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Chapter 1

THE PROBLEM

Introduction

Approaching spelling at the level of letters fails to communicate the

essential strategies that are required to help students spell successfully. As

observed by Blackerby (2020). In language all words do not look as they sound.

Therefore, all words cannot be correctly spelled according to how they sound but

they can be spelled correctly according to how they look. This is often why

second language students stumble and become frustrated with the inaccuracy of

their attempts when writing new words, especially if they do not follow logical

phonemic patterns.

This discouraging effect can be avoided by teaching students a more

visual approach to learning the spelling of new words. Visualisation is believed to

be crucial for helping students spell correctly. This is explained by the fact that

spelling is a visual process: we need to visualise, or see a word we have

encountered before, to spell it. When good spellers are observed at work, their

eyes can be seen moving up to the left, to access their visual memory, then

down to detect accuracy, by imagining writing the word down using their

kinaesthetic channel, before looking up again to check it looks right (Hamilton,

2020).
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On the same hand, spelling is the act of producing correct orthographic

representation of a written word. It is the ability to produce words, orally or in a

written format, by positioning letters in a precise order. Several researchers and

specialists discussed the importance of spelling, attributing its importance to

several factors. Accurate spelling is standard equipment for functioning in daily

life.

Similarly, to communicate effectively, a person needs to develop the ability

to spell quickly and accurately the words he uses in his everyday writing. Those

who fail to develop spelling skills are often judged negatively by their peers,

business associates, employers, and even themselves. If spelling is lacking in

accuracy, then language competence and communication are both

compromised.

Undoubtedly, it is argued that incorrect spelling can adversely affect an

individual’s educational and occupational status. spelling can impede educational

achievement, reduce employment opportunities, affect interpersonal

relationships, and reduce self-esteem. Individuals with low confidence regarding

their spelling and related skills not only write less and with a more limited

vocabulary but may feel unable to express their knowledge in various subject

areas.

It believes that a person’s knowledge and sometimes intelligence are

judged on either their ability or difficulty with managing conventional spelling.

Poor spellers expend time and energy thinking about the correct form of the

words at the expense of thought flow, thus hampering the logic of texts. Poor
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spellers also tend to use simpler words which they can spell confidently and

avoid those that reveal their weakness.

Bagtang Elementary School is composed of teachers who are equipped

and engaged in teaching skills in spelling and the application of significant

intervention to enhance spelling performance of Grade 6 pupils. Similarly, it is

not new to the profound change in the educational system with regards to

curriculum and instruction. The school encounter challenges across the new

curriculum and its strands but still it continues to make progress in the field of

educational system. Facilitating learning is essential in addressing any form of a

problem and must find potential solutions in resolving challenges across reading

development of the learners.

Undoubtedly, it should demonstrate a commitment to the development of a

culture of excellent readers. A culture of excellent readers is characterized by

excellence, integrity, and discipline, promotes the strong link between reading

skills and performance, recognizes that developmental reading reflects,

influences, and shapes our culture, thus, this research study is conceptualized.

Statement of the Problem

This study aims to identify the level of spelling performance of Grade 6

pupils in Bagtang Elementary School aligned with the intervention used in the

delivery of spelling instruction.

Specifically, this study will seek to answer the following questions:

1. What are the factors that affect learners’ spelling performance?

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2. What are the challenges encountered by grade 6 pupils in terms of:

a. spelling comprehension;

b. word recognition; and

c. critical thinking?

3. What intervention needed to address the difficulties and weaknesses

along:

a. written test results;

b. performance assessment; and

c. feedback of the pupils?

4. What innovative instructional material may be proposed to improve

the spelling performance of grade 6 pupils?

Scope and Delimitation

This study will determine the level of spelling performance of Grade 6

pupils in Bagtang Elementary School aligned with the intervention used in

teaching for school year 2023-2024.

The respondents will be composed of 10 grade 6 teachers and

considered as primary respondents while secondary respondents will be

composed of 20 Grade 6 learners who are presently enrolled in the place where

this study is to be conducted .

Others, such as gamification, reading approaches, instructional innovation,

reading skills impediments , and assessment of learning, are excluded from this

study.
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Significance of the Study

The findings of the study will be advantageous and beneficial to the

following groups and people concerned. Among them will be the following:

Grade 3 Learners. Assess and identify their learning styles; thus, they will be

able to know their learning strengths and weaknesses. In attaining these, they

can think of ways to be

Teachers. Provides understanding of the various learning styles favored by

themselves and their learners. It will help teachers recognize the important

relationship between the instructional strategies they utilize and the success their

learners may experience. Hence, it will also assist them in continuing self-

reflection as they monitor their instructional strategies and attempt to incorporate

various methods into their teaching repertoire.

Further, they will be able to recognize that the current educational reform

is quite challenging. Hence, they must develop lessons that embody different

roles in the classroom environment for optimum learning to be achieved.

School. This will serve as a guide in academic planning. It could help them

make plans that will help learners to achieve a better quality of education, thus

producing more competent learners who are responsive to the needs of society.

It can also be a reference in re-educating and training their teaching staff.

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Department of Education. Thus paper, in adherence to the Republic Act

No. 10533, also known as the Enhanced Basic Education Act of 2013, this study

will provide teachers an opportunity and support to enable learners to develop,

empower, and assess learners in the learning process and give them a quality

education.

Moreover, it also adheres to Republic Act (RA) No. 9512, also known as

the National Environmental Awareness and Education Act, which mandated all

relevant agencies to integrate environmental education into public and private

school curricula for all levels, including barangay daycare, preschool, non-formal,

technical-vocational, professional, indigenous learning, and out-of-school youth

courses or programs.

Community. This study can be used by the people in the community

regarding the action plan that may be developed for the learners who need

support in terms of reading difficulties.

Future researchers. This study can significantly aid future researchers, for

this can serve as a reference in making a parallel study that focuses on the

utilization of storytelling as an intervention to improve reading difficulties. It would

be a basis for related and further studies to improve reading performance.

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Notes

Carrel, P.L. & Eisterhold, J.C. (2020). Schema theory and ESL Reading
Pedagogy. In Patricia L. Carrel, et al. (Eds.). Interactive Approaches
to Language Reading. Cambridge: Cambridge University Press.

Denies, L., McKenna, M.C. & Miller, J.W. (2020).Project READ: s: Effective
Design for Content Area Reading. Journal of Reading, 22(6).

Goodman, K.H. (2019). Reading: A Psycholinguistic Guessing Game. Journal of

the Reading Specialist, 6, 126-35

Grellet, F. (2020) Developing Reading Skills. Cambridge: Cambridge University

Press.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the compilation of several publications and

concepts that have been determined to be relevant and essential to the study's

purpose. Similar research has been gathered to emphasize the gap that has to

be filled in the teaching-learning process, particularly in the creation and delivery

of instructions and the selection and utilization of educational resources.

Related Literature

In early childhood education, book reading and storytelling have

traditionally been seen as learning activities that lay the groundwork for children’s

literacy development (Gillen, 2019).

There is, however, another side of stories on written and oral narrative

texts), that is, their potential to promote children’s socio-emotional learning and

socialization. The aesthetic characteristics and developmental advantages of

stories, including literary fairy tales, have been the focus of various literary and

psychological approaches.

According to Garcia (2020) the uses of enchantment in stories as

significant for children’s development and exploration of their world and social

concerns, noting that for a story truly to hold the child’s attention, it must entertain

him and arouse his curiosity. But to enrich his life, it must stimulate his

imagination; help him to develop his intellect and to clarify his emotions; be
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attuned to his difficulties, while at the same time suggesting solutions to the

problems which perturb him.

According to Snow (2020), pleasurable features, enchantment with the

story as aesthetic experience and emotional involvement are highlighted as

important characteristics of childhood literacy experience, the main bulk of the

research has examined what traditionally has been viewed as literacy-enhancing

verbal acts and their uses during picture book reading practices .

Simlilarly, it adopts a multimodal interactional perspective on human

sense making, including socialization and learning. It contributes to research

examining multimodality in literacy by adopting an expanded conceptualization of

language and aligning with a view on children’s involvement in literacy events as

meaningful and useful for themselves in their daily life.

Henceforth, it is on the teachers’ ways of organizing an entertaining,

engrossing, affectively valorized storytelling event, and the child audience’s

verbal and nonverbal participation in the aesthetic activity.

The notion of participation, as stated by Goodwin, (2020) adopted here

views social life and social encounters as constituted through participants’

actions that are essentially multimodal and embodied: multiple participants build

action together in embodied practices and by using diverse semiotic resources.

Apparently, Heath (2021) conveys that participation involves attentiveness

and the social actors continuously taking one another into account as well as

mutually influencing the construction of a common course of action within

evolving structures of talk. Participation and action are thus achieved co-
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operatively, through the process of building something new through

decomposition and reuse with transformation of resources placed in a public

environment by an earlier actor.

This view of participation and co-operation includes considering the

sequential organization of language practices, the embodied participation

frameworks, objects and fine-tuning of participants’ attention to these objects,

public display of affective stances, as well as the broader, sociocultural features

of the literacy practices.

The role of affective stances language-mediated and embodied resources

through which social actors simultaneously evaluate objects, position subjects

with respect to any salient dimension of the sociocultural field is emphasized in

that they clearly contribute to aligning participants into the co-operative

organization of a common course of action.

By adopting the multimodal interactional perspective, the present study

will analyze and discuss storytelling as an interactionally accomplished and

sociocultural poignant practice, where young children can immerse themselves in

early literacy by co-operating in aesthetic experiences and affective evaluation of

story characters and events.

Early literacy and children’s contribution to literacy activities Storytelling

and book reading have primarily been seen as activities that can enhance

children’s literacy development. For instance, a wealth of research taking

psychological, linguistic, and educational perspectives has shown that the

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literacy environment in early childhood contributes to children’s emergent literacy

development.

Markova (2020), in his artcile stated that, “A growing number of studies

have examined how adults, during picture book reading, use questions,

vocabulary explanations and other verbal methods to engage children in literacy

training.”

Notably, literacy is not limited to written language. It also includes the

ability to structure textually cohesive and coherent stretches of spoken discourse.

Children’s book stories, and their language features, can be incorporated into

children’s play and have the potential to foster discursive literacy skills.

Lim (2020), in his article states that, “Children’s peer interactions have

also been recognized as comprising simple narratives in pretend play.” A broad

definition of early literacy views it as a process of meaning making, through the

multiplicity of modalities in social events, that takes place here and now rather

than constituting a stage on a path to some future literal stage.

This shows that children’s participation in classroom reading of fairy tales

constituted part of language socialization, and ultimately, incidental learning and

socialization through literature to literature. Several recent studies have adopted

a multimodal interactional perspective on literacy events and examined

embodied participation frameworks, objects, graphic texts, pictures, and bodily

alignment asmeaning-making resources in children’s reading practices.

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On the same hand, Lubetsky (2021) demonstrates that children’s

participation in literacy practices was guided by adults using directives that

monitor and re-calibrate children’s attention.

As shown by Kyratzis (2020), young children skilfully used multimodal

actions to achieve a playful performance of ‘reading a picture in this way

contributed to their own literacy socialization. In a study of primary school peer

literacy activities.

Despite the great importance of listening skills in comparison with reading

or writing, most people do not possess great listening skills. So, the study of

techniques to enhance listening comprehension is nowadays considered as a

building block in second language acquisition research. It is also believed that

when teachers provide students with abundant opportunities for listening

practice, the process of developing useful listening strategies will be best

achieved.

It seems that providing students with a variety of listening opportunities

can lead to the enhancement of this important skill. On the one hand, in real life

situations, students might listen to people talking or reading something and on

the other hand stories have always been attractive to students and successful in

getting their attention.

As supported by Jefferson, G. and Miraflores (2020), it shows that

collaborative reading was dependent on children’s mutual coordination of

multimodal participation frameworks. Notably, the study demonstrates that

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literacy acquisition was intimately related to the children’s affective stances and

development of identities as avid readers who enjoy the reading process.

Attempting to take advantage of the undeniable fun and enjoyment in

stories, teachers try to include stories in different classroom activities. Storytelling

is one of the ways of presenting a story and reading aloud is the second form.

For different reasons, teachers might prefer one over the other.

Melander (2020), states that aesthetics, pleasure, and performance in

storytelling are not designed for utilitarian purposes to inform. Rather, both

literary and oral narratives are designed to elaborately display highly tellable

circumstances and incidents in such a way that the addressee will respond

effectively in the intended way, adopt the intended evaluation and interpretation,

take pleasure in doing so.

Similarly, interactional approaches have highlighted that the ways in which

stories are told provide information about how human beings organize their

experience of the events they encounter in the world.

They are morally and affectively charged, and in this way help the

participants, speakers, and listeners to make sense of the events in the world

and themselves.

Moreover, it is a dialogic event and performance, in which listeners, such

as the audience, actively contribute to the dynamic process of telling.

Performance is choreographed through speakers’ use of talk and nonverbal

resources to animate story characters and the reactions to them. It brings alive a

vernacular theatrical performance and engages the audience.

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Henceforth, storytelling is an effective strategy that incorporates aesthetic

ways of knowing into instruction. In addition to improving the academic

performance of students in the areas of reading.

Realated Studies

For schools to improve the literacy learning of all learners, different

strategies need to be employed. Using storytelling in the classroom is one way to

address literacy development by improving oral language, reading

comprehension, and writing. Because of the interrelated nature of the processes

involved in reading and writing, storytelling is an effective strategy that can be

woven into instruction to increase students’ competencies in all areas.

From the moment children enter kindergarten, learnerss are being

instructed and assessed on their reading ability. Most states address the

importance of literacy with standards for proficiency at each grade level in areas

of oral language, reading, and writing, (Aiex, 2020).

Even with the goal of improving literacy achievement in the forefront of

recent No Child Left Behind (NCLB) legislation, many children are still struggling

to read at a basic level.

With so many learners struggling to become literate, steps must be taken

to improve all students’ reading ability. If something is not done, the achievement

gap between proficient and underachieving readers will most likely continue to

grow. Many researchers have surveyed students and found a high correlation
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between good readers and good writers, as well as poor readers and poor

writers.

Others have carried this connection further and believe that reading like a

writer allows one to become a writer (Craig, S. (2020). This shift has moved

current thinking beyond the relationship or connection between reading and

writing and towards literacy.

Cairney (2020) defines reading as a social practice that takes many forms,

each with specific purposes and contexts. It is an important issue for everyone

because our success as a society depends on the innovation of the next

generation. Learners need to have greater literacy skills than in other time

periods, as the average job requires literacy in technology, as well as traditional

forms of reading, writing, and communicating.

According to Cairney (2020), the skills in reading include not only reading

and writing, but also responding appropriately to a variety of messages which

include e-mails that incorporate pictures, as well as text to help convey meaning

to others, and the ability to persuade, inform, and express our emotions. In

addition, poor reading can have a detrimental impact with 75% of school

dropouts reporting reading problems and 50% of adults with criminal records

identified as having reading difficulties .

Engaging in storytelling activities is a way to motivate even the most

reluctant reader or writer. Storytelling is defined as, “relating a tale to one or more

listeners through voice and gesture”. Because storytelling relies on both the
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listener and the teller, this strategy utilizes the social element of language.

Researchers have found that reading instruction is most effective when

developed through social interaction and collaboration with others, (Bustamante,

D. M. (2020).

This strategy capitalizes on learners’ desire to talk and interact with

others. In fact, some researchers have found that the weakest readers and

writers are often the most adept at storytelling (NCTE, 2019). Building on the

synergistic relationship between language in an interactive way, teachers and

students can use storytelling to improve literacy learning.

Storytelling finds its disciplinary inheritance in the humanities and

aesthetic ways of knowing. The fields historically incorporated into the humanities

include the classics, history, languages and literature, law, performing arts,

philosophy, religion, and visual arts. Using the medium of the performing arts

reports that storytelling is a fundamental method for sharing knowledge among

people as it allows participants to be transported to another time and place.

The consummatory function is understanding the importance of the

journey and being able to find joy in the inquiry along the way. Through

storytelling these functions could flourish as students develop their literacy skills

within the classroom.

According to a study conducted by Aiex (2020), researchers studied the

impact of storytelling and reading stories on the development of language and

comprehension of children ages three to five. The participants were divided into

two groups, but the same twenty-four stories were heard by all learners.
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The first group had the stories told to them. The second group listened to

the stories as they were read from a book. The results showed that both groups

benefited from their instruction. The group who heard the stories told

experienced greater comprehension as demonstrated in their retelling of the

stories (Aiex, 2020). The storytelling group was more able to identify the setting,

the moral of the story, and the characters from the stories.

Undoubtedly, they also suggest that storytelling requires a greater use of

the visual imagination than in story reading as there are no pictures to share in

storytelling. Storytelling is also considered a more personal experience as the

listener frequently has greater levels of eye contact with the teller as compared to

listening to a story read from a book.

The authors report that storytelling is considered an effective strategy for

developing listening skills and keeping students engage. Haven (2020)

conducted a meta-analysis of eight studies regarding the use of storytelling as a

strategy. Her analysis included information from pre and post interviews with

participants, student retellings, measures of fluency, and writing samples from

the students.

The studies demonstrated that the literacy of the participants was

enhanced in the academic areas of fluency, vocabulary acquisition, writing, and

recall. Additionally, she found that storytelling served to improve self-awareness,

visual imagery, and cultural knowledge.

The human factor that emerges from instruction in storytelling led

researchers to consider its cultural elements. Eder’s (2019) examination on

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storytelling practices revealed that stories are used to help construct important

concepts and as the instrument through which knowledge is passed from one

generation to the next.

More so, it also found out hat the stories seemed to focus on key concepts

such as respect and moral responsibility to oneself, others, and the environment

and that the stories were primarily told by the elders. Eder notes that families

who have used stories to help their children learn important life lessons are

considered to have raised their children properly.

Wallace (2000) noted that, “The phenomenon of storytelling actually

becomes a common language that facilitates meaningful communication; we can

hear and understand each other’s stories because we can usually recognize

ourselves in the stories of others- no matter how varied our cultural

backgrounds.”

Additional studies also support the effectiveness of storytelling as a

strategy. In a study conducted by Eder (2019), the researchers reported that

storytelling not only helped participants enhance the language and logic skills of

the children but also resulted in the development of positive attitudes towards

instruction.

As a result, they concluded that the connection between literacy

development in children and storytelling was well established. It can be used as

an effective means to increase early literacy and promote reading

comprehension skills (Haven, 2020).

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Through active engagement, storytelling as a strategy can strengthen

reading comprehension by helping learners develop of a sense of story, (Eder,

2019). Having a sense of story is critical for learners to make sense of text and

derive meaning from a story. The impact of storytelling on the development of

story through active engagement will be addressed below. In storytelling, the

interaction is personal, engaging, and immediate (Aiex, 2020).

These characteristics allow storytelling to capture the attention of the

audience. This enhances an understanding of the story by providing a social

context forreading literacy. Readers learn the social aspects of language through

observation and participation in storytelling (Craig, 2020).

When students retell stories, they can further develop their skills of

comprehension by relating stories with expressions. Eder (2019) describes using

the oral tradition of storytelling as a powerful strategy for setting patterns of

meaning. She found that events which tend to be most memorable and engaging

are those associated with heightened emotion.

Engaging learners in their learning and motivating them through the

selection of stories they want to tell brings kids out of the shadows of instruction.

Instead of passively receiving directions on how and what to write about,

students make key decisions about their writing with the teacher as model,

coach, and facilitator.

Through participation in storytelling experiences, students learn to build a

sense of story by anticipating features of the genre, including how a story may

begin and end. The development of a sense of story allows students to make
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better predictions, to anticipate what is next, to increase awareness of cause and

effect, sequence events, and develop other skills that aid comprehension (Aiex,

2020). Storytelling further assists in the development of a sense of story by

incorporating the use of essential story elements.

Nevertheless, these elements include point of view, plot, style, characters,

setting, and theme. Comprehension, critical listening, and thinking skills are also

developed by combining storytelling with questioning, imagery, inferencing, and

retelling. This development of a sense of story to increase comprehension is

particularly critical to people of diverse cultures. Some cultures organize the way

they relate events around topics rather than a main idea.

Hence, for some cultures, stories are told as more of a chronicle of

relationships that focus on the humor of the situation or sharing the feelings of

another rather than as a sequence of events. The authors point out that these

cultural patterns often result in children being referred for specialized services

that may not stem from a disability but from their cultural experiences regarding

the use of language.

By participating in storytelling experiences that build a sense of story,

these students can demonstrate increased success in reading comprehension.

Some researchers have focused on the practical application of storytelling as a

pedagogical strategy to build reading comprehension.

This shift in power makes learning inherently more meaningful for students

because the stories belong to them. In the writing classroom, storytelling is based

on the telling of a narrative by the teacher or the student with the intention of
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eventually recording the story in written form. This strategy easily links to a

narrative form of writing but can also help students with other types of writing. In

the early grades, story writing is the focus of most instruction, but as students

become more proficient writers, they are expected to master other forms such as

persuasive and expository writing.

Synthesis of the State of the Art

The information or insights gathered from previous studies are considered

to guide the present study in determining the level of performance and skills in

reading of the learner’s using storytelling in teaching instruction. The delivery of

teaching instruction is also being considered in providing efficient outcomes in

improving reading skills using different and adaptable intervention that can

support the learning growth of the learners.

Gap Bridged by the Study

None of the studies that had been reviewed specifically focused on

storytelling and reading intervention to emhance reading perfprmance and skills

of primary grades. From the presentation of the findings of the studies, it was

found out that all of them enriched the present studies. Most of the studies

focused on the academic performance related to reading instruction, that will lead

to quality education.

From among the enumerated studies herein (local and international), it

was noted that no one had the same as of the present study. Although there was
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an existing study on storytelling, it does not employ and utilized any initiatives to

incorporate the aid of storytelling, thus this is the gap that this study would like to

bridge.

Theoretical Framework

The study is based on the theory advocated by Nate Jorgensen (2020) in

which he stated that a theory of instruction demonstrated a comprehensive

approach to instruction, with a slight focus on learner collaboration toward

understanding. The 4 instructional methods : gain attention, present information,

provide practice materials, provide feedback : point toward effective and efficient

instructional approaches, regardless of content or context.

It further stressed that this theory is recommended for use in most

instructional situations and should be especially useful in instructional situations

with more than one learner. Even though the theory leans toward cooperative

learning, the comprehensive nature of this theory even allows it to be used for

situations that do not appear to accommodate cooperative learning.

The purpose of this theory is to provide direction in helping people to

learn, understand and/or apply a predetermined set of principles, concepts

and/or procedures. The theory is designed to be prescriptive and to promote

effective, efficient, and appealing instruction. While many instructional theories

are focused on a particular field or learning context, this theory is designed to be

comprehensive; this theory can be used for most instructional situations.

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Below is the theoretical paradigm of the study. It shows the relationship of

the following: a. gain attention present information; b. provides practice materials,

provide feedback; and c. point toward effective and efficient teaching instruction.
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PRACTICE
GAIN ATTENTION
MATERIALS/FEED
AND PRESENT
BACK
INFORMATION

POINT TOWARD
EFFECTIVE AND
EFFICIENT
TEACHING

Figure 1. Theoretical Paradigm

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Conceptual Framework

This study is in accord with the principles of Constructivist Theory of

Jerome Bruner. A major theme in the framework of Bruner is that learning is an

active process in which learners construct new ideas or concepts based on their

current or past knowledge.

The second theory adapted by this study is the General Systems Theory

which is analogous to education production function. According to John (2018),

education has a high-priority function in the production of human resources,

and that the production function is a relationship between the amount of input

and intervening factors to produce a certain good, with consideration to its

quality.

An education production function, therefore, represents a functional

relationship between school and students’ inputs to an associated measure of

school outputs. To ensure the production function adequately addresses the

demands of society, education policy makers and managers must determine

clear and precise objectives; and select the inputs and strategies that will be

transformed through the productive process into a qualified product; possessing

certain competences in form of skills, abilities, and knowledge that can be

transferred to the productive sector of the economy with efficiency and

effectiveness.
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Cory and Betts (2018) on their study on the role of teacher quality in

education in the education production function established that, variation in

teacher quality is an important contributor to student achievement.

The third theory adapted by this study is the Flow Theory authored by

Bassi and Delle Fave, (2018), a growing body of evidence suggests not only e-

learning environments can be intensely engaging, but also that such engagement

is linked to a variety of positive learning outcomes.

An examination of the e-learning experience from the perspective of flow

theory will assist in the understanding and design of these increasingly used

educational tools. Likewise, it should continue to examine the role of flow as it

relates to learning in other extracurricular environments. It has involved children

and adolescents. While the experience of flow appears to be consistent across

age groups, it is possible that certain conditions for flow, like challenge or

autonomy, might be differentially salient to learners of different ages. Thus,

examining a broader age range of learners, including adults, would be

informative.

At the onset, reading is regarded as an important skill to be able to read

texts for general and specific academic or occupational settings. The learners

need to be more interactive in reading activities to be able to successfully interact

with the text that not just merely recognising and understanding words. They,

however, should combine their previous experience and knowledge with ideas of

the text and make judgment of what they read.

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To do so, students must make use of their higher-level thinking skills

(HOTS) to be able to breakdown information into parts and explore the

relationships, able to make opinions and making judgment, and create a different

idea from the given learning reading materials.

Therefore, teachers should provide the learning reading materials that

suit the learners’ needs and enhance student’s cognitive skills such as higher

order level thinking skills to help them in achieving their target language.

Nevertheless, not all the teachers are able to develop their own material in which

to accommodate the specific needs of the students. Furthermore, if there’s any

existing materials that cover the students’ needs, it might not provide a chance to

enhance students’ thinking ability, especially their higher order thinking skills.

Effective teaching materials likely reflect to that reading is functional and

must be contextualized; language development entails learners’ involvement in

deliberate use of language; the language used should be realistic and authentic;

classroom materials will usually seek to incorporate an audio-visual component;

second language learners need to develop the ability to deal with the written as

well as spoken genres; teaching materials foster learner.

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Figure 2. Conceptual Paradigm

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Definition of Terms

The following terminologies are defined conceptually and operationally:

Assessment. refers to strategies designed to confirm what pupils know,

demonstrate whether they have met curriculum outcomes or the goals of their

individualized programs, or to certify proficiency and make decisions about

students' future programs or placements.

In this study, it refers to the tool that is used by grade 6 teachers to

measure the level of performance of the learners in vocabulary drills and spelling

activities and lessons.

Objectives. A description of what the learner must be able to do upon

completion of an educational activity. A well-written learning objective outlines

the knowledge, skills and/or attitude the learners will gain from the educational

activity and does so in a measurable way.

In this study, it refers to the learning competencies set forth by K to 12

Curriculum.

Content is the collection of competencies provided by the syllabus in

English.

In this study, it refers to the concept being taught by grade 6 teachers in

vocabulary development. It is also comprised of lessons to develop the skills of

learners in spelling.

Evaluation is the last part of the lesson proper where the teacher gives

the assessment such as experiences and formative test.

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In this study, it refers to the formative assessment used by grade 6 teachers to

determine the mastery level of the learners.

Innovative Instructional Materials are the instructional materials, with

clearly defined objectives, learning activities as well as feedback and evaluation

with the use of innovative communication tools.

In this study, it refers to the learning materials that are used to support the

learning progress of the learners.

 31

Notes

Aiex, N. K. (2020). Storytelling: Its wide-ranging impact in the classroom. (ERIC

Document Reproduction Service No.: ED299574). American Speech-
Language-Hearing Association. (n.d.). Facts on literacy: A national
crisis. Retrieved April 13, 2008, from
http://www.asha.org/about/publications/literacy

Black, S. (2008). Literature based storytelling: Read one, tell one. Retrieved
March 23, 2008, from www.ala.org/booklinks

Bustamante, D. M. (2002). Telling our stories, finding our voices: Nurturing a

community of learners. Primary Voices K-6, 11(1), 2-6. Retrieved
January 2, 2024, from ERIC database.

Cairney, T. H. (2020). New avenues to literacy. Instructional Leadership

International, pgs. 76- 77.

Craig, S. (2020). Storytelling: Addressing the Literacy Needs of Diverse

Learners. Teaching Exceptional Children. Vol 43 (5), pgs. 46-51.

Dugan, J. (2020). Transactional literature discussions: Engaging students in the

appreciation and understanding of literature. Reading Teacher, 51(2),
86-96.

Eder, D. J. (2019). Bringing Navajo storytelling practices into schools: The

importance of maintaining cultural integrity. Anthropology and
Education Quarterly. Vol. 38 (3), pgs. 278- 296.

Gillen, J., & Hall, N. (2019). The emergence of early childhood literacy. In N. Hall,
J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy
(pp. 3–18). London: Sage Publications.

Garcia, C. (2020). The co-operative, transformative organization of human

action and knowledge. Journal of Pragmatics, 46, 8–23.

Goffman, E. (2020). The literacy environment of preschool classrooms:

Contributions to children’s emergent literacy growth. Journal of
Research in Reading, 35(3), 308–327.
 32

Haven, K. & Ducey, M. (2007). Crash course in storytelling. Westport, CT:

Libraries Unlimited. Haycock, K. & Huang, S. (2001). Are today's high
school graduates ready? Thinking K-16, 5(1). The Education Trust,
Washington, DC.

Heath, S. B. (2021). Ways with words. Cambridge: Cambridge University Press.

Houston, G. (1997). The power of story: What I have learned as a writer and a
teacher. Reading Teacher, 50(5), 382-395. Retrieved June 25, 2006,
from ERIC database.

Jefferson, G. (2020). Notes on a systematic deployment of the acknowledgment

tokens “yeah” and “mm hm”. Papers in Linguistics, 17(2), 197–216.

Kyratzis, A. (2020). Peer interaction, framing, and literacy in preschool bilingual

pretend play. In A. Cekaite, S. Blum-Kulka, V. Grøver, & E. Teubal
(Eds.), Children’s peer talk: Learning from each other (pp. 129–147).
Cambridge: Cambridge University Press.

Kyratzis, A. (2019). Peer ecologies for learning how to read: Exhibiting reading,
orchestrating participation, and learning over time in bilingual Mexican-
American preschoolers’ play enactments of reading to a peer.
Linguistics and Education, 41, 7–19.

Lim, S. J. (2019).Multimodal and multilingual resources in

children’s framing of situated learning activities: An introduction.
Linguistics and Education, 41, 1–6.

Lubetsky, M. (2021). The magic of fairy tales: Psychodynamic and

developmental perspectives. Child Psychiatry and Human
Development, 19, 245–255.

Marková, I. (2020). Effects of academic and non-academic instructional

approaches on preschool English language learners’ classroom
engagement and English language development. Journal of Early
Childhood Research, 10, 1–20.

Melander, H. (2020). Transformations of knowledge within a peer group.

Knowing and learning in interaction. Learning, Culture and Social
Interaction, 1, 232–248.

Miraflores, E. (2019). Managing transgressions: Use of directives in reading

practice. Linguistics & Education, 41, 35–46.
 33

Snow, C. E. (2020). What counts as literacy in early childhood? In K. McCartney,

& D. Philips (Eds.), The handbook of early child development. Oxford:
Blackwell

Tate, R. (1991). Storytelling as a stage in process writing: A whole language

model. Teaching Exceptional Children, 23(2), 40-43. Retrieved Jan
2, 2024, from ERIC database.
 34

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the method, sources of data, respondents and

instrument used in the conduct of the study. It also includes the procedures and

statistical treatment employed in the analysis of the data to be collected and

interpreted.

Research Method

This study will use descriptive qualitative and quantitative type of

research. This will involve collections of quantitative information that can be

tabulated along a continuum in numerical form, such as scores on a test or the

number of times a person chooses to use a-certain feature of a multimedia

program, or it can describe categories of information such as gender or patterns

of interaction when using technology in a group situation.

It also involves gathering data that describe events and then organizes,

tabulates, depicts, and describes the data collection. It often uses visual aids

such as graphs and charts to aid the reader in understanding the data

distribution. Because the human mind cannot extract the full import of a large

mass of raw data, descriptive statistics are very important in reducing the data to

manageable form. When in-depth, narrative descriptions of small numbers of

cases are involved, the research uses description as a tool to organize data into
 35

patterns that emerge during analysis. Those patterns aid the mind in

comprehending a qualitative study and its implications.

Qualitative research methods are designed in a manner that help reveal

the behavior and perception of a target audience with reference to a particular

topic. There are different types of qualitative research methods like an in-depth

interview, focus groups, ethnographic research, content analysis, case study

research that are usually used. The results of qualitative methods are more

descriptive, and the inferences can be drawn quite easily from the data that is

obtained.

The qualitative data will come from direct observation from the

respondents and in-depth analysis on the interviews among them. The results

will be analyzed as part of the quantitative analysis.

In this study, the researcher will use in-depth interviews which is one of

the most common qualitative research methods. This will be a personal interview

that is carried out with one respondent at a time. It is purely a conversational

method and invites opportunities to get details in depth from the respondent.

One of the advantages of this method provides a great opportunity to

gather precise data about what people believe and what their motivations are. If

the researcher is well experienced asking the right questions can help to collect

meaningful data. If ther is a need for more information the researcher will ask,

follow up questions that will help in collecting significant information.

 36

This interview will be performed face-to-face and usually can last between

half an hour to two hours or even more. When the in-depth interview is

conducted face to face it gives a better opportunity to analyze and verify the

statement of the respondents and match the responses.

Sources of Data

The needed data will be obtained from a range of sources. The answer to

the questionnaires from the respondents will be the source in formulating the

objectives, content and performance standards including the intervention that

can be utilized to enhance the reading prformance of Grade 6 pupils.

The teachers will serve as the key respondents of the study. Their

answers to the questionnaire and responses in the interview will gauge in

determining the level of reading performance of Grade 6 pupils in Bagtang

Elementary School aligned with the intervention used in teaching reading.

Observations coming from teachers-respondents on reading intervention

will also serve as key sources of data.

Respondents

This study will be conducted at Bagtang Elementary School covering the

School Year 2023-2024. The respondents of this study will be the 10 selected

teachers teaching in intermediate level considered as the primary respondents of

this study, on the other, the secondary respondents will be composed of 20

 37

grade 6 learners presently enrolled in the aforesaid school. The respondent-

learners will be grouped heterogeneously.

Instruments

The researchers will use different instruments to determine the level of

reading performance of Grade 6 learners in Bagtang Elementary School aligned

with the intervention used in teaching reading during the conduct and

implementation of the study.

A questionnaire will be given to the respondents which will be in the form

of 4-point Likert Scale to the level of reading performance of Grade 6 pupils,

challenges encountered and the extent of these challenges among pupils.

The self-made questionnaire design will be evaluated for suggestions and

refinement of the different items. After which, the researcher will make a final

draft of the questionnaire, and this will be administered to the respondents.

Then, the results will be determined and analyzed.

A 4-point Likert Scale will be use below:

Range Description

3.50 – 4.00 Very Satisfactory

2.50 – 3.49 Satisfactory

1.50 – 2.49 Poor

1.00 – 1.49 Not Satisfactory

 38

Data Gathering Procedure

The researchers will seek permission from the School Principal of Bagtang

Elementary School before conducting the study in the form of letter approved by

the adviser. The said letter of intent will ask to allow the researchers to gather

data through questionnaires and interviews based on ethical standards of the

research.

The researchers will provide questionnaires to the respondents. Similarly,

an observation will be initiated to gather the data needed in the conduct of the

study. Subsequently, an interview will be conducted with the respondents to

gather data and to validate and analyze the data gathered.

Statistical Treatment

In the analysis and interpretation of the data collected, the

researchers will use the following statistical tools:

a. The performance level (PL) will show the level of performance of

selected Grade 6 pupils. The formula of getting this is given by:

PL = A x 100%
No. of items

b. Effect size will be used to determine the strength between the scores.

This will be computed by:

Effect size = (Teacher Questionnaire)mean– Pupils Questionnaire) mean

Standard Deviation
 39

Percentage. The percentage will be used to establish or to compare the

proportion of frequencies of responses to the total number of responses.

Percentage was computed by dividing the frequency of the category by the total

number of respondents multiplied by one hundred (100).

The percentage formula used is:

P = f x 100

where:

P = percentage

f = frequency

N = number of respondents

100 = constant

Weighted Mean. The mean scores of the respondents in the different

variables were obtained using the formula:

WM = TWF

where: WM = weighted mean

TWF = total frequency

N = number of the respondents

 40

Notes

http://www.gov.ph/k-12/ Accessed and retrieved January 2, 2024.

Moorehead, C. (2020). Experimental Designs. University of New Hampshire.

Retrieved on January 23, 2013 from
www.dartmouth.edu/…/Types_of_Experimental
 41

IMPROVING THE SKILLS IN SPELLING OF THE GRADE 6

PUPILS OF BAGTANG ELEMENTARY SCHHOL

An Action Research Presented to the

Faculty of Daraga Community College
Daraga, Albay

In Partial Fulfillment of the Requirements for the

Degree Bachelor of Elementary Education (BEED)

BERNADETTE M. BELDAD

TRISHA MAE BRES

CHRISTINE M. ESTEFANI

2024
42