DUAL APPROACH INTERVENTION: IMPROVING READING

COMPREHENSION OF THE GRADE 6 LEARNERS IN KAULANGOHAN

ELEMENTARY SCHOOL

An Action Research Proposal

Submitted to the
Department of Education
Division of Biliran

DAISY M. DELA PEÑA, MT-1

JEAN R. BARIBE, T-111
Kaulangohan Elementary School
Division of Biliran
I. Context and Rationale
Reading comprehension is one of the vital knowledge areas that an
individual may acquire. This become a focus of many researchers both in national
and international to cater the need of the society but still this topic remained topmost
concerned in teaching field, which everyone is trying find which teaching
approaches is the best to use for an excellent reading comprehension. This study
aims to ascertain the effectiveness of Dual Approach Intervention as a tool to
improve reading comprehension of the learners.
Reading comprehension is a skill that is critical in the educational
success of all individuals. Adequate reading comprehension is an important skill
needed for all areas of school. Subjects, other than reading or literature, or
comprehension skills are significantly important includes science, social studies and
math. In the area of science, research indicates that many students lack prior
knowledge and reading strategies to generate inferences; thus, the student
comprehend science texts poorly. It is also found that the students lack the specific
reading strategies to generate inferences that aid in the understanding of science
texts (Best,Rowe,Ozura, and McNamara, 2005).
As noted in the 2013 report of the Organization for Economic Co-
operation and Development (OECD; Thomson, De Bortoli, & Buckley, 2013), that
evaluated the reading performance of teenagers from 65 countries, Australia is
falling behind other industrialized countries in terms of the ever-increasing gap in
reading attainments between their most advantaged and disadvantaged children.
Moreover, the Australian Curriculum, Assessment, and Reporting Authority
(ACARA, 2010) report that reading difficulties affect up to 30% of Australian
primary school children. Such a large percentage of children with reading
difficulties constitutes a significant problem as the effects of reading failure are
devastating for individual children, Australian society, and the international
community. Reading failure has been linked to poor academic performance
(Allsopp, Minskoff, & Bolt, 2005; Challen, King, Knapp, & McNally, 2008; Lerner,
2000).
 According to Dahhan, Kirby, Munoz (2016), learners with reading
difficulties perform poorly on measures of word reading and reading comprehension
in ways that can be attributed to sensory impairments, lack of intellectual ability, or
poor reading instruction.
Cited by Listman (2017) slow learner is a child who learns at a pace a
little behind others of their age and grade level. Slow learners are not always
learning disabled and may have ordinary lives outside of the classroom. However,
academic subjects are a challenge for them. To help slow learners, take a variety of
approaches to teaching important subject matter. Get support for learners inside and
outside the classroom.
“Success for all” reading programs (Slavin et al. 1996) have multiple
components to each program, combining effective practices in beginning reading
and cooperative learning. In addition, the “dual approach intervention” combined
reading skills and self-concept enhancement strategies in one intervention that has
shown to be effective for learning in different studies and incorporated them in one
instruction to measure its effectives on student learning and motivation. (Hornery et
al. 2014)
In Philippines, the government supported children’s education as
stipulated in the Philippine constitutions Article XIV. Section 1, where the State
shall protect and promote the right of all citizens to quality education at all levels,
and shall take appropriate steps to make such education accessible to all.
Government considers the No Child Left Behind as a powerful, sweeping, and
controversial law that addressed many aspects of public education. The Philippines
government’s most significant legacy to its people is to provide them with quality
education. Hence, the No Child Left Behind Act of 2010. It is an act that ensures
every Filipino’s constitutional right to quality education is realized. It is proclaimed
a state policy to safeguard and encourage citizens’ right to quality education and to
take adequate measures to make such education available to all.
Moreover, DepEd Order number 45, series of 2002 is implemented
where the Reading Literacy Program for elementary schools all schools are enjoin to
develop a school – based reading program that includes the conduct of an inventory
 of the children’s reading ability, diagnosis of those who need further reading
instruction and appropriate measures to improve reading skills.
Based on Phil-IRI pre-test 47 % of the grade 6 learners in Kaulangohan
Elementary School are categorized as emergent readers or in the frustration level, in
fact they are the learners who have low scores during the first quarter assessment.
To address early this reading difficulty, an intervention with correct
approaches is needed. Kaulangohan Elementary School designed a Dual Approach
Reading Program which is in line to the school reading program 3Ps (Pagbasa
Palawakin at Paunlarin) that aim to zero out frustration level of readers in
Kaulangohan Elementary School and to promote learners reading skills to
independent level. To measure its effectiveness this study is hereby proposed.
II.Action Research Questions
This research aims to ascertain the effectiveness of Dual Approach Intervention
to improve reading comprehension of the grade 6 pupils in Kaulangohan Elementary
School. Specifically, this seeks to answer the following questions:
1. What is the demographic profile of the students in terms of
1.1 Sex
1.2 Family Monthly Income
1.3 Number of Immediate Family Member
1.4 Occupation of the Parents
2. What is the reading skill of the learners in terms of the scores in terms of;
2.1 Pre-test and
2.2 Post-test
3. What is the significant difference between the Pre-test and Post-test scores of
the students?

Hypotheses

Ho1: There is no significant relationship between the demographic profile of

learners and reading skills.

Ho2: There is no significant relationship between the scores of pre-test and post -

test of the learners.

III.Proposed Innovation, Intervention and Strategy
Project 3Ps (Pagbasa Palawakin at Paunlarin) is a school reading
program that aims to zero out frustration level and promote learner’s reading skills
to independent level. In line to this reading program, Dual Approach Intervention is
the innovative tool that designed to improve reading comprehension of the learners.
The central aspects of Dual Approach are the interventions, a guide for
the teachers, activity materials, and training which prepares and supports the
teachers throughout the program’s duration. The Dual Approach Intervention Plan
describes the process of administering the intervention along the whole year
sessions, each of which last for 50 minutes, and contains all of the necessary
resources to work with the children. The 3Ps program, specifically the Dual
Approach is divided into six sections, named to represent a “race” to reading
success: (a) Highlights (relationship between child and teacher); (b) Warm Up (sight
words); (c) Stretching (phonological awareness); (d) The Main Event (reading); (e)
Cool Down (transfer and generalization); and (f) Celebrating Effort/Ability (reading
self-concept).

Activity Description Time

Allotment

a. Highlight Develop a working relationship with 3 minutes

(Building the child, initiate a friendly
Relationship) conversation such as asking the child
about what they were doing in class,
their hobbies and interests, and what
activity they are looking forward to in
the session.

b. Warm-up (Sight Provide a clear script to explicitly 5 minutes

Words) introduce the sight words and
 resources, such as a sight word list,
blank flash cards and colored markers.

c. Stretching Develop learner’s phonological 5 minutes

(Phonological awareness skills of rhyme, compound
Awareness) words, syllables, first sounds, last
sounds, middle sounds, and vowel
sounds.

d. Main Event This is the primary purpose of dual 15 minutes

(Reading) approach
where the learner will read the given
reading materials. Provided with a
series of decoding strategies, the
teacher assists children when they
reach a word they cannot read.

e. Cool Down This activity allows the child to 7 minutes

(Generalization) answer questions related to the
story/text read and realized the value
of what they have been learning.

f. Celebrating This activity gives an opportunity to 15 minutes

Effort/Ability apply the knowledge they gained and
(Application) connect to their real-life experiences.

IV.Action Research Methods

a. Participants of other Sources of Data
The participants of the study will be the frustration level of grade 6 learners of
Kaulangohan Elementary School, Caibiran District 2- Division of Biliran. Sources of
data will also be generated from the Phil-IRI results.
b. Data Gathering Methods
 This study will employ a pre-experimental research design. This research design

is done to determine the researchers’ intervention on a group of people. Prior to the

formal conduct of the study, the researcher had first secured permission and approval

from the school head for the implementation of the dual approach intervention plan

following the time schedule. Upon said approval, the researcher, then sent a letter

request to the public-school district supervisor for approval to administer the said

intervention plan to the grade 6 leaners of Kaulangohan Elementary School.

c. Data Analysis Plan

Upon approval the researcher will implement the plan to the said respondents.

The activity will be done daily at 4:10 -5:00 in the afternoon, from third to fourth

quarter, school year 2022-2023 and assessment will be given once a week. After the

Phil-IRI post-test, results will be tabulated and analyzed to come up with the

interpretation of the findings of the study.

V.Work Plan and Timelines

Activities/Task Person(s) Target Dates Needed Site

Responsible Resources
Pre-Implementation Proponents 3rd week of Research Kaulangohan
Phase Respondents December, Proposal, Elementary
Parents 2022 Laptop, printer School
School Head Letter Permit
PSDS

Implementation Proponents 3rd of January, Quality assured Kaulangohan

Phase Respondents 2022- 1st Week reading Elementary
of June, 2022
 Materials School
Laptop
Printer

Post-Implementation Proponents Last week of Laptop Kaulangohan

Phase Respondents June, 2022 Printer Elementary
School

VI.Cost Estimates

Expenses No. Unit Unit Price Amount

Supplies and Materials

a. Bondpaper (A4- 5 ream 250.00 1250.00

sized)

b. Folders 10 pieces 10.00 100.00

c. Ink (EPSON) 1 Set 1,500 1500.00

d. Ballpen 1 box 70 70.00

e. Stapler 1 pieces 200 200.00

f. Staple Wire 1 boxes 60 60.00

g. Clear Tape 5 roll 70 350.00

VII.Plans for Dissemination and Utilization

The result and findings will be communicated to teachers through SLAC session
for information and possible application.
A similar study may be conducted covering a bigger number of respondents in
another venue.
VIII.References

Hornery, S., et al. (2014). Enhancing reading skills and reading self-concept of
children with reading difficulties: Adopting a dual approach intervention
Australian Journal of Educational & Developmental Psychology
https://www.tandonline.com/loi/rtp19

Prepared by:

DAISY M. DELA PEÑA, MT-1

JEAN R. BARIBE, T-III
Proponent

Noted:
MARIFE N. ALVERIO ALMA C. CABUSOR PhD
School Head Public Schools District Supervisor

RYAN G JAPAY JOSEPHINE M. CASAS EdD

OIC-SEPS, Planning and Research Education Program Supervisor-SGOD

Recommending Approval:

LUCILLE C. ROA DM JOSE B. MONDIDO EdD

Chief Education Supervisor- SGOD Chief Education Supervisor -CID

MARGARITO A. CADAYONA JR. PhD

Assistant Schools Division Superintendent

Approved:

JUDELLA R. LUMPAS PhD, CESO VI

Schools Division Superintendent