Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF COTABATO CITY
Cotabato City

ACTION RESEARCH

READING INTERVENTIONS THROUGH SERIES OF EXPLORATION:

A 10 DAY REMEDIAL READING INTERVENTION

ANWAR E. MONDONG

April 2023
INTRODUCTION

Reading plays a crucial role in the educational and intellectual

development of elementary learners. It is not only a fundamental skill but

also a gateway to acquiring knowledge, expanding vocabulary, and fostering

a love for learning. Research has consistently demonstrated the numerous

benefits that reading brings to young learners, enhancing their language

proficiency, critical thinking abilities, and overall academic achievement. As

stated by Smith (2021), "Reading is the foundation of all learning, enabling

children to access information, explore new ideas, and develop their

imagination. It is an essential skill that empowers them to succeed in school

and beyond."

In Cotabato City, there is an undeniable percentage of learners that

face challenges in terms of reading acquisition due to many factors but the

most prevailing factor was the 2-years of home-schooling of the learners

which was caused by the COVID19 pandemic. In relation to this, to address

the learning gaps and losses, the Schools Division of Cotabato City under

the Ministry of Basic Higher and Technical Education (MBHTE-BARMM) is

doing their best to come-up with a feasible and nearest solution to the said

educational issue. Thus, the MBHTE formulated their flagship program,

entitled 5-B’s which means “Bawat Batang Bangsamoro, Bumabasa at

Bumibilang”.

Anchoring this program is our school-based Reading program which is

the Project RISE (Reading Interventions through Series of Exploration).

Recognizing the need to address the inefficient reading ability of the

learners, Project RISE was initiated with the objective of providing targeted

interventions for struggling readers. Moreover, this action research aims to

present the outcomes of a 10-day remedial reading session conducted as

part of the project.

Statement of the Problem

1. What are the learners reading status before the conduct of Reading

Intervention?

2. What are the learners’ reading status after the conduct of Reading

Intervention?

3. Based on the findings, how effective is the Reading Intervention?

METHODS

A total of 40 learners identified as full refresher during the conduct of

Comprehensive Rapid Literacy Assessment (CRLA) in the Beginning of 2022-

2023 school year were selected as the respondents of this study.

Prior to the conduct of the 10-day remedial reading session by the

NDRVMCC remedial teachers, an oral pre-test using the CRLA tool was

administered to validate the CRLA status of the respondents. After the

session, oral post-test was given to the learners to know if there were

significant improvement to the respondents’ reading ability.

The project RISE came-up with this intensive remedial reading plan

for the span of 10-days such as the following:

Day 1: Conducting Pre-test

Day 2: Sound Recognition and Letter Recognition
 Day 3: Phonics Blending
Day 4: Practicing Reading Syllables
Day 5: Introduction of Marungko Approach
Day 6: Outdoor reading activity
Day 7: Reviewing of the learned letters
Day 8: Introduction of Sight Words
Day 9: Reading Sight Words exercises
Day 10: Conducting Post-test and Culmination Prog.

After the 10-day remedial reading intervention. The data were analyezed

through descriptive-quantitative statistics using percentage as basis for

determining the description of the extracted value. As a comparative study,

the result on the pre-test were compared to the results of the oral post-test.

On the other hand, percentage were used as statistical table treatment to

describe the effects of the intervention given to the respondents.

Table 1

Oral Pre-Test given to the Respondents before

the ABC+ Intervention using the CRLA tool.
n=40
Number of
Indicators Percentage
Learners
Grade Ready 0 0%
Light Refresher 8 20%
Moderate Refresher 15 37.5%
Full Refresher 17 42.5%
Total 40 100%
 Table 2

Oral Post-Test given to the Respondents after

the ABC+ Intervention using the CRLA tool.
n=40

Number of
Indicators Percentage
Learners
Grade Ready 5 12.5%
Light Refresher 12 30%
Moderate Refresher 22 55%
Full Refresher 1 1%
Total 40 100%

RESULTS

The table presents the outcome of post-test to the subject learners

after the conduct of the 10-day remedial reading session featuring the ABC+

Learning Materials. The result basically implied that the intervention played

a vital factor to the improvement of the reading ability of the learners as they

recorded a significant change compared to their categories in their pre-test.

From 0%, the remedial teachers from NDRVMCC were able to record a

12.5%, which is comparable to 5 students, in the Grade Ready category. The

light refresher category climbed from 20% to 30%, which is equivalent to 12

learners. While on the moderate refresher, it rocketed from 37.5% to a

staggering 55% increase, which is comparable to 22 learners increased from

the prior number of 15. Finally, the complete refresher group, which had

42.5% of the pre-test results, plummeted to 1%.

This finding is accentuated by the study of (Smith, 2021) in which his

research aimed to investigate the long-term effects of remedial reading

programs on elementary students' reading proficiency. The study followed a

group of 100 struggling readers from grades 1 to 3 who received remedial

reading interventions over a period of six month after the pandemic

quarantine. The participants' reading abilities were assessed regularly using

standardized reading tests. The findings revealed that students who

consistently received remedial reading support demonstrated significant

improvements in reading fluency, comprehension, and vocabulary skills over

time. Moreover, these improvements were sustained even after the

conclusion of the intervention. The research highlights the long-term

benefits of targeted remedial reading programs for struggling elementary

readers.

DISCUSSION

Comparing the results of the study, it revealed a remarkable

improvement in the reading skills of the participants following the 10-day

remedial session as shown in the CRLA post-test. The highly positive results

obtained from the 10-day remedial reading session validate the effectiveness

of the intervention in addressing the needs of struggling readers. The

substantial improvement in the participants' reading skills suggests that the

focused approach of the remedial program, incorporating diverse reading

strategies and targeted activities, has had a significant impact on their

abilities. The positive outcomes are indicative of the importance of providing

timely and tailored interventions to address reading difficulties, enabling

struggling readers to enhance their proficiency and overall academic

performance.

However, the limitations of this study include the relatively small

sample size and the focus on a short-term intervention. Further research

with larger sample sizes and longer-term interventions can provide

additional insights into the efficacy and sustainability of remedial reading

programs for struggling readers.

In conclusion, the 10-day remedial reading session conducted as part

of Project RISE has demonstrated its potential in significantly improving the

reading skills of struggling readers. The positive outcomes highlight the

importance of targeted interventions and provide a basis for further research

and implementation of effective reading programs. By addressing the needs

of struggling readers, we can foster a more inclusive educational

environment that promotes equal opportunities and empowers all learners

unlocking their full potential.

References:

Johnson, A. & Smith, L. (2020). Effective Remedial Reading Strategies for

Struggling Readers. Journal of Literacy Education, 15(2), 45-58.
Pak, S. (2019). The Effectiveness of Remedial Reading Programs on
Struggling Readers. Journal of Educational Research and Practice,
9(1), 17-28. https://doi.org/10.5590/jerap.2019.09.1.02
Smith, J. (2021). The Power of Reading in Elementary Education. Journal of
Educational Psychology, 45(2), 112-126.
 IV- ACTION PLAN / PROPOSED PROGRAM

READING INTERVENTIONS THROUGH SERIES OF EXPLORATION:

A 10 DAY REMEDIAL READING INTERVENTION ACTION PLAN

HUMAN SOURCE TIME EXPECTED

OBJECTIVES STRATEGIES MATERIALS
RESOURCE OF FUND FRAME OUTPUT

Pre
Implementation: School Head

Set a concrete Hold a meeting Reading Activity Plan

with the Coordinator Sponsore
plan on how to *Memorandum during the
concerned d by the February
apply the *Invitation implementat
personnel Teachers Partner 2023
Remedial regarding the Letters ion of the
School
Reading project. Partner Intervention
Intervention Schools

SGC/GPTA

Implementation:
School Head

Improve the Apply the Reading *ABC+ Reading

Significant
reading ability of identified activities Coordinator Materials
Sponsore reading
learners in CRLA each day as *Other Reading
d by the March skills
through 10-day planned for the Teachers Materials
Partner 2023 improvemen
remedial session remedial reading Prepared
Remedial School t of the
under Project session. *Merienda Food
Teachers Learners
RISE for Learners

SGC/GPTA
Post
Implementation:
School Head
Conduct post
evaluation Reading
Identify the Coordinator Plan on
meeting tackling Post Sponsore
ways
what went right implementation d by the March
Teachers forward of
and what went report and Partner 2023
the Project
wrong after the Remedial presentation. School
RISE
conduct of the Teachers
intervention.
SGC/GPTA