THE GREAT PLEBEIAN COLLEGE

PRE-ELEMENTARY DEPARTMENT
ALAMINOS CITY, PANGASINAN

“THE EFFECTIVENESS OF VIDEO-ASSISTED CLOZE STRATEGY IN

IMPROVING THE READING FLUENCY SKILLS OF GRADE 4 PUPILS "

AN ACTION RESEARCH REPORT

PRESENTED TO THE FACULTY OF
THE GREAT PLEBEIAN COLLEGE

RESEARCHER
GRACELYN BITOR YANDAY
ALVIN JAYSON BUGARIN VELASCO
ROJEL JAN OCAMPO GALZOTE
BEVERLY ANTENOR SINDAYEN
JAMILA DIVINA QUITANIA
JESSICA APOSTOL ANCHETA
ROSHELLE GALOPE RELANO
 ABSTRACT

ACKNOWLEDGEMENT

This masterpiece would not have been possible without the guidance and help of

several individuals, who is one way or another contributed, and extended their valuable

assistance in the completion of this action research study.

First and foremost, I would like to thank our Almighty God for guiding us everyday, for

giving us strength and positivity to continue and finish this action research study.

To our research adviser Mr. Joemar Padlan Allam, for all his piece of advice,

understanding, patience, and care to his students which lead to successful completion.

To our honorable panel chaired by Dr. Rosana Celino (CTE Dean), Ms. Ellen De Ocampo

(High School Principal of GPC), and Dr. Edlyn Mea Sarmiento for their time, professional advice,

and suggestions for the completion of this action research study.

To the workaholic and dedicated School Principal Mrs. Elizabeth Tandec, MAEd for

allowing us to validate our SIM and to conduct our action research Intervention and giving some

advices and suggestions. And also to Ms. Denise Gordo the Grade 4 Adviser to supporting our

study in the PRE- Elementary Department Great Plebeian College Of Alaminos City.

To our family, friends, classmates and to our respondents for their invaluable love and

support which serve as an inspiration for us to finish this study.

The Proponent
 DEDICATION

This piece of work was not succeccessfully done without the help of the people

whom I want to extend my utmost gratitude.

To my family especially to my beloved parents, Gilbert V. Yanday and Riza B. Yanday

for their moral support, care and love.

To my uncle and auntie Thomas Oliver and Genalyn Y. Oliver thank you for moral and

financial support in my college journey.

To my friends and group mates, thank you for your motivations, help and

encouragement.

To my auntie Gevelyn V. Yanday, Roselyn Yanday and uncle Gemcy Yanday, thank

you for all the support and encouragement.

And most of all to our Almighty God for the continuous guidance he gave us, power and

wisdom to make it successfully accomplished.

GRACELYN
 DEDICATION

To Jesus Christ, our Lord and Savior for giving the wisdom, strength and

knowledge in exploring things, for the guidance and helping surpass all the trials that I

encountered and forgiving determination to pursue my study, and to make this study

possible

First and foremost, I would like to express my sincere gratitude to all those who

contributed to the success of this action research project. Special thanks to our adviser

Mr. Joemar Padlan Allam for his invaluable support, guidance, and collaboration

throughout the research process. Your insights and input have significantly enriched the

outcomes of this study.

To my co-researchers who gave ideas, opinions, and suggestions to our manuscript,

their time and sacrifices to conduct our Strategic Intervention Materials. To my friends

who’s motivate me and their moral support. My Grand Father and Grand Mother who

support my study specially my financial needs. And lastly, to my parents for their moral

encouragement as well as their spiritual support.

ALVIN JAYSON
 DEDICATION

First, I would like to dedicate the accomplishment of our research to my parents for

always being there for me financially and emotionally, by sticking on me through good

times and bad, and by offering me guidance when I don't know what to do.

Second to the students at The Great Plebeian and Elementary Schools for their

assistance and support; without them, this research would not have been possible. Their

insightful and sensible advice ensures that the information we have gathered is sufficient

to finish the study.

Last but not least, I would like to dedicate the success of this research study to my

friends, group members, and teacher. I appreciate your never-ending support and

encouragement, your constant belief in our ability to succeed, and your constant

encouragement to think positively and believe that we can complete this research and

turn it in on time.

BEVERLY
 Table of Content

Contents Pages

TITLE PAGE

I. Context and Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Action Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

III. Proposed Innovation, Intervention, and Strategy . . . . . . . . . 8

 Melcs/Lc’s

 Review of Related Literature (RRL)

 Review of Related Studies (RRS)

IV. Action Research Methods.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

 Research Design

 Participants

 Data Gathring Instrument Analysis

 Data Gathering Method

V. Discussion of Results and Reflection

I. CONTEXT AND RATIONALE

Reading fluency encompassed the capacity to read proficiently, incorporating

speed, accuracy, and expression. It was crucial for individuals, particularly children, to

attain fluency in both silent and oral reading to comprehend texts effectively. Serving as

a crucial link between initial and advanced reading stages, fluency development aided in

enhancing comprehension and fostering reader engagement. In the early stages,

mastering reading fluency supported the cultivation of oral language skills and

phonemic awareness, while also facilitating alphabet understanding and proficiency with

complex vocabulary. Through consistent practice, learners gradually familiarized

themselves with intricate words, thereby expanding their vocabulary and overall reading

proficiency. (Felton, WebMD, 2022)

Fluency in oral reading is a crucial ability that is necessary for the growth of

understanding. The ultimate objective of the learners’ reading skills is comprehension,

which is facilitated by fluency as a skill. Lack of oral fluency abilities accounts for over

90% of comprehension issues, therefore students who struggle with reading fluency in

their early academic years are likely to experience difficulties later in life. Because of

this, it’s essential to develop literacy abilities from an early age. (Aldhanhani & Edmad

A. S. Abu-Ayyash, 2020)

Literature frequently discussed the value of fluency and its advantages.

Numerous articles listed the traits of a fluent reader. Reading sounds that flow

Effortlessly, sometimes known as prosody, as if the reader were conversing regularly

2020 WETA Public Broadcasting. There is no tolerance for choppy sentences in this

natural reading. or a series of short phrases. Fluency, according to researchers, is the

capacity to read quickly, correctness and expressiveness are important. Children read

fluently and quickly decode while also deriving meaning from the sentences to build a

comprehension of the content of the story. Instead of concentrating on word-by-word

decoding, they now read sentences. smoothly and concentrate on understanding the

narrative. The ability to read fluently allows children to ask and answer.

Because fluency is essential for successful reading, instructors must periodically

assess students' reading rates. Some publications offer methods for judging fluency. The

Words Read per Minute (WPM) rate for a timed reading passage is one approach to

assess fluency. Truly proficient readers are more than merely fast readers in terms of

words per minute. Since students are not fluent readers, they read for comprehension

because "it allows the reader to focus their mental attention on understanding the text

rather than on pronouncing the words. These findings led to a general concern being

raised in classrooms all around the world. Students weren't improving their word-per-

minute reading rates or attaining benchmark fluency standards (Van Erp, 2021)

The cloze procedure, also known as cloze reading, was an educational approach

that involved presenting passages of text with certain words intentionally omitted.

Learners then filled in these missing words using contextual cues, thus constructing

meaning from the text. Cloze procedure served multiple purposes, including assessment,

aiding in reading comprehension, and functioning as a studying technique. Despite its

apparent simplicity, cloze was a sophisticated tool that disrupted the conventional

reading process by removing crucial words and prompting readers to rely on their

vocabulary and comprehension skills. It encouraged readers to analyze the relationships

between words and phrases, fostering predictive abilities and an understanding of

language sequence. Tutors utilized cloze procedure to demonstrate problem-solving

reading strategies to learners. (Back to Basics Cloze Procedure, 2021)

This research investigated the impact of video technology on improving

vocabulary and reading comprehension skills among children with learning difficulties.

Seventy-six students in fourth, fifth, and sixth grades who were receiving special

education in reading comprehension and vocabulary were randomly assigned to either a

group that utilized video instruction or a group that did not. In the non-video group,

teachers employed videodisc-based situations to teach vocabulary and concepts, while

the video instruction group utilized printed materials and dictionaries for instruction.

Each student underwent pre, post, and follow-up examinations two weeks after the

intervention stage to assess word learning, generalization, and reading comprehension,

focusing on more than 30 selected words that were taught during the intervention. (Joy

F. Xin & Herbert Rieth, 2001)

Furthermore, the Philippines ranks lowest in reading and reading comprehension

among the participating nations in the 2018 Programme for International Students

Assessment (PISA), along with the Dominican Republic, Kosovo, and Lebanon. Based

on the national education strategy’s indicator analysis, the Dominican Republic’s student

reading and comprehension rate was found to be at 28.57%. In five Dominican Republic

territories, data collecting took place during May and June of 2022. (Ramirez, 2022)

Moreover, One of the issues facing the Philippine educational system is the high

percentage of Filipino students who struggle with reading, which is strongly connected to

low accomplishment levels, particularly in public schools. The low achievement levels
are further indicative of the students’ inadequate reading skill development. Writing,

reading, and mathematics were the three learning domains in which a percentage of

Filipino fifth graders’ performance showed the least competency in 2019, according to

the Southeast Asia Primary Learning Metric [SEA-PLM]. (Abril, Acerbo, & Abocejo,

2022). Furthermore, among the nations that took part in PISA, reading proficiency for

both boys and girls scored lowest. The Organization for Economic Cooperation and

Development conducts the global PISA study, which looks at students’ reading

comprehension. The Philippines received the lowest reading and reading

comprehension scores in the 2018 Programme for International Students Assessment

(PISA), out of 79 participating economies and nations. In the 2018 PISA, reading was

the primary subject evaluated for pupils aged 15 years. With an average reading score

of 340, the Philippines fell more than 200 points short of China’s score of 555 and more

than 100 points short of the OECD average of 487. Being able to read well is necessary

for many different human tasks, such as following directions from a handbook or figuring

out the who, what, where, and why of an event happening; the communicating with

others for specific purposes or transactions. (San Juan, 2019)

Locally, The Philippines Informal Reading Inventory (Phil-IRI) results for DepEd

Region 1 show that 2,794 female students and 4,502 male students in Grades 3 through

6 are among the 7,296 identified non-readers in Filipino. Similarly, 7,739 men and 4,254

women made up the 11,993 non-readers in English for Grades 4 through 6 in total. The

information leads one to the conclusion that a sizable portion of students do in fact

struggle to satisfy the literacy learning benchmarks. (DepEdRegion1, 2021)

Moreover, in the local context, the researchers were allowed to discover the

current fluency development of the Grade 4 pupils studying in The Great Plebeian

College – a private educational institution located at Don Pedro Reinoso, Street,

Poblacion, Alaminos City, Pangasinan. In the researcher’s recent interview with the

grade 4 adviser who has 23 pupils, one of the frequent issues that the teacher tries to

address is reading difficulty by giving the pupils remedial exercises that help them

improve their reading fluency. According to the Grade 4 adviser, among the 22 pupils,

they have just a few pupils who showed a bit of struggle in reading.

Hence, the researchers still conduct this study to determine the effectiveness of

the proposed strategy, and the effectiveness of the video-assisted closed strategy

(VACS) using the strategic intervention material (SIM). If ever the proposed strategy is

effective, the researchers then encourage VACS teachers to use it to help young

learners in their fluency development.

II. ACTION RESEARCH QUESTION

This study evaluated the effectiveness of the assisted cloze strategy in the

reading fluency skills of Grade 4 pupils. Hence, the researcher came up with the

following research questions:

1.) What is the reading fluency level of the pupils before conducting an assisted

cloze strategy?

2.) What is the reading fluency level of the pupils after conducting the assisted

cloze strategy?

3.) Is there a significant difference between the pre-test and post-test results in

the reading fluency level of the pupils?

Hypothesis

Based on the research questions mentioned above, the researchers came up

with the following hypothesis:

Null Hypothesis

1.) There is no significant difference between the pre-test and post-test scores of

the pupils after conducting video-assisted cloze strategy intervention.

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

This chapter presents the proposed intervention through Video Assisted Cloze

Strategy about the Strategic Intervention Material (SIM). The said intervention will be

given to the learners as they learn at home while watching it. It is composed of five parts

namely: guide cards, activity cards, assessment cards, enrichment cards, and reference

cards.

The parts of this card target the Most Essential Learning Competencies (MELCs) which

consist of 8 Learning Competencies (LCs) which will be performed in eight [8] week

MELCs: Use Adverbs (Adverbs of manner, places, and time) in sentences.

The 8 LCs:

[1.] To make learners read and familiarize the alphabet

[2.] To make learners read a word and identify adverbs of manner, place, and

time

[3.] To make learners able to read and recognize the adverbs of manner,

place, and time in the Phrases

 [4.] To make learners read and recognize adverbs of manner, place, and time

in the Sentences

[5.] To make learners read and recognize adverbs of manner, place, and time

in the Paragraph

[6.] To make learners read and recognize adverbs of manner, place, and time

in the short story.

[7.] To make learners read and recognize adverbs of manner, place, and time

in the story with clozed test and comprehension.

[8.] To make learners read and recognize adverbs of manner, place, and time

in the Sentences, paragraphs, and short story

An 8-week course to implement the intervention within the time limit with each

mentioned learning competency being complete.

WEEK 1- The first week of implementing the intervention provided by the researchers

aims to help pupils in grade four pupils to read and familiarize the alphabet. The pupils

are going to learn how to pronounce or read the letter fluently. In the guide card of

intervention in week one, it will show the letters A to Z as well as their sounds, it also

shows/presents that with the help of these letters, they can create words. In the activity

card, the pupils are now trying to read the letters that the researcher was present. In the

assessment card, the pupils are now going to write all the alphabet letters and read them

fluently. In the part of the enrichment card, several words are connected to adverbs that

the pupils need to read to enhance their reading skills as well as their fluency.

WEEK 2- The second week of implementing the intervention provided by the researcher

to help pupils in grade four is word reading. To do this, the pupils will read and identify

adverbs of manner, place, and time using a word. The content of this second week of
intervention will help pupils read words that are connected to adverbs and types of

adverbs.

WEEK 3- The third week of implementing the intervention provided by the researchers

aims to help pupils read the Phrases fluently and recognize the adverbs of manner,

place, and time used in the Phrases. The researchers will use the same method just like

the previous week the Strategic Intervention Material (SIM) which consists of five parts

which include a guide card, activity card, assessment card, enrichment card, and

reference card to organize the lesson for the third week.

WEEK 4- The fourth week of implementing the intervention provided by the researchers

aims to help pupils read the Sentences fluently and recognize adverbs of manner, place,

and time used in the Sentences. The researchers will use the same method just like the

previous week the Strategic Intervention Material (SIM) which consists of five parts

which include a guide card, activity card, assessment card, enrichment card, and

reference card to organize the lesson for the fourth week.

WEEK 5- The fifth week of implementing the intervention provided by the researchers

aims to help pupils read the Paragraph fluently and recognize adverbs of manner, place,

and time used in the Paragraph. The researchers will use the same method just like the

previous week the Strategic Intervention Material (SIM) which consists of five parts

which include a guide card, activity card, assessment card, enrichment card, and

reference card to organize the lesson for the fifth week.

WEEK 6- The sixth week of implementing the intervention provided by the researchers

aims to help pupils read the Short Storyfluently and recognize adverbs of manner, place,

and time used in the Short Story. The researchers will use the same method just like the

previous week the Strategic Intervention Material (SIM) which consists of five parts
which include a guide card, activity card, assessment card, enrichment card, and

reference card to organize the lesson for the sixth week.

WEEK 7- The seventh week of implementing the intervention provided by the

researchers aims to help pupils read the story with jumble letters fluently and recognize

adverbs of manner, place, and time used in the story with jumble letters. The

researchers will use the same method just like the previous week the Strategic

Intervention Material (SIM) which consists of five parts which include a guide card,

activity card, assessment card, enrichment card, and reference card to organize the

lesson for the seventh week.

WEEK 8 - The last week of intervention will test the pupils' learning from the first and

seventh weeks of intervention. The purpose of the last week of intervention is to

determine if the pupils can already read Letters, Words, Phrases, Sentences, and Short

Stories fluently.

The strategic intervention material (SIM) that the researchers will develop, consists of 8

learning competencies based on the MELCS and will guarantee that the creation of this

intervention is made/developed according to the correct process and the

opinion/suggestion of the panelist of this study.

REVIEW OF RELATED LITERATURE (RRL)

Knowing how to read correctly, quickly, and expressively is known as reading

fluency. Read fluently to understand what you’re reading and what other people are talking

about is a prerequisite for comprehension for both children and adults. Both readings aloud

and silently incorporate this. Reading comprehension is enhanced and readers are

encouraged to read more when they can read fluently. Combined reading phases, like early

and later reading, will be the term used for it. Learning to read fluently in its early stages
fosters the development of phonemic awareness and oral language abilities. Teaching the

alphabet’s foundation and refining complex words are also aided by it. The pupil gains

familiarity with more complicated texts when they practice early reading fluency. (Felton,

2022)

(Kelly, 2020) explained in the ThoughtCo blog why teachers need to utilize the cloze

procedure test to assess students’ reading comprehension. Titled Assessing Reading

Comprehension Through the Cloze Test. Researchers have used the Cloze method over

time and have discovered that it is a reliable indicator of reading comprehension levels.

In addition, the article named “Inspiring: English Educational Journal” entitled “ The

Implementation of Cloze Procedure Techniques in Enhancing Students Reading Ability”

stated that there was an improvement in the student’s achievement when they

implemented the Cloze Procedure compared to the other procedure that they use. They

also state that the Cloze Procedure is effective for the students' reading ability and also it

can increase the student’s participation in the classroom learning process.

Students in grade 4 are still in a crucial phase in their reading fluency development.

Children can read between 80 and 90 words per minute at the start of the fourth grade,

according to the Read Charlotte article. However, students have to get up to reading 120

words per minute by the conclusion of the school year. Nonetheless, a lot of pupils find it

difficult to read fluently at this grade level.

Action research aims to enhance the processes of teaching and learning while

gathering information to assess the effectiveness of the intervention. By investigating

classroom practice through a collaborative, reflective, and problem-solving approach, action

research in education aims to enhance the teaching and learning process. Action research

entails cycles of organizing, carrying out, monitoring, and evaluating adjustments made to

enhance practice. (Llego, 2022)

REVIEW OF RELATED STUDIES (RRS).

According to Felton 2022, Reading fluency referred to the ability to read accurately,

smoothly, and with expression. It was crucial for understanding what was read, whether

spoken or written, and for comprehending both simple and complex texts. Fluency

development started early, aiding in the development of phonemic awareness and oral

language skills. As fluency improved, so did reading comprehension, and individuals

were more likely to read more frequently and with greater enjoyment.

The blog post on ThoughtCo titled "Assessing Reading Comprehension Through the

Cloze Test" highlighted the importance of utilizing the cloze procedure test by teachers

to assess students' reading comprehension. Researchers had consistently found the

Cloze method to be a reliable indicator of reading comprehension levels over time.

Additionally, an article titled "The Implementation of Cloze Procedure Techniques in

Enhancing Students Reading Ability" in the "Inspiring: English Educational Journal"

reported an improvement in students' achievement when the Cloze Procedure was

implemented compared to other procedures. The article emphasized that the Cloze

Procedure was effective for enhancing students' reading ability and could also increase

their participation in the classroom learning process. These findings underscored the

value of incorporating the Cloze Procedure into educational practices for evaluating and

improving students' reading comprehension skills. (Kelly, 2020)

According to Llego 2022, action research was a methodology used in education to

improve teaching and learning processes by systematically gathering information and

assessing the effectiveness of interventions. It involved educators investigating their

classroom practices in a collaborative, reflective, and problem-solving manner. The

primary goal of action research was to enhance the teaching and learning process

through evidence-based improvements. In action research, educators typically went

through cycles of planning, implementing interventions, monitoring their effects, and

reflecting on the outcomes. This iterative process allowed teachers to make informed

adjustments to their teaching methods and strategies. Through action research,

educators aimed to address specific challenges or areas of improvement in their

teaching practice. They gathered data, analyzed it, and used their findings to inform

decision-making and make targeted improvements. This approach promoted continuous

professional growth and contributed to the overall enhancement of teaching and learning

outcomes in the classroom. Overall, action research provided a structured framework for

educators to engage in ongoing inquiry and reflection, leading to meaningful

enhancements in teaching practice and student learning.

Students in grade 4 are still in a crucial phase in their reading fluency development.

Children can read between 80 and 90 words per minute at the start of the fourth grade,

according to the Read Charlotte article. However, students have to get up to reading 120

words per minute by the conclusion of the school year. Nonetheless, a lot of pupils find it

difficult to read fluently at this grade level.

IV. ACTION RESEARCH METHOD

A. Research Design

The subject shall be selected through the purposive sampling method under non-

probability techniques to obtain a sample in which the researchers can use their

expertise/judgment in choosing specific participants/pupils that can help the research

 study meet its goals. This sampling method is also known as judgmental, selective,

or subjective sampling. (Alchemer, 2021)

B. Participants

In this study, the researchers used a purposive sampling technique under non-

probability techniques to select the participating subjects. This sampling technique had

handpicked 10 Grade 4 pupils from The Great Plebeian College of Pre-Elementary &

Elementary Department who were remarkably poor in the field of reading fluency skills

during the 2023-2024 academic year. The researchers conducted a pre-test assessment

to identify the pupils with the lowest performance in fluency skills. By using purposive

sampling, the researchers purposely selected these specific pupils to create their sample

group to examine the impact of the intervention on the pupils who struggled with fluency

skills. This method allowed researchers to focus on the target population and gather

relevant information to address their research objectives/goals.

C. Data Gathering Instrument

The pre-test reading materials were adapted from Grade IV TextBooks and FLAT

The reading material has six levels set, including, letter level, word level, paragraph

level, story level, story level with comprehension, and local material level with

comprehension using one-on-one reading.

Assessing our learners' reading levels is integral to effective reading instruction.

Hence, we must be acquainted with the performance levels of our learners in reading

literacy to help us develop and deliver appropriate reading lessons addressing the needs

of our learners.

The development of the Functional Literacy Assessment Tool (FLAT) is geared

towards helping us to conduct effective and efficient literacy assessments, specifically

functional literacy. The FLAT also serves as our guide in developing lessons and

resource materials specially designed to cater to our leamers' reading levels. Functional

literacy is defined as the ability to read through the FLAT to the story or the local material

and answer retrieval questions about the story or material as accurately as possible.

This is an essential literacy skill that leaders need to do everyday tasks. The FLAT aims

to help teachers/researchers identify the learners' literacy levels so that they will be able

to provide effective remediation.

To the Teachers/researchers: we are now holding the FLAT Teacher's Guide which

is designed to help us to conduct the reading assessment effectively and efficiently. Our

role as a teacher-researchers is crucial to the successful conduct of this reading

assessment because the FLAT requires our knowledge and expertise.

The FLAT is composed of different materials and rating scales used to measure the

attainment of the desired reading test competencies per grade level. This was a ladder

assessment tool; thus, every phase of the assessment was followed strictly. We

proceeded to the succeeding levels until we could determine the functional level the

pupils had achieved with ease. We needed to explain to the learners that the results of

the FLAT assessment would not affect their grades.

In using the FLAT, the teachers/researchers referred to the following rating scales to

determine the learner's functional literacy level:

Table 1. FLAT Reading Test Competencies per Grade Level

GRADE AGES READING TEST COMPETENCIES
1 6-8 Able to read at least 4 letters.
1 6-8 Able to read at least 5 common words.
2 7-9 Able to read one of the paragraphs-Grade 2 text
3 8-10 Able to read a short story- Grade 3 text.
Able to respond to at least four fact retrieval questions.
4-6 11-13 Able to read a passage of local authentic text.
Able to respond to at least four fact retrieval questions.
 Table 2. FLAT Rating Scale
FLAT RATING SCALE
Can read nothing
Can read letters
Can read common words
Can read a paragraph of 4 simple
sentences
Can read a story
Can read and understand a story
Can read and understand local material
Fewer than 4 out of 10 letters
4 out of 10 letters
5 out of 10 common words
No more than 3 mistake
No more than 3 mistake
4 out of 5 questions must be answered
correctly
4 out of 5 questions must be answered
correctly

Table 3. Literacy Level Scale

READING LEVEL
0 NOTHING
1 LETTER Level
2 Word Level
3 Paragraph level
4 Story level
5 Story level + comprehension
6 Local material level + Comprehension

As teachers/researchers, we were tasked to conduct the reading assessment

using the FLAT effectively and efficiently. We were also requested to assist the parents

who opted to use FLAT in assessing their child's literacy level at home. Before

proceeding to conduct the assessment activity, we made sure that our learner was

comfortable both physically and emotionally. We established rapport with our learner by

doing small talk or other warm-up activities. Our learner performed at his or her best

when he or she trusted us. We explained to the learners that we were doing this

assessment activity because we wanted to help them.

Level 1: Letter Level

In this phase, an assessment tool is provided. The learners are expected to

recognize at least 4 letters from the given reading tool. Ask the learner to choose and
read any 5 letters from the letter list provided. If the learner does not choose, we may

help him or her by pointing out letters.

Here’s the guide we will use to determine if our pupils are at the “Letter Level”

Table 4: Level 1 ( Letter Level Rubrics)

NO YES

 If the learner cannot recognize 4  If the learners correctly recognize

out of 10 letters.
 Mark the learner at “Below Letter
Level”
 Stop here. No need to proceed to
the next level.
(This indicates that the learners
were not able to recognize at least
4 letters from the letter list.
Provide remedial activities to
support the learners' reading
development.)
at least 4 out of 10 letters with
ease.
 Ask your learners to try reading
the letter again and then follow the
instructions for letter-level testing.
 If he or she can read 4 out of 10
letters but cannot comfortably
read letters. Then mark the
learner as a “Letter Reader”

Level 2: Word Level

At this level, Our learners are expected to recognize and read at least 4common

words. Use the word list provided. From the word list, ask the learner to read any 5 of

the words given. We can point out the words if the learner does not choose from any of

the words in the list.

Here’s the guide we will use to determine if our pupils are at the “Word Level

Table 5: Level 2 ( Word Level Rubrics)

NO
 If the child cannot read at least 5
out of the ten words with ease.
 Stop here. No need to proceed to
the next level.
YES
 If the child reads at least 5 out of
the 10 words from the wordlist.
 (This indicates that the child was
not able to recognize at least 5
words from the word list. Provide
remedial activities to support the
child's reading development.)

Level 3: Paragraph Level

At this level, we will ask the learner which of the two paragraphs he or she likes

to read aloud. If the learner does not choose, point to one paragraph and let him or her

read it aloud. Listen carefully to how he or she reads.

Take note of the miscues (mispronunciation, omission, substitution, insertion,

repetition, transposition, reversal) that the learner commits.

This is an optional template for recording the miscues of the pupils. We may use

this to enumerate a sheet to list down the miscues committed by the pupils while

reading.

Name Mispro Omissio Substitu Insertio Repetiti Transpo Revers Total

of the nunciati n tion n on sition al No. of
pupils on Miscue
s

Here’s the guide we will use to determine if our pupils are at the “Paragraph Level”

Table 6: Level 3 (Paragraph Level Rubrics)

NO YES
 Your leamer reads the text like a  Your learner reads the text like
string of words, rather than a he/she is reading a sentence.
 sentence. Your child reads the
text haltingly (nervously) and
stops very often.
o Or
 Your child reads the text fluently
but with more than three mistakes.
 Your learner reads the text fluently
and with ease, even if he/she
reading slowly.
 Your learner reads the text with
one to three mistakes only.

 Stop here. No need to proceed to

the next level.

 (Provide remedial activities to

support the child's reading
development.)

Level 4: Story Level

Before we proceed to the assessment activity, please keep in mind that our

learners do not need to read all the reading texts. The learners must choose only one

text they will read for this level. At this level, let the learner read the short story aloud

while we listen carefully to how he or she reads. Give the learner enough time to choose

what text he or she will read.

List down all the miscues (mispronunciation, omission, substitution, insertion, repetition,

transposition, reversal) that the learner committed.

Name Mispro Omissio Substitu Insertio Repetiti Transpo Revers Total

of the nunciati n tion n on sition al No. of
pupils on Miscue
s

Here’s the guide we will use to determine if our pupils are at the “Story Level”
 Table 7: Level 4 (Story Level Rubrics)
NO YES
Your learner reads the short story with Your learner reads the short story with
more than 3 mistakes, • Mark your learner one to three mistakes.
in the "Paragraph Level".

Stop here. No need to proceed to the next

level. Let your learner proceed to Level 5 Story
Comprehension.
(Provide remedial activities to support the
child's reading development)

Level 5: Story Comprehension Level

This is one of the advanced levels of functional literacy assessment. Before

proceeding to the assessment properly, make sure that the learner is at ease and is

ready to proceed with the assessment activity.

Ask the learner to choose the story from the three selections that he or she wants

to read. Give the learner enough time to choose the story. Once a story has been

selected, ask the learner to read the story aloud without any interruptions and at his or

her own pace. There is no time limit for this part. If the learner wishes to read the story

again or wishes to read the other selection, he or she may do so.

After reading the story, we may proceed to ask the learner comprehension questions.

You may repeat the questions many times as needed for the pupils to understand.

Here’s the guide we will use to determine if our pupils are at the “Story Comprehension

Level”

This was one of the advanced levels of functional literacy assessment. Before

proceeding to the assessment properly, we made sure that the learner was at ease and

was ready to proceed with the assessment activity.

 We asked the learner to choose the story from the three selections that he or she

wanted to read and gave the learner enough time to make a choice. Once a story was

selected, we asked the learner to read the story aloud without any interruptions and at

his or her own pace. There was no time limit for this part. If the learner wished to read

the story again or wished to read the other selection, he or she was allowed to do so.

After reading the story, we proceeded to ask the learner comprehension

questions. We repeated the questions as many times as needed for the pupil to

understand.

Here was the guide we used to determine if our pupils were at the “Story

Comprehension Level”.

Table 8: Level 5 (Story Comprehension Level Rubrics)

NO YES
 The learner fails to answer all the  The learner can answer 4 out of 5
questions or gives only one comprehension questions
correct answer out of the five correctly.
comprehension questions.  He or she is at the story
 Mark your child at Story Reading comprehension level
Level."
Let your learners proceed to level
 Stop here. No need to proceed to 6 local materials.
the next level.

(Provide remedial activities to

support the child's reading
development.)

The FLAT assessed the highest reading level of our learners who could perform

comfortably. We used the FLAT to determine the pupil’s Well-being Target on functional
literacy among learners in the primary grade levels, Grades 1 to 3, up until the

intermediate grade levels, Grades 4 to 6.

The FLAT followed the given reading test competencies as criteria for identifying our

learners' functional literacy levels. Our learners' reading level was considered

"functional" if they could read through the story or local material and answer at least two

fact retrieval questions about the given text material.

Hence, The Video-Assisted Cloze Strategy Intervention (VACSI) was composed of

five major parts that were based on the strategic intervention material (SIM), which were

Guide Cards, Activity Cards, Assessment Cards, Enrichment Cards, and Reference

Cards. This intervention was first crafted by the researcher using a PowerPoint

Presentation powered by Microsoft and crafted again in a Video Editor powered by

InShot. The InShot application allowed users to edit text, photos, and even videos for

making different presentations. Furthermore, the post-test reading materials underwent

the same process as the pre-test method but with different reading textbooks.

Before the start of the study, the researchers requested the permission of the School

Principal of the Pre-Elementary & Elementary Department of the Great Plebeian College

of Alaminos City, Pangasinan. A copy of the approved request or permission was given

to the Teacher and Adviser of Grade Three Pupils. Furthermore, the researchers

requested permission from the parents/guardians of Grade Four pupils for the

conduction of the pretest and those 10 pupils who underwent the assessment. The

researchers issued a letter stating the consent of the parents and guardians of pupils

who were selected for the experiment. In the letter, the researchers stated that all the

information of the learners would be highly treated confidentially.

 After the researchers asked for permission, they proceeded to administer the

pre-test one week before the assessment. The pre-test was adapted from the Functional

Literacy Assessment Tools (FLAT) Regional Memoranda RM No. 020, s. 2023. The

reading material had five levels set, which included letter level, word level, paragraph

level, story level, and story level with comprehension.

The one-on-one reading strategy was used by researchers to determine what

level the participants/pupils belonged to based on the level scores as instructed in the

Functional Literacy Assessment Tools (FLAT). Meanwhile, the pre-test was conducted a

week later after the researchers had requested permission. The pre-test was modified

from Functional Literacy Assessment Tools (FLAT) Regional Memoranda RM No. 020,

s. 2023..

Table 9: Schedule of Sessions with Topics

Week Dates and Schedule Time Topics Discussed

1 December 5 and 7 3:20- To make learners read and familiarize
2023 4:00 the alphabet
pm
2 December 12 and 14 3:20- To make learners read words and
2023 4:00 identify adverbs of manner, place, and
pm time
3 January 2 and 4 2024 3:20- To make learners able to read and
4:00 recognize the adverbs of manner, place,
pm and time in the Phrases
4 January 9 and 11 2024 3:20- To make learners read and recognize
4:00 adverbs of manner, place, and time in
pm the Sentences
5 January 16 and 18 3:20- To make learners read and recognize
2024 4:00 adverbs of manner, place, and time in
pm the Paragraph

6 January 22 and 23 3:20- To make learners read and recognize

2024 4:00 adverbs of manner, place, and time in
pm the short story
7 Jan. 31 and Feb. 1 3:20- To make learners read and recognize
2024 4:00 adverbs of manner, place, and time in
pm the story with jumble letters.
8 February 6 and 8 2024 3:20- To make learners read and recognize
4:00 adverbs of manner, place, and time in
 pm the Sentences, paragraphs, and short
story

At the end of the experiment, the post-test shall be administered to the

researchers to determine if the reading level of the struggling readers after exposure to

the intervention are improve. The data gathered in the pre-test and post-test was

analyzed using appropriate statistical tools.

D. Data Analysis Plan

The pre-test and post-test design is used in this study to determine the

effectiveness of Video-Assisted Cloze Strategies in improving the reading fluency of the

Grade Four pupils. To accomplish this, a one-group pre-test and post-test experimental

procedure are commonly utilized by behavioral researchers to find out the effect of the

intervention on a specific sample. This research design is divided into two features. The

first one is the use of o single group of participants. Thus, particular creatures indicate

that all participants are part of a single condition, which means they will be given equal

treatment and assessment. The second one is a linear ordering that requires the

assessment of a dependent variable before and after the intervention is implemented. In

the study of Rutten, Harting, Bartholomew, Schlief, Oostendorp, and de Vries, they used

the one-group Pre-test and Post-test design focusing on the Evaluation of the theory-

base Quality Improvement in Physical Therapy (QUIP) program. The study aimed to pilot

test the multilevel QUIP program’s effectiveness and the fidelity, acceptability, and

feasibility of its implementation.

To arrive at an accurate analysis and interpretation of the data gathered,

appropriate statistical tools were used:

 Problem number 1 What is the reading fluency level of the pupils before and

after conducting the assisted cloze strategy? The researchers used the mean descriptive

statistics.

Problem number 2. There is no significant difference between the pre-test and

post-test results in the reading fluency level of the pupils? The researcher used FLAT

once again to determine if there is a significant difference between the reading

performance of learners before and after exposure to the said intervention.

V. DISCUSSION OF RESULTS AND REFLECTION

Bibliography
Abril, J. G., Acerbo, C. T., & Abocejo, F. T. (2022, November). The Philippine Informal Reading
Inventory (Phil-IRI) Program: A Critical Analysis. Buapest International Research and
Critics in Linguistics and education (BirLE) Journal , ResearchGate.com.

Alchemer. (2021, May 20). Purposive Sampling 101. Retrieved from alchemer.com:
https://www.alcher.com/resources/blog/purposive-sampling-101/

Aldhanhani, Z. R., & Edmad A. S. Abu-Ayyash. (2020). Theories and Research on Oral Reading
fluency: What Is Needed? Retrieved from academypublication.com:
https://www.academypublication.com/issues2/tpls/vol10/04/05.pdf

Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom Management self-efficacy and
burnout. (A. M. Damme, E. J. Kane, A. Olson, & R. L. Peterson, Eds.) classroom
Management.

Aristotle. (n.d.). Val Wass (2018) Educating the mind without educating the heart is no education
at all, Education for Primary Care, 29:2, 63-63, DOI: 10.1080/14739879.2018.1439307.
Retrieved from https://doi.org/10.1080/14739879.2018.1439307.

Bormuth, J. R. (1962, 1963, 1967). Journal reading.

Broadcasting, W. P. (2020, october 16).
https://r.search.yahoo.com/_ylt=Awr91C9fshlkftYLo4dXNyoA;_ylu=Y29sbwNncTEEcG9zA
zEEdnRpZANBRFRFU1RTMTFfMQRzZWMDc3I-/RV=2/RE=1679434464/RO=10/RU=https
%3a%2f%2fred.mnstate.edu%2fthesis%2f609%2f/RK=2/
RS=xqxOiaYFL6mNlrRkXBhFUKjE2xo-. Retrieved from Minnesota State University
Moorhead.

Chatel, R. G. (2011, November ). weebly.com. Retrieved from Weedly:

https://klumbcomprehensionstrategies.weebly.com/the-cloze-procedure.html

DepEdRegion1. (2021). Department of Education Record section, Regional Office No.1. Retrieved
from www.depedro1.com:
https://depedro1.com/wp-content/uploads/2021/06/rm0609s2021.pdf

Ellis, W. A. (2009).
http://jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_as
sisted_cloze.pdf#:~:text=Whenever%20the%20student%20commits%20a%20reading
%20error%20or,word%2C%20and%20then%20continues%20the%20current%20reading
%20activity. Retrieved from jimwrightonline.com.

Evans. (1999). IMPROVING READING COMPREHENSION AND FLUENCY THROUGH THE USE OF
GUIDED READING. (K. A. Gabl, K. L. Kaiser, J. K. Long, & J. L. Roemer, Eds.) DEPARTMENT
OF EDUCATION(.gov), https://files.eric.ed.gov/filltext/ED496377.pdf.

Felton, A. (2022). WebMD. Retrieved from Webmd.com: https://www.webmd.com/brain/what-

is-reading-fluency

Homan, S. P., Klesius, J. P., & Hite, V. (1993).

http://jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_as
sisted_cloze.pdf#:~:text=Whenever%20the%20student%20commits%20a%20reading
%20error%20or,word%2C%20and%20then%20continues%20the%20current%20reading
%20activity. Retrieved from jimwrightonline.com.

International, W. V. (2017). FUNCTIONAL LITERACY ASSESSMENT TOOLS (FLAT). Retrieved from

www.wvi.org/sites: https://www.wvi.org/sites/default/STAR%20Guidance_v1.3.pdf

Kachu, B., & Nelson, C. (2001). Mathematics and English, Two Language: Teacher's View-ed.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1079019.pdf.

Kelly, M. (2020, January 04). ThoughtCo. Retrieved from ThoughtCo.com.

Llego, M. A. (2022, August 28). Action Research in Education: What you need to know.
TeacherPH.
Lock, R. H., & Welsch, R. G. (2006). https://red.mnstate.edu/cgi/viewcontent.cgi?
article=1230&context=thesis. Retrieved from red.mnstate.edu.

Paige, D. D. (2020). https://red.mnstate.edu/cgi/viewcontent.cgi?article=1230&context=thesis.

Retrieved from red.mnstate.edu.

Ramirez, J. C. (2022, 12 15). Only 28.57% of third grade Dominican students read and understand
a simple text. Retrieved from DominicanToday.com:
https://dominicantoday.com/dr/local/2022/12/15/only-28-57-of-third-grade-
dominican-students-read-and-understand-a-simple-text/

SageJournal. (2016). THE CLOZE PROCEDURE: A CONSPECTUS. SAGE JOURNAL.

San Juan, R. (2019, December 4). DepEd welcomes PISA results, recognize 'gaps' in education
quality. Retrieved from Philstar.com:
https://www.philstar.com/headlines/2019/12/03/1974002/philippines-lowest-reading-
comprehension-among-79-countries

Stevens, E. A. (2017). https://red.mnstate.edu/cgi/viewcontent.cgi?article=1230&context=thesis.

Retrieved from red.mnstate.edu.

Taylor, W. (1953). THE CLOZE PROCEDURE: A CONSPECTUS.

Van Erp, S. (2021). IMPROVING FLEUNCY RATES THROUGH REPEATED READING. Retrieved from
Minnesota state university moorhead: https://red.mnstate.edu/thesis/609
 APPENDIX A

PRETEST READING ASSESSMENT

START HERE:

Level 1: Letter Level

Directions: Read the Alphabet fluently.

_ b _ d _ f g h _ j _

l m _ o p _ r s _ u v

_ x _ z

Level 2: Word Level

Directions: Read the Adverb words Fluently

near down late before

badly here diligently never
earlier lazily anxiously over
last softly below far
Level 3: Paragraph Level

Directions: Read the Paragraph Fluently. Choose in the box the adverb
words to complete the paragraph.

eagerly early overseas

 James is ten years old

He will study __________.

He also like to play

He _______ want to go to school _______

APPENDIX B

POST TEST READING ASSESSMENT

Level 1: Letter Level

Directions: Read the Alphabet fluently with the missing letters.

a _ c d _ f _ h _ j _

l m _ o p _ _ s _ u _

w _ _ z

Level 2: Word Level

Directions: Read the Adverb words Fluently

obediently constantly downstair

infrequently generously immediately

underground somewhere overseas

fortnightly cautiously annually

Level 3: Paragraph Level

 Directions: Read the Paragraph Fluently. Choose in the box the adverb words
to complete the paragraph.

Anywhere easily always mostly

swiftly sometimes underground
patiently

Ants and termites live in the large colonies. Ants have long legs and
can run_______. They can climb________. Termites eat _______
plants. Many termites build mounds_________. The mounds have
thick walls to keep out ant eaters. Ants can _________lift things that
weigh more than they do. Army ants _________ on the move. The
queen waits ____________ for the workers to bring her food.
Studying insect is ______________ fun.

LEVEL 4: STORY LEVEL

lonely suddenly near backyard

quickly

A rabbit running in our ________. It was alone and ______.

______, a bird came with seed on its mouth and look at the rabbit running.

The bird dropped the seed _____ the tree. The rabbit saw it and picked it up

and ran in the grass to hide _______ with a wide smile.

 If the pupils can read the STORY, then read the story
comprehension questions out loud to the pupils and ask
the pupils the answer.

LEVEL 5: STORY COMPREHENSION LEVEL

1. What kind of animal that is running in the backyard?

A. Cat

B. Rabbit

C. Dog

D. Bird

2. What did the bird drop near the rabbit?

A. a seed

B. a bread

C. a tree branches

D. an egg

3. why was the rabbit had a wide smile?

A. The sun came out

B. It rained

C. Because of the seeds

GRACELYN B. YANDAY
San Jose, Bani, Pangasinan
graceyanday0717@gmail.com
+639773424395/+639123448609

OBJECTIVES:

Ambitious and responsible worker eager to begin an entry level position

where I can utilize my organizational and time management skill to help better
the Company.

PERSONAL INFORMATION:

Birthdate : July 17, 2000

Age : 23
Gender : Female
Status : Single
Religion : Roman Catholic
Height : 5’3
Weight : 65kgs.
Parents : Gilbert V. Yanday
: Riza B. Yanday
Occupation : Fisherman/Housewife

EDUCATIONAL BACKGROUND

College : The Great Plebeian College

Bachelor of Elementary Education
Alaminos City, Pangasinan
2020-2024

Senior High Education : Bani National High School

San Jose, Bani, Pangasinan
2017- 2019

Secondary Education : Bani National High School

San Jose, Bani, Pangasinan
2014-2017

Primary Education : San Jose Elementary School

 San Jose, Bani, Pangasinan
2008-2013

SUMMARY OF SKILLS, ABILITIES AND EXPERIENCES

 COOKERY NCII
 FOOD and BEVERAGES SERVICES NCII
 MICROSOFT OFFICE (DOCS, PPT)
 FLEXIBLE AND RESPONSIBLE

I hereby certify that all information stated here is certified true and correct
to the best of my knowledge.

GRACELYN B. YANDAY

BEVERLY A. SINDAYEN
Kamanggan St.Brgy Polo Alaminos City
beverlysindayen@gmail.com
09301638938
OBJECTIVES:

Ambitious and responsible worker eager to begin an entry level position

where I can utilize my organizational and time management skill to help better
the Company.

PERSONAL INFORMATION:

Birthdate : December 10, 2002

Age : 23
Gender : Female
Status : Single
Religion : Roman Catholic
Height : 168CM
Weight : 65kgs.
Father’s Name : Rommel C. Sindayen
Occupation : Tricycle Driver
Mother’s Name : Evelyn A. Sindayen
Occupation : House Wife
Dialect Spoken : Tagalog and English

EDUCATIONAL BACKGROUND

Elementary : Polo Elementary School

Year: 2013/2014

High school : Polo National High School

Year: 2019/2020

College : The Great Plebeian

Year: Currently Studying
Course : Bachelor of Elementary Education

Special Skills :Can do Flexible Work

Can do work under pressure

Person to Contact in Case of Emergency: Rommel C. Sindayen

Contact No: 09519954586
 I hereby certify that all information stated here is certified true and correct
to the best of my knowledge.

BEVERLY A. SINDAYEN

ALVIN JAYSON B. VELASCO

 +63-927-175-5604
velascoalvinjhay@gmail.com
012, Purok, San Pablo, Alos
Alaminos City Pangasinan
PROFILE
Enthusiastic student teacher with good leadership, strong
communication and multitasking skills. familiar with different
instructional approaches and technologies such as laptop,
projectors, and TV Screen used in lecture in the classroom.

SKILLS Looking forward in teaching position where I can apply my

relevant skills and passion for teaching to create a stimulating
H o nest
and quality learning environment for learners.
Hard Working
Problem-Solving
EXPERIENCE
Computer Literacy
C O M P U T E R A SSITA N T
Strong Communication
Island Profit and Internet Cafe

EDUCATION January - March 2016

T ERT IA RY SC H O O L
The Great Plebeian College
Don Reinoso Street, Po b. Alaminos City
20 2 1 - 2024
STI A lam inos City Pangasinan
Computer Hardware Servicing (CHS)
February May 2013
Information Communication Technology
CSWD Office Alaminos City Pangasinan
August 2012 - February 2012
SECO N DARY SCHOOL
Alos, National Highg School
Alos, Alaminos City Pangasinan
2004 - 2008
Encoder (MS. Word, Excel, Publisher and PowerPoint
Assist costumers
C om p uter N etw orking
P h otoco p y op era tor
Laminating ID’s
C O M P U T E R A SSITA N T
Areanet Computer and Internet Cafe
September - Novermber 2015
Encoder (MS. Word, Excel, Publisher and PowerPoint
Assist costumers
C om p uter N etw orking
P h otoco p y op era tor
P R O D U C T IO N O PERAT O R
House Technology Industries
Gen. Trias, Cavite

PR IM A RY SCH O O L March - July 2014

Alos, Elementary School

Alos, Alaminos City Pangasinan
1 9 9 8 - 2004
T R A I N I N G / S I M I N A R ATTEND REFFERENCES
T R E E P L A N T IN G A C T IVIT Y KERBY CARSTRO
Punong Barangay
The Great Plebeian College Alos, Alaminos City Pangasinan
Don Reinoso St. Pob. Alaminos City
January 26, 2024 MAXIMO V. DECENA
Retired American Navy
P R O J E C T SA G IP FO R ST U D E N T C O N V E R G E N C E Alos, Alaminos City Pangasinan
Collegio De Dagupan JOSEPH RAFA NAN
Dagupan, Pangasinan Instructor, The Great Plebeian College
Novem ber 17, 2023 Telbang, Alaminos City Pangasinan

B A SIC L E A D E R S H IP T R A IN IN G
The Great Plebeian College
Don Reinoso St. Pob. Alaminos City
October 7, 2023

STUDENT FORUM 2 . 0 :
CHED Region 1, San Fernando City, La Union
Preparing College Students in the Next
Normal Education
February 23, 2022

L E A D E R SH IP A ND PA R LIA M E N TA RY
PROCEDURE
The Great Plebeian College
Don Reinoso St. Pob. Alaminos City
December 2 , 2021

N E T IQ U E T T E O N S O C IA L M E D IA A N D E M A IL S
The Great Plebeian College
Don Reinoso St. Pob. Alaminos City
November 20, 2021
ALV IN JAY SO N B. VELASC O
Applicant