Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF OZAMIZ CITY

February 2, 2021

Myra P. Mebato, CESE

Assistant Schools Division Superintendent/
Chair, Schools Division Research Committee

Thru: Rosalyn M. Lato

SEPS-Planning & Research

Ma’am:

Greetings of peace.

I am submitting herewith an action research proposal which aims to improve the

reading skills in English of the seven Grade 3 pupils under my class advisory this
school year. These pupils had been assessed as frustration level during the Early
Grade Reading Assessment (EGRA) last school year. The proposal gives you the full
details of my proposed intervention.

May this request merit your approval. Rest assured that health protocols shall be
strictly observed in the implementation of the study.

Thank you and God bless.

Very truly yours,

JONNA M. ABELLANA
Proponent
 Bridging Difficulties in Reading Comprehension for Grade 3 Learners through
Call and Text (Project CAT)

Jonna M. Abellana
Pulot Elementary School
Proponent

I. Context and Rationale

In Pulot Elementary School, the poor reading comprehension of learners is one of the

most urgent problems that affects the learners desire to learn. It is expected that learners

should be able to read and understand simple selections and passage when they reach

grade 3. However, in Pulot Elementary School, there were still a number of learners who are

frustration readers during the EGRA ARATA post-test conducted when they are still in Grade

2 which is very detrimental for them in how they tackle the modules distributed under

Blended Distance Learning.

This pandemic has affected the physical, emotional and well-being of the Philippine

population not only locally but also those residing outside the country. Both economic and

education sectors suffer as a result of COVID 19. However, we cannot allow the education of

the learners to be paralyzed as a result of this crisis. A continuity of learning is essential for

ensuring that early academic success and development are built upon by consistent

educational experiences. These experiences involve consistency of care and education

through quality activities and program in reading that can support learning despite the

challenges posed by COVID-19 pandemic (Maboloc, 2020).

Learning can only be possible in the new normal with the use of modules if they can

read and understand what they read. To optimize their growth potential as learners as they

learn at home through blended distance learning using self-learning modules, they must be

ready to read and understand their lessons. This can be done through modules that they can

use at home. The self-learning modules (SLM) distributed to learners as part of the Blended

Distance Learning modality wherein the SLM is the prime modality of learning with online,

radio and TV based instruction as enrichment will be very difficult for learners to tackle if they

cannot understand what they are reading in these modules (Camiling, 2019).

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 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. Good reading

skills, especially in a phonics reading program, improve spelling. As students learn to sound

out letters and words, spelling becomes easier. Also, reading helps to expand the

vocabulary. Reading new words puts them in their mind for later use (Schotter & Payne,

2019).

The reading problem of the learners which is part of the Early Language Literacy and

Numeracy Campaign of the Department of Education is still one of the primary problems

faced by the education sector. Reading is a very important component of learning in the new

normal. A learner who cannot read will have a difficulty in tackling the self-learning modules

(SLM) to be distributed to them as part of the Blended Distance Learning modality wherein

the SLM is the prime modality of learning while using online, radio and TV based instruction

as enrichment of learning (Tse et al., 2019).

The Grade Three class under the researcher’s advisory has still seven frustration

level readers out of 37 of Pulot Elementary School under the identified section of the

researcher. Although, these learners were identified through the Early Grade Reading

Assessment Conducted when they were still in Grade 2, they will now be evaluated using

the Philippine Informal Reading Inventory (Phil-IRI) tools in Grade 3 English.

The Phil-IRI used as a classroom-based assessment tool aims to measure

and describe the learners' reading performance in both English and Filipino

languages in oral reading, silent reading and listening comprehension. This

assessment tool is a standardized assessment to measure whether learners are in

the frustration, instructional, and independent level. This assessment tool is used to

measure the reading performance of learners (San Pedro et al., 2019).

Although 19.00 percent frustration level

among 37 learners is not very high but it will

surely affect the ability of learners to learn since

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learners who have difficulty in reading will also have difficulty in comprehending the lessons

in other subjects. These data indeed produce a big challenge to the researcher to provide an

intervention that will solve this problem despite the new normal that the world is facing. Thus,

a learning strategy called Project CAT will solve the reading problems of the seven

frustration readers of Grade Three of Pulot Elem. School was crafted wherein upon

implementation, both social and physical distancing amidst COVID 19 virus will be observed

since the reading will be through call and the follow up will be through call and text. Results

of this action research could be used by the researcher as a class adviser in planning for

and addressing the needs of learners even with the challenges and dilemma brought about

by the COVID-19 pandemic.

II. Action Research Questions

This action research aims to address the reading needs of the seven participants.

The study will answer the following research questions:

1. What is the reading performance of the participants in English before and after

the Project CAT?

2. Is there a significant increase in the reading performance of the participants after

Project CAT?

3. How does Project CAT improve the reading performance of the participants?

III. Proposed Innovation, Intervention and Strategies

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 (Oliemat et al., 2020). Fostering children’s engagement in

regular recreational reading beyond independent skill acquisition helps develop the mind

and imagination and the creative side of children. Reading helps to improve

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(vocabulary and spelling) communication both written and spoken. It plays

an important part in building a good self-image. It is a function that is necessary in

today's society. Children’s perceptions of the importance and value of reading can

influence their motivation to read. The earlier the awareness of the importance of reading

occurs, the more successfully the development of the child's personality progresses (Merga

& Roni, 2019).

The proposed Project Call and Text (Project CAT) is an initiative which aims to cater

the reading challenges of the seven frustration level learners in Grade 2 during the SY 2019-

2020 who are enrolled under Grade 3, SY 2020-2021 through the use of contextualized

reading modules in English. The reading modules will be delivered directly to the homes of

the identified learners by the teacher-proponent with specific instructions to parents in

assisting learners. During weekdays, the teacher-proponent will call up each participant to

conduct follow-up and or conduct online reading remediation. Text messages will also be

used to follow up reading progress. The reading modules will be collected back by the

teacher-proponent on the agreed schedule to assess each participant’s progress.

Conduct of Introduction Distribution of Follow up of Conduct Review &

Pre-test of Project Load Cards & reading of Post Evaluation
Using CAT CAT to Contextualized activities Test of Results
Parents RM through CAT

Figure 1. Flow of the Reading Intervention

The reading modules will help learners enrich and improve their reading skills within

the school year which was interrupted by COVID 19. The reading modules serve as

alternative instructional design that uses developed instructional reading materials which are

based on the needs of the students. Students are encouraged to read various reading

activities that are interesting and challenging to maintain focus and attention, thereby

encouraging independent study (Double et al., 2019). The parts of the reading modules are

logically sequenced so that they can provide knowledge and skills towards proficiency in a

field (Cadiong, 2019).

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 There are several advantages in using reading modules. The most important one is

that it allows for better evaluation and more focused revision and improvement (Cabalo et

al., 2018). A reading module is an organized collection of reading content presented

together. A reading module supports a course goal, a course objective, a subject, a concept,

or a theme. Teachers can set a structured path through the content items using a storyboard

or a set of dependencies (Baker et al., 2019).

At present there are still pupils who have difficulty in reading, due to limited learning

resources. One effort that can be done is the use of reading booklet/worksheet in learning.

These reading booklets are printed teaching materials designed to be studied independently

by learning participants. Reading remediation is conducted through call and text. This might

be the solution for this pandemic since face-to-face instruction is not allowed. In addition, no

researches made of the use of modules to assure continues education under the new

normal has yet been completed and replicated.

IV. Action Research Methods

Research Design. The study is action research by design. Action research is a

method of systematic enquiry that teachers undertake as researchers of their own practice. It

is a process that creates knowledge based on enquiries conducted within specific and often

practical contexts. As articulated earlier, the purpose of action research is to learn through

action that then leads on to personal or professional development (Efron & Ravid, 2019). As

a method of organizational development and improvement, action research is often used in

educational settings with significant special needs (Sandoval-Lucero, Maes & Pappas,

2013). In this project, the process is employed to realize the desired educational outcomes

by implementing Project CAT to the pupils who are in the frustration level.

Site. The action research will be conducted in Pulot Elementary School, Pulot,

Ozamiz City. It is a complete elementary school catering 593 learners from Kindergarten to

Grade Six handled by 20 teachers and supervised by one school head.

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 Participants. The participants of this intervention are the seven learners of Grade

Three who are categorized as frustration level in their reading status and the seven parents

of identified learners. In selecting the participants, the learners and parents are chosen

purposively based on the inclusion and exclusion criteria set.

Data Gathering Methods. In this project, the data will be collected through Phil IRI

standardized assessment tools. Data on other developments evident in the pupils after the

program will be collected through semi-structured interview (phone interview or text

conference) with the parents of the participants.

Ethical Considerations. Prior to the conduct of the study, the participants will be

informed on their nature of participation of the study and will be requested to sign an

informed consent. All data will be handled with confidentiality. Participants’ identity will not in

any way be reflected in the paper.

Plan for Data Analysis. The quantitative data gathered in this study will be

organized and analyzed using descriptive statistics such as counts, percents, mean, and

standard deviation. The interview data will be analyzed using thematic analysis.

V. Action Research Work Plan and Timelines

The proponents will implement the Project from January to May 2021. The research

implementation matrix is presented in Table 1.

Table 1. Project CAT Workplan and Timelines

Activities Time Estimates
1. Research Proposal Development & Approval January 2021
2. Collection of Baseline Data (Pretest) January 2021
3. Implementation of the Project February to March 2021
 Orientation to parents
 Distribution of Modules
 Call and Text with Learners

4. Collection of Endline Data (Posttest) April 2021

5. Analysis and Interpretation of Data May 2021
6. Final Report Writing and Revision May 2021

VI. Cost Estimates

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 The materials and supplies and other eligible expenses incurred in the preparation

and implementation of the project are reflected in Table 2. The release of funds is scheduled

in three tranches and percentages.

Table 2. Estimated Costs and Fund Source

Items/Activities Cost Source of Fund
A. Supplies and Materials (Bond Paper, Ink) 1,000.00 School MOOE
B. Communication Allowance 3,000.00 Personal Fund
C. Transportation Expenses (Home Visitations) 1,000.00 Personal Fund
D. Packed Lunch 5,000.00 Personal Fund
Total
P10, 000.00

VII. Plans for Dissemination and Utilization

Once the study is completed and final report is approved by the approving authority,

the research output will be presented to a group of teachers, school heads and supervisors.

Presentation to research conferences and publication of the paper will also be tried out by

the researcher. Replication of the study to other schools with problems on reading will also

be tried out by the researcher.

Table 3. Plans for Dissemination and Utilization

Activities Jan. Feb. March April May June

2021 2021 2021 2021 2021 2021
1. Present the result of the
study during the SLAC
2. Utilize the result in enhancing
the School Implementation
Plan.
3. Utilize the result to help other
learner in the school who are
also frustration readers.
4. Allow the replication of the
study to other schools with
problems on reading.
5. Present the study in research
conferences and publish the
paper if opportunities are given.

VIII. References

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Baker, S., Bangeni, B., Burke, R., & Hunma, A. (2019). The invisibility of academic reading
as social practice and its implications for equity in higher education: a scoping study.
Higher Education Research & Development, 38(1), 142-156.
https://www.researchgate.net/profile/Aditi_Hunma/publication/329746017_The_invisi
bility_of_academic_reading_as_social_practice_and_its_implications_for_equity_in_
higher_education_a_scoping_study/links/5cab5d0aa6fdcca26d06adfb/The-
invisibility-of-academic-reading-as-social-practice-and-its-implications-for-equity-in-
higher-education-a-scoping-study.pdf

Cabalo, J. P., & Cabalo, M. M. (2019). Factors Affecting Pupils’ Reading Proficiency in Multi-
grade Classes Among Rural Elementary Schools. Int. J. Sci. Manag. Stud, 2(2), 108-
124. http://www.ijsmsjournal.org/2019/volume-2%20issue-2/ijsms-v2i2p114.pdf

Cadiong, A. M. (2019). Factors Affecting the Reading Comprehension Level of Grade VI

Learners of Selected Elementary School in the District of Tanza, Cavite. International
Journal on Integrated Education, 2(5), 44-53.
http://www.academia.edu/download/56950860/Mabuan__R.____Ebron__G._2018._
MOOCs___More_-
_Integrating_F2F___Virtual_Classes_via_Blended_Learning_Approach.pdf#page=23
8

Camiling, M. K. S. (2019). Reading Literacy of High School Students in the Philippines.

IAFOR Journal of Education, 7(2), 69-87. https://files.eric.ed.gov/fulltext/
EJ1236225.pdf
Double, K. S., McGrane, J. A., Stiff, J. C., & Hopfenbeck, T. N. (2019). The importance of
early phonics improvements for predicting later reading comprehension. British
Educational Research Journal, 45(6), 1220-1234.
https://www.researchgate.net/profile/Kit_Double2/publication/334041200_The_Import
ance_of_Early_Phonics_Improvements_for_Predicting_Later_Reading_Comprehensi
on/links/5d31797392851cf440902713/The-Importance-of-Early-Phonics-
Improvements-for-Predicting-Later-Reading-Comprehension.pdf

Efron, S. E., & Ravid, R. (2019). Action research in education: A practical guide. Guilford
Publications. https://www.hindawi.com/journals/edri/2012/389736/
Maboloc, C. R. (2020). Critical Pedagogy in the New Normal: Teaching values-based
education online. Voices in Bioethics, 6.
https://journals.library.columbia.edu/index.php/bioethics/article/view/6888

Merga, M. K., & Mat Roni, S. (2018). Children’s perceptions of the importance and value of
reading. Australian Journal of Education, 62(2), 135-153.
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=5614&context=ecuworkspost2013

San Pedro, V. A., & DepEd, S. M. N. D. (2018). GRADE II PUPILS PERFORMANCE IN

PHILIPPINE INFORMAL READING INVENTORY (PHIL-IRI): DOES
INTERVENTION MATTER. http://ijrtm.com/iotg/sites/default/files/IJRTM552019-
17.pdf

Sandoval-Lucero, E., Maes, J. B., & Pappas, G. (2013). Action Research in a Non-Profit
Agency School Setting: Analyzing the Adoption of an Innovation after Initial Train-
ing and Coaching. Journal of Education and Learning, 2(1), 262-277. https://files.er-
ic.ed.gov/fulltext/EJ1079003.pdf

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Schotter, E. R., & Payne, B. R. (2019). Eye movements and comprehension are important to
reading. Trends in cognitive sciences, 23(10), 811-812.
http://faculty.cas.usf.edu/eschotter/papers/Schotter_Payne_2019_TiCS.pdf

Tse, W. S., Choi, L. Y., & Tang, W. S. (2019). Effects of video‐based flipped class instruction
on subject reading motivation. British Journal of Educational Technology, 50(1), 385-
398. https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12569

Appendix A

Phil-IRI Form 1 – Pretest (English)

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Name: _______________________________ Grade and Section: __________

GRADE LEVEL PASSAGE RATING SHEET

Prompt: How do you celebrate Foundation Day? Read the selection below.

A Deal

“Our Foundation Day will be on September 30,” said Miss

Cruz, “What are we going to present?”

“I suggest that we render some folksongs and folk dances,”

answered Perla.

“Good. These will remind us of our Filipino culture,” added

Ruben.

“Let’s start our practice early. That’s a deal,” insisted Susan.

Gr. III
No. of Words: 50
Questions:

1. Who announced about the Foundation Day? ______

Answer: Ms. Cruz

2. When will be the Foundation Day? ______

Answer: On September 30

3. What was the deal? ______

Answer: To practice the folksongs
and dances early.

4. Why will they present folksongs and dances? ______

Answer: To remind everyone about love
of their culture.

Applied: 5. What other Filipino customs and traditions ______

do you practice?
Answers: Hospitality
Helping one another

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 called bayanihan.
Kissing hands of elders for greetings.
Strong family ties
Celebrating fiestas, etc.

Appendix B

Phil-IRI Form 1 – Posttest (English)

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Name: _______________________________ Grade and Section: __________

GRADE LEVEL PASSAGE RATING SHEET

Prompt: What are the civic and religious celebrations in our country?
Find out from the selection.

National Celebrations

Our annual celebrations are of two types: civic and

religious. These two are different as can be seen from the

examples below.
CivicReligiousIndependence Day
National Heroes
Fall of Bataan
Labor DayChristmas
New Year
Holy Week
All Souls
Fiesta of the different religions
Can you give the difference?
Gr. III
No. of Words: 50

Questions:

Literal: 1. What is the selection about? ______

Answer: Celebrations/National Cele-
brations

2. What are the types of celebrations? ______

Answer: Civic and religious

3. What can be seen in the chart? ______

Answers: Examples of civic and reli-
gious celebrations.

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 A list of civic and religious
celebrations.

Interpretive: 4. What is the importance of knowing these ______

celebrations?
Answers: To celebrate them properly.
To always remember that
they are part of our history.

Applied: 5. How is National Heroes Day celebrated in ______

your school?
Answers: With a simple program.
Contest on poster-making.
Lessons on National heroes.

Appendix C

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 INFORMED CONSENT FORM

I, the undersigned, confirm that: please check (  ) the box as appropriate.

1. I have read and understood the information about the research project.
2. I have been given the opportunity to ask questions about the project and my
participation.
3. I voluntarily agree to participate in the project.
4. I understand I can withdraw at any time without giving reasons and that I will not
be penalized for withdrawing nor will I be questioned on why I have withdrawn.
5. The procedures regarding confidentiality have been clearly explained (e.g. use
of names, pseudonyms, anonymization of data, etc.) to me.
6. Terms of consent for interviews, audio, video or other forms of data collection
have been explained and provided to me.
7. The use of the data in research, publications, sharing and archiving have been
explained to me.
8. I understand that other researchers will have access to this data only if they
agree to preserve the confidentiality of the data and if they agree to the terms I
have specified in this form.
9. I do not want my name used in this project.  
10. I, along with the Researcher, agree to sign and date this informed consent form.

Participant:
      Signature           Date

Appendix D.

INTERVIEW TRANSCRIPT

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A. Engaging Questions
1. How are you this morning?
2. As a teacher/parent, how relevant is the reading booklet?
3. Would you like to share something about it? Please tell.

B. Exploratory Questions
1. How do you assess the effectiveness of the project?
2.What type of approaches do you adhere to in the implementation of the project?

C. Exit Questions
1. What are the challenges you meet and how you handle these challenges?
2. What aspects need enhancement and enrichment?

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