DepEd Division of Misamis Oriental Page

R.E.A.D.I.N.G. T.R.E.E. – Raising Early Academic Development through

Intervention for Nurturing Grade 1 Transformation, Reading Expansion, and
Empowerment

An Action Research

ALDREIN N. MEGRINO
BLESSED GRACE P. ALMONTE
JEZAH AMOR S. CHIO
Position

School
Initao South District

August and 2023

DepEd Division of Misamis Oriental Page 1

SCHOOL RESEARCH PROPOSAL APPROVAL SHEET

The research approval attached hereto, entitled (R.E.A.D.I.N.G. T.R.E.E. –

Raising Early Academic Development through Intervention for Nurturing
Grade 1 Transformation, Reading Expansion, and Empowerment) prepared
and submitted by (ALDREIN N. MEGRINO,BLESSED GRACE P. ALMONTE,
JEZAH AMOR S. CHIO) CASILIHON ELEMENTARY SCHOOL,INITAO SOUTH
DISTRICT, insert school year to implement), has been examined and
recommended for acceptance and approval in School Research Committee.

SCHOOL PANEL OF EXAMINERS

Approved by the School Research Committee on Oral Examination with a grade

of (Average Grade) on (Date Approved).

_____________________ ___________________
Member Member

__________________________________
Chairman
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DISTRICT FULL-BLOWN RESEARCH PROPOSAL APPROVAL SHEET

The research approval attached hereto, entitled (title of the research)

prepared and submitted by (insert name of the researcher/s, insert name of

school and district, insert school year to implement), has been examined and

recommended for acceptance and approval in District Research Committee.

DISTRICT PANEL OF EXAMINERS

Approved by the District Research Committee on Oral Examination with a grade of

___________ on __________________.

GUILBERT /JOV AURA O. VILLASTIQUE

Teacher I Principal II
Member Member

MARIA LEALOU C. FABRIA

PS District Supervisor
Chairman
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Theme 1: Teaching and Learning (Subject)

APPROVAL SHEET

This action research proposal entitled “Research Title”, prepared and

submitted by Name of proponent, Position, School, Initao South District, this
Division, in fulfillment to the requirements for the conduct of research has been
examined, checked and recommended for approval and acceptance.

JOSEPHINE LABARES, PhD

Senior Education Program Specialist
Division Research Coordinator

Approved by the members of the Schools District Research Committee in

fulfillment to the requirements in the conduct of research.

IRISH KARYLLE D. MONTE, PhD GINES C. CACAYAN, PhD

Senior Education Program Specialist Education Program Supervisor
Member Member

GLADYS S. BANAC SHEILLA B. DIANGO, PhD

Education Program Supervisor Education Program Supervisor
Member Member

MARK LORREN T. TEJANO SALLY S. AGUILAR, PhD

Budget Officer III/AO IV Education Program Supervisor
Member Member

MARIA TERESA M. ABSIN, PhD CYDEL P. VALMORES, PhD

Chief, Schools Governance and Operations Chief, Curriculum Implementation
Co-Chairman Co-Chairman

ERLINDA G. DAEL, PhD, CESE

OIC- Assistant Schools Division Superintendent
Chairman

EDILBERTO L. OPLENARIA, EdD, CESO V

Schools Division Superintendent
Consultant/Adviser
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I. Context and Rationale

The "R.E.A.D.I.N.G. T.R.E.E." program is designed especially for learners

in grade 1 who find reading a bit hard. It's like a helpful friend that wants to

make reading more fun and easier for these learners.

The rationale behind the "R.E.A.D.I.N.G. T.R.E.E." program is based on

the belief that addressing reading difficulties at an early stage can have a

significant positive impact on a child's learning journey. Grade 1 is a crucial

time for developing foundational reading skills, and children who struggle

with reading during this period might face difficulties in various subjects later

on. By providing targeted support to struggling readers, the program seeks to

prevent these challenges from becoming more entrenched and hindering

academic progress.

This program takes a multi-faceted approach. It's not just about teaching

reading; it's about creating an environment that nurtures academic growth,

boosts confidence, and encourages a positive attitude towards learning. It

recognizes that struggling readers might need extra help in various aspects of

their educational experience. The "R.E.A.D.I.N.G. T.R.E.E." program aims to

enhance reading skills, improve comprehension, and expand vocabulary.

Additionally, it wants to empower these students, helping them develop self-

assurance and a belief in their own abilities.

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By offering support in grade 1, the program aims to initiate a positive

transformation in struggling readers. It aims to ensure that these children not

only catch up with their peers but also develop a strong foundation for future

academic success. By working together with teachers, parents, and students,

the program strives to create a cohesive and supportive learning community.

Overall, the "R.E.A.D.I.N.G. T.R.E.E." program is rooted in the idea that with

the right support and intervention, struggling readers can overcome

challenges, build confidence, and embrace a lifelong love of learning.

II. Action Research Questions

This action research attempts to answer the following questions:

1.How does the implementation of the "R.E.A.D.I.N.G. T.R.E.E."

program impact the reading fluency of struggling grade 1 readers after

2 months?

2.What specific instructional strategies within the "R.E.A.D.I.N.G.

T.R.E.E." program are most effective in improving vocabulary

acquisition among struggling grade 1 readers?

III. Proposed Innovation, Intervention, and Strategy

The proposed innovation of this study was the use of the "Buddy

Reading Mentorship" innovative approach framework of the

"R.E.A.D.I.N.G. T.R.E.E." program.This intervention aims to pair

struggling grade 1 readers with slightly older peer mentors, creating a

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supportive learning environment where personalized assistance and

vocabulary enrichment are fostered through peer tutoring.

The implementation of the "Buddy Reading Mentorship" involves

carefully selecting peer mentors from higher grade levels who

demonstrate both capability and empathy. Struggling grade 1 readers

are paired with these peer mentors, and structured reading sessions

are scheduled on a regular basis. During these sessions, both peers

engage in shared reading, taking turns reading aloud to each other.

Peer mentors exemplify fluent and expressive reading, providing

struggling readers with a positive model to emulate. Beyond the act of

reading, peer mentors introduce new vocabulary words from the

reading material, helping struggling readers understand meanings,

usage, and context. Subsequent to the reading, guided discussions

ensue, where peer mentors encourage their younger counterparts to

share thoughts, reflect on the story's content, and engage in critical

thinking.

A consistent schedule is established for buddy reading sessions,

fostering routine and predictability. An inclusive and supportive

environment is cultivated, where participants feel safe to express

themselves and collaborate. Regular check-ins provide opportunities

for mentors and struggling readers to discuss progress, address

challenges, and set goals. The program celebrates achievements to

boost motivation and foster a sense of accomplishment.

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IV. Action Research Methods

The descriptive research design was used in this study. A focus

group discussion of the teachers was applied in this study in order to

gain the needed information. Pertinent supporting documents such as

the action plan and narrative reports prior to the implementation of the

program also served as a basis for gathering of data. A descriptive

research was defined as a purposive process of gathering, analyzing,

classifying and tabulating data about prevailing conditions, practices,

beliefs, processes, trends and cause and effect relationships, and then

making adequate and accurate interpretation about the data with the

aid of statistical methods (Calderon and Gonzales, 2012).

a. Participants and/or Other Sources of Information

This study use

b. Data Gathering Methods

c. Data Analysis Plan

V. Action Research Workplan and Timelines

VI. Cost Estimates

VII. Plans for Dissemination and Utilization

VIII. References