Home Reading Intervention Plan

Republic of the Philippines

DEPARTMENTOF EDUCATION
Caraga Administrative Region
DIVISION OF SURIGAO DEL SUR
Barobo III District
Gamut National High School
HOME READING INTERVENTION PLAN

(Reading Intervention: “My Teacher My Mentor in Reading”)
TITLE OF BUDGETA
NAME OF READING READING PERSONS RY RESOURCE
SCHOOL BRIEF DESCRIPTION TIMELINE
SCHOOL HEAD COOR INTERVENTI INVOLVED REQUIRE S NEEDED
ON MENTS
The reading intervention is set to uplift the
All Teaching
reading skills of the selected struggling
Personnel Reading
readers identified through the conduct of
Materials
pre-reading assessments that will further
“MY School (focusing on
LORNA O. serve as the basis in designing intervention December
GAMUT NOEL B. TEACHER Reading the skills
VERMON – strategies. 2020-April MOOE
NHS BANDA MY MENTOR Coordinator required to
Principal I 2021
in Reading ” develop
In this intervention, each mentor of Gamut
Students mastery in
NHS is assigned to at least one (1)
reading)
struggling reader in order to improve and
Parents
enhance their reading skills.
(DECEMBER 2020 – APRIL 2021)
Prepared by:
NOEL BANDA
Reading Coordinator/T-I
NOTED by:
LORNA O. VERMON
Principal-I
HOME READING INTERVENTION FRAMEWORK
(Reading Intervention: “My Teacher My Mentor in Reading”)
(DECEMBER 2020 – APRIL 2021
PRE-EVALUATION
A way to determine the reading skills of the
IMPLEMENTATION OF THE
students, respective advisers conducted a reading
assessment using the standardized PHIL IRI DESIGNED INTERVENTION
assessment tool to assess the level of reading
comprehension of the students on all year levels in

Barobo III District
After choosing the selected

recipient of the intervention, teachers will
POST-EVALUATION
now then create a home reading
intervention schedule utilizing the effective After the said intervention, a post
reading strategies that correlates on the test will be administered to know if there
needs of the specified struggling readers. have been improvements on the reading
The said intervention will be conducted skills of the identified struggling readers.
from December 2020-April 2021.

Barobo III District
THE IMPACT OF “MY TEACHER, MY MENTOR IN READING” ON THE READING PROFICIENCY OF

GNHS STUDENTS
Chapter 1-Introduction
 Short Narrative Report:
This study was conducted to investigate the impacts of the reading intervention on the reading proficiency of the
junior and senior high students of Gamut National High School, Barobo Surigao del Sur S.Y. 2020-2021. This
research utilized quantitative method and follows purposive sampling procedure using t-test to analyze the data.
Results showed that there is a significant effect of the intervention to the respondents both in word recognition and
reading comprehension of pre-test and post-test of Oral Reading Progress Test.
 Rationale
Reading is an interactive habit that a person can have. It is a basic life skill. Its main goal is to be able to
understand, interpret and evaluate certain reading materials and thus, they may be able to interact and respond
certain favorable reactions. It also convinces people to certain life experiences and abilities of an author which
makes them realize and explore a profitable interest.
At present, the utilization of reading materials and advancement of technology depends on learning ability of a
learners in terms of accessibility and availability. it’s a gap between learners who are exposed to a reading
materials at home and lack of access to different materials and learning opportunities because of economic status.
There are parents in Barangay Cabacungan tend to focus on their livelihood income rather than the educational
stability of their children which may result on the low performance in school particularly on reading both in word
recognition and reading comprehension. Aside from that, lack of interpretation and insufficient reading materials
may also result to lack of interest on reading that can hinder their learning ability to learn.
As to the content of the students’ reading performance of Gamut National High School
Cabacungan National High School, 46 Grade 7 Students are actually tested during the Pretest of the Oral Reading
Proficiency Test (ORPT) on the opening month of the First Semester, school year 2016-2017 in which 54.35% of
the students belongs to instructional level and 45.65% frustration level on word recognition and 100% of the
students on reading comprehension belongs to frustration level which means a very frustrated results acquired by
the readers.
Basedon a three-year (School Years 2013-2016) average baseline data, the Grade 7 ORPT results (Source: School
Reading Coordinator) of Cabacungan National High School show an increasing trend in Frustration Level
(65.63%, 27.27%, 71.05%).
To address this gap, each mentor of Cabacungan NHS is assigned to a certain Grade 7 Student being their partner
in Reading. The mentor sets time for readers during their vacant time and noon time in order to realize the
intervention.
1.1 . Review of Related Literature
Schools everywhere have focus on literacy. The following literature review contains an analysis of several studies on
the effects of reading intervention strategies on the reading proficiency.

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Reading comprehension is the process of constructing meaning from text. The goal of all reading instruction is
ultimately targeted at helping a reader comprehend text. It is the level of understanding of a text/message. This
understanding comes from the interaction between the words that are written and how they trigger knowledge outside
the text/message [ CITATION Ray01 \l 1033 ]. Comprehension is a "creative, multifaceted process" dependent upon
four language skills: phonology, syntax, semantics, and pragmatics [ CITATION Tom11 \l 1033 ]. Proficient reading
depends on the ability to recognize words quickly and effortlessly [ CITATION Ada941 \l 1033 ]. It is also determined
by an individual's cognitive development, which is "the
construction of thought processes". Some people learn through education or instruction and others through direct
experiences [ CITATION Tom11 \l 1033 ].
Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level)
processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word
and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of
sentence and word structure and their associated sounds [ CITATION Cai09 \l 1033 ].
All models of comprehension recognize the need for readers to build up a mental representation of text, a process that
requires integration across a range of sources of information, from lexical features through to knowledge concerning
events in the world [ CITATION Gar01 \l 1033 ]. In the early stages of reading, the vast majority of children with
reading problems struggle decoding the words on the page [CITATION Wag10 \l 1033 ]. They might have other
problems as well, but their inability to merely read the words on the page trumps any other problems that might
become evident if they could get beyond this necessary first step. However, as children’s decoding skills develop, up
to half of the remaining cases of impaired reading may be attributable to sources other than poor decoding [ CITATION
Cai09 \l 1033 ].
According to the reading worksheet, an individual's ability to comprehend text is influenced by their traits and skills,
one of which is the ability to make inferences. If word recognition is difficult, students use too much of their
processing capacity to read individual words, which interferes with their ability to comprehend what is read. There are
a number of approaches to improve reading comprehension, including improving one's vocabulary and reading
strategies. Keith Lenz also suggest that the process of comprehending involves decoding the writer's words and then
using background knowledge to construct an approximate understanding of the writer's message. It also affected by
the quality of the reading material. Some writers are better writers than
others, and some writers produce more complex reading material than others. Text that is well organized and clear is
called "considerate text," and text that is poorly organized and difficult to understand can be called "inconsiderate
text." The more inconsiderate the text, the more work will be required of a reader to comprehend the text. Readers
who do not have the background, abilities, or motivation to overcome the barriers presented in inconsiderate text will
have more difficulty comprehending these types of texts. It is the level of understanding of a text/message. This
understanding comes from the interaction between the words that are written and how they trigger knowledge outside
the text/message [ CITATION Ray01 \l 1033 ].
Comprehensive reviews of the strengths and weaknesses of individuals with poor comprehension and adequate
decoding have been provided [ CITATION Nat09 \l 1033 ]. Deficits have been reported in making inferences,

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monitoring comprehension, working memory, listening comprehension, and in other aspects of oral language.
[ CITATION Cai09 \l 1033 ] reviewed three kinds of studies that support causal influenced—comprehension-age match
comparisons, training studies, and longitudinal correlational studies—and concluded that there is evidence for causal
influences on reading comprehension for inference making, comprehension monitoring, and understanding story
structure.
Evidence of potential direct influences of vocabulary on reading comprehension comes from training studies in which
intervention programs were provided to improve vocabulary and reading comprehension was included as an outcome.
It is important to note that training studies could miss direct influence of vocabulary on reading comprehension if (a)
vocabulary did exert a direct influence but was not impacted by training, (b) vocabulary was impacted by training but
transfer to reading comprehension did not happen automatically, or (c) both. Three reviews of the literature provide at
least modest support for a direct influence of vocabulary on reading comprehension. It has been carried out a review
of all published experimental and quasi-experimental studies of the effects of vocabulary instruction. Although gains
on standardized measures of reading comprehension as a consequence of reading instruction were found for only two
studies, the panel generally supported vocabulary instruction and called for more sensitive measures of vocabulary
knowledge [ CITATION Nat00 \l 1033 ].
Further evidence of a relation between vocabulary knowledge and phonological processing comes from comparing
performance on phonological processing tasks involving word stimuli with performance involving non-word stimuli.
For example, the Comprehensive Test of Phonological Processing [ CITATION Wag10 \l 1033 ] has both word and non-
word versions of phonological blending and phonological segmentation. It is possible to compare performance on
comparable word and non-word items. Doing so makes clear that it is more difficult to do phonological processing on
non-word items than on word items. Given evidence of relations between (a) vocabulary and phonological processing
tasks, (b) phonological processing and decoding, and (c) decoding and reading comprehension, a plausible indirect
influence of vocabulary on reading comprehension is via the mediating route of phonological processing and
decoding. In addition, comparing performance on the Word Reading Efficiency and Phonemic Decoding Efficiency
subtests of the Test of Word Reading Efficiency [ CITATION Tor99 \l 1033 ] reveals a similar advantage for word-
based stimuli over non-word based stimuli for decoding.
1.2 . Research Questions
Generally, this study aims to investigate the impact of “My Teacher, My Partner” on the Reading Proficiency of Grade
7 Students.
Specifically,
it aimed to answer the following research questions:
1. What is the performance of the respondents in the pre - test and post – test in the oral reading
progress test (ORPT) in word recognition and reading comprehension?

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2. What are the levels of reading skills of the respondents before and after the intervention?
3. Is there a significant difference between the reading performance of Grade 7 Students before and
after the conduct of “My Teacher, My Partner” intervention on
a. Word recognition
b. Reading comprehension
4. Is there a significant relationship in the word recognition and reading comprehension skills of the
respondents before and after the implementation of the reading intervention?
Hypothesis
Ho1: There are no significant differences on the scores of the respondents in the
pre-test and post-test scores in word recognition and reading comprehension.
Ho2: There is no significant relationship in the word recognition and reading
comprehension skills of the respondents after the implementation of the reading intervention.
Scope and Delimitation
The study is delimited at investigating the impact of “My Teacher, My Partner” on the reading proficiency of 46
Grade 7 Students”. This is conducted in Cabacungan National High School, Cabacungan, Barobo Surigao del sur,
Barobo District I. It will be done for eight (8) months from July 2016 to February 2017 of this school year 2016-2017.
This study is focused only on the Pre-Test and Post-Test of Oral Reading Progress Test.
Chapter 2-Research Methods
2.1
Research Design
This study used

Quantitative Method in Analyzing and interpreting the data. The researcher used t-test sampling analysis in analyzing
the significant relationship of the study.
Sampling
This study identified the level of performance on reading ability of 46 Grade 7 Students of Cabacungan National High
School, Cabacungan, Barobo, Surigao del Sur this S.Y. 2016-2017. The respondents measured their levels both in
word recognition and reading comprehension in Pre-Test and Post-Test using purposive sampling procedure.

Barobo III District
2.3 Data Collection
The study undertakes data collection procedures from respondents from Pre-Test and Post-Test. Statistical analysis
was applied throughout the samples to determine the significant effect of the respondents to the said intervention. The
data collection methods to be used are: passage rating sheet, word recognition error marking system and the oral
reading inventory.
2.4 Ethical Issues
The researcher followed basic guidelines and proper protocol by asking permission and approval to conduct the study.
The Grade 7 Students also was inform regarding their performance on reading particularly in word recognition and
reading comprehension. To the part of the Teachers, learner-centered curriculum is at the mid-point of student
learnings, so every teacher of Cabacungan NHS developed a comprehensive one on one reading, utilization of reading
materials, assessments and any other related learning materials that could enhance the learning habits on reading. The
researcher requested the assistance of the reading coordinator in collecting, tabulating and interpreting the result in the
Oral Reading Inventory. The accomplished inventory was interpreted immediately to have an accurate result.
2.5. Data Analysis
The study utilized purposive sampling procedure in analyzing and reporting the gathered data of 46 Grade 7 students
using t-test sampling analysis and its correlation.
Chapter 3-Results and Discussion

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To determine the performance of the respondents in the pre - test and post – test in the oral reading progress test
(ORPT) in word recognition and reading comprehension. Table 1. Determines the verbal description of the mean and
the mean percentage score of the reading proficiency of 46 Grade 7 Students which will analyze the result of the
respondents in the following values.
Table 1. Performance
of the Respondents in the Oral Reading Progress Test
During the Pre - Test and Post – Test
WORD RECOGNITION READING COMPREHENSION
Mean Percentage Mean Percentage

Mean Score Mean Score
Score Score
Pre – Test 75.6957 91.1996 0.587 3.9347
Post – Test 78.4783 94.5521 8.3851 56.2118
Result showed the increased performance of the respondents both in word recognition and reading comprehension
from Pre-Test to Post-Test because of the implementation of the reading intervention.[ CITATION Tra13 \l 1033 ]
agreed that positive effects were seen from providing students with reading intervention and early intervention is
beneficial.
To identify the levels of reading skills of the respondents before and after the intervention. The Table below described
the distribution of the respondents on each levels of reading proficiency of 46 Grade 7 Students.
Table 2. Distribution of the Respondents Based on the Levels of Performance in the Word Recognition and
Reading Comprehension

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WORD RECOGNITION READING COMPREHENSION
Independ Instructional Frustratio Independent Instructional Frustration

ent n
0% 54.35% 45.65% 0% 0% 100%

Pre – Test
39.13% 47.83% 13.04% 4.35% 13.04 82.61%

Post – Test
Result showed that there is an increase number of percentage from Independent level and less number of respondents
belong to Frustration and Instructional level which means a great increase of the performance of the respondents
because some of them reach an independent level and less from the frustration level. In terms of the reading
comprehension skills, there is an increase number of respondents from Independent and Instructional level and only
82.61% decrease of frustration.
Scaling Percentage had been applied throughout the sample both in word recognition and reading comprehension in
which most number of respondents fall at the middle of instructional level in word recognition.
Table 3. t-Test on the Pre - Test and Post – Test Scores of the Recipients
Note: Means of the same columns that have different letters are statistically different.
Table3. WORD RECOGNITION READING COMPREHENSION

shows the
average mean Mean ± Standard Deviation Mean ± Standard Deviation
of the
respondents Pre – Test 75.70 ± 2.57a 0.59± 0.88a
from pre-test
to post-test
which shows Post – Test 78.48 ± 2.61b 8.39± 1.55b
an
improvement

Barobo III District
of the respondents because of the said intervention. The table below shows its mean and its variation of the reading
proficiency of word recognition and reading comprehension.
Reading Skills Mean Std. Std. Error Sig. (2- Decision

Deviation Mean tailed)
Word Recognition PreTest – 2.78 2.87 0.42 0.00 Reject Ho

PostTest
Reading PreTest – 3.35 1.68 0.25 0.00 Reject Ho

Comprehension PostTest
Level of significant (0.05)
This means that there is a significant difference on the scores of the recipients in the pre-test and post-test scores in
word recognition and reading comprehension.

Barobo III District
Table 4. Correlation Coefficients on the Pre-Test and Post – Test Scores

Reading Skills Correlation Coefficient Interpretation
The Low correlation

correlation Word Recognition
coefficient 0.3890
tends to be the
measure of
the strength of
the Reading Comprehension Low correlation
relationship 0.1417
between pre-
test and post-
test. Result
showed that the given null hypotheses is rejected which means a significant relationship between the word recognition
and reading comprehension.
The positive value of the correlation coefficient shows a positive response of the respondents but low correlation or
less evident because of the attendance of the students or some other factors.
Chapter 4-Conclusion and Recommendation
4.1. Conclusion

Barobo III District
The findings in this study contributes a significant awareness of the teachers and students in implementing the reading
intervention throughout the school year. Further, the researcher concludes the following outcome.
- Performance of the respondents in the Oral Reading Progress Test during the Pre-Test and Post-
Test shows an improvement of their reading proficiency both in word recognition and reading
comprehension.
- The distribution of the respondents based on their level of performance in the word recognition
and reading comprehension showed an increase number of 39.13% Independent level, 47.83%
Instructional level and 13.04% of the respondents belong to Frustration level. In terms of the
reading comprehension skills, there is an increase number of respondents from Independent and
Instructional level and only 82.61% decrease of frustration.
- The study shows that there is a significant difference between the reading performance of Grade 7
before and after the conduct of the intervention. It further shows the direct relationship between
the word recognition and reading comprehension skills of the respondents, this means that the
decrease number of value of word recognition signifies a great improvement from the average
mean of 75.70 to 78.48, In line with the reading comprehension that increasingly improves the
reading ability of the responts from the average mean of 0.59 to 8.39.
- When it comes to the validity of the results, the correlation coefficients applied thorughout the
samples which results to less correlation of 0.3890 for word recognition and 0.1417 for reading
comprehension shows a positive response of the intervention given by the teachers. It is
noteworthy, that the use of t-test sampling analysis successfully provides information on the
significant relationship between the word recognition and reading comprehension from Pre-Test
to Post-Test.
4.2. Recommendation
Each individual is different and has diverse strengths and weaknesses and is really important to value the diversity of
students and find what’s best for them. The school initiated and implemented the said reading intervention for the
benefits of the learners. Based on the findings and results of the study, it is further recommended by the following:
- Strengthening the implementation of “My teacher, My Partner” as a basis of reading intervention

of the school.
- Evaluate the reading proficiency of higher grade level in order to assess their reading ability and
comprehension.
- Practice differentiated instructions of diverse learners in each grade level especially Grade 7
Students.

Barobo III District
Work Plan and Time Table
Activities Person Involved Time Table Outputs
Pre-Implementation Phase
*Attend Seminar-Workshop on August 2-3, Sample Research &

Action Research SH, Research Coordinator 2016 Objectives
*Conduct Echo Seminar

SH, Research Coordinator August 16-17,
Workshop and Teachers 2016 Suggested Topics
SH, Research Coordinator August 17-19,

*Research on the chosen topics and Teachers 2016 Printed research data
*Write/Prepare Action
SH, Research Coordinator August 20-22, Prepared Action
Research Proposal and Teachers 2016 Research Proposal
*Conduct Advocacy/Launching
of the Research Proposal to SH, Research Coordinator, Minutes, Program,
Stakeholders Teachers, Students, Parents Aug. 26, 2016 Narrative, Pictorials
Implementation Phase
*Float/Give questionnaires to the SH, Teachers, Students,

proponent Parents Aug. 30, 2016 Questionnaires
*Consolidate and interpret the MOV's, Activity

gathered data SH, Teachers Sept.1,2016 Design
*Implement intervention
MOV's, Activity
chosen SH, Teachers, Students Sept.3, 2016 Design

Barobo III District
*Conduct post assessment to the Reading text &

proponent SH, Teachers, Students Feb, 2017 questionnaires
Post Implementation Phase
*Monitor Sustainability Plan and

Evaluate the effectiveness of the
Implementation. PSDS/SH/Research Coor. Feb, 2017 ORPT Results
COST ESTIMATE
ITEM AMOUNT PER QUANTITY COST

UNIT
1.Photocopied Questionnaires 1.50 250 pcs. Php375.00
2.Action Research Proposal, 160.00 2 pcs. Php320.00
Printing and Binding
3.Reading Materials 100.00 46 pcs. Php 4,600.00

Procurement/Reading Kit
4.Photocopied Test Materials 1.50 5x6x40=120 pcs. Php180.00
TOTAL Php5475.00
LITERATURE CITED
Adams, M. M. (1994). Beginning to read:Thinking and learning about print. Cambridge: MIT Press.
Busick, T. J. (2013). EFFECTS OF READING INTERVENTION STRATEGIES FOR ELEMENTARY STUDENTS

AT-RISK OF READING DISABILITIES. 1-36.
Cain, K., & Oakhill, J. (2009). The Behavioral and Biological Foundations of Reading Comprehension. Guilford
Press.

Barobo III District
Garnham, A. (2001). Mental models and the interpretation of anaphora:Essays in Cognitive Psychology. Psychology
Press. ISBN 9781841691282.
Nation, K. (2009). Reading comprehension and vocabulary:Whats the connection? New York: The Guildford Press.
National Institutes of Child Health and Human Development. Report of the national reading panel. (2000). Bethesda,
MD: National Institutes of Health.
Rayner, K., Foorman, B., Perfetti, C., Pesetsky, D., & Seidenberg, M. (2001). "How Psychological Science Informs
the Teaching of Reading".
Tompkins, G. (2011). "Literacy in the early grades:A succesful start for prek-4 readers". Boston, Pearson.
Torgesen, J., Wagner, R., & Rashotte, C. (1999). Test for Word Reading Efficiency. Austin Texas: PRO-Ed.
Wagner, R., Kantor, T., & Sternberg, R. (2010). Innovations in Educational Psychology: Perspectives on Learning,
teaching, and human development. New York.

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Republic of the Philippines

HOME READING INTERVENTION PLAN

After choosing the selected

THE IMPACT OF “MY TEACHER, MY MENTOR IN READING” ON THE READING PROFICIENCY OF

 Short Narrative Report:

1.1 . Review of Related Literature

1.2 . Research Questions

pre-test and post-test scores in word recognition and reading comprehension.

Ho2: There is no significant relationship in the word recognition and reading

Scope and Delimitation

Chapter 2-Research Methods

This study used

2.3 Data Collection

2.4 Ethical Issues

2.5. Data Analysis

Chapter 3-Results and Discussion

During the Pre - Test and Post – Test

WORD RECOGNITION READING COMPREHENSION

Mean Percentage Mean Percentage

Pre – Test 75.6957 91.1996 0.587 3.9347

Post – Test 78.4783 94.5521 8.3851 56.2118

WORD RECOGNITION READING COMPREHENSION

Independ Instructional Frustratio Independent Instructional Frustration

0% 54.35% 45.65% 0% 0% 100%

39.13% 47.83% 13.04% 4.35% 13.04 82.61%

Table3. WORD RECOGNITION READING COMPREHENSION

Reading Skills Mean Std. Std. Error Sig. (2- Decision

Word Recognition PreTest – 2.78 2.87 0.42 0.00 Reject Ho

Reading PreTest – 3.35 1.68 0.25 0.00 Reject Ho

Level of significant (0.05)

Table 4. Correlation Coefficients on the Pre-Test and Post – Test Scores

The Low correlation

Chapter 4-Conclusion and Recommendation

- Strengthening the implementation of “My teacher, My Partner” as a basis of reading intervention

Work Plan and Time Table

Activities Person Involved Time Table Outputs

*Attend Seminar-Workshop on August 2-3, Sample Research &

*Conduct Echo Seminar

SH, Research Coordinator August 17-19,

*Float/Give questionnaires to the SH, Teachers, Students,

*Consolidate and interpret the MOV's, Activity

*Conduct post assessment to the Reading text &

Post Implementation Phase

*Monitor Sustainability Plan and

ITEM AMOUNT PER QUANTITY COST

1.Photocopied Questionnaires 1.50 250 pcs. Php375.00

2.Action Research Proposal, 160.00 2 pcs. Php320.00

Printing and Binding

3.Reading Materials 100.00 46 pcs. Php 4,600.00

4.Photocopied Test Materials 1.50 5x6x40=120 pcs. Php180.00

Busick, T. J. (2013). EFFECTS OF READING INTERVENTION STRATEGIES FOR ELEMENTARY STUDENTS

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