Republic of the Philippines

Department of Education

Region VIII

Schools Division Office

CURRICULUM IMPLEMENTATION DIVISION

Catbalogan City

ACTION RESEARCH PROPOSAL

Improve reading performance of the Early Grades Learners as measured by the Early Grades Reading
Assessment

Strategic Statement:

By June 30, 2023, improve the Kindergarten to Grades 3 learners reading performance from 413
identified learners from frustration level to instructional, 322 learners from instructional level to
independent, and 269 from independent level to 269 highly performing learners by providing them a
30-minute synchronized reading activity before and after classes.

What is the reading performance of the early grade learners per EGRA Assessment?

hat are the literacy skills that are acquired by the key stage 1kearners?

What are the competencies that are acquired y the early grade learners?

s there a significant relationship between the curriculum implementation and MTB-MLE instruction
of the teachers to the reading performance of of the early grade learners?

What evidence-based program can be derived from the findings of the study?

What is the relationship between the curriculum implementation and MTB-MLE instruction of the
teachers and the reading performance of the Kindergarten to Grade3 learners in the Early Grades
Reading Asses

Data Collection Plan

esult of Kindergarten to Grades 3 Learners in the EGRA for SY. 2020-2021

Learners’ socio-demographic characteristics such as sex, educational attainment of parents, parents’

occupation, monthly income and learning resources available at home

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Learners’ learning style

Teaching styles of learners

Attendance rate

ne table for each year.

The columns will be achievement test score by learning area, gender, socio-demographic
characteristics of the learners, learning style, teaching style and attendance rate. The rows will be
learners’ LRN number.

District ICT Coordinator

School Testing Coordinator

weeks after the conduct of the EGRA

413 out of 1004 Kindergarten to Grade 3 learners had frustration reading level.

322 out of 1004 kindergarten to Grade 3 learners had instructional reading level.

269 out of 1004 kindergarten to Grade 3 learners had independent reading level.

Learners with frustration reading level seem to be related with the teachers’ less time in curriculum
implementation and MTB-MLE instruction.

413 out of 1004 Kindergarten to Grade 3 learners had frustration reading level.

Male learners appear to be less performing in reading than the female counterpart

They have no regular in- person reading activity with the their teacher .

Limited time only due to blended learning modality.hey have no regular reading activity with their
teacher.They have no time to implement remediation program.

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Parents don’t attend meeting due to livelihood.

Learners were not able to attend face to face classes regularly.They were not given proper reading
intervention materials that suits to their reading level.

l Interpret the Data - Isolate Controllable Driving Factors

Controllable or High-Influence Driving Factors Impact Ranking

They have no regular reading activity with their teacher 5

They have no time to implement remediation program. 3

They were not given proper reading intervention materials that suits to their reading level. 3

Top Driving Factor: They have no regular reading activity with their teacher.

Impact Rankings:

1 = No impact on the key challenge

3 = Some Impact on the key Challenge

5 = High Impact on the key challenge

trategic Target: Improve the reading performance of the 413 learners under the frustration reading
level to Instructional level; 322 learners instructional to independent reading level;and enhance the
reading performance of the 269 learners with independent reading level.

Provide regular reading activity with their teacher.

trategic Target: Improve the reading performance of the 413 learners under the frustration reading
level to Instructional level; 322 learners instructional to independent reading level;and enhance the
reading performance of the 269 learners with independent reading level.

Inform the parents regarding the reading comprehension level of those identified learners

Provide those learners reading intervention program that suits to their reading ability

Provide regular reading activity with their teacher.

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Strategic Statement:

By January 30, 2023, improve the Kindergarten to Grades 3 learners reading performance from 413 identified
learners from frustration level to instructional, 322 learners from instructional level to independent, and 269 from
independent level to 269 highly performing learners by providing them a 30-minute synchronized reading activity
before and after classes.

Action Steps Resources Deadline Responsibilities

What will be done? What is needed to do this step? By when? Who will do it?

Identification of Pupils Reading Result of those July 16, 2022 School Heads, School
identified learners through the Reading Coordinators
EGRA

Planning of the Project Crafted Reading Intervention July 29, 2022 District Reading Team
Team on the proposed Program headed by the PSDS,
intervention to be District Reading
implemented Mentor/EGRA
Coordinators

Orientation of the Project Program August 5, 2022 District Reading Team

headed by the PSDS,
PPT EGRA Coordinators,
Kindergarten to Grade 3
teachers, and school heads

Preparation, Reading Class Program, August 12, 2022 PSDS, EGRA

Sessions Coordinators,
Materials for Easy, Average and Kindergarten to Grade 3
Difficult Level, Reading teachers, and school heads
Assessment Tools

Pilot Testing August 23-26, 2022 District Reading Team

headed by the PSDS,
30- minute Synchronized School Heads,
Reading Activity for Kindergarten to Grades 3
Kindergarten to Grades 3 teachers
learners using Easy, Average
and Difficult Level Reading

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 Materials.

Assessment on the Pilot Reading Assessment Result September 2, 2022 District Reading Team
Testing headed by the PSDS,
School Heads,
Kindergarten to Grades 3
teachers

Roll – out of the Project Reading Materials for Easy,
Average and Difficult Level,
Reading Assessment Tools
September 16, 2022 District Reading Team
headed by the PSDS,
School Heads,
Kindergarten to Grades 3
teachers

Monitoring the progress of Progress Monitoring Tool District Reading Team

the program headed by the PSDS,
December 6,7, 8, School Heads,
2022 Kindergarten to Grades 3
teachers
December 13, 14,
15, 2022

December 20, 21,

22, 2022

Final Assessment Reading Assessment Result January 10,11,12, District Reading Team
2023 headed by the PSDS,
School Heads,
January 17,18,19, Kindergarten to Grades 3
2023 teachers

January 24, 25,26,

2023

Reading Culminating Culminating Activity January 30, 2023 District Reading Team
Activities Completion Report headed by the PSDS,
School Heads,
Kindergarten to Grades 3
teachers

l Stage 5 l Evaluating Progress and Improvement

Focus Area: Improve reading performance of the Early Grades Learners as measured by the Early Grades
Reading Assessment

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Key Challenge: Learners with frustration reading level seem to be related with the teachers’ less time in
curriculum implementation and MTB-MLE instruction.

Strategic Statement:

By January 30, 2023, improve the reading performance by five percent (5%)of the Kindergarten to Grades 3
learners reading performance from 413 identified learners from frustration level to instructional, 322 learners
from instructional level to independent, and 269 from independent level to 269 highly performing learners by
providing them a 30-minute synchronized reading activity before and after classes.

Has Desired Change Been

Achieved?

Date Baseline New Difference Key Challenge Focus Next

Measureme Measurement
nt Area Steps

1/30/2023 413 392 21 Y N Improved Continue the

Reading level reading
322 306 16 of those intervention
identified program
269 255 14
learners

Monitoring
the reading
level progress
per schedule

Collect
EGRA result
and evaluate
whether
progress was
made in the
focus area.

Has the team achieved 100 percent of the identified learners improved from frustration to instructional;
improvement in the focus instructional to independent and independent to high performing learners.
area? If yes, describe:

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Submitted by:

REMEDIOS O. CARCELLAR, PhD

Region VIII

Division of Samar