i

IMPROVING THE LEVEL OF ENGLISH READING COMPREHENSION THROUGH

COLLAB READING PROGRAM AMONG GRADE FOUR PUPILS IN IHES: BASIS
FOR READING ENHANCEMENT PROGRAM

A Classroom Based Action Research

Presented To:
The Faculty
WESTERN MINDANAO STATE UNIVERSITY
Ipil External Campus
In Partial Fulfillment In The Requirements Of
PED 114- Practice Teaching

Submitted By:

Abne, Reyna Jane M.

Castañeda, Nikka Marie C.
Didal, Mary Ann S.
Luzara, Glory Jane T.
Sarail, Gamraser G.
Visto, Mary Ann U.

Co-Author:
Mrs. Ailyn C. Molijar
Teacher III
Ipil Heights Elementary School

May 2023
 ii

Republic of the Philippines

WESTERN MINDANAO STATE UNIVERSITY
IPIL EXTERNAL CAMPUS
Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay
Telephone #: (062) 957 6906
________________________________________________________________
APPROVAL SHEET

This Classroom Based Action Research attached hereto, entitled “Improving The Level
of English Reading Comprehension Through Collab Reading Program Among Grade
Four Pupils in IHES: Basis for Reading Enhancement Program” prepared and submitted
by Reyna Jane Magtagad Abne, Nikka Marie Catalino Castañeda, Mary Ann Seronio
Didal, Glory Jane Tomarong Luzara, Gamraser Guimalan Sarail and Mary Ann Uy
Visto, in partial fulfilment in the requirements of PED 114 – Practice Teaching, is hereby
recommended for Oral Examination.

GILDA B. GOSE, Ph.D

Adviser

Approved by the Oral Examination Committee on May 03, 2023 with a rating of
PASSED.

MARIONITO JR. C. ALACIO SHIELA M. YONGCO ALEMAR T. BARTOLO

Committee Member Committee Member Committee Member

GILDA B. GOSE, Ph.D

Committee Chairperson

Accepted in Partial Fulfilment in the Requirements of PED 114 – Practice Teaching.

GILDA B. GOSE, Ph.D

OIC Campus Administrator
 iii

ABSTRACT

IMPROVING THE LEVEL OF ENGLISH READING COMPREHENSION THROUGH

COLLAB READING PROGRAM AMONG GRADE FOUR PUPILS IN IHES: BASIS
FOR READING ENHANCEMENT PROGRAM

Reyna Jane M. Abne, Nikka Marie C. Castañeda, Mary Ann S. Didal, Glory Jane T.
Luzara, Gamraser G. Sarail, Mary Ann U. Visto & Gilda B. Gose*
Western Mindanao State University-Ipil External Campus, Zamboanga Sibugay
*Adviser Corresponding email: Gildagose112663@gmail.com

A study was undertaken to determine the effectiveness of collab reading program

as a solution in improving the reading comprehension of the pupils. This study sought to

find the answer of what is the effect of the collab reading program of the grade 4 pupils,

and if there is a significant difference between pre-test and post-test reading

comprehension. The researcher used reading materials and questioner to evaluate the

reading comprehension of the pupils.

Moreover, the percentage of pupils engaged in collab reading program has

positively increased to 25.72% compared to the pre-test that has 22.86%.

As a result, the researchers rest assured that the collab reading program is

effective in increasing the reading comprehension of grade 4 pupils during sikap time.
 iv

ACKNOWLEDGEMENT

We would like to gratefully acknowledge the encouragement & supervision of

Gilda B. Gose which her belief in & support of this action research paper have made

this a tremendously rewarding experience for us. Thank you for your advice and

guidance from the very early stage of this study as well as giving us extraordinary

experiences.

We also own an immeasurable debt to Mr. Marionito Jr. C. Alacio, Ms. Shiela M.

Yongco and Alemar T. Bartolo. Thank you especially for your tireless efforts, we have

learnt so much from your insightful suggestions. Thank you for sharing us with us your

knowledge.

We would like to express our gratitude to Western Mindanao State University, Ipil

External Campus, for giving us the opportunity to accomplish this study. We have

furthermore to thank our co-researcher from the Western Mindanao State University for

all their help, support, interest, and valuable hints. Many parents, principals, teachers

and learners gave up their valuable time in allowing us to gather data. Their anonymity

masks the significance of their contribution to this research study.

 v

DEDICATION

We, the researcher would like to dedicate the success of this research study to
our parents who supported us morally, physically, and financially all throughout the
process. Thank you for the words of wisdom and unending motivational support you
have given to us. It was really a big help.

We also want to remember our friends who became our cheerleaders in times of
ups and downs we encountered during the study. Without them uplifting us to continue it
could have been impossible for us to reach this far.

Special dedication to our respective school Western Mindanao State University,

Ipil External Campus, who molded & honed us to be a better learner & researcher. We
are forever grateful & honored to be your researcher.
 vi

TABLE OF CONTENTS

Part/Chapter Page Number

Title Page………………………………………………………………………….… i

Approval Sheet …………………………………………………………………….. ii

Abstract …………………………………………………………………………….. iii

Acknowledgement …………………………………...………………………...….. iv

Dedication …………………………………………………………………………. v

A. Introduction …………………………………………………………….. 1

B. Review of Related Literature ………………………….……………… 2

C. Review of Related Studies ………………………………………...…. 4

D. Theoretical Framework ……………………………………………….. 7

E. Statement of the Problem …………………………………………….. 8

F. Definition of Terms …………………………………………………….. 9

G. Research Design …………………………………………………….... 9

H. Research Locale ………………………………………………………. 10

I. Population Sampling ……………………………………………………. 10

J. Data Gathering Tool ……………………………………………………. 11

 vii

K. Data Gathering Procedure ……………………………………………... 11

L. Statistical Tool …………………………………………………………… 12

M. Ethical Considerations …………………………………………………. 12

N. Action Plan and Timelines…………………………………………….. 13

O. Data Analysis …………………………………………………………… 14

P. Program Proposal ………………………………………………………. 18

Q. Conclusion ………………………………………………………………. 19

R. Recommendation ……………………………………………………….. 20

References ………………………………………………………………………….. 21

Appendices ………………………………………………………………………….. 23

Curriculum Vitae …………………………………………………………………….. 35

i
 1

A. INTRODUCTION
English reading comprehension is an essential skill that is necessary for

academic success, especially for pupils in Grade Four. Reading comprehension

involves the ability to understand and interpret written texts, and it plays a vital role in

students' academic and personal lives. Reading is not only essential for learning but

also for personal growth and development.

As an educator, it is essential to ensure that pupils have a strong foundation in

English reading comprehension. One way to achieve this is by conducting action

research. Action research is a systematic process of reflecting on and analyzing one's

teaching practice to identify areas for improvement and to implement changes to

enhance pupils learning.

The goal of this study is to identify the action research writing that some students

specifically needed to feel successful in school. It became clear that the second graders

lack the skills necessary to read aloud and comprehend what is being read. In order, to

address and improve children' reading abilities, instructors and school officials can use

the study's findings as a foundation for collaborative fun reading. This will be used as a

tool to help the school and the teachers at Ipil Heights Elementary School improve the

reading issues of the children.

This action research project will help establish practical methods for raising

Grade 4 students' proficiency and understanding in English reading. The study will offer

insightful information about the elements that influence reading comprehension and

assist in identifying the most effective methods for teaching reading skills. In the end,

this study will help students and teachers by strengthening reading comprehension.
 2

Furthermore, several pupils at Ipil Heights Elementary School, notably those in

Grade 4, are slow readers. These pupils' reading comprehension problems have made

it difficult for them to participate in the discussion, particularly now that the COVID 19

pandemic is being treated slowly.

B. REVIEW OF RELATED LITERATURE

This section presents the gathered review of literatures that has been reviewed

and clarifies different variables being studied and removes vagueness. It highlights the

recurring themes and recommended practices that evolve in this literature review.

RRL
According to Clarke et. al.
(2014), reading
comprehension is a vital
ability for all
students because it involves
the process of
 3

simultaneously obtaining and

generating
meaning from written
language through
engagement and
involvement. Understanding
the meaning of words,
analyzing the author's point
of view, aiming for writing,
and
acquiring new vocabulary
are all critical reading
abilities that aid in reading
 4

comprehension. On the other

hand, according to Gough &
Tunmer (1986) as cited by
Chen et. al. (2020), reading
comprehension is a
multifaceted process that
requires the
integration and coordination
of a variety of abilities,
including word decoding, the
capacity to decipher or
recognize written words, and
speech or listening
 5

comprehension, the ability to

comprehend what is
decoded in spoken form.
RRL
According to Clarke et. al.
(2014), reading
comprehension is a vital
ability for all
students because it involves
the process of
simultaneously obtaining and
generating
meaning from written
language through
 6

engagement and
involvement. Understanding
the meaning of words,
analyzing the author's point
of view, aiming for writing,
and
acquiring new vocabulary
are all critical reading
abilities that aid in reading
comprehension. On the other
hand, according to Gough &
Tunmer (1986) as cited by
Chen et. al. (2020), reading
comprehension is a
 7

multifaceted process that

requires the
integration and coordination
of a variety of abilities,
including word decoding, the
capacity to decipher or
recognize written words, and
speech or listening
comprehension, the ability to
comprehend what is
decoded in spoken form.
RRL
According to Clarke et. al.
(2014), reading
 8

comprehension is a vital
ability for all
students because it involves
the process of
simultaneously obtaining and
generating
meaning from written
language through
engagement and
involvement. Understanding
the meaning of words,
analyzing the author's point
of view, aiming for writing,
and
 9

acquiring new vocabulary

are all critical reading
abilities that aid in reading
comprehension. On the other
hand, according to Gough &
Tunmer (1986) as cited by
Chen et. al. (2020), reading
comprehension is a
multifaceted process that
requires the
integration and coordination
of a variety of abilities,
including word decoding, the
 10

capacity to decipher or
recognize written words, and
speech or listening
comprehension, the ability to
comprehend what is
decoded in spoken form.
Clarke et. al. (2014), reading comprehension is a vital ability for all students

because it involves the process of simultaneously obtaining and generating meaning

from written language through engagement and involvement. Understanding the

meaning of words, analyzing the author's point of view, aiming for writing, and acquiring

new vocabulary are all critical reading abilities that aid in reading comprehension. On

the other hand, according to Gough & Tunmer (1986) as cited by Chen et. al. (2020),

reading comprehension is a multifaceted process that requires the integration and

coordination of a variety of abilities, including word decoding, the capacity to decipher or

recognize written words, and speech or listening comprehension, the ability to

comprehend what is decoded in spoken form.

Reading is a critical ability for students to develop early in their schooling since it

serves as the basis for learning in all academic disciplines throughout their education

(Sloat et. al., 2013 as cited by Almutairi, 2018). In addition, developing reading abilities

before students enter third grade is crucial, as students begin to read in order to obtain
 11

information and learn from academic content after third grade. Additionally, students

who do not master reading abilities by the end of third grade have low desire for

learning, behavioral difficulties, and academic success, and are at danger of failing to

graduate from high school. However, students who grasp reading by the third or fourth

grade have a better chance of academic success. (Foorman et. al., 2003 as cited by

Almutairi, 2018).

More significantly, according to FletcherJanzen et. al., (2013) as cited by

Almutairi (2018),students must be able to comprehend what they are reading while

participating in reading activities. Reading comprehension is a critical component of

reading that must be mastered. It demands students to progress beyond decoding

specific words and phrases to developing a thorough knowledge of the material.

Comprehension is a complicated process that needs a collaborative effort between

students' prior knowledge of the context, the goal of the reading material, and the

degree of vocabulary and language used by the writers to convey meaning in a book.

The procedure is complicated since it demands students to participate in a variety of

cognitive tasks, processes, and abilities. These abilities include decoding words

effectively, comprehending language grammar, drawing conclusions, utilizing prior

knowledge, and regulating working memory appropriately. Even a brief passage of

content requires the reader to use strategic judgment in determining when and how to

employ each of these abilities.

Moreover, Clarke et. al., (2014) also states that students must develop reading

comprehension abilities in order to succeed academically and personally. Reading

comprehension is the foundation for understanding all academic information throughout

 12

students' academic careers. Reading comprehension becomes increasingly important in

all academic disciplines as students' progress through the grades. Students require

reading comprehension abilities to meet educational goals at school and in the

classroom. For instance, students are required to comprehend what they read from

diverse sources to do research in a variety of academic disciplines. Additionally, being

able to comprehend what they are reading enables students to swiftly seek key

material, eliminate irrelevant information to the current issue, and focus on the critical

information. Academic achievement also necessitates students' ability to comprehend,

evaluate, and apply knowledge gleaned from reading. Furthermore, students require

reading comprehension skills to comprehend and complete academic work. However,

students who lack reading comprehension abilities will be unable to complete all that

work.

C. REVIEW OF RELATED STUDIES

Jingblad and Johansson's (2017) study, students frequently lack motivation

because of which calls for pupils to be intrinsically driven to develop independently and

actively reading patterns. Although keeping EFL students intrinsically interested in

reading activities that increase the depth of their knowledge, it can aid in boosting

reading comprehension. Protacio (2017) has similar revealed that kids' motivation to

read and engage in social activities is influenced by their reading engagement

encourage reading, make use of learning techniques while reading, and help readers

extract meaning from readings.

 13

Due to globalization, it is now more important than ever to comprehend

information in another language. A critical talent for creating a future workforce that can

study, work, and live in a global society is reading for learning a diversified setting. The

goal of language learning programs has always been to increase speaking and listening

abilities of students, which limited their capacity to develop an essential study skill. It is

to achieve their academic and professional goals on a worldwide scale, it is crucial that

the students can comprehend the material effectively (Meniado, 2016).

DeBruin-Parecki et al. (2015), reading helps children develop their own

comprehension skills while increasing their ability in academic and professional abilities,

complicated text structures. effective readers tend to have a greater level of

comprehension since they can make connections between many topics while reading,

comprehend difficult concepts and think about the material.

As a result, educators are required to apply educational tactics that encourage

pre-reading and critical thinking in order to improve pupils' comprehension abilities

(Javed et al., 2015).

Readers gain relevant information from readings, develop their academic

vocabulary, and practice critical thinking while using reflection to increase

understanding (DeBruin-Parecki et al., 2015). Glenberg (2017), understanding refers to

the capacity to respond appropriately to textual information similar to how reading

interventions allow children to participate in critical reflection and in order to produce

effective responses in comprehension, one must comprehend the material and use

reason.
 14

Reading comprehension requires the reader to devote attention resources to the

more basic features of the text while simultaneously focusing on the more general

aspect and actively interpreting what is being read. (Perfetti et al., 2005).

Comprehension is an important part of reading. To get information in reading,

students need comprehension. Students cannot get the meaning of the text if the text is

not comprehended by them. (Karen, 2003).

Therefore, comprehension is an active process to which each reader brings his

or her individual attitudes, interest, expectations, skills, and prior knowledge. (Haris, K.

2007).

Rumelhart's "Schema Theory" was founded in 1980. A schema theory is

essentially a theory of knowledge, as Rumelhart notes. It is a theory that examines how

knowledge is portrayed and how that characterization influences how knowledge is

used. Schema theories contend that all knowledge is organized into discrete units. The

schemata are these structural units. These knowledge packages contain instructions

about how to use the knowledge in addition to the knowledge itself. The general notions

that are stored in memory are then represented by a schema, which is a data structure.

The idea of a schema and other related ideas came about as a result of cognitive

science studies that revealed the significance of prior knowledge in language

understanding.

McCormick & Pressley (1997:62–63), schemata are generalized knowledge

about things, situations, and occurrences. This definition is like the one given above.

They assert that activation of schema can have a significant impact on reading
 15

comprehension, inferences, attention management, and memory. Schemata can also

be activated by the passage's title.

In relation to reading, the schema theory states that a text merely gives readers

instructions on how to retrieve or construct meaning from their own previously acquired

knowledge. Background knowledge and schemata are terms used to describe the

reader's prior learning, respectively (Rumelhart, 1980).

Reading comprehension is a collaborative effort between the text and the

reader's prior knowledge. So, to comprehend effectively, one must be able to connect

the textual materials to what they already know. It takes more than just using one's

linguistic expertise to comprehend words, phrases, and full texts (Carell & Eisterhold,

1988:76).

D. THEORETICAL FRAMEWORK

Rumelhart's "Schema Theory" was founded in 1980. A schema theory is

essentially a theory of knowledge, as Rumelhart notes. It is a theory that examines how

knowledge is portrayed and how that characterization influences how knowledge is

used. Schema theories contend that all knowledge is organized into discrete units. The

schemata are these structural units. These knowledge packages contain instructions

about how to use the knowledge in addition to the knowledge itself. The general notions

that are stored in memory are then represented by a schema, which is a data structure.
 16

READING
ssssss
COMPREHENSION

PRETEST

COLLABORATION POST
RESULT
ANALYZE READING TEST
PROGRAM

FIGURE 1: SCHEMA THEORY

E. STATEMENT OF THE PROBLEM

This study aimed to determine the reading comprehension of the grade four

pupils in Ipil Heights Elementary School.

 17

1. What is the English reading comprehension level in pre-test among Grade four

pupils of Ipil Heights Elementary School?

2. What is the English reading comprehension level in post-test using COLLAB

READING PROGRAM among Grade four pupils of Ipil Heights Elementary

School?

3. Is there a significant different between the pre-test and post-test in English

reading comprehension?

4. Based on the findings, what reading enhancement program can be formulated?

F. DEFINITION OF TERMS

Reading Comprehension – Reading comprehension is the ability to process written

text, understand its meaning, and to integrate with what the reader already knows.

Collab Reading Program – works with elementary and middle school students in

diverse classrooms to improve reading comprehension and content learning in science,

social studies and language arts.

Pre-Experimental Design – It is a research design which does not fit the standards of

an authentic experiment. Usually undertaken for exploratory purposes.

Enhancement Program – this is the intervention design used to improve the learner’s

ability in solving mathematical word problem and to enhance their skills in it.

G. RESEARCH DESIGN
 18

In this study, the research design used was pre-experimental research design.

Pre-experimental design includes one or more than one experimental group to be

observed against certain treatments.

H. RESEARCH LOCALE

FIGURE 2. MAP OF IPIL CENTRAL ELEMENTARY SCHOOL

This study conducted at Ipil Heights Elementary School in Ipil Heights, Ipil,

Zamboanga Sibugay. The school have 31 classrooms, all rooms have television,

Learning Resources Center, school clinic, property custodian office, principal’s office,

covered court, function hall, home economics room, water tank, comfort rooms, isolation

area. Total number of teachers was 36 while the total numbers of pupils is estimated 1

thousand above not more than 1 thousand two hundred.

I. POPULATION SAMPLING
 19

The participants of the study were the Grade four Pupils of Ipil Heights

Elementary School who are currently enrolled of the School Year 2022-2023. Total

population sampling technique was used. 35 grade four pupils are all present and

available during the conduct of the study.

J. DATA GATHERING TOOL

The Philippine Informal Reading Inventory (Phil-IRI) was created to provide

classroom teachers a tool for measuring and describing reading performance. It is an

assessment tool composed of graded passages designed to determine a pupil’s reading

level. The Phil-IRI Group Screening Test (GST) can tell teachers whether pupils are

reading at, above, or below their grade levels. The individually administered Phil-IRI

Graded Passages can be used to assess pupils Reading Comprehension. This used to

get the individual result of the Grade Four pupils of Ipil Heights Elementary School when

it comes to comprehension level in English.

K. DATA GATHERING PROCEDURE

Before undertaking this study, permission from the necessary offices was

requested. The Superintendent of the Schools Division received our letter first.

Additionally, a letter of authorization from the relevant Ipil Heights Elementary School

principal was acquired. To preserve the identity of the learner, the study's participants

were also made aware of their privacy. To determine whether students are reading at,

above, or below grade level, PHIL-IRI was used. After receiving the results, PHIL-IRI
 20

assisted us in determining each student's level of reading comprehension in Grade 4 at

Ipil Heights Elementary School.

L. STATISTICAL TOOL

As soon as the data gathered and tallied, the following statistics tools were employed

to answer the following problems:

1. To answer statement of the problem #1&2, frequency and percentage were used to

determine the reading comprehension level in English among Grade 4 pupils.

2. To answer statement of the problem #3, a paired t-test can be used to determine

whether there is a significant difference between the pre and post-reading

comprehensions result among the Grade 4 pupils of Ipil Heights Elementary School.

M. ETHICAL CONSIDERATIONS

Ethics were respected and taken into consideration in the conduct of this study

and the formulation of the data collected, especially because the study's focus was on

Grade Four pupils at Ipil Heights Elementary School in Ipil, Zamboanga Sibugay. The

confidentiality of the respondents was maintained by not revealing their profile,

response, or identity in the data collection and analysis of the performed study, among

other ethical considerations. All respondents have the option to accept or decline their
 21

participation in the study voluntarily. The respondents will never be forced into taking

part, and the researchers will respect their choice.

N. ACTION PLAN AND TIMELINES

The researchers compile the list of the activities, concepts and the procedures

that would be beneficial to the pupils and to the help increase the reading

comprehension level of the pupils.

Table 1

Pre-Implementation of Action Plan

Implementation Steps Responsibilities Resources Timeline Success

Indicators
1. Giving letter to the Researchers
Schools Division Letter of were
Superintendent to gather Researchers Request February approved to
data in a public school. 27, 2023 go to the
school.
2. Giving letter to the Researchers
principal and CT/Co- Researchers Letter of had the
author. Request February principal
28, 2023 signed the
letter.

Table 2
 22

Implementation of Action Plan

IMPLEMENTATION RESPONSIBILITIES RESOURCES TIMELINE SUCCESS

INDICATORS
Researchers Researchers
conducted the pre- Researchers Reading March 30, were able to
test English reading Materials 2023 gather the
comprehension. data needed.
Researchers Researchers
conducted the post- Researchers Reading April 11, were able to
test English reading Materials 2023 gather the
comprehension. data needed.

Table 3

Post-Implementation of Action Plan

IMPLEMENTATION RESPONSIBILITIES RESOURCES TIMELINE SUCCESS

INDICATORS
Analysis of data Researcher
gathered. Researchers Gathered April 17, were able to
data 2023 interpret and
analyze the
data.

O. DATA ANALYSIS

This part presents analysis, and interprets the data gathered in this study. The

various result was presented in the table which included the reading comprehension
 23

level of Grade Four pupils in Ipil Heights Elementary School at Ipil Heights, Ipil,

Zamboanga Sibugay.

1. What is the reading English reading comprehension level in pre-reading among

Grade 4 pupils of Ipil Heights Elementary School?

Table 4

Reading Comprehension Frequency and Percentage in Pre-Reading of Grade 4 Pupils

of Ipil Heights Elementary School

Reading Comprehension Frequency Percentage

Below Grade Level 24 68. 58%

On Level 8 22.86%

Above Grade Level 3 8.58%

N= 35 35 100%

Table 4 shows the frequency and percentage of Grade 4 pupils different reading

comprehension category. Data reveal that 24 or 68.58% of Grade 4 pupils have reading
 24

comprehension below their grade level which indicates that reading enhancement

program, must be conducted. Furthermore, data revised that 8 or 22.86% of the

participants have a reading comprehension on level and 3 or 8.58% of participants have

reading comprehension on above level. This implies that few Grade 4 pupils have

reading comprehension level.

2. What is the reading English reading comprehension level in post-reading

among Grade 4 pupils of Ipil Heights Elementary School?

Table 5

Reading Comprehension Frequency and Percentage in Post-Reading of Grade 4 Pupils

of Ipil Heights Elementary School

Reading Comprehension Frequency Percentage

Below Grade Level 8 22.85%

On Level 9 25.71%

Above Grade Level 18 51.42%

N=35 35 100%
 25

Table 5 shows the frequency and percentage in post-reading of Grade 2 pupils different

reading comprehension. Data reveal that or 22.85% of grade 4 pupils have reading

comprehension below grade level. Furthermore, data revised that 9 or 25.71% of the

participants have a reading comprehension on level and 18 or 51.42% of participants

have reading comprehension on above level. This implies that COLLABORATION

READING PROGRAM is effective.

3. Is there a significant different between the pre-reading and post-reading in

English reading comprehension?

Table 6

Reading Pre-reading Post-reading Result

comprehension
Comprehension Comprehension

Below Grade 68.58% 22.85% 45.73%

Level

On Level 22.86% 25.71% -2.85%

Above grade 8.58% 51.42% -42.84

Level

N-35
 26

Table 6 shows the result of pre-reading test and post reading. It stated that in reading

comprehension below grade level is decreasing, in reading comprehension on level is

increasing and on reading comprehension above grade level is also increasing. It is

proving that “COLLAB READING PROGRAM” that we formulated is positive.

4. Based on the findings, what reading enhancement program can be

formulated?

Based on the findings that we come up, enhancing the reading comprehension of

the Grade 4 pupils. To improve the pupil’s reading comprehension, we designed the

COLLAB READING PROGRAM such that two of the students partnered together. The

pupil’s will assist each other with their assignments after the teacher reads them a piece

or a narrative. They will gain more knowledge from their peers and have fun because of

working together.

P. PROGRAM PROPOSAL

Reading comprehension is greatly improved by collaboration. Speaking with others

enables readers to forge new connections and produce fresh insight into their reading.

Stephanie Harvey and Harvey Daniel’s book Comprehension and Collaboration (2009)

offer six ingredients to group development: (1) Articulate Expectations; (2) Discuss and

Decide Norms or Written and Unwritten Rules of the small group; (3) Friendship; (4)

Leadership – the most effective groups are leaderless; (5) Open Communication; and
 27

(6) Address Conflict and Disagree Agreeably. Throughout the school year pupils are

practicing the developing ways to work and communicate with others.

Objectives

Based on the findings of the study, the researchers aimed to:

a. Collaborative Reading was utilized to assess the students' reading comprehension.

b. Implement the reading program Collaborative Fun Reading to address the problems

the students are having.

c. Make sure the students will appreciate and understand the researchers' program

idea.

Strategy of the Program

The researchers will send a letter to the principal, classroom teacher, and

superintendent of the school district.

If the proposal is accepted, the classroom teachers at Ipil Heights Elementary

School will assist the researchers in putting the program into action.

The program will be delivered to Grade Four pupils at Ipil Heights Elementary

School who are having trouble understanding what they are reading. This ensures

Collaborative Fun Reading's effectiveness at various levels.

The goal of this intervention plan is to minimize the issues affecting the Grade

Four pupils at Ipil Heights Elementary School's reading comprehension and aptitude
 28

levels. The data gathered from the performed study that have been collected and

evaluated form the basis of the proposed intervention plan.

Q. CONCLUSION

Therefore, collaboration reading is extremely beneficial for both students and

teachers, according to our pre-experimental study. The students will benefit from

working together as they study and learn alongside their friends, have fun, and develop

their reading comprehension expertise.

R. RECOMMENDATIONS

The researchers in this study have come up with the following advice and

proposal considering the research findings.

Pupils

Learners are advised not to get discouraged while studying and practice reading.

To create a fantastic learning atmosphere that you will always enjoy going to, ask your

parents or friends for help if you run into any difficulties while completing the task and

actively participate in the classroom activity.

Teachers
 29

To meet the needs of the students, it is advised and suggested that the teacher

should develop efficient teaching methods. To enhance student performance, they must

develop their instruction and utilize the school's resources.

Parents

It is advised that parents thoroughly evaluate their kids' reading comprehension

skills and help them grow in this area. They should also encourage their kids to read

and give them word problems to read and link to real-world situations.

Future Researchers

This research will serve as an idea to the future researchers on making classroom-

based action research.

REFERENCES

Almutairi, N. R. (2018). Effective Reading Strategies for Increasing the Reading

Comprehension Level of Third-Grade Students with Learning Disabilities.
Dissertations, 3247. https://scholarworks.wmich.edu/dissertations/3247
Chen, X., D'Angelo, N., Krenca, K. (2020). The Overlap of Poor Reading
Comprehension
in English and French. Frontiers in Psychology, 11.
https://www.doi.org/10.3389/fpsyg.2020.00120
Clarke,P.Truelove,E.,Hulme,C.,& Snowling, M. (2014). Developing
ReadingComprehension John Wiley & Sons, Ltd, First Edition. ISBN: 978-1-118-
60676-6
 30

Kuo, L. J., & Anderson, R. C. (2010). Beyond Cross-Language Transfer:

Reconceptualizing the Impact of Early Bilingualism on Phonological Awareness.
Scientific Studies of Reading, 14, 365-385.
Fuchs, L. S., Fuchs, D., & Malone A. S. (2017). The taxonomy of intervention intensity.
Teaching Exceptional Children, 50(1), 35–43
Warwick B. Elley and Francis Mangubhai Source: Reading Research Quarterly, Vol. 19,
No. 1 (Autumn, 1983), pp. 53-67
Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability.
Remedial and Special Education, 7, 6-10.
Roberto Suson, Christna Baratbate, Wilfredo Anoos, Eugenio Ermac, Amelia Girly
Aranas, Nolasco Malabago, Narcisan Galamiton, Dennis Capuyan (2020),
"Differentiated Instruction for Basic Reading Comprehension in Philippine
Settings," Universal Journal of Educational Research, Vol. 8, No. 9, pp. 3814-
3824, 2020.
Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading
Comprehension Performance of Saudi EFL Students. English Language
Teaching, 9(3), 117-129.
Glenberg, A. M. (2017). How reading comprehension is embodied and why that matters.
International Electronic Journal of Elementary Education, 4(1), 5-18.
Alghonaim, Ali. (2020). Impact of Related Activities on Reading Comprehension of EFL
Students. English Language Teaching. 13. 15.
Protacio (2017) A Case Study Exploring the Reading. Engagement of Middle Grades
English Learners, RMLE Online, 40:3, 1-17
Meniado, Joel C. (2016) Metacognitive reading strategies and reading motivation play a
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P.L.C. arrell, D. Joanne, & D. E. Eskey (Eds.), Interactive Approaches to Second
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31
 32

APPENDICES

APPENDIX A
Republic of the Philippines
WESTERN MINDANAO STATE UNIVERSITY
IPIL EXTERNAL CAMPUS
Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay
Telephone #: (062) 9576906

February 27,2023

DR. JEANELYN A. ALEMAN, CESO VI

Schools Division Superintendent
Division of Zamboanga Sibugay
Ipil, Zamboanga Sibugay
 33

Dr. Aleman,

Greetings of peace and abundance!

We are the undersigned 4th year students at Western Mindanao State University Ipil
External Campus. Presently, we are taking up the subject PED 114 – Practice Teaching
of the current semester, school year 2022-2023. One of the fundamental requirements
to complete the course is for the Pre-Service Teachers (PSTs) to accomplish a
Classroom Based Action Research in Ipil Heights Elementary School. We, Pre-Service
Teachers (PST’s) of Student Teacher will conduct a careful study entitled “Improving the
level of English Reading comprehension through Collab Reading Program Among
Grade 4 pupils in IHES: Basis for Reading Enhancement program.” That aims to collect
pertinent information in Grade 4 pupils and determine the following elements that
influence the reading comprehension of grade 4 pupils. Furthermore, the researchers
would also like to investigate alternative methods of assisting fourth graders in
improving reading comprehension.

Relative to this, we sincerely request your good office to allow us (PSTs) to conduct the
activity in Ipil Heights Elementary School.
Moreover, with your teachers’ collaboration, the department of the Classroom Based
Action Research includes reading activity and answering by the pupils, collect data to
diagnose problems, search for solutions, act on promising possibilities, and monitor
whether and how well the action worked.

We hope that you will take our request and will help us in this endeavor possible. If you
have questions and concerns, please feel free to contact me in this number
09457401761 or you can reach me with the Gmail reynajane01abne@gmail.com.

Thank you very much and more power!

Sincerely,

REYNA JANE M. ABNE

NIKKA MARIE C. CASTAÑEDA
 34

MARY ANN S. DIDAL

GLORY JANE T. LUZARA
GAMRASER G. SARAIL
MARY ANN U. VISTO

Noted by:

GILDA BELLUGA GOSE Ph. D

Supervising Teacher (BEED)

Approved by:

DR. JEANELYN A. ALEMAN, CESO VI

Schools Division Superintendent

APPENDIX B
Republic of the Philippines
WESTERN MINDANAO STATE UNIVERSITY
IPIL EXTERNAL CAMPUS
Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay
Telephone #: (062) 9576906

February 28,2023

MINERVA T. CARBALLO
PRINCIPAL IV
IPIL HEIGHTS ELEMENTARY SCHOOL
 35

Madam,

Good day!

The undersigned 4th year students at Western Mindanao State University Ipil External
Campus. Presently, we are taking up the subject PED 114 – Practice Teaching of the
current semester, school year 2022-2023. One of the fundamental requirements to
complete the course is for the Pre-Service Teachers (PSTs) to accomplish a Classroom
Based Action Research in Ipil Heights Elementary School. We, Pre-Service Teachers
(PST’s) of Student Teacher will conduct a careful study entitled “Improving the level of
English Reading comprehension through Collab Reading Program Among Grade 4
pupils in IHES: Basis for Reading Enhancement program.” That aims to collect pertinent
information in Grade 4 pupils and determine the following elements that influence the
reading comprehension of grade 4 pupils. Furthermore, the researchers would also like
to investigate alternative methods of assisting fourth graders in improving reading
comprehension.

Relative to this, we sincerely request your good office to allow us (PSTs) to conduct the
activity in Ipil Heights Elementary School.
Moreover, with your teachers’ collaboration, the department of the Classroom Based
Action Research includes reading activity and answering by the pupils, collect data to
diagnose problems, search for solutions, act on promising possibilities, and monitor
whether and how well the action worked.

We hope that you will take our request and will help us in this endeavor possible. If you
have questions and concerns, please feel free to contact me in this number
09457401761 or you can reach me with the Gmail reynajane01abne@gmail.com.

Thank you very much and more power.

Sincerely,

REYNA JANE M. ABNE

 36

NIKKA MARIE C. CASTAÑEDA

MARY ANN S. DIDAL
GLORY JANE T. LUZARA
GAMRASER G. SARAIL
MARY ANN U. VISTO

Noted by:

GILDA BELLUGA GOSE Ph. D

Supervising Teacher (BEED)

APPENDIX C
Republic of the Philippines
WESTERN MINDANAO STATE UNIVERSITY
IPIL EXTERNAL CAMPUS
Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay
Telephone #: (062) 9576906

February 28,2023

Sir/Ma’am,

Good day!
 37

The undersigned 4th year students at Western Mindanao State University Ipil External
Campus. Presently, we are taking up the subject PED 114 – Practice Teaching of the
current semester, school year 2022-2023. One of the fundamental requirements to
complete the course is for the Pre-Service Teachers (PSTs) to accomplish a Classroom
Based Action Research in Ipil Heights Elementary School. We, Pre-Service Teachers
(PST’s) of Student Teacher will conduct a careful study entitled “Improving the level of
English Reading comprehension through Collab Reading Program Among Grade 4
pupils in IHES: Basis for Reading Enhancement program.”

Relative to this, we sincerely request your good office to allow us in your classroom to
conduct the survey with your grade four pupils.

Sincerely,

REYNA JANE M. ABNE NIKKA MARIE C. CASTAÑEDA MARY ANN S. DIDAL

GAMRASER G. SARAIL GLORY JANE T. LUZARA MARY ANN U. VISTO

Noted by:

GILDA BELLUGA GOSE Ph. D

Supervising Teacher (BEED)
APPENDIX D

Republic of the Philippines

WESTERN MINDANAO STATE UNIVERSITY

IPIL EXTERNAL CAMPUS

Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay

Telefax: (+ 63 62) 457 40 1761

ENGLISH GRADE 4: PRE – TEST

Name: ____________________________________ Date: _____________

School: __________________________ Grade & Section: ____________

 38

The Boy Who Cried Wolf

A boy named John was once taking care of some sheep not far from a forest. Nearby
was a village, and he was told to call for help if there was any danger.

One day, he thought he would have some fun, and he cried with all his might, “The wolf
is coming! The wolf is coming!” the men came running with the clubs and axes to save
the boy from the wolf. As the saw nothing, they went home again and left John laughing
in his sleeve.

The day before he had so much fun, John cried out again the next day, “The wolf! The
wolf!” The men came again. This time not as many as first time. Again, they saw no
trace of the wolf, so the shook their heads and went back.

On the third day, the wolf came in earnest, John cried dismay, “help, help! The wolf! The
wolf!” Not a single man came to help him. The wolf broke into the flock and attacked the
sheep. Among them was a beautiful lamb that belonged to John. Then he left very sorry
that he had deceived his friends and neighbors, and he grieved over the loss of his pet
lamb.

The truth itself is not believed from one who often has deceived.

Answer the following question:

1. What is the setting of the story?

2. Who are the characters of the story?

3. On the first day, why the men are going back home?
 39

4. Based on what you read, draw the village that mentioned above.

5. Interpret on what happened to the story.

6. What is the moral lesson of the study? And how can you relate it to your real life?

Republic of the Philippines

WESTERN MINDANAO STATE UNIVERSITY
IPIL EXTERNAL CAMPUS
Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay
Telefax: (+ 63 62) 457 40 1761
ENGLISH GRADE 4: POST – TEST
Name: ____________________________________ Date: _____________
School: __________________________ Grade & Section: ____________

The Two Frogs

Once two frogs played near a pot of cream. They decided to look into the pot and
fell into it. They couldn’t get out of the pot. So, they swam round and round in the
cream.
 40

One of them is afraid and said, “oh, this is the end of my life!” It stopped
swimming and sank.
But the second frog is brave and clever. He swam and swam and beat the cream
with its little feet. The cream became a ball of butter. The frog jumped on the ball
of butter and go out of the pot. And the frog successfully out on the ball.

Answer the following question:

1. What is the setting of the story?

2. Who are the characters of the story?

3. Based on what you read, draw the ball of the butter.

4. What is the first frog like? Describe in 3 words.

5. What is the second frog like? Describe in 3 words.

 41

6. What is the moral lesson of the story? And how can you relate it to your real
life?

CRITERIA

1 3 5
MAKING Does not make Relates background Links background
CONNECTIONS connections to the knowledge/experience knowledge and
text. to text. examples from
the text to
enhance
QUESTIONING Unable to ask or Can ask and answer Asks and
answer questions; questions and begin answers different
gives inappropriate to provide evidence types of
or off topic from the text. questions; and
responses finds evidence in
the text to
support
questions and
answers
VISUALIZING Does not Demonstrates uses of Demonstrates
demonstrate use sensory images; multi-sensory
of sensory images images are somewhat images that
elaborated from literal extend and
text or existing enrich the text;
pictures demonstration
 42

may be through
any modality or
medium
DETERMINING Unable to identify Identifies some Identifies at least
IMPORTANCE important concepts important concepts in one key idea,
in the text text with some theme, or
supporting concept linking it
explanation (i.e, to the overall
characters, plot, main meaning of the
idea, or setting) text. Uses
supporting details
from the text to
clearly explain
why it’s
important.
MONITORING Does not identify Identifies difficulties Identifies
COMPRRHENSION difficulties or and articulates need difficulties,
problem areas to solve the problem, articulates need
but does not use to solve the
strategies problem and
independently to solve identifies the
the problem; may appropriate
need teacher strategy to solve
guidance the problem (i,e,
using meaning,
visual, or
structural cues)
INFERRING Does not make Makes predictions, Independently
predictions, interpretations and/or makes
interpretations, or draws conclusions predictions,
draw conclusions and justifies response interpretations,
 43

with information from and/or draws

the text; some teacher conclusions; and
prompting may be clearly explains
necessary. connections
using evidence
from the text and
personal
knowledge,
ideas, or beliefs.
SYNTHESIZING Unable to retell Retells all key Retells elements
elements of the elements of the text in of the text in
text logical sequence logical sequence
with some
extension to
overall theme,
message, or
background
knowledge.
 44

RESEARCHERS’
CURRICULUM
VITAE

ABNE, REYNA JANE MAGTAGAD

Purok Sampaguita, Poblacion,Tampilisan, Zamboanga Del Norte
09457401761reynajane01abne@gmail.com

_____________________________________________________________________

OBJECTIVE

To obtain a teaching position at an elementary school to utilize my dedication and

passion for fulfilling children’s educational needs and development.

EDUCATION

(2018-2023) Western Mindanao State University Ipil-Campus

Bachelor of Elementary Education
 45

(2016-2018) Tampilisan National High School

Science Technology Engineering Mathematics (STEM)
(2012-2016) Tampilisan National High School
(2006-2012) New Dapitan Elementary

SKILLS

 Leadership & Management Skills

 Writing Skills
 Communication Skills
 Dancing
 Playing Piano

CASTAÑEDA, NIKKA MARIE CATALINO

Purok Bakhawan, Pangi, ZamboangaSibugay
09656793086 nikkacastaneda086@gmail.com

_____________________________________________________________________

OBJECTIVE

To get a higher position where I can perform my acquired skills and knowledge.

EDUCATION

(2015-2023) Western Mindanao State University Ipil-Campus

Bachelor of Elementary Education
(201-2015) Zamboanga Sibugay National High School
(2006-2012) Pangi Elementary School
 46

EXPERIENCE:

 Call Center
 Cashier

SKILLS:
 Drawing
 ICT

DIDAL, MARY ANN SERONIO

Purok Bangkal 1, Ali Alsree,R.T.Lim, Zamboanga Sibugay
09515399732/maryanndidal@gmail.com

______________________________________________________________________

OBJECTIVE

To obtain a suitable position where I can perform the given task and apply my acquired
skills and knowledge for four years of studying the field.

EDUCATION

(2022-2023) Western Mindanao State University Ipil-Campus

Bachelor of Elementary Educationssss
(2017– 2018) Surabay National High School
Technical-Vocational Livelihood track (TVL-Home Economics)
(2015 – 2016) Ramon Enriquez National High School
 47

(2006-2012) Kulambugan Elementary School

SKILLS

 Cooking
 Dancing
 Reading
 ICT
 Baking

LUZARA, GLORY JANE TOMARONG

Purok Young Dreamers, Taway,Ipil, Zamboanga Sibugay
09816428395/gloryluzara@gmail.com

______________________________________________________________________

OBJECTIVE

To obtain a position at a good company where I can use skills and knowledge.

EDUCATION

(2022-2023) Western Mindanao State University Ipil-Campus

Bachelor of Elementary Education
(2017– 2018) Universidad de Zamboanga-Ipil Campus
Science Technology Engineering Mathematics (STEM)
(2015 – 2016) Taway National High School
(2006-2012) Moreno Tadeo Memorial Elementary School
 48

SKILLS

 Writing
 Communication skills

SARAIL, GAMRASER GUIMALAN

Purok 7, Baluno, Naga, Zamboanga Sibugay
09481322661/sarailfamily639@gmail.com

OBJECTIVE

To obtain a good position andperform the given task, where I apply my innate skills and
knowledge forfour years of studying the field.

EDUCATION

(2022-2023) Western Mindanao State University Ipil-Campus

Bachelor of Elementary Education
(2017– 2018) Naga National High School
Science Technology Engineering Mathematics (STEM)
(2015 – 2016) Naga National High School
(2006-2012) Baluno Elementary School
 49

SKILLS

 Writing
 Communication skills
 Reading
 Basketball

VISTO, MARY ANN, UY

Purok Rizal, Ditay, Diplahan, Zamboanga Sibugay
09510652436/maryannvisto70@gmail.com

OBJECTIVE

To obtain a good position and perform the given task, where I apply my innate skills and
knowledge for four years of studying the field.

EDUCATION

(2022-2023) Western Mindanao State University Ipil-Campus

Bachelor of Elementary Education
(2017– 2018) Ditay National High School
Science Technology Engineering Mathematics (STEM)
 50

(2015 – 2016) Ditay National High School

(2006-2012) Ditay Elementary School

SKILLS

 Cooking
 Reading
 Biking
 Dancing