PSYCHOLOGICAL NEED SATISFACTION AND READING COMPREHENSION OF

THE PRIMARY PUPILS OF PROGRESO ESTE ELEMENTARY SCHOOL

Anna Rose F. Ignacio, Dhana Micaela L. Fababeir, Jaycel C. Capillo, John Kelvin R.
Falcutila, John Mark M. Gonzales, Joyce F. Royo, Phoebelane G. Bance

I. Context and Rationale

Reading is a necessity to know, recognize and interpret the meaning of
the symbols read. Therefore, there are reading issues among learners along
the process such as learners who have difficulty recognizing and pronouncing
word, and there are those who know how to sound the words but struggle
with understanding its meaning.
In Progreso Este Elementary School, the problem is the reading difficulty
among grade 4 pupils. Thus, comprehending reading text became the main
problem encountered by the pupils. It is found out that 15 out of 28 Grade
Four pupils of the class can read but struggled in comprehending what they
read.
The researchers interviewed the parents regarding their beliefs and
perceptions about education and home learning of their children. We found
out that the parents are not fluent in reading especially in English resulting for
their children to struggle in reading comprehension in English. Despite of their
situation, the parents believed that education for their children is important
that is why they are trying their best to teach their children and provide their
basic psychological needs.
The researchers believed that not only the teachers are responsible for
the learning of children. In fact, many researchers recognize the important
role that positive bond between homes and schools, play in the development
and education of children (Edwars & Alldred, 2000; Richardson, 2009;
Sanders & Sheldon, 2009; Sheldon, 2009). Therefore, the researchers
decided to launched the Project WERSPAC (Workshop for Enhancement of
Reading Comprehension for Parents to Children) in reading.

II. Review of Related Literature

The self-determination theory (Ryan & Deci, 2017) claims that psychological needs
are the essential nutrients we all need to fulfill our natural tendencies for growing, doing
meaningful things, and being well. Researchers identified three basic psychological
needs: competence, autonomy, and relatedness (Deci, Olafsen, & Ryan, 2017;
Sheldon, Elliot, Kim, and Kasser).
 Needs for relatedness refers to person’s desires to experience a sense of belonging
to a school, including relationships with teachers and classmates; needs for
competence refers to the person’s desires to interact effectively with the school
environment and take chances to develop and demonstrate individual capabilities;
needs for autonomy refers to a person’s desires to experience the sense of freewill and
self-endorsement of their behaviors at school (Tian et al. 2014).

Parents can contribute to this psychological-growth process by supporting children’s

needs for relatedness (e.g., by being warm and responsive), competence (e.g., by
providing clear guidelines and by giving positive feedback and help), and autonomy
(e.g., by recognizing the child’s perspective and by encouraging initiative). When
parents interfere with these needs, they risk inhibiting their child’s development or
increase vulnerability to psychopathology. Various factors (including age, cultural
background, and personality) affect the extent to which potentially supportive parental
behavior actually needs support (Soenes, Deci, Vansteenkiste, 2017). Hence, satisfied
needs make a satisfied person. Any fluctuation on how satisfied or frustrated our
psychological needs are influences our well-being (Bernstein and Brown, 2010).

Another issue to consider is family background has an impact on the child’s reading
achievement (OECD, 2000). It is confirmed that socioeconomic status of the family
influence the reading literacy and student’s achievement. Parent’s education, parental
involvement in reading aloud at preschool age, together with appropriate reading
materials and suitable environment nurture positive effects towards student
performance (Klemencic, Mirazchiyski, & Sandoval-Hernandez, 2014; Adeniji & Omale,
2010; and Geske & Ozola, 2008). Essentially, parent involvement provides children with
more opportunities to overcome reading difficulty and academic challenges (Sapungan
& Sapungan, 2014).

According to Sénéchal and LeFevre (2002) parent involvement in teaching their

children at early age about reading and writing words was related to the development of
early literacy skills. Early literacy skills predict word reading at the end of grade 1 and
indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted
reading comprehension in grade 3; wherein, the result of their study showed that
children's exposure to books was related to the development of vocabulary and listening
comprehension skills, and that these language skills were directly related to children's
reading in grade 3. Thus, the various pathways leading to fluent reading are rooted in
different aspects of children's early experiences.

In a study conducted by (Wood, et al, 2021) in which parents are provided

workshops on either early literacy or socio-emotional learning to examine the impact on
their children's reading and social skills development. The parents were offered
interactive workshops designed to help them identify everyday opportunities to support
reading skills or social skills development. Families were randomly assigned by school
to workshops on one of three topics: (1) traditional text reading, (2) traditional text
reading with computer-assisted learning opportunities, and (3) social-emotional
learning. Found out that there are additional benefits of interventions on specific
language and literacy measure in children in both reading conditions in which parents
participated in the workshop compared to children whose parents did not participate in
the workshop; gains in academic performance was observed in the socio-emotional
sate compared in the reading condition.

Addressing the same issue of providing workshops for parents to improve their
children’s reading skills, Villalobos (2018), proposed a parent literary workshop in which
it was outlined with series of workshops and was structured in three parts: (1) learning
section of the night for the parent, (2) structured practice for parents to use their newly
acquired skill with their child guidance from instructor, and (3) question and clarification
time for parents as well as more independent practice time with the new skill. Each
workshop ended with feedback form so parents could leave any further questions or
constructive feedback for the instructor. The result indicates that the students whose
parents participated in the workshops were more successful

However, in both projects there were concerns on the following: The project did not
address ways in which to make sure that parents participated in the project (Villalobos,
2018).

III. Research Question

This research proposal aims to answer the following question:

1. What intervention can be proposed to enhance the reading comprehension of

Grade 4 pupils?
2. Is there any improvement to the reading comprehension of Grade 4 pupils after
the proposed intervention?

IV. Scope and Limitation

This research will involve grade 4 pupils of Progreso Este Elemenentary School
in Progreso Este, Odiongan,Romblon for the third quarter of School Year 2022-
2023. We will focus our observation on the 28 pupils who were having difficulties
in reading comprehension.
Furthermore, the study has the following delimitations:
1. Research investigation was confined to Grade four pupils of Progreso Este
Elementary School.
 2. It involved 25 grade two pupils using Phil. IRI as assessment tool for their
reading.
3. This study did not include the other grade level in the school.

V. Methodology

Research Design

For the purpose of improving the reading comprehension, action research design
will be adopted. Since the primary purpose of action research is to take action to solve a
local problem or to improve a comprehension, it is not intended to create theories or to
be generalizable.

Locale and Time of the Study

The study was conducted at Progreso Este Elementary School. The descriptive
study started during third quarter academic year 2022-2023.

Sampling

Participants of the study will involve grade 4 pupils and their parents. We will
focus our observation on the 28 pupils and then focus mainly on the parents of the 15
students who got a poor comprehension on Phil.-IRI results.

Data Collection

This study will utilize both quantitative and qualitative data. Specifically, following
Mills (2003) categories in data gathering for action research, two E’s will be applied.
Interview with the participants will be conducted to describe their experience and
perceptions about the intervention. Another source of data will be from Examining the
written tests administered after the intervention.

Ethical Issues

In doing the action research, the parents as well as the students free prior and
informed consent will be sought for. They will be assured that all names will be
anonymous and the data gathered will be solely used for research purposes only.
 The Proposed intervention

The Philippine Information Reading Inventory (Phil-IRI) assessment tool is aimed

to be used as a classroom-based assessment tool to measure and describe students
reading performance.

Workshop for Enhancement of Reading Comprehension for Parents and

Children seeks to improve pupils’ performance in comprehending what they read. In
particular, it will improve the reading quality, how the parents will help their children to
comprehend what they read. The proposed workshop will help the parents to discuss
questions, brainstorm ideas, identify problems, make decisions and develop solutions to
reading comprehension of the pupils.

The result of the Phil-IRI assessment will be the basis of who among the parents
of the students will be participate in our proposed workshop. In particular, this workshop
will group the parents of the pupils after the Phil-IRI was assessed. The parents of the
pupils who got poor reading comprehension will be under the proposed workshop.

Plan for Data Analysis

The researcher will use frequency count and simple mean in analyzing the data
generated from the will use before and after the intervention. Also, the researcher used
graphs whenever necessary. There will be using thematic analysis for the reflections,
observations, interviews, narratives and other qualitative data obtained from the study.

VI. Work Plan

Activity W1 W2 W3 W4 W5
Preparation of X
the Intervention
Material
Pre-test and X
Data Gathering
Implementation X
of Intervention
Post-Test X
Data Analysis X
and
Interpretation

VII. Cost Estimate

EXPENSES COST
Photocopy Expenses 1000
Load Finances 500
Supplies 500
Transportation 1500
Printing Expenses 2000
Book Bind 2000
Operational Cost 1000
TOTAL 8500

VIII. Action Plan

Results of the findings will be disseminated to the teachers then they will
integrate it to their teaching process. It will be submitted for presentation in
relevant conference.

IX. List of Reference

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