ACTION

RESEARCH
on

“WEEKLY ORAL READING AS A STRATEGY TO ATTAIN

COMPREHENSION AMONG GRADE 3 PUPILS OF BACOLOD
ELEMENTARY SCHOOL, S. Y. 2022-2023”

by

KENNEDY R. ALBOR
 I. CONTEXT AND RATIONALE

Lot of pupils in elementary schools are having deficiency in reading especially

the primary grade levels. A range of studies indicate that pupils may have certain

problems when attempting to learn to read without being able to comprehend the

meaning of the text (Gavrilenko & Birukova, 2015).

A pupil’s level of verbal reading proficiency has a 30-year evidence base as one

of the most common, reliable, and efficient indicators of pupil’s reading comprehension

(Reschly, Busch, Betts, Deno, & Long, 2009; Wayman, Wallace, Wiley, Tichá, & Espin,

2007). When used as a predictor of higher stakes reading comprehension tasks, an

assessment of oral reading fluency performs as well as or better than many other

comprehensive tests of reading (see Baker et al., 2008).

A recent research claims that the development of the reading skills such as

fluency and accuracy are linked closely to the process of reading comprehension

(Brown & Broemmel, 2011). Oral reading is one of the strategies to remedy the reading

difficulties of pupils. Oral reading fluency is one of several critical components required

for successful reading comprehension. Pupils who read with automaticity and have

appropriate speed, accuracy, and proper expression are more likely to comprehend

material because they are able to focus on the meaning of the text.

Even in very early grades, when pupils are just learning to decode, it is important

that they have sufficient opportunities for independent, deliberate practice reading
connected text (Ericsson, Charness, Feltovich, & Hoffman, 2006; Ericsson,

Nandagopal, & Roring, 2009; Gunn, Smolkowski, & Vadasy, 2011).

A child's reading skills are important to their success in school as they will allow

them to access the breadth of the curriculum and improve their communication and

language skills. In addition, reading can be a fun and imaginative time for children,

which opens doors to all kinds of new worlds for them. Studies show that reading for

pleasure makes a big difference to children’s educational performance. Likewise,

evidence suggests that children who read for enjoyment every day not only perform

better in reading tests than those who do not, but also develop a broader vocabulary,

increased general knowledge and a better understanding of other cultures.

The key goal of this research is to identify the connection between oral reading

skills and the pupils’ ability to understand the text that they read. Additionally, the means

of enhancing the process of reading comprehension through promoting oral reading

activities will be considered in the research.

It is assumed that the research will reveal that there are strong ties between the

oral reading skills and the pupils’ ability to comprehend discourses. Moreover, the

strategies such as scaffolding, and peer assessment are considered to be crucial in

reinforcing the acquisition of the skills in question. The purpose of the research,

therefore, is to both locate the links between the key variables, proving that there is a

strong connection between them, and to identify the possible solutions that may help

address the problem.

 II. ACTION RESEARCH QUESTIONS

The research about "Weekly Oral Reading as a Strategy to Attain

Comprehension among Grade 3 Pupils of Bacolod Elementary School, S. Y. 2022-

2023" aimed to answer the following questions:

1. What is the demographic profile of Grade 3 Pupils of Bacolod Elementary

School, S. Y. 2022-2023?

2. What are the reading habits of Grade 3 Pupils of Bacolod Elementary School,

S. Y. 2022-2023?

3. What is the reading level of Grade 3 Pupils of Bacolod Elementary School, S.

Y. 2022-2023 using the Functional Literacy Assessment Tool (FLAT)?

4. What causes the difficulties in reading of Grade 3 Pupils of Bacolod Elementary

School, S. Y. 2022-2023?
III. PROPOSED INNOVATIONS, INTERVENTIONS AND STRATEGY

Teachers have known for a long time that oral reading can be a valuable

instructional method, but sadly, for many children, reading around the group (or worse

still the class) kills interest and motivation. But we know from research that 'repeated

readings' can improve fluency and ability. So how can we move beyond 'round robin'

reading and embrace more creative and enjoyable approaches to oral reading? Here

are some strategies that we can use:

1. Read to prepare for performance - By this I mean, putting exciting material in

children's hands, letting them practice and then asking them to share it with a

group or the class (e.g. read a favourite section from a book, read a song, silly

poem etc).

2. Readers' Theatre- Obtain some free scripts and let your children have fun

reading together in small groups to present the scripts to others.

3. Picture reading- Use or put pictures in sentences so that pupils could easily

relate with what they are reading.

4. Partner Reading- Pairing pupils from advance to struggling pupils to read

together has academic and social and emotional benefits that flow both ways.

The little kids see greater reading fluency modeled and profit from the one-to-one

attention of a mentoring relationship.

5. Reading Masks - the children practice reading passages using the voice and

persona of the mask they are wearing (these can be animals, superheroes etc).
 6. Use songs for reading - The use of songs has the added advantage that the

rhythm, sound repetition, melody that can be used to support reading.

7. Ear Reading- Listening to an audiobook while reading, is a great approach—at

least periodically—for all pupilss, but it has particular benefits for struggling

readers and pupils with dyslexia.

However, before conducting these suggested strategies and innovations. The

researcher should conduct a diagnostic test to assess the level of reading the pupils

have. Functional Literacy Assessment Tool (FLAT) is the chosen tool to assess the

pupils. The FLAT is used to measure The Child Well-being Target on functional literacy

with children nearing end of Grade 3 or equivalent (see Appendix C).

There are 6 Levels, specifically, Level 1: Letter Level, Level 2: Word Level, Level

3: Paragraph Level, Level 4: Story Reading Level, Level 5: Story Comprehension Level

and Level 6: Local Material Level. The reading level considered as ‘functional’ if a child

can read through the story or local material and answer at least two fact retrieval

questions about the story or local material correctly.

A proposed oral reading program is made for this research. This plan of activities

is crafted to address the problem of Grade 3 Pupils of Bacolod Elementary School, S.Y.

2022-2023 in reading comprehension (see Appendix D).

IV. ACTION RESEARCH METHODS

A. Participants and other Sources of Data and Information

The participants of this research are Grade 3 Pupils of Bacolod Elementary

School, S. Y. 2022-2023. A total of 20 pupils officially enrolled in Grade 3, S.Y. 2021-

2022 are the participants of this research; specifically, 12 boys and 8 girls.

B. Data Gathering Methods

To gather needed data and information for the solution of the problem, the

instruments used were survey questionnaire (see Appendix B) and diagnostic tests.

The Functional Literacy Assessment Tool (FLAT) is the diagnostic test chosen by the

researcher because it gathers the data faster than any other tools. The diagnostic test is

composed of several levels while a survey questionnaire is about the demographic

profile of the pupils.

C. Data Analysis Plan

The first process is assessing problem, modified survey questionnaire and

diagnostic tests were used to follow up data from participants. The results will be

collected from the tests given to the participants and from other substantial data. Then,

the results will be interpreted through tables, graphs and using statistical tools such as

getting the average mean and percentage of reading level. The findings will be the

bases for making conclusions. From that, the researchers will decide what particular

oral reading program should be recommended to both teachers and pupils.

 V. ACTION RESEARCH WORKPLAN AND TIMELINES

The researcher will gather data by administering survey questionnaires to Grade

3 Pupils of Bacolod Elementary School, S. Y. 2022-2023 to determine the factors

affecting the comprehension of the participants in reading.

The researcher will conduct diagnostic tests using Functional Literacy

Assessment Tool (FLAT) to the Grade 3 Pupils of Bacolod Elementary School, S. Y.

2022-2023. All the teacher-made-tests covered the six levels. A permit was secured

from the Principal of Bacolod Elementary School to administer the said tests (see

Appendix A).

Then, the researcher will collate all the data and make necessary statistical

treatments to come up with the required information for the findings of this research.

Research Section Duration

Planning of Research
2 days
Data Gathering (Survey questionnaires and
3 days
Diagnostic Tests)

Creating/Planning of Program for Reading

2 days
Implementation of Weekly Oral Reading Program
90 minutes- 1st week
A. Reading Masks
B. Picture Reading 90 minutes- 2nd week
C. Use Song for Reading 90 minutes- 3rd week
D. Readers’ Theater 90 minutes- 4th week
E. Partner Reading 120 minutes- 5th week
F. Read to Prepare for Performance 120 minutes- 6th week
VI. COST ESTIMATES

The project is expected to be accomplished with the following indicated materials

as needed for every section of the research project.

NEEDED MATERIALS/ ITEMS Amount

Planning

 Papers
Php 700.00
 Printing

 Internet

Data Gathering

 Papers
500.00
 Transportation

 Snacks

Creating/Planning of Program for Reading

 Papers 300.00

 Printing

Implementation of Weekly Oral Reading (6 weeks)

 Transportation

 Snacks 2,500.00

 Supplies

 Instructional Materials

TOTAL: Php 4,000.00

VII. PLANS FOR DISSEMINATION AND UTILIZATION

Survey questionnaires and diagnostic tests should be conducted within or near to

schools in an empty classroom, teacher’ room, or other space where children and

researchers (those conducting the assessment with pupils) will not be disturbed. If this

is unavailable, use outdoor space away from other classrooms. No matter the space

chosen, ensure there is sufficient space between each pair of researcher/student to

prevent disturbances.

The researcher can set up chairs or assessment stations, spaced out from each

other to eliminate distractions, and simultaneously run the test for several children.

Researcger run the test simultaneously for as many children. If chairs and desks are not

available, any quiet space away from potential distractions is acceptable.

It is important to collect background information on the children surveyed in order

to look at trends that relate to reading and the impact of issues of equity on the

acquisition of skills. Questions about student’s sex, age, language spoken in the home,

and disabilities are included. The inclusion of student background information and data

related to school and program effectiveness provides a fuller picture for understanding

student reading scores. It also allows for analysis according to different marginalized

populations to ensure those who are not succeeding can be targeted accordingly.

Data from the results of the survey can also be used to inform the program

design, and to provide a fuller picture of the reasons behind the baseline results. There

are no correct or wrong answers for these questions, and pupils should always be given

the opportunity to give no answer or state they don’t know the answer.
VIII. REFERENCES

Baker, S. K., Smolkowski, K., Katz, R., Fien, H., Seeley, J. R., Kame’enui, E. J., & Beck,
C. T. (2008). Reading fluency as a predictor of reading proficiency in low-performing,
high-poverty schools. School Psychology Review, 37(1), 18-37.

Brown, C. L., & Broemmel, P. (2011). Deep scaffolding: Enhancing the reading
experiences of English language learners. The NERA Journal, 46(2), 34–39.

Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. R. (2006). Cambridge
Handbook on Expertise and Expert Performance. Cambridge, UK: Cambridge
University Press.

Ericsson, K. A., Nandagopal, K., & Roring, R. W. (2009). Toward a science of

exceptional achievement: Attaining superior performance through deliberate practice.
Annals of New York Academy of Science, 1172, 199-217.

Gavrilenko, N. & Birukova, Y. (2015). Specific features to train scientific-technical texts

reading. Middle-East Journal of Scientific Research, 17(1), 96–109.

Mary Ann Cahill & Anne E. Gregory (2011). Putting the fun back into fluency instruction,
The Reading Teacher, Vol. 65, No. 2, pp 127-131.

Murray T.S. and Shillington, R. (2013) Understanding Literacy Markets in Alberta: A

Market Segmentation Analysis, DataAngel Policy Research, Ottawa

Neice, D. and Murray, T. S. (1997) The reliability of self-reports of literacy and

numeracy skill, UNESCO Institute for Education, Hamburg

Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-
based measurement oral reading as an indicator of reading achievement: A meta
analysis of the correlational evidence. Journal of School Psychology, 47, 427-269. doi:
10.1016/j.jsp.2009.07.001
 APPENDIX A: LETTER

Veritas College of Irosin

Irosin, Sorsogon

_________, 2022

(Name of Principal)
Principal
Bacolod Elementary School

Sir/Madam:

I, the undersigned BEED- III student of Veritas College of Irosin S.Y. 2022-2023, are
required to prepare an action research. In lieu of this, I had chosen the topic on
"Weekly Oral Reading as a Strategy to Attain Comprehension among Grade 3
Pupils of Bacolod Elementary School, S. Y. 2022-2023".

Please allow me to administer a survey questionnaire and diagnostic test to selected

pupils of Grade 3 of this institution on ___________, 2022 (10:00am- 12:00nn).

It would be of great help to my research.

I am looking forward to your favorable response regarding this matter.

Respectfully yours,

Kennedy R. Albor
BEED- III Student

Approved by:

EDGARDO B. DIN, Ph. D.

Instructor
College of Teacher Education
 APPENDIX B: SURVEY QUESTIONNAIRES

I. PERSONAL INFORMATION
NAME: GENDER: __________AGE: ______

II. PHYSICAL
DO YOU HAVE ANY PROBLEM WITH? (PLEASE CHECK)
YOUR VISION YOUR SPEECH
YOUR HEARING YOUR GENERAL HEALTH

III. LANGUAGE USED AT HOME

BICOL TAGALOG ENGLISH
OTHERS (PLS. SPECIFY) ___________________________________-
______________

IV. QUESTIONNAIRE
Read the following questions and encircle the desired answer for each
question.

1. Do you love reading?

A. Yes
B. No

2. How often do you read?

A. Every day
B. Every weekend
C. When I only wanted

3. Do you fully understand what you read?

A. Yes
B. No
C. Sometimes

4. When is the best time to read?

A. Day time
B. Noon time
C. Afternoon
D. Night time

5. How do you read?

A. I read silently
B. I read loudly/orally
C. I read silently, but with music
6. What do you love to read?
A. Story books
B. Dictionaries
C. Magazines
D. Others, please specify:___________

7. How do you find reading?

A. Interesting
B. Enjoyable
C. Boring
D. Tiresome

8. Who teach you how to read?

A. My classmates/friends
B. My teacher/s
C. My mother/father
D. My siblings

9. What do you do at home?

A. Use Cellphones
B. Do household chores
C. Watch TV
D. Play with my friends
E. Others, please specify: _____________

10. Why we need to read?

A. To be a good speaker
B. To meet new words
C. To understand well
D. To be a good writer
 APPENDIX C: DIAGNOSTIC TESTS

Functional Literacy Assessment Tool

(FLAT)
LEVEL 1: Letter
LEVEL 2: Word
LEVEL 3: Paragraph
 LEVEL 4: Story Reading

A big tree stood in a

garden. It was alone and lonely.
One day a bird came and sat on
it. The bird held a seed in its
beak. It dropped the seed near the
tree. A small plant grew there.
Soon there were many more
trees. The big tree was happy.
 LEVEL 5: Story Comprehension
Story comprehension questions:
1. Why was the tree feel sad?
a. it lost its friend
b. it was alone and lonely
c. there was no sun
d. don't know
2. What did the bird drop near the tree?
a. a tree branch
b. a piece of bread
c. a seed
d. don't know
3. Why was the tree happy at the end of
the story?
b. it was not alone/ many trees
c. the sun came out
d. it rained
e. don't know
 LEVEL 6: Local Material

“THE ANT AND THE DOVE”

 
There was once an Ant who was very
thirsty, and she went down to the brook to
drink, but the current carried her away down
the stream. A Dove pulled a leaf from a
bush nearby and dropped it into the water.
The Ant, climbing upon the leaf, floated
down the stream and she landed safely. Not
long after, a man who was out in the woods
tried to catch the Dove, and just as the man
was about to catch the Dove the Ant bit him
on his heel. So, the Dove flew away in
safety.

Story comprehension questions:

Q1: What was the ant's problem?

A. The ant wanted a cold drink of

B. The ant fell into the water.
C. The ant bit the hunter.
D. The ant bit the dove.

Q2: What was the dove' s problem in the story?

A. The dove got bitten by the ant.

B. The hinter caught the dove.
C. The dove couldn't hear the hunter
sneaking up.
D. The dove ate too many ants.

Q3: How was the dove's problem solved?

A. The hunter let him go.

B. The ant bit the hunter.
C. The dove heard the hunter and flew away.
D. The dove played dead.
 Functional Literacy Assessment Tool
(FLAT)
Tally
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL LEVEL
No. of No. of No. of No. of 5 6
NAME OF letters the words mistakes mistakes No. of No. of
READERS learner the correct correct REMARKS
AND GRADE can read learner answers answers
LEVEL out of 5 can read
out of 5
 APPENDIX D: READING PROGRAM

A Proposed Oral Reading Program for

Grade 3 Pupils S.Y. 2022-2023

Situationer: This plan of activities is made to address the problem of Grade 3 Pupils of

Bacolod Elementary School, S.Y. 2022-2023 in reading comprehension.

General Objective: With the different activities provided, Grade 3 Pupils S.Y. 2022-

2023 are expected to get at least 80% mastery and performance.

Time People Evaluation/

Week Skills Activities Materials
Frame Involved Output
-Pupils are Reading Masks -White Board -90 -Teacher -Work
able to identify -The children -White Board minutes -Pupils Sheets
and read practice reading Marker -Independent
letters passages using -Textbook Assignment
-Pupils the voice and - Masks
1 pronounce the persona of the
sound of mask they are
letters correctly wearing (these
can be animals,
superheroes etc).

-Pupils can Picture Reading -White Board -90 -Teacher -Work Sheet
read words -Use or put -White Board minutes - Pupils -Independent
and used it in a pictures in Marker Assignment
sentence. sentences so that -Textbooks
2
pupils could easily
relate with what
they are reading.

-Pupils can Use songs for -White Board -90 -Teacher -Work Sheet
read a whole reading -White Board minutes - Pupils -Independent
paragraph - The use of Marker Assignment
songs has the -Textbooks
added advantage -Audio
3 that the rhythm, Materials
sound repetition, -Songs
melody that can
be used to
support reading.
 -Pupils read a Readers' Theatre- -White Board -90 -Teacher -Work
short story with Obtain some free -White Board minutes - Pupils Sheets
easiness scripts and let Marker -Independent
your children have -Textbook Assignment
fun reading
4 together in small
groups to present
the scripts to
others.

-Pupils read Partner Reading- -White Board -120 -Teacher -Work

with Pairing pupils -White Board minutes - Pupils Sheets
comprehensio from advance to Marker -Independent
n with the aid struggling pupils -Textbook Assignment
of a partner to read. The little
kids see greater
reading fluency
5 modeled and
profit from the
one-to-one
attention of a
mentoring
relationship.

-Pupils read Read to prepare -White Board -120 -Teacher -Work

orally by for performance - -White Board minutes - Pupils Sheets
themselves By this I mean, Marker -Independent
with putting exciting -Textbook Assignment
confidence and material in
comprehensio children's hands,
n letting them
practice and then
6 asking them to
share it with a
group or the class
(e.g. read a
favourite section
from a book, read
a song, silly poem
etc).