualized reading modules. Identification of the respondents will be based on

the reading evaluation prior on implementing the intervention “Nanay Ko, Guro Ko

Program”. Parents will be also monitoring their pupils progress in terms of word

recognition, reading comprehension and the like.

b. Data Gathering Method

The intervention will be using purposive sampling method since we

only choose the respondents that shows low performance in reading skills based on

their result on the submitted Phil-IRI results. These data will be triangulated and will

confirmed primary causes of their problem.

C. Data Analysis Plan

Data that will be gathered in this study will be analyzed statistically

using Mean and Paired T-Test. The Mean was used to analyze the scores of the 20

pupils in decoding skills test whether or not it passes the standard based on the
PHIL-IRI Manual 2018. Further analysis was done through Paired T-test to

determine whether there is a significant difference between the decoding skills of the

said pupils before and after the intervention so as to gauge the effectiveness of the “

Nanay Ko, Guro Ko Program”.

VIII. DISCUSSION OF RESULTS AND REFLECTION

From the presentation and analysis of data gathered, the following findings

were realized that:

1. The individual score of the pupil before implementing the intervention

“NANAY KO, GURO KO” fall under frustration reading level.

2. It can be said that after implementing the said intervention to the identified 11

respondents, there was a significant improvement on their performance since

their average percentage got increased into 78% from 59%. This can be

concluded that the intervention if effective.

3. There was a significant difference of the reading level of identified pupils

before and after the implementation since the p-Value of 0.00 is lesser than

the level of significance of 0.05.

4. Parent involvement is of great help to enhance the reading skills of their

learners.

Based on the results and implication of the study, the following are

recommended:

1. Teachers having the same problem or concepts can use the intervention in

order to enhance the reading skills of their pupils.

 2. Reading skill test should be conducted individually in conducive and free

from disturbance to enhance their confidence and focus to reading,

3. Parent involvement should be also considered in improving their

performance by facilitation and monitoring their reading skills.

4. More interactive and ICT integrated reading enhancement must be apply

to the respondents to sustain their interest.

IX. Action Research Work Plan and Timelines

Activities Targets Persons Time Resources

Involve Line Needed
Conduct Phil-IRI pretest Pupils School January, Phil-IRI Tools
head, 2020
researcher
pupils
 Parents orientation on Teacher researcher January Call up letters
distribution and retrieval of Parents Parents 3rd week
module and other
contextualized materials.
Crafting of Action School School January Letter of
Research Proposal head head, 3rd week intent, Action
researcher Research
Proposal
Preparation of the reading Teacher researcher January Internet
activity sheets Parents to April Connection
2021 Reference
Books
Bond paper
Laptop
&Printer
Notebooks for
the journal
Implementation of weekly 20 target School February Internet
activities of intervention, pupil Head 2021 Connection
“Nanay Ko, Guro Ko researcher Reference
Program” Parents Books
Pupil Bond paper
Laptop
&Printer
Notebooks for
the journal
Collection and validation of data researcher February Result of Phil-
data gathered 1st week IRI pretest
and post test
Analyzing of Data and result researcher March 3rd Action
Crafting of final report week research
Submission of report and Final paper Researche April 2nd Action
final output r week Research

X. Cost Estimates

Materials Needed Unit Price Quantity Total Amount

Bond paper 150.00 5 rem. 750
Ball pens 5.00 20 pcs. 100.00
Internet Load 200.00 5 400.00
Ink (black and colored) 300 1 set 1,200.00
 Stapler 100 2 pcs 200
Staple Wire 100 1 box 100
TOTAL COST 2750.00

XI. Plans for Dissemination and Utilization

Activities Targets Persons Involve Time Resources

Line Needed
Releasing of Pupils Researcher/Teacher January Bond paper,
Weekly Reading s 2021 ink, printer
Activity Sheets/ pupils
Recording of audio-
visual recording
Retrieval of Pupils Researcher/Teacher January None
Weekly Reading s 2021
Activity Sheets/ pupils
Submission of
output

XII. References
K Lenters - Journal of Adolescent & Adult Literacy, 2018

Liz Chamberlain, Jan Lacina, William P. Bintz, Jo Beth Jimerson, Kim Payne,
Remy Zingale, Literacy in Lockdown: Learning and Teaching During COVID‐19
School Closures, The Reading Teacher, 10.1002/trtr.1961, 74, 3, (243-253),
(2019).