Action Research

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TABLE OF CONTENTS
I. Abstract 3-31
II. Introduction 32-35
III. Research Problem 36
IV. Objectives of the Study 36-37
V. Scope and Delimitation 38
VI. Methodology 39-42
VII. Findings 43-63
VIII. Solution 64-84
IX. Plan of Actions 85-92
X. Conclusion 93-118
XI. Bibliography 119
XII. Appendix A Questionnaire 120-124
XIII. Appendix B Letter to the Principal 125

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The Reading Difficulties of Grade Seven Pupils
in Irosin North National High School
I. ABSTRACT
Teaching reading comprehension to non-readers and
frustration level readers today is different from the past.
Teachers need to focus on extensive comprehension instruction
with all students, not just successful readers.
This action research investigated sixty three grade one
pupils of the two classes of grade seven. They have undergone
reading assessment test to know their level of reading
performance.
This action research discusses the causes and reasons of
reading difficulties of non-readers and frustration level
readers. It also presents multiple strategies that have proved to
be successful in a first grade classroom, as well as strategies
used and found to be successful by other teachers and
researchers. As new best practices in reading instruction are

3
developed and researched, teaching strategies need to evolve as
well.
RESEARCH PROBLEM
This study aims to make an action plan for the poor
reading difficulties of grade seven pupils in Irosin North National
High School
Specifically it seeks to answer the following
questions:
1. What is the level of reading comprehension of grade seven
pupils?
2. Why pupils in grade seven were at the non-reader and
frustration level?
3. How pupils in grade seven will be helped by the teacher to
address difficulty in learning to read?
4. How pupils in grade seven improve their reading
comprehension?
4
Research Design
This action research used the descriptive correlational
method of research.
Descriptive research involves description, recoding,
analysis and interpretation of conditions that currently exist.
The main aims are to describe the nature of a condition as it
exists at the time of the study and to explore the causes of the
particular situation.
This action research utilized triangulation method as a data
gathering procedure through survey questionnaire, observation,
interview and field notes.
Respondents of the Study
This study involved sixty three (63) grade seven pupils of
Irosin North National High School.
Conclusion
1. Profile of the Pupil Respondents
1.1 Profile of the respondents in terms of age

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The youngest age of the respondents was 12 and the eldest
was 17. The mean age of the respondents was 6.37. This implies
that majority of the parents of the grade one pupils of
entered their child in the school at an early age.
1.2 Profile of the respondents in terms of Gender
The result reveals that 54.59% of the respondents were
male 45.61% were female. It can be gleaned that male
outnumbered the female probably because much number of the
enrolees for S.Y. 2022-2023 were male. This may be because
the large number of birth rate from 2008 up to present was
boys.
1.3 Profile of the Respondents in terms of Nutritional Status
Majority of the respondents’ nutritional status were
beyond the normal status. Probably the reason was that most
of the pupil respondents’ weight and height corresponds
normally with their age and they were healthy enough in
entering school.
1.4 Profile of the respondents in terms of Monthly Income of

Parents
Majority of the respondents belonged to poor families
of Barangay Macatoc with monthly income that ranged below

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8,000 which means that most of parents can’t provide all the
necessary basic needs of their children.
1.5 Profile of the respondents in terms of educational
attainment of mother
Majority of the respondents’ mothers did not finish a
college degree probably because most of them belonged to a
poor family and their parents cannot send and support them
for college education.
attainment of father
Majority of the respondents’ fathers were high school
graduates and majority of them did not finish a college
education because most of them belonged to a poor family and
their parents cannot support their for college education.
2. Level of Reading Performance of the Respondents
Specifically out of all grade pupils, majority of the
respondents were on the non-reader level and frustration
level. This implies that almost all of the respondents were
having problems in reading or experiencing difficulty in
learning to read.
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3. Reasons Why Respondents fall Under Non-reader and frustration
Level
3.1 Reading Difficulty in Terms of Phonological and Phonemic
Awareness as Pupil’s Perspective
Respondents have difficulty in reading and learning how
to read in terms of Phonological and Phonemic Awareness. Their
own perspective was supported by teacher’s perspective. This
implies that the respondents have difficulty in rhyming words,
recognizing and producing sounds and syllabication.
Word decoding and phonics was one of the reasons for
reading difficulty experience by the respondents based on the
pupil’s perspective and teacher’s perspective. This implies
that the respondents have difficulty in applying his/her
knowledge of letter-sound relationships, including knowledge
of letter patterns, to correctly pronounce written words. This
also mean that the respondents have difficulty in letter-sound
relationships, and how to sound out words.
3.3 Reading Difficulty in Terms of Vocabulary

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Reading difficulty in terms of vocabulary is one of the
reasons for reading difficulty experience by the respondents
which from the pupil’s perspective. This result was supported
by the teacher’s perspective. This denotes that the
respondents have difficulty in understanding words to
communicate effectively. This implies that the pupils had a
hard time to find the words that they need to know to
understand what they read. This also implies that a reader
cannot understand a text without knowing what most of the
words mean.
3.4 Reading Difficulty in Terms of Fluency
Fluency is one of the reading difficulties that the
respondents experience in learning how to read. The pupil’s
perspective also relates with that of the teacher’s
perspective. This implies that pupil respondents have
difficulty to read with speed, accuracy, and proper
expression. They were not confident in reading aloud or
silently do not read smoothly and has no proper expression.
3.5 Reading Difficulty in Terms of Comprehension
Comprehension is one of the major reasons for reading
difficulties the respondents experience in learning how to

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read. This result from the pupil’s perspective was supported
by the teacher’s perspective. This implies that pupil
respondents have difficulty in understanding and
interpretation of what is read. They find it hard to decode
what they read, had a hard time to make connections between
what they read and what they already know, and have difficulty
to think deeply about what they have read. This also mean that
they do not have a sufficient vocabulary, or their knowing of
the meanings of words is not enough.
3.6 Other Sources of Reading Disability
Other sources of reading disability particularly auditory
processing, memory and attention were some of the problems why
respondents have a hard time to learn how to read based on the
pupil’s perspective. The same is true with that of the
teacher’s perspective. Problems related to auditory processing
implies that there is something in pupil respondents that is
affecting the processing or interpretation of the information
a child hears. They often find it difficult to pay attention,
listen to, and remember information presented orally. They may
need more time to process information. This also mean that
they often do not recognize subtle differences between sounds
in words, even though the sounds themselves are loud and
clear.
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Reading difficulty related to memory implies that pupil
respondents find it hard to place information into their
memories and retrieve it when needed. Difficulty related to
attention implies that the respondents is often failing to
give close attention to details, often does not seem to listen
when spoken to directly, often has difficulty organizing tasks
and activities, and is often easily distracted by extraneous
stimuli.
4 SOLUTIONS
The following are the solutions to reading difficulties
that the pupil respondents experience in reading.
STAR Collection
As an intervention program, a child will bring home a
copy of a reading selection/story to read at home. His parents
will rate his/her ability to read by putting a Star on the
copy of his/her selection. The teacher will validate the rate
of his patents by putting another Star on the copy, thus a
child will be earning Stars depending on his/her reading
skill. Reading materials will vary according to different
types of readers (non-readers, frustration level,
instructional and independent level).

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Reading Buddy
A poor reader will be partnered to a good reader who will
serve as his/her reading buddy every lunch break after meal.
Pull Out Approach
Poor readers and non-readers will be pulled out from
their class to be tutored/coached by other reading teacher.
Reading related activities may be given by the special reading
teacher.
Teacher Nanay
The school will ask help or assistance of some volunteer
parents who are knowledgeable enough and willing to serve as
reading teacher of poor readers during specified time either
in school or at home.
DEAR (Drop Everything And Read)
At 4:00 o’clock or after class hours, pupils are asked to
read any materials/selection before they go home.
PERR (Program for Effective Reading and Writing)

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This is being done at 1:00 to 1:30 (before classes start
in the afternoon) to enhance reading and writing skills of the
pupils. Teachers give reading materials for the pupils to
read, so as exercise their writing skills.
FWAW (Five Words a Week)
Pupils are required to look for at least five unfamiliar
words a week. They will study how to read and pronounce them
properly, learn the correct spelling and know the meaning of
these words so that they will be able to use them in their own
sentences.
APAD
Pupils will be asked to read aloud a short paragraph
every day before classes start in order to develop their oral
reading skills.
Word Wall
List of words will be posted on one side of the wall
inside the classroom for the pupils to read and master.
MOBSW (Master of Basic Sight Words)
Slow readers will be provided with a copy of the Basic
Sight Words and Talasalitaan sa Unang Kita for them to master.

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Basic Sight Words and Talasalitaan sa Unang Kita may also be
posted on each classroom.
II. INTRODUCTION
Proficient reading and writing skills are critical to
success. If students are not competent readers, they are at
risk for academic, behavioral, social and emotional
difficulties. Students with reading disabilities have the
potential to be unsuccessful academically and socially.
(MacInnis, 2004). Children with reading difficulties
throughout school and into adulthood, said how embarrassing
and devastating it was to read with difficulty in front of
peers and teachers, and to demonstrate this weakness on a
daily basis. It is clear that this type of failure affects
children negatively earlier than we thought. By the end of
first grade, children having difficulty learning to read
begin to feel less positive about their abilities than when
they started school (Reid Lyon, 2003).
Researchers have made considerable progress in
understanding all types of reading disabilities (Fletcher,
et.al. 2007). For purposes of research, "reading impaired"
children may be all those who score below the 30th

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percentile in basic reading skill. Among all of those poor
readers, about 70-80 percent have trouble with accurate and
fluent word recognition that originates with weaknesses in
phonological processing, often in combination with fluency
and comprehension problems. These students have obvious
trouble learning sound-symbol correspondence, sounding out
words, and spelling. The term dyslexic is most often applied
to this group. Another 10-15 percent of poor readers appear
to be accurate but too slow in word recognition and text
reading. They have specific weaknesses with speed of word
recognition and automatic recall of word spellings, although
they do relatively well on tests of phoneme awareness and
other phonological skills. They have trouble developing
automatic recognition of words by sight and tend to spell
phonetically but not accurately. This subgroup is thought to
have relative strengths in phonological processing, but the
nature of their relative weakness is still debated by
reading scientists (Fletcher 2007; Katzir, 2006; Wolf &
Bowers, 2009). Some argue that the problem is primarily one
of timing or processing speed, and others propose that there
is a specific deficit within the orthographic processor that
affects the storage and recall of exact letter sequences.
This processing speed/orthographic subgroup generally has

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milder difficulties with reading than students with
phonological processing deficits.
The aforementioned situations above triggered the
researcher to conduct an action research on the reading
difficulties of grade one pupils in Macatoc Elementary
School.
III. RESEARCH PROBLEM
This study aims to make an action plan for the poor
reading difficulties of grade seven pupils in Irosin North National
High School.
Specifically it seeks to answer the following
questions:
5. What is the level of reading comprehension of grade seven
pupils?
6. Why pupils in grade seven were at the non-reader and
frustration level?
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7. How pupils in grade seven will be helped by the teacher to
address difficulty in learning to read?
8. How pupils in grade seven improve their reading
comprehension?
IV. OBJECTIVES OF THE STUDY
This action research will be beneficial first and
foremost to the sixty three grade seven pupils for they will
learn how to address their difficulty in reading and will help
them develop their reading comprehension. As the respondents
of this action research, they will be elevated from the non-
reader and frustration level to at least instructional level.
As the pupils improve their reading comprehension they will
also easily learn lessons under the curriculum and will
definitely improve their academic performance.
The teachers will also be benefited from this action
research for they will learn how to address the difficulty of
grade seven pupils to learn how to read. They will also learn
the strategies on how reading comprehension of pupils will be
improved. As the pupils’ reading performance elevated from

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non-reader and frustration level to instructional and
independent level.
V. SCOPE AND DELIMITATION
This action research was conducted in Irosin North National High
School.
The respondents of this action research were the pupils
from two sections of grade seven of the school during the school
year 2022-2023.
This action research will be limited to grade seven pupils
only and is not conducted to other pupils of the school.
VI. METHODOLOGY
Research Design
This action research used the descriptive correlational
method of research.
Descriptive research involves description, recoding,
analysis and interpretation of conditions that currently exist.
The main aims are to describe the nature of a condition as it

18
exists at the time of the study and to explore the causes of the
particular situation.
This action research utilized triangulation method as a data
gathering procedure through survey questionnaire, observation,
interview and field notes.
Respondents of the Study
This study involved sixty three (63) grade one pupils of
Irosin North National High School. The respondents attended primary class
during the previous school year.
The distribution of the grade one pupils which was composed
of the respondents of this study was shown in the table.
Table A. Distribution of the Respondents in Grade One
SECTION/CLASS Pupil
Respondents
Grade Seven - A 31
Grade Seven- B 32
TOTAL 63
Research Locale
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This study will be conducted in Irosin North National High School.
The school is on the District of Sorsogon located at Tinampo, Irosin, Sorsogon.
Research Instrument
A self-prepared questionnaire with four major parts will
serve as the data gathering instrument in this action research.
Part I will deal with the profile of the respondents. Part
II will deal on items that will measure the level of reading
performance of the respondents. Part III will deal with the
difficulties the pupil respondents have in learning how to read.
Part IV will deal on items that exhibits the reasons why the
pupil respondents were on non-reader and frustration level.
Data Gathering Procedure
A letter of request was secured for from the School
Principal with the endorsement of the Master Teacher. Upon its
approval, proper coordination with the class advisers and parents
of the pupil respondents was done by the researcher.

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The researcher personally administered the questionnaire to
ensure that all items will be answered and 100% percent retrieval
will be attained. The interview, observation and field notes was
also personally done by the researcher.
Statistical Treatment of the Data
Descriptive statistics such as mean and rank will be used in
the study in treating the data gathered.
The formula that will be used were the following:
 Mean
Formula: X=
n
Where: X = mean
❑
∑
❑
X = total score
n = number of respondents
VII. FINDINGS
I. Profile of the respondents in terms of age

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The graph presents the profile of the respondents in terms
of age. It can be gleaned that 72.63% of the respondents belonged
to 12 to 13 years old. This was followed by 14 to 15 years old
which consisted 24.21%. Respondents who were 16 to 17 years old
represented 3.16% of the total sample.
According to the graph, the youngest age of the
respondents was 12 and the eldest was 17. The graph also shows
that the mean age of the respondents was 6.37. This implies
Graph 1.1: Profile of the Respondents in terms of Age
Percentage
80
70
60
Percentage
50
40
30
20
10
0
9 to 10 7 to 8 5 to 6
Mean: 6.37
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II. Profile of the respondents in terms of Gender
The graph 1.2 reveals that 54.59% of the respondents
were male 45.61% were female. It can be gleaned that male
boys.
According to the National Statistics Office (2015), the
Philippine’s birth rate was 24.98 births/1,000 population.
From the rate, 15.56 live births were male while 9.42 were
female.
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Graph 1.2: Profile of the Respondents in Terms of Gender
Percentage
56
54
52 Percentage
50
48
46
44
42
40
Male Female
III. Profile of the Respondents in terms of Nutritional
Status
As shown on graph 1.3, majority of the respondents’
nutritional status were beyond the normal status which
consisted 65.61% and was the highest. Probably the reason
was that most of the pupil respondents’ weight and height
corresponds normally with their age and they were healthy
enough in entering school.
Nearly one percent or 0.70% belonged to the overweight
status which was the lowest. This may be respondents who
belong to the families that have the highest monthly income.

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According to the World Health Organization (2015) on
their Body Mass Index Manual, nutritional status refers to
the Body Mass Index (BMI) of a child. MI is based on the
measurement of the height and weight. It indicates whether
or not the weight is within a healthy range for the height.
It has the following categories, severely wasted, wasted,
normal, overweight and obese. Severely wasted is a status
which means that a child aged 5 to 9 got a body mass index
of less than 12.0. Wasted body mass index ranges from 12.1
to 12.9, normal body mass index is from 13.0 to 18.3,
overweight body mass index ranges from 18.4 to 20.2 and
obese body mass index is from 20.3 and above.
Graph 1.3: Profile of the Respondents in terms of

Nutritional Status
Percentage
70
60
50 Percentage
40
30
20
10
0
Severely Wasted Wasted Normal Overweight
 1.4 Profile of the respondents in terms of Monthly Income of

Parents
Presented on Graph 1.4 was the monthly income of the
respondents’ parents. Almost forty-five percent or 44.91% of

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the respondents belonged to a family with 4,0001 to 6,000
monthly income which was the strongest. The weakest was the
1.75% respondents with monthly income of below 2,000. As
seen on the graph the mean monthly income of the respondents
was 4,970.02.
It can be gleaned that majority of the respondents
belonged to poor families of Barangay Macatoc with monthly
income that ranged below 8,000 which means that most of
parents can’t provide all the necessary basic needs of their
children.
According to the data from the National Statistical
Coordination Board (2015), poverty remains the most critical
social problem that needs to be addressed. Philippines'
poverty line marks individuals earning less than 16,841 Peso
a year. They added that more than one-quarter (26.5%) of the
population falls below the poverty line in 2009.This figure
is a much lower figure as compared to the 33.1% in 1991. The
decline has been slow and uneven, much slower than
neighboring countries who experienced broadly similar
numbers in the 1980s, such as People's Republic of China
(PRC), Thailand, Indonesia (which poverty level lies at
8.5%) or Vietnam (13.5%). This shows that the incidence of

26
poverty has remained significantly high as compared to other
countries for almost three decades now. The unevenness of
the decline has been attributed to a large range of income
brackets across regions and sectors, and also unmanaged
population growth.
Ramey and Ramey (2015) describe the relationship of
family socioeconomic status to children performance at
school. They stressed that across all socioeconomic groups,
parents face major challenges when it comes to providing
best care and education for their children. For families in
poverty, these challenges can be alarming. Sometimes, when
basic necessities are lacking, parents must place top
priority on housing, food, clothing, and health care.
Educational toys, games, and books may appear to be
luxuries, and parents may not have the time, energy, or
knowledge to find innovative and less-expensive ways to
foster young children's development.

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Graph1.4: Profile of the Respondents in terms of Monthly

Income of Parents
Percentage
50
45
40
35
30
Percentage
25
20
15
10
5
0
10,001 – 8,001 – 6,001 – 4,001 – 2,001 – Below 2,000
above 10,000 8,000 6,000 4,000
Mean: 4,920.02
Of the 63 respondents, 35.09% of their mothers were
high school graduates which ranks first while 0.70% of the
respondents’ mothers attained a post baccalaureate degree
which ranks the last.
From the graph, it can be gleaned that majority of the
respondents’ mothers did not finish a college degree
probably because most of them belonged to a poor family and

28
their parents cannot send and support them for college
education.

Educational Attainment of Mother
Percentage
40
35
30
25
20
15
10
5 Percentage
0
ee te te te te te te te te
e gr d ua d ua d ua d ua d ua d ua d ua dua
D a ra a ra a ra a ra
ate e Gr e rg l Gr erg l Gr erg y Gr erg
re a oo ar
leg Un
d n
Un
d
Un
d
nt Un
d
alau Col e a tio
a l sch l e y
cc leg oc n gh oo m ar
t Ba ol l /V a tio Hi Sch Ele ent
C a
Po
s ic oc igh
m
c hn l /V H Ele
Te ica
chn
Te
1.6 Profile of the respondents in terms of educational attainment
of father
The graph exhibits the respondents’ father’s
educational attainment. Majority of the respondents’ fathers
were high school graduates which consisted 79 or 27.72%
which was the highest. Three or 1.05% of the respondents’
fathers attained a post baccalaureate degree which was the

29
lowest. It can be noted that majority of the fathers of
the respondents did not finish a college education maybe
because most of them belonged to a poor family and their
parents cannot support their for college education.
Feranil et. al. (2015) in their study about childcare and
school performance found out that parental care for their
children is also an important contributing factor to the
academic performance and development of a child in school.
In terms of time allocation, more mothers, being the primary
caregiver of these children, spent time with their children
in the different activities compared to the fathers. The
study suggested fathers to spend more time for their
children in playing because it is found to be of
significant. The authors further recommended that parents
should promote the attendance of their children in pre-
school programs and extend possible help for them to be
physically, intellectually, socially and emotionally ready
to attend formal schooling.

Educational Attainment of Father
30
Percentage
30
25
20
15
10
Percentage
5
0
e e e e e e e e e ne
re at at at at at at at at
D eg adu adu a du a du a du adu a du adu No
at
e Gr er
gr Gr er
gr lG
r
er
gr Gr er
gr
re ge al oo ry
lle nd on nd nd ta nd
la au o U ti l U c h l U e n U
c C ge oc
a
na
s
oo m ta
ry
ac lle tio gh ch Ele
s tB Co al/V c a Hi S en
c gh m
Po ni l/V
o
Hi Ele
ch
Te n ica
ch
Te
Table 1 shows the level of reading performance of the
respondents. Specifically out of 63 grade one pupils, 35 or
56% of the respondents were on the non-reader level and 16
or 25% of them were on frustration level.
This implies that almost all of the respondents were
learning to read.
Table 1: Level of Reading Performance of the Respondents
Level Frequency (%)

1. Non-reader 35 56%
2. Frustration 16 25%
3. Instructional 8 13%
4. Independent 4 0.06%
31
Proficient reading and writing skills are critical to
success. If students are not competent readers, they are at
risk for academic, behavioral, social and emotional
difficulties. Students with reading disabilities have the
potential to be unsuccessful academically and socially.
(MacInnis, 2004).
3. Reasons Why Respondents fall Under Non-reader and
frustration Level
Table 3.1 shows the reasons why respondents have
difficulty in reading and learning how to read in terms of
Phonological and Phonemic Awareness. As shown on the table from the
pupil’s perspective, sixty or 95.25% of the pupil respondents have
experience difficulty in reading because they have poor phonological
awareness. The teacher’s perspective of the respondents’ reading
difficulty related to phonological and phonemic awareness was
closely related to that of the pupil’s perspective which got the
same mean percentage as shown on table 3.1.2.
This implies that the respondents have difficulty in rhyming
words, recognizing and producing sounds and syllabication.

32
Table 3.1.1 Reason for Reading Difficulty in Terms of

Phonological and Phonemic Awareness as Pupil’s Perspective
Reading Difficulty Frequency Percentage
Pupil’s Perspective
I. Phonological and Phonemic Awareness 60 95.24%
1. I don't know any words that rhyme with 60 95.24%
cat.
2. What do you mean when you say, "What 60 95.24%
sounds are in the word brush?"
3. I'm not sure how many syllables are in 60 95.24%

my name.
4. I don't know what sounds are the same 60 95.24%

in bit and hit.

Phonological and Phonemic Awareness as Teacher’s Perspective
Teacher’s Perspective
I. Phonological and Phonemic Awareness 60 95.24%
5 She doesn't correctly complete blending 60 95.24%
activities; for example, put together
sounds /k/ /i/ /ck/ to make the word
kick.
6 He doesn't correctly complete phoneme 60 95.24%
substitution activities; for example,
change the /m/ in mate to /cr/ in order
to make crate
7 He has a hard time telling how many 61 95.24%
syllables there are in the word paper.
8 He has difficulty with rhyming, 60 95.24%
syllabication, or spelling a new word by
its sound.
3.2 Reading Difficulty in Terms of Word Decoding and Phonics
As shown on the table 3.2.1, reading difficulty in terms of
word decoding and phonics as one of the reasons for reading

33
difficulty experience by the respondents got the mean percentage
of 90.47% based on the pupil’s perspective. The same was true
with the teacher’s perspective which got a mean percentage of
92.06% as presented on table 3.2.2.
This implies that the respondents have difficulty in
applying his/her knowledge of letter-sound relationships,
including knowledge of letter patterns, to correctly pronounce
written words. This also mean that the respondents have
difficulty in letter-sound relationships, and how to sound out
words.
Table 3.2.1 Reason for Reading Difficulty in Terms of Word

Decoding and Phonics as Pupil’s Perspective

II. Word Decoding and Phonics 58 92.06%
9 I just seem to get stuck when I try to 57 90.47%
read a lot of the words in this chapter.
10 Figuring out the words takes so much of 58 92.06%
my energy, I can't even think about what
it means.
11 I don't know how to sound out these 58 92.06%
words.
12 I know my letters and sounds, but I just 57 90.47%
can't read words on a page.
Table 3.2.2 Reason for Reading Difficulty in Terms of Word

Decoding and Phonics as Teacher’s Perspective

II. Word Decoding and Phonics 58 92.06%
34
1. She has difficulty matching sounds and 57 90.47%

letters, which can affect reading and
spelling.
2. She decodes in a very labored manner. 58 92.06%
3. He has trouble reading and spelling 58 92.06%
phonetically.
4. She has a high degree of difficulty with 57 90.47%
phonics patterns and activities.
5. He guesses at words based on the first 57 90.47%
letter or two.
6. Even though I taught several short vowel 58 92.06%
sounds (or other letter sounds or
patterns), the corresponding letters are
not showing up in his writing samples.
7. Even though I taught certain letter 58 92.06%
patterns, she isn't able to recognize
them when reading words.
As presented on the table 3.3.1, reading difficulty in terms
of vocabulary is one of the reasons for reading difficulty
experience by the respondents which got the mean percentage of
88.89% from the pupil’s perspective. This result was supported by
the teacher’s perspective who got the same mean percentage.
This denotes that the respondents have difficulty in
understanding words to communicate effectively. This implies that
the pupils had a hard time to find the words that they need to
know to understand what they read. This also implies that a
reader cannot understand a text without knowing what most of the
words mean.
35
Table 3.3.1 Reason for Reading Difficulty in Terms of Vocabulary


III. Vocabulary 56 88.89%
1. I heard my friend tell what happened in 57 90.47%
the movie but I didn't really
understand what he said about it.
2. I feel like I just use the same words 55 87.30%
over and over again in my writing.
3. I don't like to read on my own because 55 87.30%
I don't understand lots of the words in
the book.
Table 3.2.2 Reason for Reading Difficulty in Terms of Vocabulary

III. Vocabulary 56 88.89%
1. She's unable to tell about her day in a 57 90.47%
way that makes sense.
2. She misuses common words. 55 87.30%
3. He doesn't link words from a book to 55 87.30%
similar words from another book or from
real life.
4. He's often not able to find the right 56 88.89%
word to describe something.
5. She has questions about a lot of word 57 90.47%
meanings in a grade appropriate text.
6. He seems to have a weak vocabulary. 55 87.30%
7. She is not able to make connections 55 87.30%
among words in various texts.

36
Table 3.4.1 presents that fluency is one of the reading
difficulties that the respondents experience in learning how
to read. As presented on the table, the reading difficulty in
terms of fluency got a mean percentage of 95.24% or sixty of
the respondents. The pupil’s perspective also relates with
that of the teacher’s perspective which got the same mean
percentage of 95.24% as shown on table 3.4.2.
This implies that pupil respondents have difficulty to
read with speed, accuracy, and proper expression. They were
not confident in reading aloud or silently do not read
smoothly and has no proper expression.
Table 3.4.1 Reason for Reading Difficulty in Terms of Fluency


IV. Fluency 60 95.24%
13 I just seem to get stuck when I try to 61 96.83%
read a lot of the words in this chapter.
14 It takes me so long to read something. 60 95.24%
15 Reading through this book takes so much 60 95.24%
of my energy, I can't even think about
what it means.
Table 3.4.2 Reason for Reading Difficulty in Terms of Fluency


37
IV. Fluency 60 95.24%
1. He knows how to read words but seems to 61 96.83%
take a long time to read a short book
or passage silently.
2. She reads a book with no expression. 60 95.24%
3. He stumbles a lot and loses his place 60 95.24%
when reading something aloud.
4. She reads aloud very slowly. 61 96.83%
5. She moves her mouth when reading 60 95.24%
silently (subvocalizing).
6. Her results on words-correct-per-minute 60 95.24%
assessments are below grade level or
targeted benchmark.
7. She has difficulty and grows frustrated 61 96.83%
when reading aloud, either because of
speed or accuracy.
8. She does not "chunk" words into 60 95.24%
meaningful units.
9. When reading, he doesn't pause at 60 95.24%
meaningful breaks within sentences or
paragraphs.
10. He does not read aloud with 60 95.24%
expression; that is, he does not change
his tone where appropriate.
Table 3.5.1 shows that comprehension is one of the major
reasons for reading difficulties the respondents experience in
learning how to read. As shown on the table, the reading
difficulty in terms of comprehension is the problem of the
sixty two respondents or a mean percentage of 98.41%. This
result was supported by the teacher’s perspective who got an
almost the same mean percentage of 96.83% as presented on
table 3.5.2.
38
This implies that pupil respondents have difficulty in
understanding and interpretation of what is read. They find it
hard to decode what they read, had a hard time to make
connections between what they read and what they already know,
and have difficulty to think deeply about what they have read.
This also mean that they do not have a sufficient vocabulary,
or their knowing of the meanings of words is not enough.

Comprehension Pupil’s Perspective

V. Comprehension 62 98.41%
1. It takes me so long to read something. 61 96.83%
It's hard to follow along with everything
going on.
2. I didn't really get what that book was 63 100%
about.
3. Why did that character do that? I just 63 100%
don't get it!
4. I'm not sure what the most important parts 61 96.83%
of the book were.
5. I couldn't really create an image in my 62 98.41%
head of what was going on.

Comprehension Teacher’s Perspective

39
V. Comprehension 61 96.83%
1. She's not able to summarize a passage 61 96.83%
or a book.
2. He might be able to tell you what 63 100%
happened in a story, but can't explain
why events went the way they did.
3. She can't explain what a character's 63 100%
thoughts or feelings might have been.
4. He doesn't link events in a book to 61 96.83%
similar events from another book or
from real life.
5. He doesn't link events in a book to 61 96.83%
similar events from another book or
from real life.
6. He seems to focus on the "wrong" aspect 61 96.83%
of a passage; for example, he
concentrates so much on the details
that the main idea is lost.
7. She can tell the outcome of a story, 63 100%
but cannot explain why things turned
out that way.
8. He does not go behind what is presented 63 100%
in a book to think about what might
happen next or why characters took the
action they did.
9. She brings up irrelevant information 61 96.83%
when trying to relate a passage to
something in her own life.
10. He seems to have a weak 61 96.83%
vocabulary.
11. She cannot tell the clear, logical 61 96.83%
sequence of events in a story.
12. He does not pick out the key facts 61 96.83%
from informational text.
13. He cannot give you a "picture" of 61 96.83%
what's going on in a written passage;
for example, what the characters look
like or details of where the story
takes place.

40
Table 3.6.1 presents that other sources of reading
disability particularly auditory processing, memory and
attention were some of the problems why respondents have a
hard time to learn how to read. As presented on the table, the
reading difficulty in terms of processing speed is the reason
of the fifty eight respondents or a mean percentage of 0.04%
based on the pupil’s perspective. The same is true with that
of the teacher’s perspective which got the same mean
percentage as shown on table 3.6.2.
Problems related to auditory processing implies that
there is something in pupil respondents that is affecting the
processing or interpretation of the information a child hears.
They often find it difficult to pay attention, listen to, and
remember information presented orally. They may need more time
to process information. This also mean that they often do not
recognize subtle differences between sounds in words, even
though the sounds themselves are loud and clear.

41
stimuli.
Table 3.6 Other Sources of Reading Disability Pupil’s Perspective

VI. Other Sources of Reading Disability 3 0.04%
1. I have difficulty hearing others 3 0.04%

2. I have difficulty talking with others 2 0.03%
3. I can’t remember what other says 2 0.03%
4. I can’t focus on what I should read 3 0.04%
Table 3.6 Other Sources of Reading Disability Teacher’s Perspective

VI. Other Sources of Reading Disability 3 0.04%
1. It seems that she can’t hear me 3 0.04%

2. It seems that she can’t talk 2 0.03%
3. She doesn’t remember anything 2 0.03%
4. She has difficulty in focusing 3 0.04%
VIII. SOLUTIONS
42
1. Phonological and Phonemic Awareness
With the help of parents and teachers, kids can learn
strategies to cope with phonological and/or phonemic awareness
problems that affect his or her reading. Below are some tips and
specific things to do.
1.1 What pupils can do to help themselves
 Be willing to play word and sounds games with parents or
teachers.
 Be patient with learning new information related to words
and sounds. Giving the ears a workout is difficult!
 Practice hearing the individual sounds in words. It may help
to use a plastic chip as a counter for each sound you hear
in a word.
 Be willing to practice writing. This will give you a chance
to match sounds with letters.
1.2 What parents can do to help at home

43
 Check with your child's teacher or principal to make sure
the school's reading program teaches phonological, phonemic
awareness, and phonics skills.
 If your child is past the ages at which phonemic awareness
and phonological skills are taught class-wide (usually
kindergarten to first or second grade), make sure he or she
is receiving one-on-one or small group instruction in these
skills.
 Do activities to help your child build sound skills (make
sure they are short and fun; avoid allowing your child to
get frustrated):
o Help your child think of a number of words that start
with the /m/ or /ch/ sound, or other beginning sounds.
o Make up silly sentences with words that begin with the
same sound, such as "Nobody was nice to Nancy's
neighbor".
o Play simple rhyming or blending games with your child,
such as taking turns coming up with words that rhyme
(go – no) or blending simple words (/d/, /o/, /g/
= dog).
 Read books with rhymes. Teach your child rhymes, short
poems, and songs.
 Practice the alphabet by pointing out letters wherever you
see them and by reading alphabet books.

44
 Consider using computer software that focuses on developing
phonological and phonemic awareness skills. Many of these
programs use colorful graphics and animation that keep young
children engaged and motivated.
1.3 What teachers can do to help at school
 Learn all about phonemes (there are more than 40 speech
sounds that may not be obvious to fluent readers and
speakers).
 Make sure the school's reading program and other materials
include skill-building in phonemes, especially in
kindergarten and first grade (these skills do not come
naturally, but must be taught).
 If children are past the age at which phonemic awareness and
phonological skill-building are addressed (typically
kindergarten through first or second grade), attend to these
skills one-on-one or in a small group. Ask your school's
reading specialist for help finding a research-based
supplemental or intervention program for students in need.
 Identify the precise phoneme awareness task on which you
wish to focus and select developmentally appropriate
activities for engaging children in the task. Activities
should be fun and exciting – play with sounds, don't drill
them.
45
 Make sure your school's reading program and other materials
include systematic instruction in phonics.
 Consider teaching phonological and phonemic skills in small
groups since students will likely be at different levels of
expertise. Remember that some students may need more
reinforcement or instruction if they are past the grades at
which phonics is addressed by a reading program (first
through third grade).
2. Word Decoding and Phonics
strategies to overcome word decoding and phonics problems that
affect their reading. Below are some tips and specific things to
do.
 Play with magnetic letters. See how quickly you can put them
in alphabetical order while singing the alphabet song.
 Look at written materials around your house and at road
signs to see if you can spot familiar words and letter
patterns.
 Write notes, e-mails, and letters to your friends and
family. Represent each sound you hear as you write.

46
 When you're trying to sound out a word, pay close attention
to the print. Try to look at all the letters in the word,
not just the first one or two.
 For a younger reader, help your child learn the letters and
sounds of the alphabet. Occasionally point to letters and
ask your child to name them.
 Help your child make connections between what he or she
might see on a sign or in the newspaper and the letter and
sound work he or she is doing in school.
 Encourage your child to write and spell notes, e-mails, and
letters using what he knows about sounds and letters.
 Talk with your child about the "irregular" words that she'll
often see in what she's reading. These are the words that
don't follow the usual letter-sound rules. These words
include said, are, and was. Students must learn to recognize
them "at sight."
phonics and emergent literacy skills. Some software programs
are designed to support children in their writing efforts.
For example, some programs encourage kids to construct
sentences and then cartoon characters will act out the
completed sentence. Other software programs provide practice

47
with long and short vowel sounds and creating compound
words.
 Have students sort pictures and objects by the sound you're
teaching. At each stage, have children say the letter sound
over and over again.
 Teach phonics in a systematic and explicit way. If your
curriculum materials are not systematic and explicit, talk
with your principal or reading specialist.
 Be sure to begin the systematic and explicit phonics
instruction early; first grade would be best.
 Help students understand the purpose of phonics by engaging
them in reading and writing activities that requires them to
apply the phonics information you've taught them.
 Use manipulatives to help teach letter-sound relationships.
These can include counters, sound boxes, and magnetic
letters.
 Provide more of your instruction to students who you've
divided into need-based groups.
3. Vocabulary
48
With the help of parents and teachers, kids can overcome
vocabulary limitations that affect their reading. Below are
some tips and specific things to do.
 Find books to read on your own. The more you read, the more
new words you'll see, and the more you'll learn about the
words.
 Look ahead in textbooks to learn new vocabulary and concepts
before your teacher goes over the section in class.
 Keep a list of key vocabulary and transition words.
 Practice telling stories using the words first, then,
and finally.
 Engage your child in conversations every day. If possible,
include new and interesting words in your conversation.
 Read to your child each day. When the book contains a new or
interesting word, pause and define the word for your child.
After you're done reading, engage your child in a
conversation about the book.
 Help build word knowledge by classifying and grouping
objects or pictures while naming them.

49
 Help build your child's understanding of language by playing
verbal games and telling jokes and stories.
 Encourage your child to read on his own. The more children
read, the more words they encounter and learn.
 Help build language skills in class by playing oral and
written word exercises and games.
 Teach students about the important, useful, and difficult
vocabulary words before students read the text. This will
help them remember the words and improve comprehension.
 Offer students many opportunities to encounter target
vocabulary words beyond the context in which they are
taught.
 Have students use taught vocabulary words often and in
various ways both orally and in writing so they are better
able to remember the words and their meanings.
 Teach vocabulary via explicit instruction and also through
independent readings.
 Help students learn to use context clues to determine the
meanings of words. Teach them that some context clues are
more helpful than others and provide examples of helpful and
less helpful clues.

50
 Read to your class each day. When the book contains a new or
interesting word, pause and define the word for your
students. After you're done reading, engage your students in
a conversation about the book.
 Engage your students in conversations every day. If
possible, include new and interesting words in your
conversation.
 Explicitly teach the meanings of common prefixes, roots, and
suffixes.
 Draw students' attention to common roots in a variety of
words (for example, the similar roots and meanings of the
words vision, visual, visible, invisible) and lead a
discussion of the meanings of the words and how they tend to
be used.
4. Fluency
strategies to cope with fluency issues that affect his or
her reading. Below are some tips and specific things to do.
 Track the words with your finger as a parent or teacher
reads a passage aloud. Then you read it.

51
 Have a parent or teacher read aloud to you. Then, match your
voice to theirs.
 Read your favorite books and poems over and over again.
Practice getting smoother and reading with expression.
 Support and encourage your child. Realize that he or she is
likely frustrated by reading.
 Check with your child's teachers to find out their
assessment of your child's word decoding skills.
 If your child can decode words well, help him or her build
speed and accuracy by:
o Reading aloud and having your child match his voice to
yours
o Having your child practice reading the same list of
words, phrase, or short passages several times
o Reminding your child to pause between sentences and
phrases
 Read aloud to your child to provide an example of how fluent
reading sounds.
 Give your child books with predictable vocabulary and clear
rhythmic patterns so the child can "hear" the sound of
fluent reading as he or she reads the book aloud.

52
 Use books on tapes; have the child follow along in the print
copy.
 Assess the student to make sure that word decoding or word
recognition is not the source of the difficulty (if decoding
is the source of the problem, decoding will need to be
addressed in addition to reading speed and phrasing).
 Give the student independent level texts that he or she can
practice again and again. Time the student and calculate
words-correct-per-minute regularly. The student can chart
his or her own improvement.
 Ask the student to match his or her voice to yours when
reading aloud or to a tape recorded reading.
 Read a short passage and then have the student immediately
read it back to you.
 Have the student practice reading a passage with a certain
emotion, such as sadness or excitement, to emphasize
expression and intonation.
 Incorporate timed repeated readings into your instructional
repertoire.
 Plan lessons that explicitly teach students how to pay
attention to clues in the text (for example, punctuation

53
marks) that provide information about how that text should
be read.
5. Comprehension
strategies to cope with comprehension problems that affect
his or her reading. Below are some tips and specific things
to do.
 Use outlines, maps, and notes when you read.
 Make flash cards of key terms you might want to remember.
 Read stories or passages in short sections and make sure you
know what happened before you continue reading.
 Ask yourself, "Does this make sense?" If it doesn't, reread
the part that didn't make sense.
 Read with a buddy. Stop every page or so and take turns
summarizing what you've read.
 Ask a parent or teacher to preview a book with you before
you read it on your own.
 As you read, try to form mental pictures or images that
match the story.

54
 Hold a conversation and discuss what your child has read.
Ask your child probing questions about the book and connect
the events to his or her own life. For example, say "I
wonder why that girl did that?" or "How do you think he
felt? Why?" and "So, what lesson can we learn here?".
reads and similar experiences he has felt, saw in a movie,
or read in another book.
 Help your child monitor his or her understanding. Teach her
to continually ask herself whether she understands what
she's reading.
 Help your child go back to the text to support his or her
answers.
 Discuss the meanings of unknown words, both those he reads
and those he hears.
 Read material in short sections, making sure your child
understands each step of the way.
 Discuss what your child has learned from reading
informational text such as a science or social studies book.
 As students read, ask them open-ended questions such as "Why
did things happen that way?" or "What is the author trying
to do here?" and "Why is this somewhat confusing?".

55
 Teach students the structure of different types of reading
material. For instance, narrative texts usually have a
problem, a highpoint of action, and a resolution to the
problem. Informational texts may describe, compare and
contrast, or present a sequence of events.
 Discuss the meaning of words as you go through the text.
Target a few words for deeper teaching, really probing what
those words mean and how they can be used.
 Teach note-taking skills and summarizing strategies.
 Use graphic organizers that help students break information
down and keep track of what they read.
 Encourage students to use and revisit targeted vocabulary
words.
 Teach students to monitor their own understanding. Show them
how, for example, to ask themselves "What's unclear here?"
or "What information am I missing?" and "What else should
the author be telling me?".
 Teach children how to make predictions and how to summarize.
6. Other Sources of Reading Difficulty
In terms of auditory processing it is best to ask the
parents of the child to consult for a doctor to check and give
commendations for the situation of auditory illness of the
child.
56
Effective and efficient memory is critical for reading
and school success. The following ten general strategies are
offered to help students develop a more efficient and
effective memory.
1. Give directions in multiple formats
Students benefit from being given directions in both
visual and verbal formats. In addition, their understanding
and memorizing of instructions could be checked by encouraging
them to repeat the directions given and explain the meaning of
these directions. Examples of what needs to be done are also
often helpful for enhancing memory of directions.
2. Teach students to over-learn material
Students should be taught the necessity of "over-
learning" new information. Often they practice only until they
are able to perform one error-free repetition of the material.
However, several error-free repetitions are needed to solidify
the information.
3. Teach students to use visual images and other memory
strategies
Another memory strategy that makes use of a cue is one
called word substitution. The substitute word system can be

57
used for information that is hard to visualize, for example,
for the word occipital or parietal. These words can be
converted into words that sound familiar that can be
visualized. The word occipital can be converted to exhibit
hall (because it sounds like exhibit hall). The student can
then make a visual image of walking into an art museum and
seeing a big painting of a brain with big bulging eyes
(occipital is the region of the brain that controls vision).
With this system, the vocabulary word the student is trying to
remember actually becomes the cue for the visual image that
then cues the definition of the word.
4. Give teacher-prepared handouts prior to class lectures
Class lectures and series of oral directions should be
reinforced by teacher-prepared handouts. The handouts for
class lectures could consist of a brief outline or a partially
completed graphic organizer that the student would complete
during the lecture. Having this information both enables
students to identify the salient information that is given
during the lectures and to correctly organize the information
in their notes. Both of these activities enhance memory of the
information as well. The use of Post-Its to jot information
down on is helpful for remembering directions.

58
5. Teach students to be active readers
To enhance short-term memory registration and/or working
memory when reading, students should underline, highlight, or
jot key words down in the margin when reading chapters. They
can then go back and read what is underlined, highlighted, or
written in the margins. To consolidate this information in
long-term memory, they can make outlines or use graphic
organizers. Research has shown that the use of graphic
organizers increases academic achievement for all students.
6. Write down steps in math problems
Students who have a weakness in working memory should not
rely on mental computations when solving math problems. For
example, if they are performing long division problems, they
should write down every step including carrying numbers. When
solving word problems, they should always have a scratch piece
of paper handy and write down the steps in their calculations.
This will help prevent them from losing their place and
forgetting what they are doing.
7. Provide retrieval practice for students
Research has shown that long-term memory is enhanced when
students engage in retrieval practice. Taking a test is a
retrieval practice, i.e., the act of recalling information
that has been studied from long-term memory. Thus, it can be

59
very helpful for students to take practice tests. When
teachers are reviewing information prior to tests and exams,
they could ask the students questions or have the students
make up questions for everyone to answer rather than just
retelling students the to-be-learned information. Also, if
students are required or encouraged to make up their own tests
and take them, it will give their parents and/or teachers
information about whether they know the most important
information or are instead focused on details that are less
important.
8. Help students develop cues when storing information
According to the memory research, information is easier
retrieved when it is stored using a cue and that cue should be
present at the time the information is being retrieved. For
example, the acronym HOMES can be used to represent the names
of the Great Lakes — Huron, Ontario, Michigan, Erie and
Superior. The acronym is a cue that is used when the
information is being learned, and recalling the cue when
taking a test will help the student recall the information.
9. Prime the memory prior to teaching/learning
Cues that prepare students for the task to be presented
are helpful. This is often referred to as priming the memory.

60
For instance, when a reading comprehension task is given,
students will get an idea of what is expected by discussing
the vocabulary and the overall topic beforehand. This will
allow them to focus on the salient information and engage in
more effective depth of processing. Advance organizers also
serve this purpose. For older students, Clif Notes for pieces
of literature are often helpful aids for priming the memory.
10. Review material before going to sleep
It should be helpful for students to review material
right before going to sleep at night. Research has shown that
information studied this way is better remembered. Any other
task that is performed after reviewing and prior to sleeping
(such as getting a snack, brushing teeth, listening to music)
interferes with consolidation of information in memory.
7. Other Strategies to Solve Reading Difficulties
Reading Intervention Models
The reading intervention models is an intervention
program by the Department of Education Division of Oriental
Mindoro District of Victoria on its program Project Reach for

61
the STAR (Strive Toward Achievement in Reading) to improve the
reading level of pupils from non-reader and frustration to
instructional and independent level. This models are designed
to address the varying needs of the learners and to give
solutions to reading problems of the pupils. These models
includes STAR Collection, Reading Buddy, Pull Out Approach,
Teacher Nanay, DEAR (Drop Everything And Read), PERR (Program
for effective Reading and Writing), FWAW (Five Words A Week),
APAD, Word Wall and MOBSW (Master the Basic Sight Words).
7.1 STAR Collection
7.2 Reading Buddy

62
7.3 Pull Out Approach
teacher.
7.4 Teacher Nanay
7.5 DEAR (Drop Everything And Read)
7.6 PERR (Program for Effective Reading and Writing)
7.7 FWAW (Five Words a Week)

63
sentences.
7.8 APAD
reading skills.
7.9 Word Wall
7.10 MOBSW (Master of Basic Sight Words)
IX. PLAN OF ACTIONS

64
The table shows the action plan for eliminating reading
difficulties and improving the non-reader and frustration level
to instructional and independent level.
Conclusion
15.2 Profile of the respondents in terms of age
The youngest age of the respondents was 5 and the eldest
was 10. The mean age of the respondents was 6.37. This implies
15.3 Profile of the respondents in terms of Gender
The result reveals that 54.59% of the respondents were
male 45.61% were female. It can be gleaned that male

65
boys.
15.4 Profile of the Respondents in terms of Nutritional Status
Majority of the respondents’ nutritional status were
beyond the normal status. Probably the reason was that most
of the pupil respondents’ weight and height corresponds
normally with their age and they were healthy enough in
entering school.
1.4 Profile of the respondents in terms of Monthly Income of

Parents
Majority of the respondents belonged to poor families
of Barangay Macatoc with monthly income that ranged below
8,000 which means that most of parents can’t provide all the
necessary basic needs of their children.
Majority of the respondents’ mothers did not finish a
college degree probably because most of them belonged to a

66
poor family and their parents cannot send and support them
for college education.
attainment of father
Majority of the respondents’ fathers were high school
graduates and majority of them did not finish a college
education because most of them belonged to a poor family and
their parents cannot support their for college education.
Specifically out of all grade one pupils, majority of
the respondents were on the non-reader level and frustration
level.This implies that almost all of the respondents were
learning to read.
 Reasons Why Respondents fall Under Non-reader and
frustration Level
67
Respondents have difficulty in reading and learning how
to read in terms of Phonological and Phonemic Awareness. Their
own perspective was supported by teacher’s perspective. This
implies that the respondents have difficulty in rhyming words,
recognizing and producing sounds and syllabication.
Word decoding and phonics was one of the reasons for
reading difficulty experience by the respondents based on the
pupil’s perspective and teacher’s perspective. This implies
that the respondents have difficulty in applying his/her
knowledge of letter-sound relationships, including knowledge
of letter patterns, to correctly pronounce written words. This
also mean that the respondents have difficulty in letter-sound
relationships, and how to sound out words.
Reading difficulty in terms of vocabulary is one of the
reasons for reading difficulty experience by the respondents
which from the pupil’s perspective. This result was supported

68
by the teacher’s perspective. This denotes that the
respondents have difficulty in understanding words to
communicate effectively. This implies that the pupils had a
hard time to find the words that they need to know to
understand what they read. This also implies that a reader
cannot understand a text without knowing what most of the
words mean.
Fluency is one of the reading difficulties that the
respondents experience in learning how to read. The pupil’s
perspective also relates with that of the teacher’s
perspective. This implies that pupil respondents have
difficulty to read with speed, accuracy, and proper
expression. They were not confident in reading aloud or
silently do not read smoothly and has no proper expression.
Comprehension is one of the major reasons for reading
difficulties the respondents experience in learning how to
read. This result from the pupil’s perspective was supported
by the teacher’s perspective. This implies that pupil

69
respondents have difficulty in understanding and
interpretation of what is read. They find it hard to decode
what they read, had a hard time to make connections between
what they read and what they already know, and have difficulty
to think deeply about what they have read. This also mean that
they do not have a sufficient vocabulary, or their knowing of
the meanings of words is not enough.
Other sources of reading disability particularly auditory
processing, memory and attention were some of the problems why
respondents have a hard time to learn how to read based on the
pupil’s perspective. The same is true with that of the
teacher’s perspective. Problems related to auditory processing
implies that there is something in pupil respondents that is
affecting the processing or interpretation of the information
a child hears. They often find it difficult to pay attention,
listen to, and remember information presented orally. They may
need more time to process information. This also mean that
they often do not recognize subtle differences between sounds
in words, even though the sounds themselves are loud and
clear.
70
stimuli.
16 SOLUTIONS
4.1 Phonological and Phonemic Awareness
4.1.1 What pupils can do to help themselves
 Be willing to play word and sounds games with parents or
teachers.
 Be patient with learning new information related to words
and sounds. Giving the ears a workout is difficult!
 Practice hearing the individual sounds in words. It may help
to use a plastic chip as a counter for each sound you hear
in a word.
 Be willing to practice writing. This will give you a chance
to match sounds with letters.

71
4.1.2 What parents can do to help at home
 Check with your child's teacher or principal to make sure
the school's reading program teaches phonological, phonemic
awareness, and phonics skills.
 If your child is past the ages at which phonemic awareness
and phonological skills are taught class-wide (usually
kindergarten to first or second grade), make sure he or she
is receiving one-on-one or small group instruction in these
skills.
 Do activities to help your child build sound skills (make
sure they are short and fun; avoid allowing your child to
get frustrated):
o Help your child think of a number of words that start
with the /m/ or /ch/ sound, or other beginning sounds.
o Make up silly sentences with words that begin with the
same sound, such as "Nobody was nice to Nancy's
neighbor".
o Play simple rhyming or blending games with your child,
such as taking turns coming up with words that rhyme
(go – no) or blending simple words (/d/, /o/, /g/
= dog).
 Read books with rhymes. Teach your child rhymes, short
poems, and songs.

72
 Practice the alphabet by pointing out letters wherever you
see them and by reading alphabet books.
phonological and phonemic awareness skills. Many of these
programs use colorful graphics and animation that keep young
children engaged and motivated.
4.1.3 What teachers can do to help at school
 Learn all about phonemes (there are more than 40 speech
sounds that may not be obvious to fluent readers and
speakers).
 Make sure the school's reading program and other materials
include skill-building in phonemes, especially in
kindergarten and first grade (these skills do not come
naturally, but must be taught).
 If children are past the age at which phonemic awareness and
phonological skill-building are addressed (typically
kindergarten through first or second grade), attend to these
skills one-on-one or in a small group. Ask your school's
reading specialist for help finding a research-based
supplemental or intervention program for students in need.
 Identify the precise phoneme awareness task on which you
wish to focus and select developmentally appropriate
activities for engaging children in the task. Activities

73
should be fun and exciting – play with sounds, don't drill
them.
 Make sure your school's reading program and other materials
include systematic instruction in phonics.
 Consider teaching phonological and phonemic skills in small
groups since students will likely be at different levels of
expertise. Remember that some students may need more
reinforcement or instruction if they are past the grades at
which phonics is addressed by a reading program (first
through third grade).
4.2. Word Decoding and Phonics
 Play with magnetic letters. See how quickly you can put them
in alphabetical order while singing the alphabet song.
 Look at written materials around your house and at road
signs to see if you can spot familiar words and letter
patterns.
 Write notes, e-mails, and letters to your friends and
family. Represent each sound you hear as you write.
 When you're trying to sound out a word, pay close attention
to the print. Try to look at all the letters in the word,
not just the first one or two.

74
 For a younger reader, help your child learn the letters and
sounds of the alphabet. Occasionally point to letters and
ask your child to name them.
might see on a sign or in the newspaper and the letter and
sound work he or she is doing in school.
 Encourage your child to write and spell notes, e-mails, and
letters using what he knows about sounds and letters.
 Talk with your child about the "irregular" words that she'll
often see in what she's reading. These are the words that
don't follow the usual letter-sound rules. These words
include said, are, and was. Students must learn to recognize
them "at sight."
phonics and emergent literacy skills. Some software programs
are designed to support children in their writing efforts.
For example, some programs encourage kids to construct
sentences and then cartoon characters will act out the
completed sentence. Other software programs provide practice
with long and short vowel sounds and creating compound
words.

75
 Have students sort pictures and objects by the sound you're
teaching. At each stage, have children say the letter sound
over and over again.
 Teach phonics in a systematic and explicit way. If your
curriculum materials are not systematic and explicit, talk
with your principal or reading specialist.
 Be sure to begin the systematic and explicit phonics
instruction early; first grade would be best.
 Help students understand the purpose of phonics by engaging
them in reading and writing activities that requires them to
apply the phonics information you've taught them.
 Use manipulatives to help teach letter-sound relationships.
These can include counters, sound boxes, and magnetic
letters.
 Provide more of your instruction to students who you've
divided into need-based groups.
16.3 Vocabulary
 Find books to read on your own. The more you read, the more
new words you'll see, and the more you'll learn about the
words.
76
 Look ahead in textbooks to learn new vocabulary and concepts
before your teacher goes over the section in class.
 Keep a list of key vocabulary and transition words.
 Practice telling stories using the words first, then,
and finally.
 Engage your child in conversations every day. If possible,
include new and interesting words in your conversation.
 Read to your child each day. When the book contains a new or
interesting word, pause and define the word for your child.
After you're done reading, engage your child in a
conversation about the book.
 Help build word knowledge by classifying and grouping
objects or pictures while naming them.
 Help build your child's understanding of language by playing
verbal games and telling jokes and stories.
 Encourage your child to read on his own. The more children
read, the more words they encounter and learn.
 Help build language skills in class by playing oral and
written word exercises and games.

77
 Teach students about the important, useful, and difficult
vocabulary words before students read the text. This will
help them remember the words and improve comprehension.
 Offer students many opportunities to encounter target
vocabulary words beyond the context in which they are
taught.
 Have students use taught vocabulary words often and in
various ways both orally and in writing so they are better
able to remember the words and their meanings.
 Teach vocabulary via explicit instruction and also through
independent readings.
 Help students learn to use context clues to determine the
meanings of words. Teach them that some context clues are
more helpful than others and provide examples of helpful and
less helpful clues.
 Read to your class each day. When the book contains a new or
interesting word, pause and define the word for your
students. After you're done reading, engage your students in
a conversation about the book.
 Engage your students in conversations every day. If
possible, include new and interesting words in your
conversation.
 Explicitly teach the meanings of common prefixes, roots, and
suffixes.
78
 Draw students' attention to common roots in a variety of
words (for example, the similar roots and meanings of the
words vision, visual, visible, invisible) and lead a
discussion of the meanings of the words and how they tend to
be used.
16.4 Fluency
 Track the words with your finger as a parent or teacher
reads a passage aloud. Then you read it.
 Have a parent or teacher read aloud to you. Then, match your
voice to theirs.
 Read your favorite books and poems over and over again.
Practice getting smoother and reading with expression.
 Support and encourage your child. Realize that he or she is
likely frustrated by reading.
 Check with your child's teachers to find out their
assessment of your child's word decoding skills.
 If your child can decode words well, help him or her build
speed and accuracy by:
o Reading aloud and having your child match his voice to
yours
79
o Having your child practice reading the same list of
words, phrase, or short passages several times
o Reminding your child to pause between sentences and
phrases
 Read aloud to your child to provide an example of how fluent
reading sounds.
 Give your child books with predictable vocabulary and clear
rhythmic patterns so the child can "hear" the sound of
fluent reading as he or she reads the book aloud.
 Use books on tapes; have the child follow along in the print
copy.
 Assess the student to make sure that word decoding or word
recognition is not the source of the difficulty (if decoding
is the source of the problem, decoding will need to be
addressed in addition to reading speed and phrasing).
 Give the student independent level texts that he or she can
practice again and again. Time the student and calculate
words-correct-per-minute regularly. The student can chart
his or her own improvement.
 Ask the student to match his or her voice to yours when
reading aloud or to a tape recorded reading.

80
 Read a short passage and then have the student immediately
read it back to you.
 Have the student practice reading a passage with a certain
emotion, such as sadness or excitement, to emphasize
expression and intonation.
 Incorporate timed repeated readings into your instructional
repertoire.
 Plan lessons that explicitly teach students how to pay
attention to clues in the text (for example, punctuation
marks) that provide information about how that text should
be read.
16.5 Comprehension
 Use outlines, maps, and notes when you read.
 Make flash cards of key terms you might want to remember.
 Read stories or passages in short sections and make sure you
know what happened before you continue reading.
 Ask yourself, "Does this make sense?" If it doesn't, reread
the part that didn't make sense.
 Read with a buddy. Stop every page or so and take turns
summarizing what you've read.
 Ask a parent or teacher to preview a book with you before
you read it on your own.

81
 As you read, try to form mental pictures or images that
match the story.
 Hold a conversation and discuss what your child has read.
Ask your child probing questions about the book and connect
the events to his or her own life. For example, say "I
wonder why that girl did that?" or "How do you think he
felt? Why?" and "So, what lesson can we learn here?".
reads and similar experiences he has felt, saw in a movie,
or read in another book.
 Help your child monitor his or her understanding. Teach her
to continually ask herself whether she understands what
she's reading.
 Help your child go back to the text to support his or her
answers.
 Discuss the meanings of unknown words, both those he reads
and those he hears.
 Read material in short sections, making sure your child
understands each step of the way.
 Discuss what your child has learned from reading
informational text such as a science or social studies book.

82
 As students read, ask them open-ended questions such as "Why
did things happen that way?" or "What is the author trying
to do here?" and "Why is this somewhat confusing?".
 Teach students the structure of different types of reading
material. For instance, narrative texts usually have a
problem, a highpoint of action, and a resolution to the
problem. Informational texts may describe, compare and
contrast, or present a sequence of events.
 Discuss the meaning of words as you go through the text.
Target a few words for deeper teaching, really probing what
those words mean and how they can be used.
 Teach note-taking skills and summarizing strategies.
 Use graphic organizers that help students break information
down and keep track of what they read.
 Encourage students to use and revisit targeted vocabulary
words.
 Teach students to monitor their own understanding. Show them
how, for example, to ask themselves "What's unclear here?"
or "What information am I missing?" and "What else should
the author be telling me?".
 Teach children how to make predictions and how to summarize.
16.6 Other Sources of Reading Difficulty

83
In terms of auditory processing it is best to ask the
parents of the child to consult for a doctor to check and give
commendations for the situation of auditory illness of the
child.
Effective and efficient memory is critical for reading
and school success. The following ten general strategies are
offered to help students develop a more efficient and
effective memory.
4.6.1. Give directions in multiple formats
Students benefit from being given directions in both
visual and verbal formats. In addition, their understanding
and memorizing of instructions could be checked by encouraging
them to repeat the directions given and explain the meaning of
these directions. Examples of what needs to be done are also
often helpful for enhancing memory of directions.
4.6.2. Teach students to over-learn material
Students should be taught the necessity of "over-
learning" new information. Often they practice only until they
are able to perform one error-free repetition of the material.
However, several error-free repetitions are needed to solidify
the information.
84
4.6.3. Teach students to use visual images and other memory
strategies
Another memory strategy that makes use of a cue is one
called word substitution. The substitute word system can be
used for information that is hard to visualize, for example,
for the word occipital or parietal. These words can be
converted into words that sound familiar that can be
visualized. The word occipital can be converted to exhibit
hall (because it sounds like exhibit hall). The student can
then make a visual image of walking into an art museum and
seeing a big painting of a brain with big bulging eyes
(occipital is the region of the brain that controls vision).
With this system, the vocabulary word the student is trying to
remember actually becomes the cue for the visual image that
then cues the definition of the word.
4.6.4. Give teacher-prepared handouts prior to class lectures
Class lectures and series of oral directions should be
reinforced by teacher-prepared handouts. The handouts for
class lectures could consist of a brief outline or a partially
completed graphic organizer that the student would complete
during the lecture. Having this information both enables
students to identify the salient information that is given
during the lectures and to correctly organize the information

85
in their notes. Both of these activities enhance memory of the
information as well. The use of Post-Its to jot information
down on is helpful for remembering directions.
4.6.5. Teach students to be active readers
To enhance short-term memory registration and/or working
memory when reading, students should underline, highlight, or
jot key words down in the margin when reading chapters. They
can then go back and read what is underlined, highlighted, or
written in the margins. To consolidate this information in
long-term memory, they can make outlines or use graphic
organizers. Research has shown that the use of graphic
organizers increases academic achievement for all students.
4.6.6. Write down steps in math problems
Students who have a weakness in working memory should not
rely on mental computations when solving math problems. For
example, if they are performing long division problems, they
should write down every step including carrying numbers. When
solving word problems, they should always have a scratch piece
of paper handy and write down the steps in their calculations.
This will help prevent them from losing their place and
forgetting what they are doing.

86
4.6.7. Provide retrieval practice for students
Research has shown that long-term memory is enhanced when
students engage in retrieval practice. Taking a test is a
retrieval practice, i.e., the act of recalling information
that has been studied from long-term memory. Thus, it can be
very helpful for students to take practice tests. When
teachers are reviewing information prior to tests and exams,
they could ask the students questions or have the students
make up questions for everyone to answer rather than just
retelling students the to-be-learned information. Also, if
students are required or encouraged to make up their own tests
and take them, it will give their parents and/or teachers
information about whether they know the most important
information or are instead focused on details that are less
important.
4.6.8. Help students develop cues when storing information
According to the memory research, information is easier
retrieved when it is stored using a cue and that cue should be
present at the time the information is being retrieved. For
example, the acronym HOMES can be used to represent the names
of the Great Lakes — Huron, Ontario, Michigan, Erie and
Superior. The acronym is a cue that is used when the

87
information is being learned, and recalling the cue when
taking a test will help the student recall the information.
4.6.9. Prime the memory prior to teaching/learning
Cues that prepare students for the task to be presented
are helpful. This is often referred to as priming the memory.
For instance, when a reading comprehension task is given,
students will get an idea of what is expected by discussing
the vocabulary and the overall topic beforehand. This will
allow them to focus on the salient information and engage in
more effective depth of processing. Advance organizers also
serve this purpose. For older students, Clif Notes for pieces
of literature are often helpful aids for priming the memory.
4.6.10. Review material before going to sleep
It should be helpful for students to review material
right before going to sleep at night. Research has shown that
information studied this way is better remembered. Any other
task that is performed after reviewing and prior to sleeping
(such as getting a snack, brushing teeth, listening to music)
interferes with consolidation of information in memory.

88
16.7 Other Strategies to Solve Reading Difficulties
16.7.1 STAR Collection
16.7.2 Reading Buddy
16.7.3 Pull Out Approach
teacher.
89
16.7.4 Teacher Nanay
16.7.5 DEAR (Drop Everything And Read)
16.7.6 PERR (Program for Effective Reading and Writing)
16.7.7 FWAW (Five Words a Week)
sentences.
90
16.7.8 APAD
reading skills.
16.7.9 Word Wall
16.7.10 MOBSW (Master of Basic Sight Words)

91
Bibliography
Fletcher Janis M., Lyon GR, Fuchs LS, Barnes MA., (2015),
Learning disabilities: From identification to
intervention. Retrieved on: June 29, 2016, Retrieved from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/
Katzir Tim., Kim. Y., Wolf M., (2015), Reading fluency: the whole

is more than the parts. Annals of Dyslexia, Retrieved on: June
29, 2016, Retrieved from:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.
0074061
Lyon, Reid G., (2015), Reading Disabilities: Why Do Some Children

Have Difficulty Learning to Read? What Can Be Done About It?
Retrieved on: June 29, 2016, Retrieved from:
http://www.education.gov.sk.ca/reading-difficulties-disabilities
MacInnis, Eric., 2015, Teaching Students with Reading

Difficulties and Disabilities, Retrieved on: June 29, 2016,
Retrieved from:
http://www.wrightslaw.com/info/read.disability.lyon.pdf
Wolf, M., & Bowers, P. (2015), The double-deficit hypothesis for

the developmental dyslexias (Reading Disability), Retrieved on:
June 29, 2016, Retrieved from:
http://www.templatezone.com/marketing2006/Temp/Carol/carol.htm
92
APPENDIX A
Questionnaire
I. Profile
Name of Pupil: ________________________________ Age:____________
Gender:________________________
Nutritional Status (Put Check /):__ Severely Wasted ___ Wasted

___ Normal ___ Overweight
Family Monthly Income (Put Check /):___ 2,000 and below, ___ 2001
to 4000, ___4001 to 6000, ___6001 to 8000, 8001 to 10000,
___10001 and above
Father’s Educational Attainment (Put Check /):
___ Elementary Undergraduate, ___Elementary Graduate,

___ Secondary Undergraduate, ___Elementary Graduate,
___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate, ___
Post Graduate Studies Undergraduate, ___ Post Graduate Studies
Graduate
Mother’s Educational Attainment (Put Check /):
___ Elementary Undergraduate, ___Elementary Graduate,

___ Secondary Undergraduate, ___Elementary Graduate,
___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate, ___
Post Graduate Studies Undergraduate, ___ Post Graduate Studies
Graduate
93
II. Reading Level
Reading Level: _____________________________
III. Reasons for Reading Disability
Reading Disability Check (/)if

Pupil’s Perspective you
experience
this
I. Phonological and Phonemic Awareness
1. I don't know any words that rhyme with cat.
2. What do you mean when you say, "What sounds
are in the word brush?"
3. I'm not sure how many syllables are in my

name.
4. I don't know what sounds are the same in bit

and hit.
II. Word Decoding and Phonics

1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. Figuring out the words takes so much of my
energy, I can't even think about what it means.
3. I don't know how to sound out these words.
4. I know my letters and sounds, but I just can't
read words on a page.
III. Vocabulary
1. I heard my friend tell what happened in the
movie but I didn't really understand what he
said about it.
2. I feel like I just use the same words over
and over again in my writing.
3. I don't like to read on my own because I
don't understand lots of the words in the
book.
IV. Fluency
1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. It takes me so long to read something.
3. Reading through this book takes so much of my
94
energy, I can't even think about what it

means.
V. Comprehension
1. It takes me so long to read something. It's
hard to follow along with everything going
on.
2. I didn't really get what that book was about.
3. Why did that character do that? I just don't
get it!
4. I'm not sure what the most important parts of
the book were.
5. I couldn't really create an image in my head
of what was going on.
VI. Other Sources of Reading Disability
1. I have difficulty hearing others
2. I have difficulty talking with others
3. I can’t remember what other says
4. I can’t focus on what I should read
Reading Disability Check (/)if

Teacher’s Perspective the pupil
have this
I. Phonological and Phonemic Awareness
17 She doesn't correctly complete blending
activities; for example, put together sounds
/k/ /i/ /ck/ to make the word kick.
18 He doesn't correctly complete phoneme
substitution activities; for example, change
the /m/ in mate to /cr/ in order to make crate
19 He has a hard time telling how many syllables
there are in the word paper.
20 He has difficulty with rhyming, syllabication,
or spelling a new word by its sound.
II. Word Decoding and Phonics
8. She has difficulty matching sounds and letters,
which can affect reading and spelling.
9. She decodes in a very labored manner.
10. He has trouble reading and spelling
phonetically.
11. She has a high degree of difficulty with
phonics patterns and activities.
12. He guesses at words based on the first letter
or two.
13. Even though I taught several short vowel
sounds (or other letter sounds or patterns),
95
the corresponding letters are not showing up in

his writing samples.
14. Even though I taught certain letter patterns,
she isn't able to recognize them when reading
words.
III. Vocabulary
8. She's unable to tell about her day in a way
that makes sense.
9. She misuses common words.
10. He doesn't link words from a book to
similar words from another book or from real
life.
11. He's often not able to find the right
word to describe something.
12. She has questions about a lot of word
meanings in a grade appropriate text.
13. He seems to have a weak vocabulary.
14. She is not able to make connections
among words in various texts.
IV. Fluency
11. He knows how to read words but seems to
take a long time to read a short book or
passage silently.
12. She reads a book with no expression.
13. He stumbles a lot and loses his place
when reading something aloud.
14. She reads aloud very slowly.
15. She moves her mouth when reading
silently (subvocalizing).
16. Her results on words-correct-per-minute
assessments are below grade level or targeted
benchmark.
17. She has difficulty and grows frustrated
when reading aloud, either because of speed
or accuracy.
18. She does not "chunk" words into
meaningful units.
19. When reading, he doesn't pause at
meaningful breaks within sentences or
paragraphs.
20. He does not read aloud with expression;
that is, he does not change his tone where
appropriate.
V. Comprehension
14. She's not able to summarize a passage or
a book.
96
15. He might be able to tell you what

happened in a story, but can't explain why
events went the way they did.
16. She can't explain what a character's
thoughts or feelings might have been.
17. He doesn't link events in a book to
similar events from another book or from real
life.
18. He doesn't link events in a book to
similar events from another book or from real
life.
19. He seems to focus on the "wrong" aspect
of a passage; for example, he concentrates so
much on the details that the main idea is
lost.
20. She can tell the outcome of a story, but
cannot explain why things turned out that
way.
21. He does not go behind what is presented
in a book to think about what might happen
next or why characters took the action they
did.
22. She brings up irrelevant information
when trying to relate a passage to something
in her own life.
23. He seems to have a weak vocabulary.
24. She cannot tell the clear, logical
sequence of events in a story.
25. He does not pick out the key facts from
informational text.
26. He cannot give you a "picture" of what's
going on in a written passage; for example,
what the characters look like or details of
where the story takes place.
VI. Other Sources of Reading Disability
5. It seems that she can’t hear me
6. It seems that she can’t talk
7. She doesn’t remember anything
8. She has difficulty in focusing
APPENDIX B
97
Letter to the School Principal
Letter to the Schools Division Superintendent
Department of Education
Region IV-B MIMAROPA
Schools Division of Oriental Mindoro
Macatoc Elementary School
July 12, 2016
JOSEPHINE F. FIEDALAN
The Schools Principal
Madame:
Greetings of Peace!
I am at present conducting a proposal for an action research

entitled “The Reading Difficulty of Grade One Pupils of Macatoc
Elementary School”.
In this connection, may I be allowed to conduct the action

research on our school Macatoc Elementary School? Grade one pupils
from the sections of Lotus and Orchids for the School Year 2016-2017
will be the respondents of my study.
Your favorable action on this request will be highly appreciated.

Thank you very much.
Very respectfully yours,
KAMILLE KAY Q. TAMOR

Master Teacher I
Researcher
Noted:
FEMELIEH F. DOCULAN
Master Teacher II
Approved by:
JOSEPHINE F. FIEDALAN
Principal I

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1

II. Introduction 32-35

III. Research Problem 36

IV. Objectives of the Study 36-37

V. Scope and Delimitation 38

VI. Methodology 39-42

VII. Findings 43-63

VIII. Solution 64-84

IX. Plan of Actions 85-92

XI. Bibliography 119

XII. Appendix A Questionnaire 120-124

XIII. Appendix B Letter to the Principal 125

The Reading Difficulties of Grade Seven Pupils

in Irosin North National High School

Teaching reading comprehension to non-readers and

frustration level readers today is different from the past.

Teachers need to focus on extensive comprehension instruction

with all students, not just successful readers.

This action research investigated sixty three grade one

pupils of the two classes of grade seven. They have undergone

reading assessment test to know their level of reading

This action research discusses the causes and reasons of

reading difficulties of non-readers and frustration level

readers. It also presents multiple strategies that have proved to

be successful in a first grade classroom, as well as strategies

used and found to be successful by other teachers and

researchers. As new best practices in reading instruction are

developed and researched, teaching strategies need to evolve as

This study aims to make an action plan for the poor

reading difficulties of grade seven pupils in Irosin North National

Specifically it seeks to answer the following

1. What is the level of reading comprehension of grade seven

2. Why pupils in grade seven were at the non-reader and

3. How pupils in grade seven will be helped by the teacher to

address difficulty in learning to read?

4. How pupils in grade seven improve their reading

This action research used the descriptive correlational

Descriptive research involves description, recoding,

analysis and interpretation of conditions that currently exist.

The main aims are to describe the nature of a condition as it

This action research utilized triangulation method as a data

gathering procedure through survey questionnaire, observation,

interview and field notes.

Respondents of the Study

This study involved sixty three (63) grade seven pupils of

Irosin North National High School.

1. Profile of the Pupil Respondents

1.1 Profile of the respondents in terms of age

The youngest age of the respondents was 12 and the eldest

that majority of the parents of the grade one pupils of

entered their child in the school at an early age.

1.2 Profile of the respondents in terms of Gender

The result reveals that 54.59% of the respondents were

male 45.61% were female. It can be gleaned that male

outnumbered the female probably because much number of the

enrolees for S.Y. 2022-2023 were male. This may be because

the large number of birth rate from 2008 up to present was

1.3 Profile of the Respondents in terms of Nutritional Status

Majority of the respondents’ nutritional status were

of the pupil respondents’ weight and height corresponds

normally with their age and they were healthy enough in

1.4 Profile of the respondents in terms of Monthly Income of

Majority of the respondents belonged to poor families