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Republic of the Philippines

Region X
Division of Cagayan de Oro
Southwest II District
BESIGAN ELEMENTARY SCHOOL
Besigan, Cagayan de Oro City

Enhancing Reading Skills of the Grade 5 Learners of Besigan


Elementary School Through Peer Aided Learning Support (PALS)

Ronald L. Omriso
Ryan Z. Roa
Harold R. Unido
Cyrus Bradlee L. Galeon

Besigan Elementary School


TABLE OF CONTENTS

Abstract
Approval Sheet ………………………………………….
Rationale …………………………………………. 1
Review of Related Literature …………………………………………. 2
Intervention …………………………………………. 6
Action Research Questions ………………………………….. 7

Scope and Limitation ………………………………….. 7

Research Method ………………………………….. 7

Results and Discussion ………………………………….. 9

Conclusion ………………………………….. 16

Recommendation ………………………………….. 16

Reflection …………………………………., 17

Action Plan …………………………………. 18

References ………………………………….. 19

Annexes
Abstract

This study sought to investigate a strategy fastened on Lev Vygotsky’s

theory of social constructivism and Douglas and Lynn Fuchs’s Peer Assisted

Learning Strategy which emphasizes a scaffolding in peer tutoring. This study

aimed to gauge the effectiveness of Peer Aided Learning Support (P.A.L.S) as

the main activity in reading remediation to enhancing the reading skills of the

Grade V learners of Besigan Elementary School S.Y. 2017-2018. A total of 35

or 62.5% out of 56 Grade V learners who obtained Non-reader and Frustration

levels during the pretest using Philippine Informal Reading Inventory (Phil-IRI)

were selected. Learners belonging to Instructional and Independent level were

oriented and utilized as peer tutors in a series of activities during the

remediation period. This study made use of a descriptive method employing

pretest and posttest to determine the learners’ improvement and eventually

gauge the efficiency of the P.A.L.S. The conduct of PALS yielded positive

results among the respondents that contributed significantly in the improvement

of their reading skills and dynamic involvement of potential peer tutors in the

work process. Result shows a decreasing trend in terms of the number of

leaners in the Non-Readers and Frustration level and an increase scores in the

Instructional and Independent levels subsequent to the intervention activities

using PALS as attested in the posttest results. Using PALS as intervention

was evidently suitable and helpful in enhancing their reading skills. Thus, it is

recommended that this approach be adopted by teachers in all levels to

address the reading difficulties and improve the learning outcomes.