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DOCUMENT NO. VERSION NO. REVISION NO. DATE:

9 DECEMBER 2022

ACTION RESEARCH PROPOSAL

LEAD PROPONENT BARITE, MAUREEN KRYZEL S.

MEMBER DALMAN, MYKAELA JOSEF T.

MEMBER SAREMO, MA. ROSETTE E.

TITLE OF RESEARH GUIDED READING APPROACH AS AN AID TO

THE PHONOLOGICAL HURDLE OF GRADE 2
NARRA OF SULANGON CENTRAL SCHOOL AS
THE MODE OF LEARNING SWITCHES FROM
MODULAR TO FACE-TO-FACE CLASS

DIVISION DAPITAN CITY

Context and Rationale

Alphabetic writing systems are prints that represents speech largely at phonemic
level. Emerging as a reader is a gradual process that involves opportunities for children to
engage in oral communication, which effectively leads them to a greater understanding of
the language they use. The National Reading Panel (2000) concludes that the number one
reason why pupils have low reading ability is their inability to master phonics (their
inability to blend sounds together, to decode words and to break spoken words into their
basic sounds).
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Phonological awareness is the recognition that words have constituent sounds.

Constituents of a word (e.g., book) may be distinguished in three ways: by syllables
(/book/), by onsets and rimes (/b/ and /ook/), or by phonemes (/b/ and /oo/ and /k/)"
(Massachusetts 2017 English Language Arts and Literacy Framework ). The International
Literacy Association maintains that phonological awareness has a critical role in early
literacy and language development. Purposeful, efficient, and developmentally appropriate
instruction in phonological awareness can support young children’s literacy and language
development and help them understand how to decode and spell words, particularly when
combined with instruction in both alphabet and vocabulary knowledge.

It was found out that the child’s home offers less involvement in reading-related
activities. Anent to this, parents are busy with their work, and for the lack of reading
materials is poor teaching strategies, Njie (2013) and Rany (2013) assert that most pupils
have low reading ability as a result of: lack of effective learning strategies. In 2019, poor
working memory due to conditions is another factor that would contribute to pupils’ low
reading abilities, (Sanford, 2015). Attribute to less involvement in reading-related activities
are less parental supervision and lack of reading materials. Research shows that children
who see their parents read at home will be successful in their early reading (Cassidy, et. al,
2004).

A home filled with rich reading experiences strengthens the child’s foundation for
phonological mastery. In 2003, Livingston and Wirt (as cited in Darling, 2005) have found
that children with richer home literacy environments demonstrate higher levels of reading
skills and knowledge when they enter kindergarten than children with less literacy-rich
environments (p. 476). Family literacy activities include reading aloud, shared reading, and
making print materials available. These activities have been found to have significant
effects on children’s literacy learning (Huag & Doleis, 2007). In addition to this, teachers
may need some support in understanding what the requirements for learning to read are, in
identifying children who have difficulty mastering these requirements, and in
implementing strategies that promote and facilitate the learning process of these students
(Bratsch-Hines et al., 2017).
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On the other hand, language processing delay contributes to the phonological

hurdle of the students. In 2019, poor working memory due to conditions is another factor
that would contribute to pupils’ low reading abilities, (Sanford, 2015). Furthermore, the
root causes of expressive language disorder are developmental difficulties and genetics.
The stimulation of phonological awareness by facilitating the process of learning to read,
prevents the development of learning disabilities (e.g., Amorim et al., 2020). Dornyei
stated that (2001: 5) Repetition exercises are an effective way to motivate students to
improve their speaking skills in English.

The kindergarten classroom is often the first environment for a child to have
authentic, explicit phonological instruction, but due to the switch of learning modality
because of the pandemic, second graders now lack to acquire phonological awareness. The
researchers aim to pursue a classroom empowered with literate learners. A guided reading
approach is proposed to intervene and surmount this issue. This approach aims to build,
hone, and flourish the students’ language skills for academic success. Literacy-rich
strategies will be prominent in imposing the approach and ensures the students’ readiness.
The researchers acted as the tutor to their own assigned class that is in need help to cope
up with others. In that constant monitoring on the target respondents are hereby monitored
until the end of the conduct of this project. This just show that the heart of all student-
teachers aspires high in promoting high quality education in the school towards attaining
the set goals and that is ensuring that no learners will be left behind in receiving equal and
quality education that the Department of Education mandated.
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Action Research Questions

This study aims to determine the effect of the Guided Reading Approach as an aid
to the phonological hurdle of Grade 2- Narra of Sulangon Central School toward the
improvement of performance, School Year 2022-2023.

Specifically, the study aims to answer the following questions:

1. What is the level of performance of Grade 2 pupils who lack in terms of:
1.1 phonological awareness; and
1.2 reading skills?
2. What is the level of performance of Grade 2 pupils after the implementation of
Guided Reading Approach in terms of:
2.1 phonological awareness; and
2.2 reading skills?
3. Is there a significant difference on the level of performance of the pupils who lack
in terms of phonological awareness skills and reading skills as compared to after
Guided Reading Approach implementation?

Proposed Innovation. Intervention, and Strategy

Sulangon Central School aims high on promoting and helping those learners who
are struggling in reading-related activities. The school continues to find any means to help
the children to learn how to develop their reading ability at their primary learning stage.

Common problems and issues of the school even before the pandemic was the low
performance of students in activities related to reading. In this new normal, the concerns
arise that only parents and adults are acting as their teachers during the pandemic. Thus,
less participation in reading-related activities occurred among students.

With that, an intervention program entitled Developing Phonological Awareness

for Struggling Readers of Grade 2- Narra Pupils through Guided Reading Approach of
Sulangon Central School to increase the reading skills of pupils was established. This
program was proposed by the Reading team of the school since November 2022 to poster
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academic ease among learners who are facing the new normal of education set-up of
today’s situation. This is a tutorial-based program wherein all the respective advisers are
the tutors to the identified learners who fall short towards the mastery of the reading skills,
or who lack phonological awareness. The tutorial session offers are categorized according
to the extent of the needed assistance by every learner such as:

Category for Tutorial Strategies Utilize

1. Phonological Awareness Skills • Systematic and explicit instruction
• Manipulative reading materials
• Peer-assisted instruction
• Ongoing, formative assessment

2. Literacy Skills • Improving literacy skills by

improving phonological awareness

To ensure the smooth and continues flow of the entire intervention program, step
by step process are being considered like the following:

a. Test Protocols

To ensure the confidentiality of the assessment, assessors are expected to safeguard

assessment tools, corresponding materials and results. The Multi-Factored Assessment
Tool (MFAT) should be kept or deposited in the guidance/principal’s office.

b. Preparations before the Test Administration

Prior to the administration of the test, the following should be prepared:

1. Identify learners who may exhibit developmental advancement or delays or with

manifestations of learning disability.

2. Ensure that materials per activity are complete, properly labelled and arranged; and

3. Organize the room or space where the assessment activity will take place.
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c. During the Test Administration

During the administration of the test, the teacher should:

1. Ensure that materials can be easily accessed by the assessor but will not distract the
learner;

2. Use English, Filipino or Mother Tongue depending on the preferred language of the
learner;

3. Record time started and ended per activity;

4. Make sure that the child is comfortable before every activity;

5. Explain instructions properly per activity/task;

6. Give instructions twice only;

7. Record learner’s response;

8. Use in between breaks for proper transition to the next activity;

9. Continue the assessment the following day if the child is no longer attentive; and

10. Thank the learner at the end of the assessment

d. After the Test Administration of the teacher is expected to:

1. Summarize the result for intervention or recommendation.

2. Properly pack the materials used and keep in the designated place.

The team headed by the school Principal also seek help to the Barangay officials to
help us find any volunteer that will help us extend the tutorial to the community that is
beyond the limited time of the teachers.

Ensuring the safety of all the people involve on the program processes, the researchers
made sure to strictly follow the safety standard and proper protocol amidst COVID-19
pandemic for proper mitigation and prevention.
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Action Research Methods

A. Participants and/or other Sources of Data and Information

The participants of this study are the selected learners from Grade 2 section Narra
of Sulangon Central School. They are the learners that needs assistance in order to cope
up with the phonological skills as a step to be able to start reading. As per observation
of the researchers among the 40 enrollees, there are 6 pupils who had difficulty in
identifying syllables. Second graders supposed to know and read basic syllables.
However, due to pandemic a hiatus of learning and classroom exposure affect the
learners’ development when it comes to their phonological skills.

B. Data Gathering Methods

This study will utilize the descriptive comparative design. Descriptive design is
used to collect information about variables without changing the environment.
According to Gray et al., (2013), descriptive designs may be used to identify problems
in current practice, make judgments, or even develop theories. Since the study
compared variables from the assessment of the previous and the current performances
without manipulating the independent variable, the researchers adopted the
comparative design within descriptive research. In gathering the data, the researchers
utilize an in-depth observation and conduct an activity which they used to check the
previous performance of the learners. The data gathered were the researchers’ basis to
the number of learners who needs an intervention. As the intervention applied, another
set of activity were given to the respondents to check if the intervention used was effect.

C. Data Analysis Plan

The performance level of the respondents who lack in terms of phonological

awareness and reading skills is determine through computation with the use of
frequency, percentage distribution, and rank. Additionally, to compute the significant
difference on the level of performance of the pupils who lack in terms of phonological
awareness and reading skills as compared to after – as based on the result of the reading
program utilize during pre-test and posttest, A two-sample t-test is applicable in the
comparison of two (2) mean or percentages of two (2) samples when the standard
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deviation is already given. Furthermore, it is commonly used to test if a new process or

treatment is superior to a current process or treatment (Snedecor and Cochran, 1989)
which is suitable in this study.
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Action Research Work Plan and Timelines

Activities DEC JAN FEB MAR APR MAY

2022 2023 2023 2023 2023 2023
1. Research Team Planning of research
proposal
2. Drafting part I-Introduction to Research
Methodology of the research study
3.Drafting of Pre-test, Post Test and
Questionnaire Checklist
4. Preparation and Validation of
Questionnaire-Checklist
5. Administration of Pre-test to the selected
respondents
6. Presentation of research proposal
7. Administration of the guided reading
approach to help improve the pupils who
lack to acquire phonological awareness
8. Administration of Post-test and the
questionnaire-checklist to the respondents
(Grade 2 – Narra)
9. Retrieval of test questionnaire and
Questionnaire-Checklist
10. Data analysis, calculation and
tabulation of results -Discussion of Results
based on tabulation
11. Completion of research output
12. Final revision of output
13. Presentation of results of the conducted
research
Note: All the process undertakes mostly in times that needs a face-to-face interactions to anyone involve in the entire
process of the program are strictly adhering the safety and health protocols as mandated by school policy on DRRM
Health and Policy Guidelines that is anchored to the IETF health and safety standards amidst the Pandemic COVID 19.
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Plans for Dissemination and Utilization

Dissemination Activities JUN JUL AUG SEP OCT NOV
2023 2023 2023 2023 2023 2023
1. Research Proposal to School Head for
school implementation of the research
output
2. School implementation of the output of
the research study
3. Post Evaluation of the research study
Implementation
4. Results of Post evaluation after school
implementation, gone through series of
revisions and planning for proposal to the
district level for adoption of the study
5. Community proposal through the
Barangay Officials for the possible
extension of the implementation of the
project for wider spread of its conduct
6. Meeting with possible community tutors
(Barangay Citizen as volunteer
teachers/tutors) with the cooperation of the
Barangay Officials
7. District proposal of Outputs for possible
adoption
8. District implementation of the output of
the research study
9. Results of Post evaluation after district
implementation, gone through series of
revisions and planning for proposal to the
district level for adoption of the study
10. Division proposal of Outputs for
possible adoption
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Fountas and Pinnell 5200D6. -uided reading% good +irst teaching +or allchildren. 51st
ed.6.Ports outh%J : -reenwood Press.

Gray, D. E. (2013). Doing Research in the Real World. Sage.

Heath, S. M., Bishop, D. V. M., Bloor, K., Boyle, G., Fletcher, J., Hogben, J., et al. (2014).
A spotlight on preschool: the influence of family factors on children’s early literacy
skills. PLoS ONE 9:e95255. doi:10.1371/journal.pone.0095255

Huo S and Wang S (2017). The Effectiveness of Phonological-Based Instruction in

English as a Foreign Language Students at Primary School Level: A Research
Synthesis. Front. Educ. 2:15. doi: 10.3389/feduc.2017.00015

Sprugevica, L., & Hoien, T. (2003). Early phonological skills as a predictor of reading
acquisition: A follow-up study from kindergarten to the middle of grade 2. Scandinavian
Journal of Psychology, 44, 119–124. doi: 10.1111/1467- 9450.00329

Ward, Tiffany (2022). Increasing Phonological and Phonemic Awareness to Support

Literacy in Children in Grades K-2: Activities for Early Elementary Teachers and Parents"
Masters Theses. 1050. https://scholarworks.gvsu.edu/theses/1050