ACTION

RESEARCH ON
ENHANCING
READING SKILLS
SUBMITTED BY:
MARICEL J. MANDAPAT
INTRODUCTION

The reading act has been describe in many ways. It is the process of making and getting
the meaning from printed words. It is the basic tools for learning in a subject areas.
Reading is a basic life skill. It is the cornerstone foe a child success and indeed throughout
life.. Without the ability to read well, opportunities for personal fulfilment and job success
inevitably will be lost.
Nowadays, one of the problems in our society is the poor ability of many pupils in reading.
Only few can read fluently, some are slow and many are non readers.
The development of the ability to read which understanding has always been a
challenging task for both teacher and learner. Lets guide them in their studies and give them
proper guidance.

STATEMENT OF THE PROBLEM

The action research aims to help pupils to improve their reading ability. Specifically it
helps to answer the :

1. What are the teaching approaches to improve pupils reading skills in English?
2. How to improve the reading skill in English?
SCOPE AND LIMITATION

This action research is limited only on the topic “ Enhancing Reading Skills in English
among Grade II pupils of Cuyapo West Central School” composed of 17 boys and 16 girls,
School year 2017-2018. This study begin on November and ends on January.

SIGNIFICANCE OF THE STUDY

This study is beneficial to both pupils and faculty. It will ease the burden of the teacher in
teaching lesson in English, likewise the pupils will be able to read short stories, poems and
selection independently.

HYPOTHESES

1. Teaching approaches used do not affect skills of the pupils

2. There are no ways to improved pupils reading skills among Grade II pupils at Cuyapo
West Central School.

THEORITICAL FRAME WORK

In conducting English Class, The researcher observed that almost half of the class has
difficulty in reading English. The fact that is very evident that same children could not read
unless through the help of their classmates.

This action research focuses only on the study of improving reading skills in English among
Grade Two pupils of Cuyapo West Central School, S.Y. 2017-2018.

As an overview, those action research’s theoretical framework is shown below

 Present Teaching
Approaches to Improve
Pupils Reading Skills in
English
Different Ways to
Improve Pupils’
Reading Skills

Classroom
Reading
Program
PLAN INTERVENTION

In order to improve pupils reading skills, the following intervention were employed.
1. The researcher uses different approaches to find out pupils interest in reading be
improved. She focuses more on reading activities. She prepares reading materials and
uses different strategies like games and oral involvement.
2. The researchers uses reading devices like charts and flashcards. The pupils were
properly guided in reading. She read it first then they read it after the teacher. Then she
calls a pupil who knows how to read. She makes colourful reading materials that look
like comics with picture of characters to arouse pupils interest.
3. The researcher dictates phrase before the start of the lesson.

OUTCOMES

Previously the Grade II student had reading difficulties but through different approaches and
instructional devices by the teacher, the pupils participation are maximize.
TABLE 1. The effect of the Teaching Approaches in Relation to the Pupils Participation before
the intervention.

BEFORE No. OF PUPILS’ PERCENTAGE

PARTICIPATION (%)
INDIVIDUAL 8 24
ACTIVITY
INDIVIDUAL 13 39
RECITATION
NO VISUAL 10 30
AIDS

Before the intervention, 8 pupils or 24% out of 33 pupils participated in individual activity.
In recitations 13 pupils or 39% out of 33 pupils participated in individual recitation. Only 10
pupils or 30% out of 33 pupils participated in the discussion wherein the teacher did not use
visual materials like flashcards and charts.
TABLE 2. The Effect of the Teaching Approaches in Relation to the Participation After the
Intervention.

AFTER No. OF PUPILS’ PERCENTAGE

PARTICIPATION (%)
Group Activity 30 91

Oral 25 76
Involvement
With Visual 25 76
Materials

After the intervention, the number of pupils participation increases. Now, 30 pupils or 91%
out of 33 pupils participated in individual activity. In oral involvement or recitation, 25 pupils or
76% out of 33 pupils participated. And 25 pupils or 76% out of 33 pupils participated in the class
discussion because of the visual materials use by the teacher.
TABLE 3. Comparisons of the Pupils Reading Ability Before or After the Study

Adjective No. of Pupils Percentage No. of Pupils Percentage

Reading Rated (%) Rated After (%)
before the the Study
Study
Very 2 6% 8 24%
Satisfactory
Satisfactory 7 21% 14 42%

Fair 11 33% 7 21%

Poor 13 39% 4 2%
RECOMMENDATIONS

1. The teacher should guide and help pupils in activities.

2. The teacher should able to use different approaches in teaching.
3. The teacher must be resourceful and creative in order to help the pupils best in
unlocking unfamiliar words, which is improvingreading skills of the pupils
4. The teacher should always consider the individual differences so that we can
understand our pupils anytime.
5. The parent should also teach and guide their children about their studies.