Action Research 2019-2020 Arra C. Derige and Marlou A. Derige

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
Batangas Provincial Sports Complex, Bolbok, Batangas City
INTENSIVE ONE-ONE READING COACHING AS A MEANS TO ADDRESS

STUDENTS WITH READING DIFFICULTY IN BOTH ENGLISH AND FILIPINO
DISCIPLINES
An Action Research
Prepared by
ARRA C. DERIGE
Head Teacher III – Filipino
MARLOU A. DERIGE
Head Teacher III - English
CALATAGAN NATIONAL HIGH SCHOOL

Poblacion I, Calatagan, Batangas
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AM –PM Partnership Scheme: To Address Frequent Absenteeism Among Filipino Teachers in Calatagan NHS, Calatagan, Batangas
ABSTRACT
Purpose
This paper aimed to determine the effectiveness of one-on-one coaching in
reading to address students with reading difficulty in both languages –English and
Filipino.
Methodology
Employing the descriptive research design which was qualitative in the aspect
of data gathering, reading materials of Philippine Informal Reading Inventory (Phil –
Iri) as well as its measuring tool were used as data gathering technique. The process
is intended to run for the entire year to reach and achieve the desired outcome.
Findings
Five non – readers were the focus of the process, they were all from grade –
7 level; all were males. After three months of intensive and thorough one- on – one
coaching in reading, the two vibrant , dedicated and high –spirited Teachers from
the two language departments succeeded in making these five students learn to
read.
Research Limitations
The action research focused on the five – non reader male students of grade
7 level who underwent PHIL – IRI program and its effect on the reading performance
of the five students.

Page 2 of 10
Originality/ Value
Thus, the paper will be beneficial for this will encourage both teachers and
students to work hand in hand to realize the process and aim of the program. For the
students, this will help them realize the importance of literacy and cognition not only
in studying but also in life. For the teachers and future teachers to reflect on their
worth and importance in enhancing and bringing out the best for the students.
Page 3 of 10
I. Introduction
Education plays a significant role in realying the National Development
Goal as mentioned in the mission of the department, the present educational
situation particularly the problrm in student’s language literacy call for
therough and immediate action.
To completely realize total literacy and reading cognition among
students, the Philippines Informal Reading Inventory for first level in second
stage of basic educational was formed. This program aims to measure the
performance of students in reading both in English and Filipino.
Along this endevour, D.O No. 14, s. 2018 issued the revised policy
guidelines on the administration of the revised Philippines Information
Reading Inventory to ensure the effective implementation of the program.
Furthermore, this program supports Dep. Ed order No. 8 s. 2015, policy
guidelines on classroom assessment for the K-12 basic education program.
In response to this matter, the researchers has come up with their
study on intensive one-on-one reading coaching to address the learners with
reading difficulty`
II. Literature Review
For relevant information and necessary background for the present
study, a comprehension research on related literature has been conducted
by the researcher .
As cited Muijselear, and Swart et. Al (2017) there is a developmental
relationship between reading comprehension and reading strategies. The
Page 4 of 10
progress in the learner’s reading cognition as well as reading
comprehension varies according to the strategies and technique imposed
by the teachers during the process.
According to Farrell (2019) simple view of reading is a formula that has
two basic components; word recognition (decoding) and language
comprehension, studies showed that a students’ reading comprehension
score can be predicted if decoding skills and language comprehension
abilities were known.
Furthermore, Winter (2019) stated that there are 10 benefits in reading
such as mental stimulation, stress reduction, knowledge, vocabulary
expansion, memory improvement, stronger analytical thinking skills,
improved focus and concentration, and better writing skills.
The aforementioned literatures provided various perspective relative to
reading. Muijselaar and Swart, et.al (2017) stressed there is a
developmental relation between reading and strategies. Farrel (2019) said
that reading has two basic components: decoding and comprehension.
Furthermore, Writer (2019) cited the good effect of reading in life.
Similar views were mirrored particularly on the similarity on the use of
strategy but the study is different in a way that the process of the program
is hereby highlighted.
III. Research Questions
1. How important is the effect of one-on one coaching in reading upon realizing
the aims of PHIL –IRI program?
Page 5 of 10
IV. Scope and Delimitation
The study focused on the measuring tool stipulated on the
implementation of the PHIL- IRI program as well as to the five- male non readers of
grade 7 level.
The study was limited only to the performance and reading
developments of five-male non readers.
V. Research Methodology
A. Research Design
The study employed description design which was qualitative in the
nature of data gathering, PHIL-IRI reading materials as well as its prescribe
measuring tool were used as data gathering techniques.
B. Sampling
Purposive sampling was used for the purpose of the program is to
measures the performance of grade 7 learners and detect those who have
reading difficulty and eventually the ones to undergo the process,
Furthermore it is also homogenous sampling in nature for they are all males
coming from the same grade level.
C. Data Collection
To get the total effect of the program, the teachers utilized the
prescribed reading materials and record the result on template formal sent by
the department of education for the purpose.
Page 6 of 10
D. Plan for Data Analysis
The result were recorded using the format seat by the department of
education to be used solely for the PHIL-IRI project.
E. Ethical Issues
To respect the integrity of the subject of the study their names were
included/written nor mentioned in the report but instead initials were used.
VI. Results and Discussion
Herein below is the result of the one- on –one coaching in reading
which ran for 3 months (October – December)
Table 1
Record of Speed Reading
Reading Speed
Name Pre Reading Post Reading
Time – Words/
Time – Words/ Minute Minute
.56 min. -
MJE - 75words/minute
1.25 min. –
JAG - 49 words /minute
.52 min. –
MJA - 81 words /minute
1.08. –
MEL - 62 words / minute
1.18 min –
IJM - 54 words / minute
Passage = 70 words
Page 7 of 10
Reading speed = No. of words read Reading X60

time in seconds
No. of words in the passage: 103

No. of minutes it took Karlo to read it: 1.5mins. (90 seconds)
103 words read = 69 words per minute 90 seconds
Pedro’s reading rate: 69 words per minute
From the table, it was mirrored that the five subjects of the study started our
from zero reading cognition and it was evident in the column of pre-reading but after
3 months of continuous coaching, that was an hour per day, there came
improvement as evident in the record entry in post reading column. The measuring
tool used was the one prescribed by department of education for the Phil- Iri
Program.
VII. Conclusion
Based on the findings of results that following matters were drawn.
1. Reading coordinators of both language departments follow by hearts the
guidelines set by the department of education intended for the Phil – Iri
Program.
2. Reading Coordinators gave their dedication and commitment to the task
assigned to them.
Page 8 of 10
3. Reading coordinators as teachers of reading as well as their mentees hand –
in- hand to fully realize the aim of the program.
VIII. Recommendation
Based on the conclusion, the following points are hereby suggested:
1. Show and develop more enthusiasm in teaching reading
2. Teaching reading is not an easy task, there must be total concerns and love for
learners.
3. Frequent communication between teacher concerned and parents is a must.
4. Intrinsic motivation must be present to urge the students to develop for reading.
5. Follow strictly the schedule of program.
Page 9 of 10
IX. REFERENCES
Developmental Relation Between Reading Comprehension and Reading
Strategies. Marloes M. L. Muijselaar and Swart, Nicole M. et. al.
The Simple View of Reading by Linda Farrel (2019)
10 Benefits of Reading ; Why you should Read Every Day by Catherine
Winter, June 4, 2019
DO 14. S. 2018 Policy Guidelines on the Administration of the Revised
Philippine Informal Reading Inventory Phil Iri
Page 10 of 10

Action Research 2019-2020 Arra C. Derige and Marlou A. Derige

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Republic of the Philippines

INTENSIVE ONE-ONE READING COACHING AS A MEANS TO ADDRESS

CALATAGAN NATIONAL HIGH SCHOOL

This paper aimed to determine the effectiveness of one-on-one coaching in

of data gathering, reading materials of Philippine Informal Reading Inventory (Phil –

of the five students.

Education plays a significant role in realying the National Development

Goal as mentioned in the mission of the department, the present educational

situation particularly the problrm in student’s language literacy call for

therough and immediate action.

To completely realize total literacy and reading cognition among

performance of students in reading both in English and Filipino.

guidelines on the administration of the revised Philippines Information

Reading Inventory to ensure the effective implementation of the program.

Furthermore, this program supports Dep. Ed order No. 8 s. 2015, policy

guidelines on classroom assessment for the K-12 basic education program.

In response to this matter, the researchers has come up with their

study on intensive one-on-one reading coaching to address the learners with

II. Literature Review

For relevant information and necessary background for the present

study, a comprehension research on related literature has been conducted

As cited Muijselear, and Swart et. Al (2017) there is a developmental

relationship between reading comprehension and reading strategies. The

progress in the learner’s reading cognition as well as reading

comprehension varies according to the strategies and technique imposed

by the teachers during the process.

According to Farrell (2019) simple view of reading is a formula that has

two basic components; word recognition (decoding) and language

comprehension, studies showed that a students’ reading comprehension

score can be predicted if decoding skills and language comprehension

abilities were known.

Furthermore, Winter (2019) stated that there are 10 benefits in reading

such as mental stimulation, stress reduction, knowledge, vocabulary

expansion, memory improvement, stronger analytical thinking skills,

improved focus and concentration, and better writing skills.

The aforementioned literatures provided various perspective relative to

reading. Muijselaar and Swart, et.al (2017) stressed there is a

developmental relation between reading and strategies. Farrel (2019) said

that reading has two basic components: decoding and comprehension.

Furthermore, Writer (2019) cited the good effect of reading in life.

Similar views were mirrored particularly on the similarity on the use of

III. Research Questions

the aims of PHIL –IRI program?

IV. Scope and Delimitation

The study focused on the measuring tool stipulated on the

The study was limited only to the performance and reading

developments of five-male non readers.

The study employed description design which was qualitative in the

nature of data gathering, PHIL-IRI reading materials as well as its prescribe

measuring tool were used as data gathering techniques.

Purposive sampling was used for the purpose of the program is to

reading difficulty and eventually the ones to undergo the process,

coming from the same grade level.

the department of education for the purpose.

D. Plan for Data Analysis

education to be used solely for the PHIL-IRI project.

VI. Results and Discussion

Herein below is the result of the one- on –one coaching in reading

which ran for 3 months (October – December)

Record of Speed Reading

Reading speed = No. of words read Reading X60

No. of words in the passage: 103

103 words read = 69 words per minute 90 seconds