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Triangular Model: An Approach to Students in the Frustration Reading Level

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Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
ACADEMIC SENIOR HIGH SCHOOL OF THE CITY OF MEYCAUAYAN
St. Francis (Gasak), City of Meycauayan, Bulacan

Triangular Model:

An Approach to Students in the Frustration Reading Level

Ana Liza D. Teodoro

Master Teacher I

Academic Senior High School of the City of Meycauayan

February 2022
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Table of Contents

Title Page ………………………………………………………………….. 1

Table of Contents…………………………………………………………. 2-3

Context and Rationale ………………… …………………………… 4-5

Research Questions ……………………………………………………. 6

Significance of the Study………………………………………………… 6-7

Scope and Limitations ……………………………………………………. 7

Type of Research ……………………………………………………….. 8

Respondents and Sampling Method …………………………………….. 8

Proposed Innovation/Intervention/ Strategy ……………………………… 9

Data Collection Procedure …………………………………………….. 10

Ethical Considerations …………………………………………………. 10

Work Plan …………………………………………………………….. 11

Cost Estimates ……………………………………………………………… 12

Plan for Dissemination and Utilization ……………………………………… 13

Results, Discussion and Conclusion …………………………………….. 14-22

Recommendation ……………………………………………………….. 23

References ……………………………………………………………… 24-25

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List of Appendices ……………………………………………………… 26-31

Appendix A – Approved Research Proposal Application Form ………… 26

Appendix B – Immediate Supervisors Conforme………………… 27

Appendix C – Declaration of Anti-Plagiarism, Absence of Conflict of Interest

and Scanned Copy of ATM ………………………… 28-31

List of Tables

Table 1 – Gantt Chart/ Workplan …………………………… 10

Table 2 – Cost Estimates …………………………… 11

Table 3 – Activity Plan …………………………… 13

Table 4 – Planning Phase …………………………… 15

Table 5 – Phil-IRI Scoring Guide …………………………… 16

Table 6 – Schedule of Reading Assessment …………………… 16

Table 7 – Activity Schedule for Team Members ……………… 17

Table 8 – Implementation Phase …………………………… 19

Table 9 – Evaluation Phase …………………………… 21

List of Figures

Figure 1 – Triangular Model …………………………… 9

Figure 2 – Team Members and Roles …………………………… 17

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Context and Rationale

The ability to read effectively is directly correlated with the ability of student to

demonstrate effective academic performance. Agak (2005) found that there is a strong relationship

between reading and academic achievement. It is no wonder that improving reading skills for

junior and senior high school students has become a driving force across the country.

According to NGA Center for Best Practices (2005), “Literacy is a gateway to achievement

and opportunity,” (p.4). Ineffective reading skills prohibit academic success in high school. Hence,

the development of proficient reading is a primary educational goal not only for elementary school-

aged children but also for secondary students. Learning to read effectively is perhaps a young

child’s greatest accomplishment in school. Similarly, developing a student tobe independent

reader is one of the greatest accomplishments a teacher can ever hope for.

However, despite the fact that the Department of Education enforces Every Child A Reader

Program (ECARP) and ensuring that every child is a successful reader as one of its main thrusts

in the Basic Education Curriculum, many school children have failed to learn to proficiently read

up to expectations. In the advent of the K-12 program, this is indeed observableto students even in

Senior High School. In a 2019 memorandum of the DepEd, it states that the overall results of the

national assessments revealed that elementary and high school learners are still deficient in literacy

skills both in languages and content areas, more so in reading. Thus, the Hamon: Bawat Bata

Bumabasa stipulated in DepEd Memorandum No.173 series 2019, highlights the need in

strengthening the reading proficiency of every learner and in nurturing culture of reading which is

a requisite skill in all content areas. Addressing the reading proficiency of learners as part of a total

reading program should be given much attention, especially in this challenging time of new norm

in education.
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An old proverb says “it takes a village to raise a child”; similarly, educating a child and

making him an effective reader entails creating and structuring a network. In this study, the

network of people involves three (3) important elements- teacher, peer and parent. Each of the

components plays significant roles in order to attain the primary aim of making the struggling

readers to be proficient and independent readers. Hence, the Triangular Model that is anchored on

three-pronged approach toward improving the reading skills of students is created to achieve this

goal.

In using the approach, the three components- the teacher, peer and parent are equally

involved and are tasked to run the activities concurrently with the specific aim of improving the

vocabulary, fluency and comprehension of the struggling readers in order for them to be

instructional or independent readers. These skills are the target skills from among the “Big Six of

Early Literacy Program” by the Department of Education (DepEd Memorandum No.173 s. 2019).

In addition, this study is aligned and in response to DepEd’s Sulong Edukalidad and 3Bs Initiative

(Bawat Bata Bumabasa) in attaining its goals in the formulation and implementation of every

school’s reading program.

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Research Questions

The major concern of the study is to comprehensively describe the Triangular Model as

an approach to improve the reading level of frustrated readers at the Academic Senior High School

of the City of Meycauayan.

Specifically, the study sought answers to the following questions:

1. What are the processes involved in Triangular Model as an approach to improving the

vocabulary, fluency and comprehension of students?

2. How does the Triangular Model be integrated in the school’s reading program?

Significance of the Study

This study yielded data that are helpful and beneficial to the following groups of people:

The Teachers. The result of this study would offer teachers particularly language or

communication teachers with empirical information on the Triangular Model and will lead them

to employ this as an effective technique in handling the slow readers or those in the frustration

reading level.

The Struggling Readers. In particular, the students in the frustration level would be

equipped with how Triangular Model is done and as to how it works to improve their reading level.
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School Reading Coordinators. The findings of this study would serve as a guide in

utilizing the Triangular Model as an approach that will help the frustrated readers in becoming

independent readers. Also, the said approach may be included as a component of the school’s

remediation activity in reading or as a part of the school’s reading program.

Parents. The results of this study would provide parents an understanding of the students’

reading development and will help them in assisting the needs of students in improving their

reading skill. This study will also give them an opportunity to be hands-on tutors to their children

and this will also foster a stronger teacher-parent-student cooperation.

Future Researchers. The findings of this study would guide them on the linguistic

concerns of the students usually encountered in reading and it will pave way for more studies on

the field of applied linguistics and its direct effects on the acquisition of language.

Scope and Limitations

The study is confined to the identification of Triangular Model- what it is, how it is done

and why is it important to be integrated in the reading program as an approach in handling the

students in the frustration reading level.

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Method

Type of Research

The study employed descriptive research design. Siedlecki (2020) emphasized that the

purpose of descriptive studies is to describe individuals, events, or conditions by studying them as

they are in nature. Here, the researcher does not manipulate any of the variables but rather only

describes the sample and/or the variables. This action research used this design where in Triangular

Model was described as an approach in handling the struggling readers as well as determined the

phenomenon involved during the process of improving the reading skills of the said students, in

particular their vocabulary, fluency and comprehension skills.

Respondents and Sampling Method

In the application of the Triangular Model, purposive sampling is fit to use. The

participants of the study could be chosen through goal-directed; they should be those students who

are assessed to be in the frustration reading level.

On the other hand, the peer tutors should be composed of top-performing students in the

same class, who would facilitate the activities covering fluency skill. They are suggested to be the

real-life peers of the aforementioned participants. Also, the parents or responsible adults would

serve as the students’ tutor in vocabulary development at home; while the Reading teachers are

expected to provide the needed instructions and appropriate activities pertaining to the

improvement of comprehension skill.

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Proposed Innovation/ Intervention/ Strategy

The Triangular Model that is anchored on three-pronged approach toward improving the

reading skills of students was created for this particular study. In using this approach, the three

components namely the teachers, peers and parents were equally involved and were tasked to run

the activities concurrently with the specific aim of improving the vocabulary, fluency and

comprehension of students in the frustration level.

Moreover, this approach involved peer tutoring which pertains to an efficient instructional

method and a component of cooperative learning that permits the teacher to provide in-depth

specific instruction to tutors; in this particular model, to real-life peers to be actively engaged with

the assigned task to them. It pertains to an educational strategy that can meet the academic and

social skills of diverse learners simultaneously regardless of ability level. Peer tutoring employs

peers as one-on-one teachers to provide individual instruction, practice, repetition and clarification

of concepts.

The overall result of this research is intended to be used as basis in crafting a school reading

program where Triangular Model is integrated.

Figure 1. Triangular Model

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Data Collection Procedure

Major review of related literature and studies served as major data collection technique in

this descriptive research. In terms of the usage of Triangular Model, data collection procedure

could involve the conduct of the reading test or assessment by the reading coordinators with the

assistance of the English teachers during the permitted time in order to gauge students’ reading

levels with the utilization of the Phil-IRI tools.

Ethical Considerations

This action research practiced the principles of ethical considerations developed by

Bryman and Bell (2007). Any form of misleading information, as well as representation of primary

data findings in a biased way was avoided. In addition, affiliations in any forms, sources of

funding, as well as possible conflicts of interest is intended to be declared. Any type of

communication to this action research was done with honesty and transparency.
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Workplan

Table 1. Gantt Chart/ Workplan

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Plan for Dissemination and Utilization

The researcher believes that this Triangular approach would offer teachers particularly the

reading teachers with empirical information on how this model will work in improving the reading

skills of the students, specifically the skills in vocabulary, fluency and comprehension. Thus, it

may lead them to employ this three-pronged approach as an effective instructional technique in

reading and this may also be used as a new technique in handling the struggling readers in a reading

program. In addition, this will give a spectrum in formulating an effective strategy in reading

remediation. As Reading teacher-researcher that accepted the challenge of Hamon: Bawat Bata

Bumabasa, it is then an advocacy to impart and to welcome divergence and modification to this

study, in order to be contextualized and localized based on the background and needs of the

learners.
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Discussion and Conclusion

In this study, the Triangulation Model describes the network of people that involves three

(3) important elements- teacher, peer and parent. Each ofthe components plays significant roles

in order to attain the primary aim of making the struggling readers to be proficient and independent

readers. However, this approach needs careful planning and preparation before its implementation.

An activity plan is encouraged to be made which gives a certain overview as to the totality of the

said model.

Table 3. Activity Plan

What is your specific To equip learners with vocabulary, fluency and comprehension
goal? skills to make them proficient and independent readers in their
grade level.
What key skills are vocabulary, fluency, comprehension
needed for the specific
goal?
What skills are needed skill in using/ incorporating vocabulary, fluency and
to develop? comprehension in content areas

What are the needed human resources (reading teacher-trainers, peer tutors, parents,
resources? invited resource persons, if applicable)
material resources (supplies, worksheets, videos, budget)

When is the target date Completion of Activity: _________________________

of completion and Progress Monitoring: _________________________
progress monitoring?

Table 3 highlights important items that are necessary in the initial planning stage of

utilizing Triangulation Model with the aim of improving the reading levels of students. In

particular, this exact template may be used by reading teachers.

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As an approach to enhance the reading levels of students, the Triangular Model includes

three major phases that encompass the whole process. These are the planning phase,

implementation phase and evaluation phase. Each phase is comprehensively discussed in this

study.

Table 4. Planning Phase

To measure the quality of a student’s reading fluency, vocabulary and comprehension, the

Philippine Informal Reading Inventory 2018 of the Department of Education may be adopted for

the execution of Triangular Model as an approach in improving the reading level of students. The

Phil-IRI is an informal reading inventory composed of graded passages designed to determine the

individual student's performance in oral reading, silent reading and listening comprehension.

These three types of assessments aim to find the students’ reading level- independent, instructional

or frustration.
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To assess oral reading skills, the Phil-IRI is suggested to be used to describe decoding and

word recognition, fluency and comprehension. The Triangular Model recommends using the Phil-

IRI Testing Kit that consists of the Manual of Administration; Group Screening Tests in English;

Graded Passages with Comprehension Questions; and the Phil-IRI Forms. Furthermore, the

Graded Passages which serves as an informal individualized assessment tool used to record the

students’ performance in oral reading, silent reading and/or listening comprehension to assess the

level of students in reading at the start of the process.

Table 5. Phil-IRI Scoring Guide

Table 6. Schedule of Reading Assessment

Type of Assessment Pretest

Group Screening Test within the first and second month of the school
(GST) year (August-September)

Individualized Assessment within a month after the GST is administered

(only for students who
(September/ October,)
did not pass the GST)
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Table 6 shows the suggested schedule of conducting the reading assessment tests for

students. As gleaned from the table, the GST or Group Screening Test may be done within the first

two months of the academic year while the Individualized Assessment follows right after it.

As mentioned, in the Triangular Model the components or prongs are equally involved and

are tasked to run the vocabulary, fluency and comprehension activities concurrently with the

ultimate goal of transforming the struggling readers to be proficient and independent readers.

Members of each component play specific roles as presented in the Figure 1 below. On the other

hand, the schedule of activities for people concerned in the execution of the model is presented in

Table 7.

Figure 2. Team Members and Roles

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Table 7. Schedule of Activities for Team Members

Type of Meeting Delivery Mode Schedule

Orientation Meeting Online (via Google Meet/ ____________

Zoom App)

Themed Workshop Series on Online (via Google Meet/ ____________

Vocabulary, Fluency and Zoom App)Face-to-Face (if
Comprehension Skills allowed)
Development

Study Groups Face-to-Face (if allowed)

Team Reflection, Assessment Online (via Google Meet/ ____________

Zoom App)
Face-to-Face (if allowed)

Next to the planning phase is the implementation phase which enumerates the different

strategies to be employed in order to obtain the goal of improving the reading skills of students.

All these strategies are presented in Table 8 and are elaborated in this study.
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Table 8. Implementation Phase

The following are the strategies to be employed by the triangular team to achieve its goal

of improving the reading level of frustrated readers.

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Themed Workshop Series. Teachers, peers and parents participate in workshops developed

around a single concept or idea. Participants learn concepts and ideas in depth and apply them in

the field between workshop sessions. Topics covered are Vocabulary, Fluency and

Comprehension.

Study Groups. This takes many forms: in-person, teleconference, video conference or

online. Study groups are usually small (6–10 participants). The study group concept allows

teachers, training participants to meet in purposefully informal situations, where they learn, share

and investigate new methods of teaching; develop unit and lesson plans collaboratively; exchange

ideas; and discuss school-related matters. Study groups record ideas discussed, resources reviewed

and suggestions or processes for projects. This focuses on exchange of ideas, sharing and

collaboration.

VERI Strategy (Virtual Explicit Reading Instruction). Students with learning difficulties

benefit from explicit instruction in decoding skills and strategies, fluency (modeling fluent reading,

directly teaching how to interpret punctuation marks when reading orally, etc.), vocabulary word

meanings and word-learning strategies, and comprehension strategies. When a teacher provides

explicit instruction he or she clearly models or demonstrates skills and strategies and provides clear

descriptions of new concepts (providing both clear examples and non-examples). Eventually, the

students apply the skill independently to sound out simple words. Students who are easily confused

are more likely to be successful when teachers demonstrate and clearly explain what they need to

learn. On the other hand, if confusions are not addressed and foundational skills are not mastered,

it is likely that students will become more and more confused, resulting in serious reading

problems.
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Peer Tutoring. This strategy pertains to an efficient instructional method and a component

of cooperative learning that permits a teacher to provide in-depth specific instruction to an

individual student while at the same time ensuring that the remaining students in the classroom

remain actively engaged with the assigned task. It pertains to an educational strategy that can meet

the academic and social skills of diverse learners simultaneously regardless of ability level. Peer

tutoring employs peers as one-on-one teachers to provide individual instruction, practice,

repetition and clarification of concepts. The peer tutors engage the nonfluent readers with various

strategies in order to achieve the desired result. They use warm up exercises, instructional videos

and interactive reading materials to them. These are supplementary activities which will help and

contribute a great effect toward the accomplishment of fluency skill among the non-fluent students.

The last phase that will complete the whole process is the Evaluation phase. The details of

this stage are shown in Table 9 and are discussed in this research thoroughly.

Table 9. Evaluation Phase

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Using M & E, the evaluation strategies include individual monitoring of students’ progress,

reflection, team’s observation/ assessment, observation/ assessment by Division Education

Program Supervisors (EPS), and by the mentors or instructional coaches. Also, documentation,

record-keeping and reporting are all important parts of this phase.

In the aspect of integrating the Triangular Model, the Hamon: Bawat Bata Bumabasa

stipulated in DepEd Memorandum No.173 series 2019, highlights the need in strengthening the

reading proficiency of every learner and in nurturing culture of reading which is a requisite skill

in all content areas. Thus, the problem on the reading proficiency of learners is addressed by this

model which could be realized by incorporating this in the school reading program.

The details of the entire process may be used and be integrated, along with each of the

recommended schedules, strategies and templates of activities. The important items presented in

each phase are already provided for convenience and as guide. However, if there is a need to

modify or localize the sub-activities highlighted in these phases, the reading coordinator or teacher

may opt to do so. It is best to suit the activities based on the types of students and their needs.
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Recommendation

Triangular Approach is anchored on Lev Vygotsky’s sociocultural theory which asserts

that learning is an essentially social process where the support of parents, peers and the wider

society and culture plays a crucial role in the development of higher cognitive and psychological

functions. Thus, it is recommended that this network of people who are equally involved and are

tasked to run the activities be consistent in performing their roles and assigned tasks. This is due

to the fact that Vygotsky’s sociocultural theory declares that social interaction within the family

and with knowledgeable members of the community is the primary means by which students

acquire behaviors and cognitive processes relevant to their own society. Adult or peer intervention

in this context is thus an essential part of the development process which should similarly be given

with great attention.

In addition, the learners who will remain to be in the frustration level after the application

of the Triangular Approach may be taught differently using WSA or the Whole School Approach

in reading. As emphasized in the study of Teodoro (2018) this is premised on the principle that

learning is a school-community undertaking which can be most effective only with the active

participation and support of school administrators, teachers and parents. This context underscores

further the need for a holistic, broad-based and integrated approach at the school level to ensure

the reading improvement of students. The participation of peers in the intervention program may

be considered also as a very important factor toward the improvement of reading skills.

To reiterate, the activities and strategies presented in each phase can be modified or

localized based on the types of students and their needs.

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