IMPROVING READING COMPREHENSION LEVEL OF GRADE 4

LEARNERS THROUGH CONTEXTUALIZED

READING PASSAGE

JOAN P. POLO
Teacher II
KIPAYPAYON ELEMENTARY SCHOOL

MARCH 2022
 RESEARCH PROPSAL APPROVAL SHEET

The action research approval attached hereto, entitled “IMPROVING READING

COMPREHENSION THROUGH CONTEXTUALIZED READING PASSAGE,” prepared

and submitted by JOAN P. POLO, KIPAYPAYON ELEMENTARY SCHOOL, FOR

SCHOOL YEAR 2021 – 2022, is hereby accepted and approved by the division research

committee.

IRENE C. QUIMBO, PhD ________________________

SEPS Planning & Research/Member Date Signed

_____________________________ ________________________

CID Learning Area Concerned or Date Signed

SGOD Program Holder/Member

ARTEMIO REY S. ADAJAR, PhD ________________________

Chief, SGOD/ Co-Chair Date Signed

ELBERT R. FRANCISCO, PhD ________________________

Chief, CID/ Co-Chair Date Signed

 LANILA M. PALAPAR, PhD ________________________

ASDS/ Chair Date Signed

AUDIE S. BORRES, PhD ________________________

ASDS/Chair Date Signed

RANDOLPH B. TORTOLA, PhD

SDS/Adviser ________________________

Date Signed
GUIDE FOR APPRAISING ACTION RESEARCH PROPOSAL

Division of Bukidnon

Proponent: JOAN P. POLO School: KIPAYPAYON ELEMENTARY SCHOOL

Research Title: IMPROVING READING District: QUEZON 1V
COMPREHENSION THROUGH
CONTEXTUALIZED READING PASSAGE

Increasing Levels of Quality and their Descriptions

Main
Sub-Criteria Score
Criteria low high

Rationale Context Not The action research The educational relevance The nature, extent and
of the described proposal presents a and timeliness of the problem salience of the identified
Action (15) general description of the or issue are shown. The need problem or issue are
Research (no problem or issue as its to conduct action research as comprehensive discussed.
points) focus of inquiry a way to address or improve Different aspects of the action
the situation is explained. research setting are
(8 points) elaborated showing in depth
30 points (12 points) and critical analysis of the
situation.

(15 points)
 Proposed Not The action research The proposal outlines when The rationale, extent and
Intervention, presented proposal mentions an and where the intervention, limitation of the intervention,
Innovation intervention, innovation innovation or strategy will be innovation or strategy are
Strategy (no or strategy to be tried out undertaken, and who will be explained in detail. Its
points) to address the problem or involved. Activities to be plausibility as a way to
(15) issue. undertaken are stated. address the problem or issue
is given support.
(8 points) (12 points)
(15 points)

Not The action research The research question(s) The research question(s)
stated proposal has a stated aim, specifies the action research logically proceeds from the
objective or general variable(s) or the focus of context of the inquiry. It
Action Research (no research question(s). inquiry. Key elements of the clearly relates to the
Question(s) points) research question(s) are identified problem or issue,
(15 points) reflected in the title of the and conveys the desired
proposal change or improvement.
30 points
(25 points) (30 points)

Increasing Levels of Quality and their Descriptions

Sub- Scor
Main Criteria
Criteria low high e
Action Research Participa Not stated The action research proposal states the Details are provided about
methods nts and/or target participants and/or other sources the target participants (ex:
other (no points) of data and information (ex: learners, number, characteristics,
Sources teachers, documents, regalia, learner’s sampling procedure, if any)
30 points of Data products, others) and/or other sources of data
and and information. Clear
Informati (5 points) rationale for their inclusion
on in the study is given.

(10) (10 points)

Data Not described The action Details of the data The proposal explains why
Gatherin research gathering method(s) the selected data gathering
g (no points) proposal presents are provided: the method(s) is suited to the
Method(s a general specific kinds of nature and purpose of the
) description of data, how and when action research. The data
the method(s) to they will be gathering method(s) is
(10) be employed for collected (ex: pre- aligned with the research
gathering data. test and post-test question(s). Research
scores). Research instruments, if any, are
(5 points) instruments, if any, appropriate for obtaining the
are described (ex: desired kind of
test, scale, survey, data/information.
questionnaire,
checklist, interview (10 points)
guide, others).

(8 points)
 Data Not stated The action Details of the The selected method data
Analysis research method(s) of data analysis is shown to be
Plan (no points) proposal presents analysis are given. appropriate to the nature of
a general Techniques (ex: the data/information to be
(10) description of quantitative/statistic gathered and for addressing
how the gathered al, qualitative, or the research question(s).
data/information both methods), as
will be analyzed. well as tools (ex: (10 points)
software) to be
(5 points) employed are
specified.

(8 points)

Increasing Levels of Quality and their Descriptions

Main Criteria Score

low high

Action Research Not included The action research proposal A detailed work plan is provided covering start to
Work Plan and includes a list of major completion of the action research. Timelines are realistic
Timelines (no points) activities and their timelines. and show concretely how the action research will unfold
over the allowed period. The overall plan reflects the
(3 points) proponent’s capacity to concretize ideas into clear and
sequential steps to be undertaken.
 5 points (5 points)

Not included The action research proposal A detailed breakdown of items with their corresponding
includes a list of major items costs is furnished. The items and costs reasonably reflect
Cost Estimates (no points) and their estimated costs. The the funding needs of the action research, adhere to the
total cost is shown. BERF guidelines. The overall plan reflects the
proponent’s capacity to project specific expenses that
5 points (3 points) she or he be accountable for.

(5 points)

Approved: Disapproved: Re-submit: Total Score

___________________________________________

Name and Signature of Division Research Committee

General Findings/Remarks:
 RESEARCH PROPOSAL APPLICATION FORM
AND ENDORSEMENT OF IMMEDIATE SUPERVISOR

A. RESEARCH INFORMATION
RESEARCH TITLE:

“IMPROVING READING COMPREHENSION THROUGH CONTEXTUALIZED

READING PASSAGE”

SHORT DESCRIPTION OF THE RESEARCH:

The purpose of my study is to see if the Contextualized Reading passage can

help improve the reading comprehension of the grade 4 pupils of Kipaypayon
Elementary School for SY 2021-2022.

RESEARCH CATEGORY (check RESEARCH AGENDA CATEGORY

only one)
(check only one main research theme)
o National
Kindly check (/)
o Region
A. Theme 1-Teaching and Learning (by
o Schools Division subject area)

o District o A. 1. English

o School o A. 2. Mathematics

o A. 3. Science

(check only one) o A. 4. Filipino

o A. 5. Araling Panlipunan

o Action Research o A. 6. Edukasyon sa Pagpapakatao

o Basic Research o A. 7. MAPEH

o A. 8. Mother Tongue

B. Theme 2-Child Protection

o B. 1. Bullying

o B. 2. Early Pregnancy

o B. 3. Premarital Sex
 C. Theme 3-Human Resource
Development

o C. 1. Professional Development

o C. 2. Scholarship Grant

o C. 3. Awards and Recognition

o C. 4. Employees Welfare

o C. 5. Succession and Exit

o C. 6. Career Guidance

D. Theme 4-Governance

o D. 1. Disaster Risk Reduction and

Management (DRRM)

o D. 2. Gender and Development (GAD)

o D. 3. Inclusive Education

o D. 4. School Operation

o D. 5. School Management

E. Continuous Improvement

FUND SOURCE (if applicable)*:

YEAR THE RESEARCH TO BE CONDUCTED: 2021 – 2022

B. RESEARCH INFORMATION

LEAD RESEARCHER/INDIVIDUAL RESEARCHER

LAST NAME: FIRST NAME: MIDDLE NAME:

Polo Joan Pay-an

BIRTHDATE SEX: POSITION/DESIGNATION:

(MM/DD/YYYY):
Female Teacher II
06/06/1988

SCHOOL/ Kipaypayon Elementary School

OFFICIAL ADDRESS: Kipaypayon, Quezon, Bukidnon

CONTACT NUMBER 1: CONTACT NUMBER EMAIL ADDRESS:

2:
0906-622-6058 joan.polo@deped.gov.ph

EDUCATION
ATTAINMENT (DEGREE
TITLE) (enumerate from TITLE OF THESIS/RELATED RESEARCH
bachelor’s degree up to PROJECT
doctorate degree)

BEE Factors affecting the reading readiness of the grade III

pupils

SIGNATURE OF
RESEARCHER:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions.

DANIELYN G. DUMAN-AG, PhD

Teacher III/ School In- Charge
March 31, 2022
 ROLANDO L. ALIGSAO , Ph.D
Public Schools District Supervisor
March 31, 2022

RESEARCHER
LAST NAME: FIRST NAME: MIDDLE NAME:
POLO JOAN PAY-AN
BIRTHDATE SEX: POSITION/DESIGNATION:
(MM/DD/YYYY):
June 4, 1988 Female Teacher II
SCHOOL/ Kipaypayon Elementary School
OFFICIAL ADDRESS: Purok 1B, Kipaypayon , Quezon, Bukidnon
CONTACT NUMBER 1: CONTACT EMAIL ADDRESS:
NUMBER 2:
09606444162 09066226058 joan.polo@deped.gov.ph
EDUCATION
ATTAINMENT Bachelor In Elementary Education
(DEGREE TITLE)
(enumerate from
bachelor’s degree up to
doctorate degree)

SIGNATURE OF
RESEARCHER:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions.

DANIELYN G. DUMAN-AG, PhD

Teacher III/ School In- Charge
March 31, 2022

ROLANDO L. ALIGSAO , Ph.D

Public Schools District Supervisor
March 31, 2022
 DECLARATION OF ANTI-PLAGIARISM

1. I, JOAN. P. POLO, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts
of their work without proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has cited
properly all the references used. I further commit that all deliverables and the
final research study emanating from this proposal shall be of original content.
I shall use appropriate citations in referencing other works from various
sources.

3. I understand that violation from this declaration and commitment shall be

subject to consequences and shall be dealt with accordingly by the Department
of Education.

JOAN P. POLO
Proponent/Teacher II
March 31, 2022
 DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, JOAN P. POLO, understand that conflict of interest refers to situations in

which financial or other personal considerations may compromise my
judgment in evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may
arise from my application and submission of my research proposal. I
understand that my research proposal may be returned to me if found out that
there conflict of interest during the initial is screening.

3. Further, in case of any form of conflict of interest (possible or actual) which

may inadvertently emerge during the conduct of my research, I will duly
report it to the research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education

for any conflict of interest which I have intentionally concealed.

JOAN P. POLO
Proponent/Teacher II
March 31, 2022
 TABLE OF CONTENTS

TITLE PAGE

Title Page
i

Research Approval Sheet ii

Evaluation Tool for Action Research Proposal iv

Action Research Application Form vii

Declaration of Anti-plagiarism ix

Declaration of Absence of Conflict of Interest x

Memorandum of Agreement xi

Table of Contents xvi

Context and Rationale 1

Proposed Innovation 2-5

Action Research Questions 6

Action Research Methods 6

Research Design 7
 Participants of the Study 7

Data Collection Methods 7-8

Data Analysis 9

Action Research Work Plan and Timelines 9-10

Cost Estimates 11

Plans for Dissemination and Utilization 11

References 12

Annexes 13-15

CONTEXT AND RATIONALE

Reading comprehension makes reading enjoyable, fun, and informative. A

pupil's reading comprehension skill is very important to success in school as it will

allow them to access the breadth of the curriculum and improve their communication

and language skills. In a child's academic performance, reading comprehension is a

vital indicator. Poor performance may be due to poor reading comprehension ability.

When pupils fall behind, all factors contributing to a child’s low academic

performance comes in. And that needs to be addressed to stop a vicious cycle of

pupils lagging.
 The Department of Education has initiated programs to address the reading

problems of children. DepEd Order No. 45 s. 2002 or the Every Child A Reader

Program (ECARP) is a national program that has its goal that every child will be a

reader by the time they finish grade three. DepEd Memorandum No. 173 s. 2019 or

the Hamon:Bawat Bata Bumabasa (3Bs Initiative) is also initiated to produce

productive and progressive pupils with essential reading competencies and skills.

Several interventions and series of reading remediation had been conducted by

teachers to address the reading programs. However, data showed that there are still

grade four pupils who have difficulties in their reading comprehension level.

The researcher gathered information before implementing the contextualized

reading intervention. The Phil-Iri Pretest was administered last March, 2022 to

identify the reading comprehension level of the Grade 4 Learners. The test given

identified 10 learners are in instructional level that is equivalent to 43% and 5 are in

independent which is equivalent to 22%. The result showed that there are 35% of the

learners belong to the frustration level of Reading. Consequently, out of 23 learners

tested, there are 8 who should be given additional emphasis. 2

The purpose of this study is to see if the use of contextualized reading

passages enhances the reading comprehension level of the eight grade 4 learners who

belong to the frustration level of reading in Kipaypayon Elementary School for the

academic year 2021 – 2022 thereby making them independent readers.

PROPOSED INNOVATION

Conceptual and Theoretical Framework

Contextualized Reading Passages employs the items of the language in a

meaningful and relevant context. This helps the learners to acquire new skills and
knowledge relevant to pupil’s academic performance especially in improving pupils’

reading comprehension skills. Elleman (2019) cited that reading comprehension is

one of the most complex cognitive activities in which humans engage, making it

difficult to teach, measure, and research. 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 3

This study gave emphasis to the eight frustrated readers in order to make them

independent readers. Bonganciso (2016) Contextualizing reading comprehension

instruction places the learners in a vivid and meaningful authentic situation.

Contextualization can be done through designing the reading lessons and activities

that center on the learners' field of interests and environment. Research suggests that

developing deep understanding of text requires sustained emphasis on reading

comprehension instruction and scaffolded strategy practices. However, although

research has shown explicit teaching of reading comprehension strategies to be

effective, we know little about whether strategy instruction and use are part of “daily

life” in classrooms (Pearson, & Cervetti, 2017).

Through the contextualized reading passage, supports the learner to

contextualize their learning, resulting in contextualized knowledge (realized

contextualization) in a function that could be modeled [intention → process →

outcome]. Contextualized knowledge, as process and outcome, could also be

described as explicitly situated such that the learner can recognize the situatedness or

connections between the content and context, albeit with varying qualities of

articulation. If this content–context connection (contextualization) is explicitly

recognizable then it can also be conceptualized as an outcome measure of educational

experiences and serve as an indicator of the degree to which the experience explicitly

situated the knowledge for the learner. Therefore, learners could easily comprehend

the passages and able to understand what they are reading. Thus, this may lead to

level up their reading level.

Description of Contextualized Reading Passage.

The Contextualized Reading Passage is a teacher–made English reading

passage. This is an initiative to improve the reading comprehension of the identified

Grade IV learners of Kipaypayon Elementary School. It focuses on how pupils

understand the text in the passage. It is the act of creating relevance and meaning

when linking pupils’ everyday experiences with academic knowledge. It aims to

enhance the English comprehension level of our pupils. Thereby making our pupils an

independent readers.
4

The contextualized Reading passage is a short article includes short passages,

with simple paragraph and most especially with WH questions that let the pupils read

well and comprehend the passage through answering the questions presented in the

passage. This Contextualized Reading Passage is designed for grade four pupils with

low Comprehension reading levels. It is evident that some grade four pupils can read

but they are not able to comprehend. So through using this contextualized Reading

Passage, pupils are able to relate to the passage and understand the concept.

The Graded Reading Passage includes graded reading comprehension

questions that address literal, inferential, and critical skills. This reading passages is

designed to improve the reading comprehension level of the Grade Four pupils of

Kipaypayon Elementary School.

Outline of Contextualized Reading Passage Contents

The Contextualized Reading Passage is composed of literal questions and

inferential questions. These contextualized reading passage is composed to measure

the pupil’s reading understanding towards the contextualized reading passage.

General Directions in the Implementation of Contextualized Reading Passage

To ensure the smooth and continuous flow of the entire project, step by step

processes are being considered like the following:

1. Conduct the Phil-IRI Pretest to determine the reading level of the pupils in

English.

2. The Reading team conducted a series of meeting even virtually or in chat

group massaging.

3. Presentation of a project proposal, Gantt Chart of Activities to the School.

4. Determine respondents after a week of answering the given activities.

5. Home visitation of target pupils in order that this research will be explained

properly to the parents for the important role they must portray in the entire

research implementation. Parents and School Agreement were also presented and

signed by them as proof that they understand the entire process and that they are

willing to help for the benefits of their children.

5. Conduct of Reading intervention

 6. Regular feedbacking and “Kamustahan” with parents of the pupils.

Ensuring the safety of all the people involved in the project processes, the

researchers made sure to strictly follow the safety standard and proper protocol

amidst the COVID-19 pandemic for proper mitigation and prevention control.

Administration of the Phil-IRI Graded Passages Post Test

After receiving contextualized reading passages, the pupils will be re-assessed

using the Phil-IRI Post test Forms. Again, it shall be noted that only the identified

frustration and instructional readers during the pretest will be given with the Phil –

IRI posttest. Using the Phil – IRI posttest graded passages, the test administrator must

again identify the student’s reading ability level. The teacher records the score of each

pupils and compares the result of the posttest against the pretest. Likewise, the

behavior during the reading of the selection is compared to the student's behavior

during the pretest. The result of the posttest and the improved behavior while reading

will indicate the pupils' improved reading skills. The Phil – IRI Post Test will be

conducted on June 30, 2022.

6

ACTION RESEARCH QUESTIONS

The study aims to help the grades four pupils under frustration level of

Kipaypayon Elementary School in the academic year 2021 – 2022 enhance their

Reading comprehension level through the Contextualized English Reading passage.

Thereby making them independent readers.

The research questions providing focus for this study are:

 1. What is the level of reading comprehension of Grade Four pupils before

and after using the Contextualized Reading Passages?

2. Is there a significant difference in reading comprehension level of Grade

IV pupils using Contextualized Reading Passages?

Hypothesis of the Study

The hypothesis of this study will be tested at 0.05 level of significance.

There is no significant difference in reading comprehension level of grades

four pupils after using the Contextualized Reading Passage.

ACTION RESEARCH METHODS

This chapter serves as an orientation and explanation of the research

methodology of my action research. It further presents the research design,

participants, data gathering procedure, and instruments as well as the data analysis.

Research Design

A pre-experimental research design will be employed in this study. There is no

comparison between equivalent non-treatment groups. All the participants in the

study will be exposed to the innovation which is the use of the Contextualized

Reading Passages. The Phil–IRI assessment tool pre-test and the post-test result will

be utilized for document analysis.

 Participants of the Study

The participants of this study are the grade four pupils under frustration level

of reading of Kipaypayon Elementary School for the academic year 2021-2022. Table

4 shows the detailed breakdown of the participants of this study. The study will be

conducted from April 1, 2021 to July 4, 2022.

Table 4. Participants of the study

Grade Male Female Total
IV 6 2 8

Data Collection Methods

The Phil – IRI Assessment Tool pretest and posttest adopted from DepEd Phil

– IRI Manual 2018 for grades four will be utilized to determine the reading

comprehension level of the participants in this study before and after the

implementation of the innovation. The Phil-IRI reading test uses a predetermined set

of criteria in identifying the reading comprehension level of each pupil for each

passage. These criteria include the percentage of word recognition accuracy and the

percentage of correct answers to comprehension questions.

To calculate the word reading score in percentage, formula 1 below will be

used. 8

Formula 1: Word Reading Score

Number of major miscues/number of words in the passage x 100=% of Miiscues

To compute the reading comprehension score in percentage, formula 2 will be

followed.

Formula 2: Reading Comprehension Score

Number of correct answers/ number of questions x 100= % of CR
 To determine the proficiency level of learners in word reading as well as in

reading comprehension, the percentage scores will be analyzed following the rating

scale shown in table 5 basing from Phil-IRI Manual, 2018.

Table 5. Criteria in determining the learners’ proficiency level in word reading

and reading comprehension
Proficiency Level Word Reading Reading Comprehension

Score (in %) Mean Score Score (in %) Mean Score

Independent (Ind) 97 – 100% 97.00 – 100 80 – 100% 80.00 – 100

Instructional (Ins) 90 – 96% 90.00 – 96.99 59 – 79% 59.00 – 79.99

Frustration (F) 1% - 89% 1.00 – 89.99 1% - 58% 1.00 – 58.99

Non-Reader (NR) 0% 0.00 – 0.99 0% 0.00 – 0.99

Afterwards, the learner’s reading proficiency level in general was determined

using the criteria presented in table 6 basing from Phil-IRI Manual, 2018 [4].

Table 6. Criteria in determining the learners’ reading proficiency level

Reading Word Reading Level Reading Comprehension Level
Proficiency Level

Independent (Ind) Independent (Ind) Independent (Ind)

Instructional (Ins) Independent (Ind) Instructional (Ins)

Instructional (Ins) Instructional (Ins) Independent (Ind)

Frustration (F) Instructional (Ins) Frustration (F)

Frustration (F) Frustration (F) Instructional (Ins)

Frustration (F) Frustration (F) Frustration (F)

 9

Data Analysis

The date will be analyzed using descriptive statistic. For problem number 1,

the mean will be used in order to determine the learners’ reading comprehension

level. Paired T-test will be employed to find out the significant difference in reading

comprehension level of Grade IV pupils using Contextualized Reading Passage.

ACTION RESEARCH WORK PLAN AND TIMELINE

Objectives Activities/ Responsible Estimated Desired

Strategies Person Time Outcomes
Allotment/
Completion
Date

I. Pre-Implementation Stage

1. Determine the -Conduct Phil – -Researcher/ March 11, 2022 Pre Test
reading ability IRI Pre Test Grade 4 Reading Ability
level of the Assessment Tool Teacher Level
grades four (Frustration,
pupils before the -Grade 4 Instructional,
implementation Teacher Independent) of
of -Grades four Grade Four
Contextualized pupils Pupils
reading passage.

2. Make an -Research -Researcher March 14-30, Approved

action research related studies 2022 Action
proposal. Research
-Writing and Proposal
finalization of
research
proposal

-Seek approval
from the division
office

II. Implementation Stage

3. Implement the -Group/ -Researcher/ April 4- July 4, Answered

Contextualize individual Grade 4 completely the
Reading Passage reading Teacher 2022 Contextualized
instruction every Reading
Wednesday and Passage
Friday

-Individual
remedial
instruction on
reading

III. Post – Implementation Stage

4. Determine the -Conduct Phil – -Researcher/ July 6, 2022 Post Test

Comprehension IRI Post Test Grade 4 Reading Ability
level of the Assessment Tool Teacher Level
grade four pupils (Frustration,
after the Instructional,
implementation Independent) of
of Grade Four
Contextualized Pupils
reading passage.

5. Analyze the -Do document -Researcher July 8, 2022 -Mean Scores

data gathered. analysis on the
quantitative data -Paired T-test
gathered using results
descriptive and -Theme
inferential Analysis
statistics Results
particularly
mean and paired
t-test.

-Do theme
analysis of
qualitative data
gathered.

6. Make the -Writing and - Researcher July 29, 2022 -Completed

completed finalization of Action
research report. research report Research
Report

7. Disseminate -Attend SLAC, -Researcher August, 2022 -Published

the action research completed
research results. conferences to action research
 disseminate the report
research
findings.

-Publish the
completed action
research.

11

COST ESTIMATES

Item Unit Quantity Description Unit Cost Total

Supplies and Materials

ream 3 A4 size bond paper 170 510

bottle 1 Epson Ink (black) 380 380

bottle 1 Epson Ink (red) 380 380

bottle 1 Epson Ink (blue) 380 380

bottle 1 Epson Ink (yellow) 380 380

pcs 30 A4 size report folder (front is 30

transparent black is blue) 900

box 1 Paper fastener 70 420

box 1 Staple wire (standard size) 160 160

roll 3 Duct tape 100 300

Total Php 3, 810

PLANS FOR DISSEMINATION AND UTILIZATION

 The result of the study will be communicated to the internal and external

stakeholders of the school, district office, division office, regional office as well as in

the national office and even in the international education sectors.

The study will give baseline data for the planning and formulation of more

enhanced reading tools in for the improvement of the learners reading ability level.

The findings will be presented both local and abroad. This will be published in both

online and print journals of publications.

12

REFERENCES

Pearson, & Cervetti(2017) Explicit reading strategy instruction

Retrieved from: https://link.springer.com/article/10.1007/s11145-019-09951-

w

Lorbis (2019). Utilization of contextualized teaching and learning

Retrieved from: https://files.eric.ed.gov/fulltext/ED603874.pdf

Reading Comprehension Performance.

Retrieved from: https://www.researchgate.net/publication/310671685_
Effects_of_Contextualization_on_the_Reading_Comprehension_Performance_of_Fili
pino_Learners

Philippine Informal Reading Inventory (Phil Iri) Manual (2018)

Shahrzad Hosseini and Hadi Salehi(2016). Asian Journal of Education and e-Learning
 Retrieved from:https://research.iaun.ac.ir/pd/hadisalehi/pdfs/PaperM_5567.pdf

Intervention
Retrieved from:
https://ccrc.tc.columbia.edu/media/k2/attachments/
contextualized- reading-writing-intervention-brief.pdf

13
 APPENDICES

14

Sample Activities in Contextualized Reading Passage

Name : ________________________________

Direction: Read and understand the story below.

My Family

I have a big family. I have a mother, a

father and two brothers. My brother Alex is 5

years old. He likes to play basketball. My brother

Tony is 2 years old. He likes to play with his toys.

We like to go to Quezon and eat Kwek-kwek. I Love my family. My family is the

best.

Now answer the questions about the story.

1. How many members are there in the family? ___________________

2. How old is Brother Tony? _____________________________________

3. How she describes her family? ____________________________

4. Why does they love to go to Quezon and eat Kwek-Kwek? _____________

5. Why does she loves her family? ________________________

 15

Name : ________________________________

Direction: Read and understand the story below.

Fun at Barangay Plaza

Today, we are going to our Barangay

Plaza! I can’t wait! I want to go to our new
covered court. My mother wants to play
volleyball with my Aunt. My father wants to
stay at the court and talk with his friends. My
brother wants to play basketball and meet his
cousins, too.

Now, answer the questions about the story.

1. Where is the family going? ___________________________________

2. What does mother want to play? ______________________________

3. Why does they love to go Barangay Plaza? ______________________

4. How does the boy feel when he states the story? __________________

5. Why does the father want to stay at the court and talk with his friends?

_______________________________________________________