Schools Division Office

City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto

ACTION RESEARCH WORKSHEET

Sense of Commitment & Preparedness Guide Questions:

In consonance with the Divisions Implementation of Every What I have in me that could
help me actualize what I had
Child A Reader Program (ECARP) pursues the policy of NO READ,
set out to do?
NO MOVE which means that the pupil who cannot read after
grade III shall not be promoted to the next higher grade for the

K Kilalanin ang school year 2018.

Kakayanan My biggest task in my action research project was actualy

decided what I was going to work on in my teaching practice in
reading to aid the low performing pupils cope with their reading
difficulties.

What I had in me that could help me actualize what I had set

out to do is to established methods/strategies to improve the
 reading levels of recognizing words and reading comprehension of
my pupils through remedial classes.

One of the problems that could hinder me during the What I have to do in me that
could hinder me from what I
implementation of the program is the lack of reading and had set out to do?
supplementary materials. There were very limited books but Ive
tried to augment it asking Grade III pupils to submit one Big Book
each. Also pupils were constraint to conduct peer-reading sessions
due to unavailability of space or venue for reading.

Noted :

MANUELA M. OPALLA
PSDS/ OIC Principal
Submitted by:
ERMA A. BALAGBIS
Teacher III
 Schools Division Office
City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEETS

U1: Understand the General Context

This study is to assess the effectiveness of the ROSE (Readers
Organization for Self Enhancement) and remedial reading session
named BLOOM (Better Learning Opportunities to Obtain Mastery) to

U Usisain ang enhance the Reading Levels and Comprehension of Grade III-Agila
Pupils.
Kalagayan
At the outset, non-readers were identified after the conduct of
Philippine Informal Reading Inventory (Phil-IRI ) held on July 2017
(Pre-Test) to establish reading level among pupils of Grade III-Agila.
Furthermore, the researcher conducted pre-reading tests using
Dolchs Basic Sight Words at the start of the school year for low-
achieving readers who had difficulty learning high-frequency sight
words. It was noted that most of the Grade IIII- Agila pupils were
experiencing English reading difficulty in blending the sound present
in words well as their vocabulary and comprehension level. Thus,
clearly an intervention is needed to solve the said problem.

U2: Understand the Specific Context

Based on the PHIL-IRI Results, pupils were grouped into
Independent, Instructional, and Frustration Level. Pupils under the
Independent category automatically becomes a ROSE member.
Each ROSE member is challenged to join the Read-a-thon, reading
as many books as they can. The list of books they have read are
recorded in an index card kept at the classroom mini-library.
Concurrently, ROSE member become the reading partner or buddy
of pupils under BLOOMS program. The reading commenced on the
month of October and will have its culmination on February 2018. A
ROSE member with the most number of BLOOM buddies will be given
an award or incentive. The MOST IMPROVED BLOOM Reader will also
be recognized.
 One of the most outstanding feature of ROSE (Readers
Organization for Self Enhancement) and remedial reading session
named BLOOM (Better Learning Opportunities to Obtain Mastery) is
its utilization of a variety of Remedial Activities which the pupils can
choose from, aside from reading storybooks. Text used in the
activities are also content-based and is based in the least mastered
item of the previous grading period. Science and Mathematics
concepts are used as sample sentences. Vocabularies from these
disciplines are also enhanced through the different board games.

CHOSEN TOPIC:

The effectiveness of the ROSE (Readers Organization for Self

Enhancement) and remedial reading session named BLOOM
(Better Learning Opportunities to Obtain Mastery) to enhance the
Reading Levels and Comprehension of Grade III-Agila Pupils at
Cupang Elementary School Annex, SY 2017-2018

Noted:
MANUELA M. OPALLA
PSDS/ OIC Principal Submitted by:
 ERMA A. BALAGBIS
Teacher III
Schools Division Office
City of Muntinlupa
District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET
 U3: Gather Information Guide Questions:
Reading comprehension scores taken from the result of the What do I know about this topic?
What do others say about this topic?
teachers administered test using Phil-IRI. This is a standardized
What does the literature say about
instrument used by the school to determine the levels of this topic?
What are considered best practices
recognizing words and reading comprehension of the pupils.

U
in other settings?
Usisain ang The Philippine Informal Reading Inventory (PHIL-IRI) is used by

Kalagayan the researcher to determine a pupils independent reading level,

instructional reading level and frustration reading level. The
independent level is believed to be one in which pupils can read
successfully with little or no aid because fluency and
comprehension are developed well enough. The instructional level
is the level at which the pupils requires teachers assistance. The
frustration reading level signal an area of difficulty to be avoided
by the pupil. The level of the book at the pupils frustration level is
too difficult.

Allor, Mathes, Champlin and Cheatham ( 2009 ) assert that

effective early interventions in reading requires a complete reading
program that should include phonemic awareness, phonics,
vocabulary development, fluency and reading comprehension.
 Research carried out by Salvin, Lake, Davis and Madden (2009) on
exploring effective strategies for teaching struggling readers has
concluded that one to one phonetically focused reading partner
or buddy tutoring is one of the most effective strategy for improving
performance of reading. (Lillard & ElseQuest,2006).

The ROSE (Readers Organization for Self Enhancement) and

remedial reading session named BLOOM (Better Learning
Opportunities to Obtain Mastery) follows the same strategy in
developing the reading skills among the learners. This method is one
of the effective methods of teaching literacy to the pupils.

Noted :

MANUELA M. OPALLA
PSDS/ OIC Principal Submitted by:
ERMA A. BALAGBIS
Teacher III
Schools Division Office
City of Muntinlupa
District of Muntinlupa II
 CUPANG ELEMENTARY SCHOOL ANNEX
KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET

U4: Research Question/s Guide Question/s:

Particularly, its goal is to answer the following questions:
Does my question reflect the
1. What could be done to help the Grade III-Agila pupils at
essence of the prior components of
risks in reading and comprehending English text? the model ( K, U1-U3)?

U
Refer also to the AR Question
Usisain ang
2. What happens if the ROSE-BLOOM as Reading intervention
Fine Tuning Checklist
and Strategy is provided to them for overcoming their
Kalagayan English reading difficulties?
3. How can I improve the reading skills of the two groups of
pupils in Grade III- Agila through the use of ROSE (Readers
Organization for Self Enhancement) and remedial reading
session named BLOOM (Better Learning Opportunities to
Obtain Mastery) as Reading Intervention strategy.
Noted :

MANUELA M. OPALLA Submitted :

PSDs/OIC Principal ERMA A. BALAGBIS
Teacher III

Schools Division Office

City of Muntinlupa
 District of Muntinlupa II

CUPANG ELEMENTARY SCHOOL ANNEX

KUMILOS- Maglayag sa Pagtuturo- Pagkatuto
ACTION RESEARCH WORKSHEET

FORMULATING ANG REFLECTING ON MY ACTION RESEARCH QUESTION

Fine Tuning Checklist

CRITERIA ROUND 1 ROUN 2 ROUND 3

ar X ar X ar X

Does it involve a pressing issue/problem in my context? /

Am I interested in solving it? /

Is it an issue that I deal with on the daily basis? /

Does the issue occur within my sphere of influence? /

Is it something that I can do something about? /

Does it situate or implicate me as a practicioner and implementer? /

Does it suggest a solution or intervention? /

Is the suggested intervention a result of reconnaissance, literature review /

and / or benchmarking?
Is it something I can do within my practice? /

Does it state the exact aspect that I want to improve? /

Is it open-ended? /

Does it allow further reflection? /

Will the result effect change/ improve in my specific setting? /

Noted :

MANUELA M. OPALLA
PSDS/ OIC Principal

Submitted by:

ERMA A. BALAGBIS
Teacher III