Department of Education

Region V

Lagonoy South District

HIMAGTOCON ELEMENTARY SCHOOL

I. CONTEXT AND RATIONALE

Reading is one of the most important factors in order for a pupil to be good in

communication and language. Hence, reading is also a pre-requisite in developing

comprehension. According to studies, reading makes a big difference to children’s

educational performance. In fact, pupils with high skills in reading, have a broader

vocabulary, have high general knowledge and a better understanding of life. So, it is

important that an early stage in school, pupils should have already acquire the reading

skills in order for them to face the different obstacles they will face in the future.

The assessment done by the adviser in June, 2019, using the Project R.E.Y

Assessment Tool, revealed that there are 11 pupils who could not read or they are just

in the letter recognition level. While the result of the reading assessment using the Phil-

IRI Form, showed that there are 12 pupils in the frustration level, 5 in the instructional

level and only 4 pupils fall in the independent level. The number is quite alarming and

this is the reason why the researcher come up to an intervention that would improve the

reading level of the pupils.

This action research also believes in the importance of giving positive

reinforcement or recognition to the pupils everytime they pass one module or level of

reading. According to Skinner, 1938 in the operant conditioning, an individual makes an

association between a particular behavior and a consequence. Positive reinforcements

results to positive actions. Giving gifts, recognitions, rewards, etc. to the achievers will

surely be a precedence for the other pupils to finish their own level or module.

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 This action research will be beneficial to the school and its stakeholders. Through

this action research they will be able to craft intensive action plans that would enhance

more the capabilities of the pupils not only on reading but in all aspects.

Teachers of Himagtocon Elementary School had done great by implementing

intensive reading interventions to cater the needs of the pupils, still there are pupils who

could not read. Project L.I.B.B.R.O (Lowering Illiteracy through Bahay-Based

Reading Operation) is an intervention that needs the help of the teachers and the

parents. This project primarily aims to lessen the number of non-reader pupils. In this

action research, will show how essential the help of parents in for the pupils to do well in

the school. According to research, parents play vital role in the reading stage of their

children. (Good, 1988) The role of the parents as an educator represents a crucial

resource to the development of the individual identity, which from researchers is seen

even as more important as the very marital status of the parents and the occupation of

the parents themselves.

II. ACTION RESEARCH QUESTIONS

This action research aimed to determine the impact of Project L.I.B.B.R.O. to

Grade 3 pupils of Himagtocon Elementary School.

Specifically, it will seek to answer the following questions:

1. What is the reading level of Grade 3 pupils of Cabotonan Elementary School as of

September, 2022 using the Phil-IRI Reading Assessment Tool?

2. What is the level of effectiveness of the intervention implemented (Project BASA KO,

FUTURO MO) on the reading level of the pupils?

3. What is the significant difference in the reading level of the pupils before and after

the implementation of the Project BASA KO, FUTURO MO?

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 Expected Output: This action research aimed to increase the number of

independent readers from 4 out of 21 pupils or 19% to 100% in the month of

December, 2019.

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Project L.I.B.B.R.O. focuses basically on the production of reading modules to be

utilized in the action research. Different stages of reading modules are produced in

order to cater the different levels of pupils in reading. Also, different innovative activities

will be utilized in order to have a full swing of the program.

a. Project “Librong Kaya Mo” - These are the modules personally crafted by the

researcher based on the different levels of reading of the pupils.

Module 1 - Letter recognition

Module 2 - Letter sounds recognition

Module 3 - CV or VC patterns

Module 4 - CVC patterns

Module 5 - Words

Module 6 - Words with comprehension

Module 7 - Phrase

Module 8 - Sentences
Module 9 - Sentences with comprehension
b. Project “Teacher-Kapamilya” – The mother or father or any of the guardians of all

the Grade 3 non-readers will serve as para-teachers in their homes. The moment their

children reach home, they will teach them how to read, depending on their reading level.

The para-teachers will undergo series of reading classes in order for them also to be

equipped with knowledge on reading and in order to teach it right to their children. This

will be a one-on-one tutorial for the pupils. The parents will be monitored based on the

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
progress of the reading skills of the child and regular meetings with the teachers and

school head. In case that the parents or guardians are not capable of teaching the child

(they also could not read) the parent near to their residence, who is capable to teach will

adopt the said child.

c. Tulong-Dunong – The teachers from other higher grade levels will identify pupils

who are best readers. These pupils will also undergo series of trainings for them to

serve as “mini-teachers” for the respondents. They will be given “adopted siblings” to

focus on. Everyday, before the start of the afternoon sessions, they will meet with them

and for 30 minutes they read the module intended for their level.

d. Libro ng Kakayahan Ko –This is a Portfolio Assessment with Rubrics for noting

every accomplishment or improvement of the pupils. Both teachers and parents will

have the same tool and in the regular meeting, they will discuss whatever written on it or

is observed in the pupils.

e. Project “Habol”- This is to recognize the pupils who have shown exemplary

improvement on their reading level. The moment the pupil has finished a level and

move forward to the next level, an incentive (school supplies) will be awarded to them.

An award will be given to the level finisher until they reach the last level.

f. Ladder of Fame (Visual Management) – The researcher will be transparent in

posting the progress of the pupils’ reading level trough a bulletin board. Each pupil will

have their picture taken and it will be posted on the bulletin board with a ladder as its

background. From the start of the Project, all of the pictures will be posted at the lower

step of the ladder. As their reading skill level progresses, or every after they finish

(master) the module corresponding to their level, their picture will step one higher until

they reach the top step of the ladder. Which means, they are already independent

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
readers. This is the ultimate goal of the project to push the pupils up to the top of the

ladder.

f. Reading Scaffolds (Mistake Proofing) – Different activities are properly planned in

order to secure a good output in the implementation of the Project L.I.B.B.R.O. There

are activities inside the school in cooperation with the best pupils who will serve as

“mini-teachers” to the respondents. Modular approach will also be used as a reading

material and will serve as the main tool of this project. Assistance from the stakeholders

such as the parents is also essential in the success of this project. They will serve as

para-teachers for their children as they go home. Their main tool are the modules

prepared by the researcher.

g. Reach Your Goal (Process Simplification) – The mechanics of Project L.I.B.B.R.O.

will follow a step progression. The pupil will study and should master a module,

corresponding to his or her reading level. Once that module has already been mastered,

the pupil will go to the next module. If the pupil has been assessed and his or her level

falls to module 1 then the pupil needs to start from module 1. There are 9 module

prepared by the researcher:

Module 1 - Letter recognition

Module 2 - Letter sounds recognition

Module 3 - CV or VC patterns

Module 4 - CVC patterns

Module 5 - Words

Module 6 - Words with comprehension

Module 7 - Phrase

Module 8 - Sentences

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 Module 9 - Sentences with comprehension

IV. ACTION RESEARCH METHOD

This action research will employ descriptive method of research in discussing the

answers of the three research questions posted. Action research method is composed

of Participants and Sources of Data and Information, the Data Gathering Methods and

Data Analysis Plan.

a. Participants and/or other Sources of Data & Information

This project will employ total enumeration of all Grade 3 pupils of Himagtocon

Elementary School, SY 2019-2020.

b. Data Gathering Methods

To get the information needed in question number 1 which is the reading level of

Grade 3 pupils of Himagtocon Elementary School as of June, 2019 using the Phil-IRI

Form. This table will show the reading comprehension level of the pupils, whether they

are non-readers, frustration level, instructional level or independent level.

Pupil’s Name Score Reading Level

Another important tool is the Project R.E.Y. Assessment Tool. This tool will

provide the information on the reading level of the pupils. The result from this tool will let

the researcher decide on what module number the pupil or respondent will start on.

Name of Pupil Reading Level

Can’t Recognize Letters
Can Recognize Letters
Doesn’t know the letter sounds
Does know the letter sounds
Can’t read CV or VC patterns
Can read CV or VC patterns

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 Can’t read CVC patterns
Can read CVC patterns
Can’t read words
Can read words
Can’t read phrase
Can read phrase
Can’t read sentences
Can read sentences

To measure the level of effectiveness of the intervention implemented (Project

L.I.B.R.O) on the reading level of the pupil, this table will be used by the researcher.

Intervention No. of pupils No. of pupils with Rating

passing score
1. Librong Kaya Ko
2. Teacher Kapamilya
3. Scrap Book
4. Habol
5. Visual Management
6. Mistake Proofing
7. Process Simplification

After the implementation of the project, the researcher will conduct an oral post-

assessment using the two assessment tools, Phil-IRI and Project R.E.Y Assessment

Tool. Comparing the results before and after the implementation of the project will

reveal the answer whether there is a significant difference between the two. Hence, it

will only prove if the Project will be recommended for implementation in other places or

not.

c. Data Analysis Plan

This study will use descriptive method of research in answering the problem on

the improving level of reading of Grade 3 Pupils of Himagtocon Elementary School.

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 Tabulation of the results in the teacher made classroom-based assessment in

reading level of the learners during the second quarter assessment will be tabulated.

Weighted Mean

Weighted mean will be used to gauge the reading level of the respondents from

their word recognition and comprehension skills.

The measuring or rating scales with the following descriptors will be used. For

word independent readers, 97%-100% word recognition and 80%-100%

comprehension, Instructional Readers, 90%-96% word recognition and 59%-79%

comprehension and for frustration readers, 89% below word recognition and 58% below

for comprehension.

Frequency

By simply counting it will help the researcher to determine the number of pupils

who are in the frustration level, instructional level and independent level.

Independent Sample T-Test

This statistical formula will give an information if there is a significant difference

between the results of pre-test and posttest. This will check whether the posttest really

shows good result in comparison with the pre-test result. Independent Sample T-Test

will determine whether the Project succeeded on its goal or purpose.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

MEANS
PERSON/S
ACTIVITIES TIME FRAME OF
INVOLVED
VERIFICATION
PRE-IMPLEMENTATION PLAN
ASSESS STAGE
Step 1: Get Organized June 17-21, Adviser Reading

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 2019 Assessment
(5 days) Result
Attended the District Action Cell July 23-24 and Researcher Action Research
(DISLAC) on Project E.A.R.S. August 2, 2019 Proposal for the
(Enhanced Action Research Skill) (3 days) S/Y 2019-2020
and
Documentation
Consulting the Grade 3 Class July 26, 2019 Researcher Documentation
adviser (1 Day)
Step 1: DIAGNOSING – July 29-30, 2019 Researcher Focused Problem
Identifying or defining a (2 days) Grade 3 Class statement
problem Adviser
Step 2: ACTION PLANNING – August 2-5, Researcher Why-why
Considering alternative courses 2019 Diagram, Solution
of action (4 Days) Ideas
Prepare and submit action August 6, 2019 Researcher Approved action
research proposal and project for (1 day) research proposal
approval and Project
Proposal for S/Y
2018-2019
Preparation of Modules August 7-16, Researcher Attendance,
2019 Technical Minutes of
(10 days) Assistance from Meeting and
MT and Reading Pictures
Teachers Modules
Meeting with parents / other pupils August 19, 2019 Researcher Attendance,
Information Dissemination on the (1 day) Class Adviser Minutes of
reading level of the pupils Meeting, Pictures
IMPLEMENTATION PLAN
Step 3: TAKING ACTION – Selecting a course of action
Training for Para-Teachers August 22-24, Researcher, Class Reproduced
2019 Adviser, Primary research tools
(3 days) Teachers
Start of the Implementation August 26, 2019 Researcher Accomplished
Parents portfolio
Class Adviser
Step 4: EVALUATING – Studying the consequences of an action
First Project L.I.B.B.R.O August 30, 2019 Researcher Accomplished
evaluation Parents portfolio
Class Adviser Attendance,
Minutes of
Meeting, Pictures
Second Project L.I.B.B.R.O September 13, Researcher Accomplished
evaluation 2019 Parents portfolio
Class Adviser Attendance,
Minutes of
Meeting, Pictures
Third Project L.I.B.B.R.O September 27, Researcher Accomplished
evaluation 2019 Parents portfolio
Class Adviser Attendance,
Minutes of
Meeting, Pictures
Fourth Project L.I.B.B.R.O October 11, Researcher Accomplished

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
evaluation 2019 Parents portfolio
Class Adviser Attendance,
Minutes of
Meeting, Pictures
Fifth Project L.I.B.B.R.O October 25, Researcher Accomplished
evaluation 2019 Parents portfolio
Class Adviser Attendance,
Minutes of
Meeting, Pictures
Sixth Project L.I.B.B.R.O November 15 , Researcher Accomplished
evaluation 2019 Parents portfolio
Class Adviser Attendance,
Minutes of
Meeting, Pictures
Seventh Project L.I.B.B.R.O November 29 , Researcher Accomplished
evaluation 2019 Parents portfolio
Class Adviser Attendance,
Minutes of
Meeting, Pictures
Ninth Project L.I.B.B.R.O December 13 , Researcher Accomplished
evaluation 2019 Parents portfolio
Class Adviser Attendance,
Minutes of
Meeting, Pictures
Conduct of the first stage of data December 14, Principal, Reproduced and
gathering among respondents 2019 Researcher, accomplished
-Conduct Oral interview to learners Parents, research tool
acceptance through Learners
questionnaires
Use of research tools in analyzing January 6, 2020 Analyzed data
the data gained from the research from accomplished
tools
Step 5: SPECIFYING LEARNING – Identifying general findings
January6-20, Researcher Research data
Analysis of generated data 2020 and outcome
(14 days) analyzed
a. Evaluate the project January 21-31, Parents Documentation of
b. Gather recommendation 2019 Researcher the activity and
c. Draft preparation of action (10 days) Teachers activity write – up
research write up Principal

POST-IMPLEMENTATION PLAN
Finalization and submit action February 1, Researcher Accepted Action
research write-up 2019 research write-up
(1 day)
Launching of Project L.I.B.B.R.O February 3, PSDS, Principal, Attendance Sheet,
to Lagonoy South District Kinder 2019 Researcher, Documentation
Teachers and interested teachers Kindergarten
Teachers of
Lagonoy South
District
Communicate the research results February 11, Researcher and Minutes of
to stakeholders 2019 other stakeholders meeting/ assembly

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 ( 1 day)
Reimplementation of the proposal June –march Researcher Approved Action
if found effective S/Y 2019-2020 Research
Proposal
Research dissemination As scheduled Researcher Approved Action
-Present in a Regional/National Research
and International Seminar Proposal
Utilization / improvement of the Researcher and Utilized/improved
studied innovation in the other teachers the strategy/
succeeding school year program used

VI. COST ESTIMATES

The following items will be the details of possible expenses which can facilitate the
implementation of this action research proposal.
FIRST TRANCHE
Activities/Strategies Item Quantity Unit Total
price Price
Preparation of materials for Colored sheets- 2 reams 400.00 800.00
the research and assorted,
implementation of 8.5”x13”
innovation/interventions Bond Paper 5 reams 250 1,250.00
(Short)
Data gathering, Bond Paper 5 reams 300 1,500.00
interpretation of data (Long)
gathered and preparation photocopy 950.00
of completed research Internet service 3 boxes 150 500.00
report
TOTAL 5,000.00

II. Plans for Dissemination and Advocacy

If the target of the action research is achieved, the same study will be

recommended to all the Grade Level of Himagtocon Elementary School. It will also be

communicated within the District for other teachers and for those who wants to adapt

the Innovative Instructional Materials for remedial purposes and the teaching techniques

in literacy. The researcher wishes to share the strategies to help others develop the

gains of being an effective story teller, story reader, assessor and skill developer.

Given the chance, this may also be presented to local or national research forum.

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 Data will be utilized for the reimplementation and/ or revision of the Project for

the following school years.

Submitted by:
School CI Team

DEAN DELMO V. CORREO

Team Leader
Teacher-I / T.I.C., Himagtocon Elementary School
09435413489

MARILOU N. PILONEO SHEILA MARIE A. PITALLANO

Scribe Documentation
Teacher-I / T.I.C., Himagtocon Teacher-I / T.I.C., Himagtocon
Elementary School Elementary School
09071196550 09124866129

RECHILDA B. VERDEJO MARIBEL O. ALEJANDRO

Communication Process Observer
Teacher-I / T.I.C., Himagtocon Teacher-I / T.I.C., Himagtocon
Elementary School Elementary School
09124866129 09124866129

LIZA S. FROA
Public Schools District Supervisor

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
VII. References – the following references were used in this action research proposal:

1. ] Republic Act No. 10533 or the Kindergarten Education Act. Retrieved last

October 20, 2018 at

http://www.unesco.org/education/edurights/media/docs/e119986abbd26ebda9c3

d8c18929b4487205d4d6.pdf

2. ] Sec. 9. Medium of Instruction. Senate S. No. 3286.

http://www.unesco.org/education/edurights/media/docs/

e119986abbd26ebda9c3d8c18929b4487205d4d6.pdf

3. ] K to 12 Kindergarten Curriculum Guide 2016

4. ] Deped Order No. 12, s. 2015. Guidelines on the Early Language,

Literacy, and Numeracy Program: Professional Development Component.

Retrieved at

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 http://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_12.pdf

5. ] Enclosure to Deped Order No. 8, s. 2015. Policy Guidelines on

Classroom Assessment for the K to 12 Basic Education Program (BEP).

Retrieved at

http://www.deped.gov.ph/wp-content/uploads/2017/06/DO_s2017_029.pdf

6. ] Usakli, H. and Ekici, K.(2018). Schools and Social Emotional Learning.

European Journal of Education Studies. Volume 4, Issue 1. Retrieved last

October 20, 2018 at https://files.eric.ed.gov/fulltext/ED581228.pdf

7. ] Al-arafy, S.B., Al-shareef, S. M., Moamen, A. B., and Alsayed, R. A.

(2017). Learning Theories and their Implication to Classroom Practice.

Retrieved last October 20, 2018 athttps://files.eric.ed.gov/fulltext/ED495823.pdf

Department of Education
Region V

Lagonoy South District

HIMAGTOCON ELEMENTARY SCHOOL

ACTION RESEARCH PROPOSAL

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.B.R.O.

(Lowering Illiteracy through Bahay-Based Reading Operation)

Submitted by:

DEAN DELMO V. CORREO

Teacher I/ T.I.C. /Researcher

Noted by:
LIZA S. FROA

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)
 Public Schools District Supervisor

Improving Reading Skills of Grade 3 Pupils through Project L.I.B.R.O.

(Lowering Illiteracy through Home-Based Reading Operation)