Effects of WRAP Strategy in Enhancing Reading Skills and Vocabulary on

Specific Words Among Grade 6 Learners of Salacot Elementary School in

the Schools Division of Bulacan

1Ma. Chevy L. Malang, LPT, 2Bryan Lloyd G. Santos, LPT, 3Vicky G. Catacutan, LPT
1Salacaot Elementary School2Bahay Pare Elementary School,,3Mandili II Elementary School,
machevy.malang@deped.gov.ph, bryanlloyd.santos@deped.gov.ph,
ABSTRACT
The study employed experimental method which aimed to examine the effectiveness of
WRAP (Word Relationship Activities and Practice) among grade six (6) learners of Salacot
Elementary School in the Schools Division of Bulacan. The respondents were twenty-four
(24) grade 6 learners who were randomly selected and subjected to as experimental and
control groups. The distribution of the respondents was made equally in the determination
and assignment of the respondents to both groups. Findings revealed that learners in the
experimental group obtained significantly higher mean comparatively over the control
group. Thus, learners in the experimental group had improved or developed their reading
skills and vocabulary through the implementation of WRAP as an intervention material or
strategy. Moderate effect size was obtained in the implementation of WRAP intervention in
improving reading skills and vocabulary of grade six (6) learners. Moreso, it was found that
WRAP intervention was an effective teaching-reading intervention which resulted to the
development of effective reading and enhanced the vocabulary of the learners. Hence, the
study further recommended that it may include the examination of analytical and logical
thinking skills in enhancing their reading skills and vocabulary.

Keywords: Reading Skills, Learners, Word Relationship, Activities and Practice

1
INTRODUCTION
Background of the Study
Reading and understanding words are
one of the major indications that our
children begin to manifest meaningful
learning. By reading, children can create
new words which lead them to convey
meanings and interpretations on external
environment they live in. Further, in the
words of Andrews (1993) as cited by
Omar (2018) they collectively discussed
that people sometimes use old words
with new meanings like the word
“Google” to mean “search”, though
searching might be done by other
websites. However, they see that “Google”
is the best website for searching and
searching is the most important function
in Google.
Thus, they use the word to create a
new meaning. Likewise, Omar (2018)
disclosed the citation of Lakoof and
Johnson (2003) which they discussed that
people give and understand meaning of a
word according to how they feel and
interact with it. They see that the meaning
of a word fulfils its function as long as
other people interact with the word
positively or negatively. Hence, in
learning the language, words must be
understood well. Perhaps, Rao, (2017)
cited that Language is symbolic which
represent ideas, objects and feelings and
connotation and denotation, a part of
Language and communication, are two
more tools in order to distinguish the
meaning of an unfamiliar term. Being one
of the essential elements of the language
system, vocabulary serves as the very
basis of language (Nie & Zhou, 2017).
Learning vocabularies apparently
2
manifests an understanding of words
because and their meanings. Hence, in
understanding such words and their
meaning constitute meaningful learning
of in word association and recognize their
meanings which are being used in the
sentence. As young Filipino learners
whose language exposure dealt deeper on
their native language which likewise
experienced difficulty in understanding
English words and their meaning. Thus,
these words when inserted to sentences
or texts found that learners often misled
to the interpretation of their meanings
which resulted to misunderstanding the
context thereby instituting wrongful
analysis of textual meaning and
substance. In fact, in the study of Diamond
and Gutlohn (2016) showed that teaching
and learning vocabulary should be taught
explicitly which emphasized both specific
words and word-learning activities.
In the careful observations of which
this undertaking objectively examined,
the researchers have consistently
observed that reading skills of learners
are declining based from the previous
PhilIRI results which were docketed by
the researcher for the last five (5) school
years already. Also, learners in the
elementary levels most specially grade 6
learners of Salacot Elementary School find
it difficult to read unfamiliar words by
means of analyzing its syllabic
construction, its sounds and meanings.
Theses conditions arouse the interests of
the researchers to pursue this
undertaking by means of deriving and
formulating a reading intervention that
would help reading teachers to reduce or
mitigate reading difficulty of learners as
well as help them improve their 2. Is there a significant difference
vocabulary. in the mean scores of the
respondents before and after
RESEARCH PARADIGM the use of WRAP strategy?
3. What is the effect size WRAP
strategy in enhancing reading
Traditional and vocabulary skills of the
Control Group
and/Conventional learners as an instructional
Teaching in intervention?
Reading
INTERVENTION/STRATEGY
Word association and linking of words
by mere reading and recognition of such
words are the exemplification of WRAP
reading strategy. The strategy aimed to
Improved Reading enhance the skill in identifying different
Skills and Vocabulary meanings of content specific words
(denotation and connotation) as
incorporated along the English reading
subject among grade 6 learners. The
strategy in so far as the study was
concerned was administered during the
unlocking of reading difficulty of learners
Experimental Utilization of as they begin their formal classes in
Group WRAP Strategy English.
WRAP started in recognizing words
and identify their meanings through
Figure 1. Research Paradigm making of concept web. In its specificity of
teaching and learning interactions,
learners were able to see one or more
RESEARCH QUESTIONS detailed pictures anchored on a category
This study examined the effectiveness or concept according to the topics. Upon
of utilizing WRAP (Word Relationship presenting the questions, questions were
Activities and Practice) in enhancing the followed and presented sequentially.
reading skills and vocabulary of grade six Thus, the researchers as proponents of
(6) learners of Salacot Elementary School
the intervention, created their own
in the Schools Division of Bulacan, for the
concept web which depicted the words
School 2022-2023. Specifically, it thrived
to answer the following questions: and their meaning so as to present them
1. How may the mean scores from in a logical and critical manner. Hence,
pretest and posttest of the through this, learners may be able to
learners before and after the grasp or think about the concept web
utilization of WRAP strategy be being presented while trying to read the
described?
3
words and their meanings as
incorporated in the presentation.
Further, the learners would be able to
answer the questions through their
papers or notebooks prepare and by that,
they were be able to draw circles that
linked the words presented in the concept
web and deduce their perceived meaning
of the word after they read the
word/words correctly as presented. The
researchers kept the text brief, they
summarized what the learners have
expressed or pronounced. Meantime, the
researchers read as they wrote the words
being read. Apparently, the researchers
drew lines to connect each word or
phrase to the category. By this phase,
learners drew or cut pictures and added
to the web. Thus, anchored with the
researcher’s interest to develop their
vocabulary and understanding word
meanings, concept web under the WRAP
intervention enabled learners to
understand words, meanings and
categories by identifying words that
belong in a group, sorting pictures and
words into groups and naming categories
for sorted words. In categorization of
words, it involved putting words into one
or more groups which enabled them
understand what the words in the group
have in common and developing better
sense of category by thinking about the
words it includes. Meanwhile, the
researcher utilized separate scoring
rubric to objectively the class
participation and performances of the
learners during the conduct of the study
apart from recording their pretests and
posttests scores.
4
RESPONDENTS
Subject respondents of the were the
twenty-four (24) grade 6 learners of
Salacot Elementary School who were
randomly selected by the researchers.
There were twelve (12) learners who
were assigned being the control group
while there were also twelve (12)
learners who were subjected as the
experimental group and who were taught
through the use of WRAP strategy. The
respondents’ parents were also given and
provided with consent forms which are
indicative of their permission and
affirmation that their children were
permitted to participate in the
undertaking.
MATERIALS AND METHODS
This study employed an experimental
research which utilized a control and
experimental group to examine the
effectiveness of WRAP strategy in
enhancing the respondents’ reading skills
and vocabulary on specific words as
identified by the researchers. On the
development of WRAP strategy templates,
the researchers carefully selected the
words to be included in the template
considering their learners’ readiness,
level and interests. The templates were
then evaluated and validate by three (3)
expert-teacher validators who consisted
of teachers who held the position of
Master Teachers at the time when this
study was conducted. After the validation
which the validated result obtained a 4.56
weighted mean as to the relevance,
coherence and economy of the material
and that was being interpreted as “highly
acceptable,” the researchers then
proceeded to the actual testing or in the
data gathering phase of the undertaking.
On one hand, the researchers also create
their 30-item teacher-made tests which
appeared to possess similar level of
difficulty since this teacher-made-test
consisted of pretest and posttest.
Apparently, the test were validated and
qualitatively described as “Good” which
signified that the teacher-made-test was
relevant and credible in measuring the
intended skills or competencies under
study.
The means and method of data
collection were methodically upheld in
this study. The administration of pretest
and posttest were made based on the
time frame set by the researchers. Pretest
was given before the implementation of
the intervention. Thus, utilization of
WRAP strategy were executed within 2-
weeks prior to the date of pretest
administration. After the implementation
of WRAP strategy, posttest was given and
random interview was also administered
among the learners who were taught
under the experimental group. In view of
ethical considerations of the undertaking,
the researchers created digital storage
facility which they stored all the data such
as the scores in the pretest and posttest.
Only the researchers, authorized
personnel, parents of the respondents
and the respondents themselves were
Group Mean Proficiency
Level
Control 7.82 Average
Group
Experimental 13.96 Advanced
Group
given full access to the data stored in the
digital facility which in the form of google
workspaces.
RESULTS AND DISCUSSIONS
Table 1. Pre-test Results Before the
Intervention
5
Pretest scores of both control and
experimental groups. It may be gleaned
from the table that experimental group
obtained higher mean (m=6.76, sd=2.514)
than control group with mean of 5.70
(m=5.70, sd=1.625). This signifies that
both control and experimental group are
in the “Beginning Proficiency Level” in
identifying meaning through
comprehensive reading skills. Thus, in
beginning proficiency level, learners
possess lack or insufficient skills to
objectively attain appropriate reading
skills and critically find meanings of
word/words in the text or excerpts given
relative to their grade level. According to
the study of Yousefi and Mohammadi
(2016) demonstrated that proficiency
level in reading suggested the abilities of
learners in terms of critical thinking and
reading comprehension were evident.
Apparently, based from the findings,
learners between and within groups
showed that their reading skills and
abilities in understanding certain
vocabulary as presented were at the
beginning level which meant that they
were starting to grasp, learn and
understand the words they encounter and
read them consistently in its correct
forms and manner.
Table 2. Post-test Results After the
Intervention
Group Mean Proficiency
Level
Control 5.70 Beginning
Group
Experimental 6.76 Beginning
Group

Posttest scores of the control and
experimental group were examined. It
may be gleaned from the table that
experimental group obtained significantly
higher mean (m=13.96, sd=5.412). This
also shows that pupils from control group
has obtained “Advanced Proficiency
Level.” On the other hand, control group
obtained mean of 7.82 (m=7.82,
sd=2.346) and attained an “Average
Proficiency Level.” This signifies that
learners in the experimental group were Group
able to achieve comprehensive means in
identifying meaning from the words,
texts and short excepts given afterwhich Experimental Pretest 6.76
an intervention was administered. Thus,
based from the posttest result, it signifies
that learners in the experimental group
have reached critical thinking and Control
comprehensive reading skills hence,
developed their vocabulary through the
WRAP intervention. Supported in the
study of Aykol ete.al. (2016) revealed that comprehension skills which required
word recognition skills and aloud reading
skills of learners were obtained through
the development of reading program.
Thus, the result of the posttest apparently substance as to the content of the
show that learners gained substantial
reading skills that enabled them to
critically recognize words as presented
through the use of WRAP strategy.
Morover, learners were able to
understand the meaning of the words
presented thereby deepening their
vocabulary.
Table 3. Significant Difference in the
Mean Scores of Control and
Experimental Group
6
Overall pretest and posttest scores
between the experimental and control
groups. It may be gleaned from the table
that learners from experimental group
who utilized WRAP intervention, obtained
significantly higher mean than the
learners from the control group. This
signifies that learners from experimental
group were able to develop and enhance
their reading skills as well as their
vocabulary through utilization of WRAP.
Moreso, it developed learners from the
Test Mean Mean Proficiency
Difference Level
7.20 Advanced
Posttest 13.96
Pretest 5.70 2.12 Developing
Posttest 7.82
experimental group’s reading
them to use different procedures to
understand the meaning of the
word/words and to critically analyze its
excerpts given. This shows that their
reading skills and vocabulary improved as
to compare from those learners who
belonged to the control group. This claim
as supported in the study of Griffin and
Murtagh (2018) revealed that greater use
of reading intervention increased the
reading accuracy, fluency and
comprehension standards as well as
learners’ performances.
Table 4. Effect Size of WRAP Strategy in
Enhancing Reading Skills and
Vocabulary

Effect Verbal
Size Description
(Cohen’s D)
Effect of
WRAP in 4.200 Moderate
Enhancing Effect
Reading Skills
and
Vocabulary of
Grade 6
Learners
Effect size of WRAP intervention in
enhancing reading skills and vocabulary
of grade 6 learners was verbally
described as to having a moderate effect
(d=4.200) It may be gleaned from the
table that through implementation of
WRAP intervention, it would significantly
help reading teachers enhance their
learners’ reading skills and vocabulary.
Accordingly, learners may also be
provided with learning opportunities in
exploring their reading potentials since
WRAP intervention made use of different
forms of individual and collaborative
tasks while creatively presenting the
words and their constructive meaning.
CONCLUSIONS
Learners in the experimental group has
obtained significantly higher mean.
Hence, learners in the experimental group
has improved or developed their reading
skills and vocabulary through the
implementation of WRAP strategy. Thus,
moderate effect size was obtained in the
implementation of WRAP intervention in
improving reading skills and vocabulary
of pupils. WRAP intervention was
effective teaching-reading intervention to
develop reading skills and vocabulary of
grade 6 learners of Salacot Elementary
School. Meanwhile, further studies were
recommended which included the
examination of analytical and logical
thinking skills enhancement through the
utilization of WRAP strategy.
REFERENCES
[1] Aykol, R., & Rajab, H. (2016).
Enhancing elementary level EFL
students’ reading comprehension
and writing skills through
extensive reading enrichment
program. International Journal of
English Language Education, 3(2),
28.
https://doi.org/10.5296/ijele.v3i2.
7742
[2] Griffin, C. P., & Murtagh, L. (2018).
Increasing the sight vocabulary
and reading fluency of children
requiring reading support: The use
of a precision teaching approach.
Educational Psychology in Practice,
31(2), 186–209.
https://doi.org/10.1080/0266736
3.2015.1022818
[3] Yousefi, S., & Mohammadi, M. (2016).
Critical thinking and reading
comprehension among postgraduate
students: The case of gender and language
proficiency level. Journal of Language
Teaching and Research, 7(4), 802.
https://doi.org/10.17507/jltr.0704.23