Enhancing Reading Comprehension Through “Guided and Relaxed Reading Practice”

I. Context and Rationale

Reading is a skill many people take for granted the act of reading and properly

comprehending a text is a complex and interactive process. It requires several different

brain functions to work together and most often requires are to puzzle through multiple

layers of context and meaning.

Because reading comprehension is so complicated we can often find ourselves

understanding the most basic interpretation of a text, but missing the emotional core on

the big picture or we might just find our brain spinning with no clue at all to what a text is

attempting to convey.

Reading comprehension is the understanding of what a particular text means and

the ideas the author is attempting to convey both textual and sub textual. In order to read

any text, the brain must possess not only the literal words, how subtle language and

vocabulary usage can impact emotion and meaning behind the text, and how the text

comes together as a larger coherent whole.

This scenario prompted the researchers to conduct a study on reading using

guided and relaxed reading practice to encourage the pupils to read. Based on the

researchers’ observation, the pupils no longer fun of reading books. They choose to play

games in the internet rather than to read books, magazine and others. Henceforth, guided

practice will involve structure attention like learning new vocabulary words and testing

yourself on them, while relaxed practice will involve merely letting the pupils read and

enjoy reading without pressure.

II. Action Research Questions

This study will enhance the reading comprehension of the pupils through guided

practice and reading for pleasure.

Specifically, it seeks answer to the following questions:

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

intervention in reading?

2. What is the level of reading comprehension of the pupils after exposure to

guided and reading for pleasure practice?

3. Is there a significant impact on the utilization of guided and reading for

pleasure practice?

III. Innovation, Intervention and Strategy

In this study, the researchers will make use of guided practice and relaxed practice

or reading for pleasure.

The pupils will be grouped into two, one group will be using guided practice in

reading while the other will be using relaxed practice of reading.

The activities will be done at least one to one hour a week not during the English

period but before the official time in the afternoon or after their classes in the afternoon.

The pupils will be provided with reading materials which include fiction and non-

fiction. The researcher will make reading a fun activity, to motivate the learners to

engage with the text and embrace the activity as part of their daily life or work life.
 The pupils will read text from simple to complex and base on their grade level. Oral

reading test will be conducted to measure their progress, PHIL-IRI TOOL will be

utilized in assessing reading performance and comprehension.

IV. Action Research Methods

a. Participants or other sources of Data and Information

The participants of this study will be the struggling learners from Grade I

to Grade 6 in Villasis I particularly Amamperez E/S, Lipay E/S, Piaz E/S and

West Poblacion E/S.

The participants were taken from the result of the oral reading test which

was conducted at the end of school year. These are 201 struggling learners. They

need more practice in reading to develop their reading skill as well as

comprehension.

b. Data Gathering Methods

The data will be gathered from the result/s of pupils’ oral reading test, &

comprehension test. The data will be analyzed, interpreted to determine the

impact of using guided practice and reading for pleasure as the variable to

measure the contribution of using intervention.

The result of the study will also affix the teacher’s signature.
V. Action Research Work Plan

Gantt Chart

Activities Oct Nov Dec Jan Feb Mar

A. Planning Stage
1. List of pupils belong to struggling learners
2. Analysis of their difficulties
3. Inform the parents about the performance of
the pupils
B. Implementation Stage
1. Group the pupils according to their
performance
2. One group will be exposed to guided practice
in reading, the other group will be exposed to
reading for pleasure
3. Monitoring the implementation of guided and
reading for pleasure
C. Post Implementation Stage
- Conduct oral reading/comprehension test
using Phil-Iri tools
- Analysis/Interpretation of the results
- Final write up of the study

VI. Cost Estimates

A. Photocopying - 1,000

B. Miscellaneous - 500

C. Travelling - 1,000

Total 2,500
References:

Greece, Kim 4 Tips for Guided Reading Success/Scholastic

Httpps://wwwscholastic.com/articles retrieved 9-29-18

Wather, Maria P. Guided Reading Assessment Kits. www.scholastic.com

Croch, Debra (2010) Activities that Extend Guided Reading-Build Comprehension

https://onyokapc.com.>teacher.tall>act

Reading for Pleasure – BBC www.bbc.co.uk.>skillswise>tutors

Brooktrust.www.brooktrust.org.uk

Burtor, M (2007) Dveloping adult teaching and learning: practitioner guide.

Reading Lucister: WIACE

Approaches to Reading for Pleasure-Reading Agency

https://readingagency.org.uk./ad

Drable, Emily (2013) How to teach; reading for pleasure amp.theguardian.com