Talain Intervention-Program

Republic of the Philippines
Department of Education
Region IV-A
Schools Division of Quezon Province
Catanauan II District
TUHIAN ELEMENTARY SCHOOL
PROJECT EDUCATIONAL-VIDEO ASSISTED RECIPROCAL AND STRATEGIC

READING (EARES): A CONTEXTUALIZED READING INTERVENTION PROGRAM TO
ADDRESS DIFFICULTIES IN WORD RECOGNITION AND
COMPREHENSION
I. Rationale
Reading is one of the macro skills in language teaching-learning, which is generally a
complex and purposeful sociocultural, cognitive, and linguistic process. Readers
simultaneously use their knowledge of the topic as well as of their culture to construct
meaning with text. Each of these types of knowledge impacts the sense that readers
construct through print. Likewise, it can be seen as an interactive process between a reader
and a text which leads to automatically or (reading fluency). Undoubtedly, it is the key factor
in all learning and it is significant in acquiring different information. Thus, learning to read is a
prerequisite for the success in the literate society. Moreover, Ching (2015) states that
reading is a complex method of drawing information from some form of text and then
interpreting it. The importance of reading in an academic context cannot be underestimated
in its influence on learning. In the same line, Bernardo (2009) defines reading as a complex
system of deriving meaning from print that requires all of the skills and knowledge to
understand how phonemes or speech sounds are connected to print, sufficient background
information and vocabulary to foster reading and comprehension, the development of
appropriate active strategies to construct meaning from print, and the development and
maintenance of a motivation to read.
In connection, reading requires all of the skills and knowledge to understand how
phonemes or speech sounds are connected to print. Some important skills in order to be a
better reader include: (a) comprehension, which occurs when readers think about what is
being read, and use the author’s words and their own knowledge to construct an
understanding of the text (Gelzheiser, et al. 2019, p. 219-220); and (b) fluency, which
involves accuracy, automaticity, and prosody that helps the readers see larger
segments,phrases, and groups of words as a whole (Young & Rasinski, 2009); and word
recognition which pertains to the ability of the reader to recognize written words properly and
effortlessly (McPherson, 2015). Certainly, these reading skills are important to acquire, for
DepEd TUHIAN ELEMENTARY SCHOOL (108671)

Address:Brgy. Tuhian, Catanauan, Quezon
Cellphone #: 09684942174 or
Email Address:108671@deped.gov.ph
“Touching Heart, Nurturing Children”
Region IV-A
the success of every learner lies in the ability to read. That is why, it is advisable to develop
them at early age of schooling, for they are crucial to children’s development, and a sheer
volume of studies have demonstrated a link between competency in reading and overall
attainment in school (Tadesse, 2018).
However, learners experience difficulties in mastering these skills, especially in these
times of pandemic. As a matter of fact, the fight against the threats of Coronavirus Disease
2019 (COVID-19) pandemic suffered profound effects and impacts on almost all sectors of
the society. In the same line, education sector is one of the most affected fields; for schools
have become the most vulnerable to safety and security. Health concerns of school
personnel, learners, parents, and other stakeholders are at stake; thus, temporary closure of
schools was enforced to contain the spread of the virus and reduce infections.
In regard, to protect the health, safety, and well-being of the learners, teachers, and
other personnel, and prevent further transmission of COVID-19, DepEd implemented
distance learning as an alternative learning delivery modality. In distance education, learning
takes place between the teacher and the learners who are geographically remote from each
other during instruction. This modality has three types which include: Modular Distance
Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction. Since,
teachers encounter challenges in utilizing alternative learning delivery modality, the quality of
learning is adversely affected. In congruence, the school reading coordinator’s analysis of
the results of Philippine Informal Reading Inventory (Phil-IRI) pretest in English for the SY
2021-2022 revealed that majority of Grade 6 learners’ reading performance was under the
frustration level. Most of them experience difficulties in word recognition and comprehension.
Accounting to this problem, the study conducted by Delfin (2017) found out that there
are different ways that can be effective remedies for reading difficulties. Teachers and
learners in English can create most of these ways in the learning process. Definitely, the
struggling readers in school who are not receiving remediation are making little to no
progress. For this reason, it is essential for them to intensely take the intervention needed.
Potentially, integrating reading strategies into daily routines could lead the improvement of
the learners not only in reading but across the curriculum. Also, their motivation is an
additional factor that needs to be taken for consideration when planning for a reading
instruction to support word recognition and comprehension.

Region IV-A
With this apparent benefits that learners may get in the use of intervention program in
remediating their reading difficulties in order to improve the reading performance, as a
reading advocate, I deemed the utilization of Project Educational-Video Assisted Reciprocal
and Strategic Reading EARES, which is a reading intervention program, which is anchored
at Collaborative Strategic Reading (CSR), which is an instructional model based on
cooperative learning and reciprocal reading that has been designed to increase student text
engagement and to improve reading comprehension. Consequently, Project EARES is
characterized by a combination of three effective techniques in reading instructions namely
video-assisted reading, reciprocal teaching, and strategic reading. This program is a potent
tool to address difficulties in word recognition and comprehension; for, it can be fully
implemented in the context of the “Now Normal”, which is characterized by limited face-to-
face classes.
II. Objectives
Project EARES is designed to:
1. Address the difficulties in word recognition and comprehension;
2. Improve the reading performance of the learners;
3. Provide a flexible instructional model in which learners, with guidance from teacher
and peer support, can become skilled at applying word recognition and
comprehension strategies;
4. Furnish the learners with a reading tool that strategically teaches reading through
the utilization of video while working in a small cooperative groups; and
5. Bridge the gaps of learners to attain grade level reading.
III. Components of the Program
Project EARES is a multiple strategy program intended to address difficulties in word
recognition and comprehension in order to improve learners’ reading performance. It is
anchored in Collaborative Strategic Reading (CSR), which is an instructional model based
on cooperative learning and reciprocal reading that has been designed to improve the
reading comprehension skills of the learners. It includes many features of effective
instructions by utilizing four comprehension strategies before, during, and after reading as
well as emphasizing cooperative work and clearly specified procedures (Annamma et al.,
2011). One of its goal is to increase text engagement (Vaughn et al., 2011).

Region IV-A
Project EARES provides explicit instruction to learners in metacognitive strategy as well

as facilitates peer-mediated learning within mixed-ability cooperative learning groups which
characterized by a combination of three effective techniques in reading instructions namely
educational video-assisted reading, reciprocal teaching, and strategic reading.
Educational Video-Assisted Reading. Video- based learning has long been used
as an educational tool to assist learning (Yousef et al., 2014), and multiple studies have
shown that it can be highly effective (Hsin & Cigas, 2013; Allen & Smith, 2012; Kay, 2012;
Llyod & Robertson, 2012; Rockaway, 2012).
Visual materials and elements such as videos, televisions, films, internet sites, and
other multi-media presentations seemingly heighten the quality of learning (Estroga, 2012;
Kress, 2010; Roe & Ross, 2010). Through the use of these visual aids, learning among
learners can take place easily: therefore, improving their way of thinking in real-life situations
(Farhadi, 2014). Likewise, Kirkorian et al. (2014) ascertain that learners who were exposed
to media use showed better performance in their academic endeavors. Educational video
can be effectively facilitated with the application of reciprocal teaching.
Reciprocal Teaching. Reciprocal teaching is an instructional method based on
modeling and guided practice. It is a dialogue taking place between the teacher and learners
that results in learning on how to construct meaning when they are placed in a must read
situations. It provides an environment in which learners, with the assistance of the teacher or
more knowledgeable peers, become increasingly proficient at applying comprehension
strategies while reading text passages.
In other words, reciprocal teaching is an instructional style that was originally
developed for struggling readers. It is in a category called interactive learning, a style in
which teachers and learners take turns sharing information and leading discussion (Salehi et
al., 2013).
Donald Aurlikh in (Al- Sarayreh (2013) states that reciprocal teaching method helps in
developing thinking skills through the training of the four comprehension strategies:
predicting, questioning, clarifying, and summarizing. Predicting involves combining the
learners’ prior knowledge and new knowledge or information. Questioning involves
identification of information, themes, and ideas that are important to warrant further
consideration. In this case, questioning is used to monitor and evaluate the construction of

Region IV-A
meaning. Clarifying identifies the unclear, difficult, or unfamiliar aspects of a text. These
aspects may include sentence or passage structure, unfamiliar vocabulary, unclear
references, or obscure concepts. Summarizing is the process of identifying the important
information, themes, and ideas within the text and integrating them into a clear and concise
statement that communicates the essential meaning. The reading intervention program,
which focuses on the application of educational video and reciprocal teaching would be more
competent when it is strategically planned.
Strategic Reading. Reading is strategic because a number of skills and processes
are needed on the part of the reader to organize and mentally summarize information,
monitor and repair comprehension breakdowns, and match comprehension output to the
goals of the reader. Researchers dealing with reading instruction acknowledge the centrality
of strategy use and the development of strategic reader for comprehension. Strategic
readers know a set of effective strategies and utilize them without continuously needing to
move to a level of conscious problem solving (Grabe, 2009). As such, strategic reading
instruction is the actual execution of reading strategies to reach the goal of reading
comprehension. Based from the above mentioned statements from which Project EARES is
anchored, reading intervention program would be more competent if it combines with
educational video with strategic and reciprocal reading.
III. Procedures
(Modified from the study of Annamma, et al., 2011 and Klinger, et al 2010)
1. Preview the Text (Before Reading)
This activity activates prior knowledge and stimulates the interest of the learners about
the topic. Through the use of PowerPoint presentation, they look at headings, keywords,
pictures, and charts. Afterwards, the teacher facilitates questions and predictions from the
learners.
The goals of previewing are: (a) for learners to learn as much about the passage as they
can in a brief period of time (2-3 minutes); (b) to activate their background knowledge about
the topic; and (c) to help them make predictions about what they will learn. Previewing
serves to motivate learners' interest in the topic and to engage them in active reading from
the onset. Introducing preview step to pupils by asking them whether they have ever been to
the movies and seen previews.

Region IV-A
2. Click and Clunk (During Reading)

In this step, the teacher utilizes educational video combined with explicit teaching in
reading instruction. As the learners are reading, they self – monitor their understanding (the
“clicks”). When they encounter a word or concept that they find difficult to understand, it is a
“clunk”. Then, the teacher identifies the clunks and let the learners reread the passage with
considerable emphasis on them.
The goal of clicking and clunking is to teach learners to monitor their word recognition
and comprehension skills and to identify when they have breakdowns in understanding.
Clicks refer to portions of the text that make sense to the reader: "Click, Click, Click" -
comprehension clicks into place as the reader proceeds smoothly through the text. When a
learner comes to a word, concept, or idea that does not make sense, "Clunk" –
comprehension breaks down. For instance, when pupils do not know the meaning of a word,
it is a clunk. Many pupils with reading and learning problems fail to monitor their
understanding during read.
Moreover, clicking and clunking is designed to teach them to pay attention to when they
understand – or failing to understand – what they are reading or what is being read to them.
Thereupon, the class uses "fix-up" strategies to figure out the clunks. They use "clunk cards"
as prompts to remind them of various fix-up strategies.
3. Get the Gist (During Reading)
The learners form into small cooperative groups in order to foster teamwork, leadership,
and collaborative skills. The members of each group receive a hard copy of the passage that
the teacher has just presented through educational video. Thereafter, they will be asked to
pick out the clunks in the text and write them on the card. Then, the leader leads in reading
the clunk cards. Afterwards, the learners reread the passage and identify the “who” and
“what” as well as the important ideas of the text. Subsequently, within the group, the learners
share their “gist” statements in their own words as a check for word recognition and
comprehension.
The goal of getting the gist is to teach them to restate in their own words the most
important point as a way of making sure they have understood what they have read. This
strategy can improve understanding and memory of what they have learned.
4. Wrap Up (After Reading)

Region IV-A
There are two parts of Wrap Up. First, the learners identify the important concepts from
the text they read. Second, they ask questions to clarify the information in the passage.
Through generating questions, learners develop higher- order thinking skills. The goals of
this step are to improve pupils' knowledge, understanding, and memory of what was read.
The best way to teach wrap up is to tell the learners to use the following question
starters to begin their questions: who, what, when, where, why and how. In addition, it is also
a good idea to tell them to pretend they are teachers and to think of questions they would
ask on a test to find out if their learners really understood what they had read.
To review, learners write down the most important words and ideas they learned from
the day's reading assignment in their Project EARES Learning Logs. They then take turns
sharing what they learned.
IV. Monitoring
In order to ensure that the learners are able to access the program regularly throughout
the period of implementation, the reading teacher provides a Reading Attendance Card
(RAC). There is a checklist attached on the card that identifies the reading progress of the
respondents.
V. Evaluation
The evaluation includes assessing the reading progress of the struggling readers
using standardized passages from the Philippine Informal Reading Inventory (Phil-IRI) at
two points of the implementation process: pretest and posttest. The evaluation will assess
the validity and quality of Project EARES as an intervention program.
Prepared by:
ALLAN A. TALAIN
Teacher I
Noted:
MARIA CECILIA P. CAPALE

Teacher-In-Charge

Region IV-A
ALLAN A. TALAIN
Teacher I/ School Research Coordinator
Noted:
Teacher-In-Charge

Region IV-A

Teacher-In-Charge


Talain Intervention-Program

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Talain Intervention-Program

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

PROJECT EDUCATIONAL-VIDEO ASSISTED RECIPROCAL AND STRATEGIC

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

Project EARES provides explicit instruction to learners in metacognitive strategy as well

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

2. Click and Clunk (During Reading)

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

MARIA CECILIA P. CAPALE

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

MARIA CECILIA P. CAPALE

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

MARIA CECILIA P. CAPALE

DepEd TUHIAN ELEMENTARY SCHOOL (108671)

You might also like