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THE INTRODUCTION OF UNFAMILIAR WORDS TO IMPROVE THE READING

COMPREHENSION OF GRADE 4 PUPILS OF BANUYO ELEMENTARY SCHOOL

MEMBERS
Andes, Emanuel E.
Dolindo, Sonny L.
Gubot, Kim Zyra B.
Guerrero, Norma L.
Losito, Felita M.
Luber, Gerlie Ann B.
Mejorada, Maricar M.
Pardilla, Mary Rose L.
Verenio, Alma D.

Southern Luzon Technological College Foundation Pilar, Incorporated

College of Education
Marifosque,Pilar, Sorsogon
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Context and Rationale

This action research project was conducted to improve reading comprehension with fouth grade

students of banuyo elementary school. The teacher researchers intended to improve reading

comprehension by using In their classrooms the teacher researchers modeled these strategies

through the think-aloud process and graphic organizers. This was followed by students using these

strategies through whole class, small group, and independent practice. The teacher researchers

gathered information prior to implementing the reading strategy interventions. The

Metacomprehension Strategy Index indicated a lack of student knowledge of strategies to use

before, during, and after reading. The State Snapshot of Early Literacy given to the second grade

students identified 9 of the 16 students below target level. The Test Ready Test given to the third

grade students indicated 10 of the 17 students were at risk for reading comprehension failure. The

information gathered by the teacher researchers after the interventions had been modeled and

practiced showed improvement with the second and third grade students. The postintervention

scores for the Metacomprehension Strategy Index showed a significant increase in students’

knowledge of the reading comprehension strategies. The State Snapshot of Early Literacy post-

intervention scores indicated only 6 of the 16 second grade students remained below target level for

reading comprehension. The Test Ready Test given to third grade students indicated only 2 of the 16

students had post-intervention scores that were at risk for reading comprehension failure.

Action Research Questions

This study aims to make an action plan for the improvement of the reading

comprehension of grade 4 pupils in Banuyo Elementary School.

Specifically, it sought answers to the following research questions:

1. What is the level of reading comprehension of grade four pupils?

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2. Why do pupils in grade four be at the non-reader and frustration level?

3. What possible interventions can be made by teachers to address and assist

learners' reading difficulties?

4. How do students in grade four improve their reading comprehension?

Proposed Innovation, Intervention and Strategy

The researcher utilized by playing oral and written unfamiliar word exercises and

games. For example word association. Unfamiliar word association is an activity that can be

used with large classes and limited resources. How it works: write a word on a board, and

then get your students to say the first word that pops up in their head which has a relation

to the word on the board. It’s a good idea to go around the class getting each student to

give a word. If the student can come up with a word, this is the perfect opportunity to go

over the meaning. Teach students about the important, useful, and difficult vocabulary

words before students read the text. This will help them remember the words and improve

comprehension. Have students use taught vocabulary words often and in various ways both

orally and in writing so they are better able to remember the words and their meanings.

Engage your students in conversations every day. If possible, include new and interesting

unfamiliar words in your conversation. Draw students' attention to common roots in a

variety of words (for example, the similar roots and meanings of the

words vision, visual, visible, invisible) and lead a discussion of the meanings of the words and

how they tend to be used.[ CITATION Kam17 \l 13321 ].

There is a good reason why addressing learners' poor reading comprehension is

important. To The various traditional and innovative reading comprehension assessment

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measures, including standardized norm-referenced tests, informal reading inventories,

interviews and questionnaires, anecdotal records and observations, oral retelling, free

writing, and think-aloud procedures. For each technique relative strengths and weaknesses

are described. Use context clues that the picture or sentence (s) surrounding the unknown

word offer to help you comprehend. Using context clues can help readers figure out how to

decode words or figure out a words meaning. Provide books at the right level. Make sure

your reader get lots of practice reading books that aren’t too hard.

Sources of Data and Information

The primary sources of data were the responses coming from the respondents who will

provided essential information that were needed to answer the research problems which is

the teachers. The test and observation results of thirty (30) Grade 4 pupils of Banuyo

Elementary School were the primary source of data. Total enumeration was used in

selecting the participants in experimental group. The secondary sources of data were books,

magazines, journals theses/dissertations, internet materials, and DepEd issuances and

relevant laws affecting education.

Data Gathering Method

hisactionresearchusedthedesc
riptivecorrelational
method of research.
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Descriptive research
involves description,
recoding,
analysis and interpretation of
conditions that currently
exist.
The main aimsare to
describethe nature of
acondition as it
exists at the time of the study
and to explore the causes of
the
particular situation
hisactionresearchusedthedesc
riptivecorrelational
method of research.
 6

Descriptive research
involves description,
recoding,
analysis and interpretation of
conditions that currently
exist.
The main aimsare to
describethe nature of
acondition as it
exists at the time of the study
and to explore the causes of
the
particular situation
This action research used the descriptive correlation method of research. Descriptive

research involves description study utilized descriptive method, involved description;

recoding, analysis and interpretation of condition that currently exist. The main aims are to

describe the nature of a condition as it exists at the time of the study and to explore the

causes of the particular situation. It is the most appropriate research design that provides
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necessary background for the formulation of a more precise problem for subsequent more

specific study for the development of hypotheses. Likewise, it provides the means for

obtaining initial ideas about the interrelationships among phenomena, and the types of

determinants that might relatively be measured (Parel, C. P. et al., 1992) .

This action research utilized descriptive method as a data gathering procedure

through observation and interview.

20
This action research was
conducted in Macatoc
Elementary
School.
The respondents of this
actionresearch were the
pupils
from two sections of grade
one of the school during the
school
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year 2016-2017.
This action research will be
limited to grade one pupils
only and is not conducted to
other pupils of the school.
VI. METHODOLOGY
Research Design
Thisactionresearchusedthedes
criptivecorrelational
method of research.
Descriptive research
involves description,
recoding,
analysis and interpretation of
conditions that currently
exist.
 9

The main aimsare to

describethe nature of
acondition as it
exists at the time of the study
and to explore the causes of
the
particular situation.
20
This action research was
conducted in Macatoc
Elementary
School.
The respondents of this
actionresearch were the
pupils
 10

from two sections of grade

one of the school during the
school
year 2016-2017.
This action research will be
limited to grade one pupils
only and is not conducted to
other pupils of the school.
VI. METHODOLOGY
Research Design
Thisactionresearchusedthedes
criptivecorrelational
method of research.
Descriptive research
involves description,
recoding,
 11

analysis and interpretation of

conditions that currently
exist.
The main aimsare to
describethe nature of
acondition as it
exists at the time of the study
and to explore the causes of
the
particular situation.
20
This action research was
conducted in Macatoc
Elementary
School.
 12

The respondents of this

actionresearch were the
pupils
from two sections of grade
one of the school during the
school
year 2016-2017.
This action research will be
limited to grade one pupils
only and is not conducted to
other pupils of the school.
VI. METHODOLOGY
Research Design
Thisactionresearchusedthedes
criptivecorrelational
method of research.
 13

Descriptive research
involves description,
recoding,
analysis and interpretation of
conditions that currently
exist.
The main aimsare to
describethe nature of
acondition as it
exists at the time of the study
and to explore the causes of
the
particular situation.
Data Analysis

The study used printed materials like big books, story books and dictionaries to

determine its effect on the improvement of the students’ mastery level on the reading

comprehension of grade 4 pupils of Banuyo Elementary School.

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Results and Discussion

Based on the information provided by the resource teacher, the researchers

discovered that among the 30 learners of Grade 4 pupils of Banuyo Elementary School, 54%

of results belong to learners with low reading comprehension skills. While 21% of the result

belong to learners with an average level of reading comprehension skills. While the 5% of

results belong to learners with a high level of reading comprehension skills. This just goes to

show the significance of reading comprehension in the field of learning and the teacher's

part in nurturing learners' skills.

Table 1

LEVEL OF READING COMPREHENSION OF GRADE FOUR PUPILS

LEVEL N %
LOW 18 54%
AVERAGE 7 21%
HIGH 5 15%
TOTAL 30 90%

Conclusion:

Recommendation:

Based on the findings of the research study, the following is the recommendations for the
action research.

1. Research-Supported Vocabulary-Learning Strategies

-Students need a wide range of independent word-learning strategies. Vocabulary

instruction should aim to engage students in actively thinking about word meanings, the
relationships among words, and how we can use words in different situations. This type of
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rich, deep instruction is most likely to influence comprehension (Graves, 2006; McKeown
and Beck, 2004).

2. Improve vocabulary

Knowing what the words are reading mean can improve the ability to comprehend the
meaning of the text. To improve vocabulary, can:

Take an online vocabulary quiz to assess the current level of vocabulary understanding.

Use flashcards to show on unfamiliar words every day.

Make a point to use newly learned words in verbal and written communication.

Read as much as possible to improve the ability to comprehend and guess what a word
means in a certain context.

Make a list of unfamiliar words as you read and look them up in the dictionary.

3. Applying the Target Words

Applying the target words provides another context for learning word meanings. When
students are challenged to apply the target words to their own experiences, they have
another opportunity to understand the meaning of each word at a personal level. This
allows for deep processing of the meaning of each word.

4. Analyzing Word Parts

The ability to analyze word parts also helps when students are faced with unknown
vocabulary. If students know the meanings of root words and affixes, they are more likely to
understand a word containing these word parts. Explicit instruction in word parts includes
teaching meanings of word parts and disassembling and reassembling words to derive
meaning (Baumann et al., 2002; Baumann, Edwards, Boland, Olejnik, and Kame'enui, 2003;
Graves, 2004).

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Colleges:https://www.affordablecollegesonline.org/college-resource-center/improving-
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(2020,May,4) Retrieved from Linked in: https://www.linkedin.com/pulse/importance-

comprehension-conversations-giovanni-knight

(Retrieved on October 14, 2021) Retrieved from

ToolsHero:https://www.toolshero.com/communication-skills/listening-comprehension/

(Retrieve on September 30, 202) Retrieved from

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