SCHOOLS DIVISION OF ZAMBOANGA DEL SUR

EFFECTIVENESS OF TEACHER USING CONSONANT-

VOWEL-CONSONANT (CVC) CHARTS IN ENHANCING
PUPILS’ ORAL FLUENCY

An Action Research Proposal

Submitted to the
Schools Division Research Committee (SDRC)
Schools Division of Zamboanga del Sur
Provincial Government Center, Dao, Pagadian City

Research Proponent:

ELMA M. ONIDO

Tebed Primary School

Midsalip District
Purok 2, Palili, Midsalip, Zamboanga del Sur

March 23, 2021

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I. CONTEXT AND RATIONALE

Reading is a complex process that involves sensation, perception,

comprehension, application and integration. It is the process of making and

getting meaning from printed words and symbols. Reading as a whole, is a

means of communication and of information and ideas (Estermera, 2018).

Reading in the Philippines is a common key issue in education (Hall, 2017). It is

even worse in elementary grades, since a grade student reading level could still

be categorized in grade one or even in kindergarten. In the Philippine

government elementary schools, some of the students reading in Filipino have

been evaluated not to be suitable to the grade level in which they are enrolled

and, worst of all, have been classified as reading below their grade level.

The above findings were based on the Filipino Informal Reading Inventory

(Phil-IRI) performed by the teacher-advisorto pre-assess the reading level as

required by the 2018 Deped Order No. 14. The Philippine Informal Reading

Inventory (Phil-IRI) was created to provide classroom teachers with a tool for

measuring and describing reading performance. It is an evaluation tool made up

of graded passages designed to determine the student's reading level. It is

important to note that the Phil-IRI only offers an overview of the abilities of the

learner and can be used in conjunction with other accurate evaluation

instruments.

In oral reading, majority also fell on frustration level and few were

categorized as independent readers (Estermera, 2018). It was also found out

that only teacher factor and pupil factor adversely affected the reading

proficiency of the pupils. Teachers who are considered as molders of the pupils’

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competencies especially on the ability to read have to provide a lot of reading

materials to the pupils and let the pupils borrow them for the parents or any of the

family members to have a guide in teaching reading at home (Cabalo & Cabalo,

2019).

Test included reading, spelling, verbal memory, phonological sensitivity,

rapid naming, letter knowledge, and vocabulary measures. It showed that

children from the reading difficulty (RD) group performed significantly worse than

their same-age peers. A cognitive vulnerability in children with reading difficulties

was found (Diuk et al., 2019). Intrapersonal resilience correlated positively with

interpersonal resilience and persistence, and both resilience factors were

negatively associated with number of difficulties (Stack-Cutler et al., 2015).

There is no method can be singled out as the best method for teaching

reading (Hlalethwa, 2013). Educators as experts in their own field need to

alternate various methods for teaching reading depending on the learner needs

and nature. There were factors affecting the reading comprehension of the pupils

which must be considered also by teachers in choosing a method to be used

(Estermera, 2018).

       Teachers need to use different techniques so that learners will be

encouraged to read. They have to focus on letters and sounds and provide

explicit practice with the decoding process when teaching reading for beginners.

Instruction in decoding should emphasize common letter patterns. Before

attaining reading performance, decoding skills have to be enhanced, focusing on

letters and sounds gives clear practice to the decoding process. Popular letter

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patterns should be emphasized in the decoding instructions (Bear, Invernizzi,

Templeton & Johnston, 2011).

The problem faced by the teachers in Tebed Primary School was on

reading specifically beginning reading or combining letter sounds to read

accurately. They had in difficulty in reading since their parents also lacked the

knowledge and skills in reading since they belong to ethnic groups. Additionally,

the pupils did not enough reading materials at home. By seeing those problems

then, the researcher will try to use CVC charts as a teaching method which will

help the learners develop their interest in reading.

Visual aids like charts are effective motivational tools in enhancing

students interest in reading literary texts. The use of visual aids enable the

teachers to engage their students closely with the literary texts despite of being

able to facilitate students of different English proficiency level in reading the texts

with interest (Yunus, Salehi, & John, 2013). Using pictures/ charts and other

types of pictures was more effective than audio-visual aids in teaching

vocabulary to beginners.

The preceding discussions support that there is a need to provide an

intervention to address the reading problem among the Grade 1 and Grade 2

pupils of Tebed Primary School. Thus Consonant- Vowel- Consonant (CVC) will

be conducted. 

II. ACTION RESEARCH QUESTIONS

This action research aims to answer the following sub-inquiries, which

foresee to address the difficulty in identifying the letter sounds.
Specifically, this seeks to answer the following inquiries:

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1. What is the pupils' oral proficiency level before the use of CVC charts?

2. What is the pupils' oral proficiency level after the use of CVC charts?

3. Is there a significant improvement in the pupils' oral proficiency level before

and after the use of CVC charts?

4. What are other improvements observed by parents among the pupils after

the use of CVC charts in pupils' oral fluency?

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

 Enhancing learners' speaking proficiency and fluency has always drawn

the attention of both learners and especially instructors. Becoming a more fluent

speaker of English is a very highly ranked goal among learners of English. The

learners should bear in mind that becoming a fluent speaker of a language is a

gradual process that requires a lot of persistence and practice. Fluency and

accuracy can be regarded as two opposing plates of a weighing scale: as one

side goes up, the other goes down (Ghenaati, & Madani, 2015). 

With the ability to read and speak fluently and understand its contents, it is

easier for them to understand the lessons (Auzar, 2013). In the field of

elementary oral reading instruction, educators from varying theoretical

perspectives have strived to promote instructional practices that work with

diverse populations of students, with differing conclusions (McIntyre, 2013).

Teachers also establish guidelines and practices that produce a literacy-rich

environment. Then, they provide readers with multiple instructional strategies to

use in their classrooms, along with a checklist indicating when to position the

instructional technique (Fair, 2013).

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           The use of "Follow Me Approach" (FMA), where CVC charts will be used

as scaffolding in oral fluency instruction, will be utilized as an intervention in the

study. The researchers developed this approach. A compilation of CVC charts

which pupils will be asked to follow what has spoken by the teacher using charts

will be presented to them. These charts vary in their difficulty as the activity will

progress every week. 

           The pupils' oral fluency will be assessed before the conduct of the

intervention through a pretest. The teacher then will give the intervention to the

pupils for two months. After the intervention, a posttest will conducted to assess

the oral fluency of the pupils. The following are the steps:

           Step 1: The pupils will be given a pretest. They will be asked to read

words based on their grade level as prescribed in the curriculum guide. A rubric

will used to rate the pupils.

           Step 2: Intervention will be provided to the pupils using charts. Charts will

be presented by teachers which contains different CVC words.

           Step 3: The pupils will be asked to follow and utter the sounds and words.

They will have to do it orally.

           Step 4: Varying difficulty on the words, phrases, and sentences will be

provided in the charts. 

           Step 5: A posttest will be administered to the pupils to assess if there will

be improvement of their reading fluency.

IV. ACTION RESEARCH METHODS

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This action research will utilize the mixed method (quantitative and qualitative).

Descriptive survey will be used for the quantitative method; while interview and

focus group discussion for the qualitative method. Moreover, this part contains

the details on to where the data shall be generated, the manners shall be

collected and analyzed.

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

The data shall be taken from the (38) pupils of Tebed Primary School grade 1

and grade 2 who are the immediate participants of Consonat-Vowel- Consonat

(CVC) oral reading fluency.

Table 1.
Criteria of Population and Sample Population
Criteria Population Sample Population
Grade 1 and 38 38
Grade 2
Participants
Total 38 38

Table 1 shows the set, number and description of the population chosen

to represent as samples to which responses shall be elicited and data will be

generated.

B. Data Gathering Methods

Given this intervention activity, the researcher will have sought permission

from the Schools Division Supervisor before the study's conduct. To determine

the effectiveness of using Consonat-Vowel-Consonant (CVC) chart, series of

activities will be shown to the pupils, and actual speaking and identifications will

be recorded from every pupil's response. The second instrument will be listening

strategies, just like introducing sounds and words where pupils complete the

word and recite them orally. After the administration of the pretest, the results will

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be analyzed to determine the pupil's performance in speaking thru charts

reading, the participants will read the phrases and sentences together with the

teacher; after that, they will read the sentences presented on the chart with

correct pronunciation and syllabication of word.

Moreover, pre and posttests which are performance-based tests, will be

used to test the effectiveness of CVC charts effects during the class. This is a

drilling method for pupils where they will say something about what is shown. It

will be recorded by the number of correct pronunciation, enunciation, and reading

of words given in the phrase.

C. Data Analysis Plan

Mean and standard deviation will be the statistical tools used to describe

the pupils' oral fluency before and after the intervention's conduct. 

 T-test will be used to compare the significant difference in the pupils' oral

fluency before and after the intervention's conduct.

       Thematic Analysis will used to report the interview transcripts' common

themes and the teachers' and parents' observation of their children's reading

ability. 

           The study employed the following tools in gathering the data:

           A 10-item teacher-made CVC chart will be utilized to measure the Grade

one and two pupils' oral fluency in the pretest and posttest. The score will be

computed based on the DepEd. 

Mean Percentage Score (MPS).

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           The MPS result in the pretest and posttest will be also used to describe

the pupils' mastery level based on the following scale and verbal description for

analysis.

Range Mastery Level Description

96%-100% Mastered

86%-95% Closely Approximating Mastery

66% -85% Moving Towards Mastery

35%-65% Average

15%-34% Low

5%-14% Very Low

0%-4% Absolutely No Mastery

V. ACTION RESEARCH WORK PLAN AND TIMELINES

Table 2 shows the list of task to be accomplished in the research, the set
schedule and the persons responsible for each task.

Table 2.
Research Work Plan and Timelines
Target Persons
Activities
Date Involved
A. Planning and Design
 Drafting of Proposal 2nd-3rd week of Researcher
July 2020
 Finalizing Proposal 4th week of Researcher
July 2020
 Submission of Proposal to SDO thru 1st Week of Researcher
SDRC August 2020 District
Research
Commitee

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 Checking of Proposal 2nd to 4th Division

week of August Research
2020 Coordinator
B. Data Collection
 Conduct of CVC reading July
14-15, DRRM
2020 Coor.
District
Nurse
PAP
Facilitators
 Selection of Research Subjects July 14-15,2020 Researcher
 Schedule of Interviews and Floating of 2nd week of Researcher
Questionnaire Checklist August 2020 Research
Subjects
C. Data Analyses
 Quantitative Analysis of Data 3rd week of Researcher
August 2020
 Translate and Transcribe Data 4th week of Researcher
August 2020
D. Research Evaluation
 Research Presentation of Results to September Researcher
SDRC 2020
 Research Editing with Plagiarism Re- September Researcher
sults 2020 Div.
 Research SDO Congress Presentation September Researcher
of Results 2020 Panelists
Div.
Research
Coor.
E. Dissemination
 Intervention Briefs October 2020 Researcher
 Intervention Dissemination October 2020 Researcher
 Intervention Workshops October 2020 Researcher

VI. COST ESTIMATES

Table 3 presents the cost entailed during the research proposal.

Table3.
Cost Estimates
Cost
Deliverables Particulars
Estimate
1. Encoding of Proposal Encoding Cost 500.00
2. Proposal Reproduction Printing Cost 500.00
3. Encoding of Questionnaire Encoding Cost 500.00
4. Reproduction of Question- Photocopy Expenses 1500.00

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naire
5. Travel Expenses during Col- Travel Expenses 1000
lection of Data
6. Meals and Snacks during Meals and Snacks 1000
Data Collection
7. Office Supplies Ink and bond paper 1000
8. Reproduction of Evaluated Printing Cost 500
Output
9. Reproduction of Final Output Printing Cost 500
10. Travel Expenses during Sub- Travel Expenses 500
mission of output to the DO
11. Research Load for Internet Modem 1000
(Load for Internet Modem)
Total: 8500

VIII. PLANS FOR DISSEMINATION AND UTILIZATION

Fluency

Persons
Objectives/ Strategies/ Time Expected/
Involve Remarks
Targets Activities Frame Output
d
Develop an Use of CVC charts A modified
intervention in Enhancing Teacher, CVC Increased
program Pupils’ Oral Year pupils, charts in mastery
based on the Fluency in the Round co- Enhancing level in oral
results of the intervention teachers Pupils’ in Fluency.
study program Oral

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Fluency
strategy is
developed
in teaching
oral
proficiency
.
Use the intervention
Improve the that emerges from
performance the conduct of the Increase
Teacher, Improved
of Grade 1 research such as mastery
Year pupils, performanc
and Grade 2 activities with drills level in
Round co- e on oral
pupils in oral using CVC charts in oral
teachers fluency
communicatio Enhancing Pupils’ fluency
n skills in Oral Fluency
strategy

Encourage co-
teachers to use the INSET In-depth
Conduct Teachers
strategy of CVC LAC Teacher knowledge
colloquium to use said
charts in Enhancing Sessio s of the
co-teachers strategy
Pupils’ Oral n strategy
Fluency

REFERENCES

Auzar. (2013). The use of computers in teaching approach to improve reading

skills among primary school pupils. Asian Social Science, 9(12), 244-251.
Retrieved on February 26, 2021 from
http://search.proquest.com/docview/1470801343?accountid=149218

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Cabalo, J. P., & Cabalo, M. M. (2019). Factors Affecting Pupils’ Reading

Proficiency in Multi-Grade Classes Among Rural Elementary Schools. Int.
J. Sci. Manag. Stud, 2(2), 108-124. Retrieved on March 9, 2021 from
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btnG=

Diuk, B., Barreyro, J. P., Ferroni, M., Mena, M., & Serrano, F. (2019). Reading
Difficulties in Low-SES Children: A Study of Cognitive Profiles. Journal of
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Estremera, I. (2018). Factors Affecting the Reading Comprehension of Grade Six

Pupils in the City Division of Sorsogon. Philippines as Basis for the
Development of Instructional Material. Retrieved on March 7, 2021from
http://apjeas.apjmr.com/wp-content/uploads/2018/11/APJEAS-
2018.5.3.09.pdf

Fair, G. (2013). Teaching reading in the content areas: If not me, then who? (3rd
ed.). Middle Ground, 16(3), 47. Retrieved on February 26, 2021 from
http://search.proquest.com/docview/1315155136?accountid=149218

Ghenaati, M. J., & Madani, D. A. V. O. O. D. (2015). The effect of exposure to

TV and radio news on the improvement of Iranian EFL learners’ speaking
fluency. Research Journal of English Language and Literature (RJELAL)
International Journal, 3(4). Retrieved on February 26, 2021 from
http://rjelal.com/3.4.15/398-411%20MOHAMMAD%20JAVAD
%20GHENAATI.pdf

Hall, G. (2017). Exploring English language teaching: Language in action.

Routledge.

Hlalethwa, B. D. (2013). Reading difficulties experienced by learners in the

foundation phase in inclusive schools in Makapanstad (Doctoral
dissertation, University of South Africa). Retrieved on March 7, 2021 from
https://core.ac.uk/download/pdf/43174080.pdf

McIntyre, E., & Hulan, N. (2013). Research-based, culturally responsive reading

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Stack-Cutler, H. L., Parrila, R. K., & Torppa, M. (2015). Using a multidimensional

measure of resilience to explain life satisfaction and academic
achievement of adults with reading difficulties. Journal of learning

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disabilities, 48(6), 646-657. Retrieved on March 2, 2021 from

https://journals.sagepub.com/doi/abs/10.1177/0022219414522705

Yunus, M. M., Salehi, H., & John, D. S. A. (2013). Using visual aids as a
motivational tool in enhancing students interest in reading literary
texts. arXiv preprint arXiv:1305.6360.

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