Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Dumaguete City
CADAWINONAN ELEMENTARY SCHOOL
Cadawinonan, Dumaguete City

Integrations of project CLAC on Grade VI learners with Poor Reading Comprehension

Skills in Cadawinonan Elementary School

An Action Research Proposal

Presented to the
Schools Division Research Committee (SDRD)
For Evaluation Proposal

By
Clarene Jane Aranas
Teacher-1
Cadawinonan Elementary School
Claire Angelie D. Faustorilla
Teacher -1
Cadawinonan Elementary School
Aileen A. Valderama
Teacher – 1
Cadawinonan Elementary School

School Division of Department of Dumaguete City

February 29, 2024

 TABLE OF CONTENTS
Title Page i
Table of Contents ii

Chapter 1

Introduction 1
Research Question 4
Methodology 4
Proposed Innovation, Strategy 4
Pre- Reading Collection 5
During Data Collection 5
Post Data Collection 6
Action Research Work Plan and Timeline 7

References 8

1
 Chapter 1
Introduction

The research topic "Integration of Project CLAC on learners with poor reading

comprehension" focuses on the implementation and effectiveness of Project CLAC

(Comprehensive Learning Action on Comprehension) for students in Cadawinonan Elementary

School who struggle with reading comprehension. This research aims to explore how integrating

Project CLAC into the curriculum can support and improve the reading comprehension skills of

these learners.

Reading comprehension requires the coordination of multiple linguistic and cognitive

processes including, but not limited to, word reading ability, working memory, inference

generation, comprehension monitoring, vocabulary, and prior knowledge (Perfetti, Landi, &

Oakhill, 2005). Reading comprehension is a crucial skill that allows individuals to understand

and interpret written texts effectively. Reading is a lifelong skill for academic learning and

success in school. According to Anderson (Anderson, E. Hiebert, J. Scott, and I. Wilkinson,

1985), reading is a basic life skill. However, some students may face difficulties in

comprehending what they read, which can significantly impact their overall academic

performance. Project CLAC is an instructional approach designed to address these challenges by

providing targeted strategies and interventions to enhance reading comprehension abilities.

The integration of Project CLAC involves incorporating its principles, strategies, and

activities into the regular curriculum, ensuring that students with poor reading comprehension

receive the necessary support and instruction to improve their skills (Grabe, 2009). By

implementing this project, educators aim to create a more inclusive and effective learning

environment that caters to the diverse needs of students.

2
 This research topic seeks to examine the impact of integrating Project CLAC on Grade

VI learners with poor reading comprehension. It may involve evaluating the effectiveness of the

program, exploring the experiences and perspectives of Grade VI students, teachers, and parents

on identifying best practices for implementation. The findings of this research can contribute to

the development of evidence-based interventions and instructional strategies that can better

support students with poor reading comprehension skills.

Overall, the integration of Project CLAC on learners with poor reading comprehension is

an important action research that aims to address the specific needs of students who struggle with

this essential skill. By investigating the effectiveness of this approach, educators can gain

valuable insights into how to best support these learners and promote their overall academic

success.

3
 Research Question

Specifically, this study aimed to answer the question:

What happens to my Grade VI learners with poor reading comprehension

after integrating the project CLAC?

Methodology

The Participants for this research will be a group of 15 Grade VI learners of Cadawinonan

Elementary School with poor reading comprehension.

Proposed Innovation, Strategy

 Design contextualizes reading materials.

 Use other resources of reading materials.

 Implementation of guided reading to learners with poor reading comprehension.

 Reading Buddy Method

 Parent Involvement on child reading implementations

 Data Analysis

4
Pre- Reading Collection

In the pre-reading phase of our implementation, we will begin by conducting a comprehensive

reading assessment for the learners. This assessment will help us identify students who struggle

with reading comprehension. We will seek permission from the school principal to conduct this

action research, as it is crucial for us to identify learners who would benefit from innovative

strategies.

Additionally, we understand the importance of involving parents in our Project CLAC. We will

actively communicate with parents, discussing our objectives and the significance of this project

for their children. We will provide them with a consent form, allowing them to make an informed

decision about their child's participation in the project.

By conducting the reading assessment, obtaining permission from the principal, and engaging

parents in the project, we aim to create a collaborative and supportive environment that

prioritizes the needs of learners with poor reading comprehension.

During Data Collection

During the data collection phase, we will provide the learners with engaging reading activities

that they can take home and practice not only in school but also at home. These activities are

designed to enhance their reading skills and reinforce the concepts learned in the classroom.

In addition to the reading activities, the learners will also be given assessments to measure their

progress in reading comprehension. These assessments will help us track their growth and

identify areas where additional support may be needed. By regularly assessing their reading

5
skills, we can tailor our instruction to meet their individual needs and provide targeted

interventions when necessary.

By combining the use of interactive reading activities and ongoing assessments, we aim to create

a comprehensive approach to improving the learners' reading skills both inside and outside the

classroom. This holistic approach ensures that they have ample opportunities to practice and

develop their reading abilities, leading to long-term improvement and success.

Post Data Collection

After the data collection phase, the researcher will gather all the data results from the activities

conducted in Project CLAC. It is important to analyze and evaluate the collected data to gain

insights into the effectiveness of the project and identify areas for improvement.

In addition to the data analysis, it is crucial to gather feedback from the teachers involved in the

project. Their insights and observations are valuable in assessing the coherence between the

activities conducted and the outcomes achieved. This feedback helps in refining the project

strategies and ensuring that they align with the desired goals.

Furthermore, parental involvement plays a significant role in this project. Parents are essential

partners in supporting their children's learning journey, both at school and at home. They will be

provided with a form to record their observations and feedback on their child's progress. This

collaborative approach fosters a strong home-school connection and enables a comprehensive

understanding of the learners' development.

By gathering data, seeking teacher feedback, and involving parents, we can create a well-

rounded assessment of the project's effectiveness and ensure that learners receive the necessary

support both inside and outside the classroom.

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 ACTION RESEARCH WORK PLAN AND TIMELINE

Activities February March April May

2024 2024 2024 2024

Pre- Activities

Conducting reading
assessment for the learners

Ask permission to the

principal that we will be
conducting action research.
Conference with the parents
about project CLAC

Distribution of Parent’s
Consent form.

During Activities

Provides enhance learning

materials to the learners

Provides take home reading

materials

Giving quantitative
assessment

Post Activities

Gathering data result

Teacher’s Feedback

Parent’s feedback and

observation

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References

Grabe W. (2009). Reading in a second language: Moving from theory to practice. Cambridge,

UK: Cambridge University Press.

Perfetti, C. A., Landi, N., & Oakhill, J. V. (2005). The acquisition of reading comprehension

skill. In Snowling, M. J., & Hulme, C. (Eds.), The science of reading: A handbook (pp. 227-247).

Oxford, UK: Blackwell.

R. Anderson, E. Hiebert, J. Scott, and I. Wilkinson, Becoming a Nation of Readers: The Report

of the Commission on Reading, Washington D.C: National Institute of Education and the Center

for the Study of Reading, 1985