Grade One Syllabic Readers:
School-Home Assisted Reading Program
A Research Proposal
Presented to
The Division Research Committee
DepEd, Carcar City Division,
Carcar City, Cebu
FARRAH F. BOLTRON
and
MA. DELUNA L. OPORTO
Bolinawan Elementary School
Bolinawan, Carcar City, Cebu
Grade One Syllabic Readers:
School-Home Assisted Reading Program
I. Introduction:
Reading is a process of gaining meaning from print, it is an interdisciplinary
area of knowledge. It is a basic skill leading to understanding. Primary and
elementary school age are critical periods in the development of reading skill
and in the formation of life-long reading habits. (Culinan, 1998-2000). (Geske-
et.al, 2008) State that parents to pay additional attention to early development
of child’s reading literacy during the pre-school age period and teachers to
stimulate students reading full texts of literacy works appropriate to the primary
school level and pay additional attention to promotion of reading outside the
school.
With this basic truth, Department of Education has come up with the
program; “Every Child a Reader Program” ECARP. This program intensifies
the need that every child should acquire the appropriate reading skills designed
according to their level. It is a thrust of the Department in order to make a child
an independent young reader. Students who have difficulties in reading are
typically attributed to inadequate instruction or from their own individual failures
to fully engage with and learn from texts and instruction. (Academia, 2004)
Basically, the teacher’s role plays a great impact on a manner the child acquires
the skill to read. This would mean on the inappropriate strategies, activities and
instructional materials and home/family factors that may likely to hamper the
child to acquire the basic skill leading to become a reader.
Reading level of our 120 Kindergarten, S.Y. 2016 – 2017 were identified
through Oral Verification Test (Post - OVT) conducted by Carcar City Division
and verified by Ocana Elementary School Head and Master Teachers wherein
result reveals that there are 3 fluent readers, 26 Average readers, 18 Halting
readers, 14 word readers, 44 syllabic readers and 0 nonreader.
Data shows that the incoming grade 1 of Bolinawan Elementary School
have a higher number of syllabic readers compared to other reading levels. Out
of 120 Kindergarten learners, 36.67% are syllabic readers which is 44 learners.
This figure imply that they may be at risk to become a struggling readers
especially if the skilled already acquired is not practice on a period of time
during vacation. Furthermore, parents nor the teachers failed to provide
supplemental activities that may lead to master such skills.
To comply “Every Child a Reader Program”, the researchers think for a
program that will help grade 1 syllabic readers of Bolinawan Elementary School
to become a reader at the early stages in order to avoid problem later on as
they will be proceeding to the next level. The cited scenario is one of the chronic
problem that our school experience every year and every year level as
observed in its performance in different subject areas so we have come to
realize the importance and urgent need of strengthening the formative years of
the child since they are still in the critical period of child’s development. In line
with the program, teachers as well as parents must be involve in the process
wherein teachers will do the inputting while parents do follow-up and facilitate
the bring home reading material. The program will probably give remedy to the
unattained skills that a child should acquires on a specific level as identified by
reading experts.
II. Literature Review
Word reading difficulties is not learning-sound links that usually causes
problems but the ability to manipulate the identified words. Pupils with reading
difficulties often learn fewer multi letter cluster and process more words at the
single letter level. (Munro, 1995) Difficulty were focus on attempt 2-syllables
but not 3 syllable words, reverse words read like “was” for “saw” and read
blends incorrectly.
Family literacy refers to the members’ ability to read, write, communicate,
view and take the perspective of another. Family members learn together how
to become literate, increase literacy and use the power of literacy and family
communication to change their lives and to meet their goals. (Zygouris-Coe,
2007) This imply that parents are the first teachers of their children. They are
the critical partners in the education of all children. It is in the home where the
beginning point for the development of human resources and a primary source
of learning. So as educators we must make rooms for family involvement in our
school affairs. Most specifically on problems related to classroom instruction
they could help much in the continuity of learning from school to home this
would probably foster or intensifies pupils learning.
Parental involvement in the process of learning is very important. There are
some parents who are just relying on the teachers when it comes to their child’s
learning. It is ideal, therefore, for parents to follow-up their child’s learning right
after the formal studies of their child. (Eballe, 2012)
Home reading. Children should be spending more time on reading than is
available at school. They should read at home on a regular basis, usually 20 to
30 minutes each evening. Parents can be asked to send in signed forms
indicating that children have done their home reading. Many teachers ask that
children read aloud with their parents, siblings, or others in first grade and then
read silently thereafter. The books the children read should be of interest to
them and should match their reading proficiency. (Alliance, 1998)
Reading is an important activity for the whole family while promoting good
feelings between students and their parents. Parents began to appreciate that,
in order to develop lifelong readers, reading had to occur on a regular basis
outside the classroom environment. Using parents to model this behavior
enhanced students' attitude toward reading. (Wepner-et.l, 1998)
Effective teaching practices in handling nonreaders comprised the use of
teachers’ adjustments, strategies, and scaffolds to establish reading mastery,
exposing them to letter sounds, short stories, and the use of follow-up. WH
questions enhanced their reading performance significantly. (Davis-et.al, 2016)
The idea above would also be applicable to the focus of our research that
appropriate various activities coupled with teaching strategies would result to
meaningful learning experience of our learner leading to the mastery of the skill.
So teacher should be an expert of his/her organic function.
ARROW stands for Aural- Read- Respond- Oral- Write. It is a program
developed by Colin Lane (2008). It works on the principle that hearing one’s
own voice is a psychological key to much language comprehension. The
system involves students recording and playing back their own voices reading,
using laptop computers and headphones and a structured system of examples
and exercises. The program displays a piece of text at the appropriate level
(anything from a single letter to a short paragraph). The student hears it
spoken, then repeats it aloud, and records it, then plays it back. At the end of
the process, the student writes down the piece of text. The program has a range
of protocols, typically 30 minutes per day, for a total of 10-hour tuition. One
adult is able to supervise a number of students (typically 5), as long as each
student has access to a computer. (NEPS-LWG, 2012)
Computer Assisted Instruction is an intervention that is using technology
could give classroom teacher an additional learning tool to extend learning
opportunities needed to meet diverse needs and build necessary literacy skills
for school success. (Evmenova-et.al, 2006) Author intensifies technology as a
support to conventional instruction. Since our millennials are on the trend of
this concept so most probably this intervention is beneficial to our young
learners, so they enjoy and will learn faster than the traditional way.
Furthermore, pupils’ interests for computer assisted instruction activities
centers around the direct objective and shows good result.
We the researchers of Bolinawan Elementary School think of a School-
Home assisted reading program that makes use of conventional and computer
assisted instruction in order to achieve our purpose of these action research.
We are optimistic for making our syllabic readers to become fluent readers. We
will embrace the new trends in classroom instruction and remain the traditional
but effective.
III. Research Questions
This study aims to assess the syllabic reader Grade 1 pupils of Bolinawan
Elementary School, SY 2017-2018 for an enhancement program. Furthermore,
this study would like to answer these sub-problem;
1. What is the pre-post Oral Verification Test reading level of grade 1?
2. Is there a significant difference in the pre-post OVT reading level of grade 1?
3. What reading material to use in improving the reading level of syllabic reader
Grade 1 pupils?
4. How effective is the reading materials use in improving the reading level of
syllabic reader Grade 1 pupils?
5. Based on the findings, what enhancement program can be designed?
IV. Scope and Delimitation
a. Research Locale
This study will be conducted in Bolinawan Elementary School, located in
the center of the barangay, lies beside of Barangay Bolinawan, Carcar City,
Cebu. Bolinawan is the first barangay immediately south from the Poblacion 1
on the National Highway going towards the town of Sibonga. There are 1, 498
total population of the school, 120 of which are grade 1 students divided into
three sections with 40 students. Our students come from different sitios
comprising the whole barangay Bolinawan namely; Dunggo-an, Kalubihan,
Bonsai, Muntipasi, Bolinawan Proper, Ylaya, Cambuntan, Tugas, Riles,
Bugtong-lubi and Baugo.
Most people in the community are employed in the private sector. Only few
employed in the government and as OFW. The rest of them are having their
own way of living. The parents graduated as Elementary lesser number than
High School graduate and only few graduated College.
V. Research Methodology
a. Research Design
This study will make use of the quantitative method of interpreting
the gathered data. Since it will be utilizing the pre and post Oral
Verification Test Result using the same tool to determine the
improvement of the reading level of our respondents which are the
Grade 1 syllabic readers.
b. Respondents
This enhancement aims to assess the incoming grade 1 pupils for SY 2017-
2018 who are syllabic readers in Bolinawan Elementary School.
Respondents
Sections Enrollment (to be
identified this
coming June,
2017)
Students Teachers
I - RO 34 1
I – FL 32 1
I - LN 32 1
I - MAL 31 1
Total 129 4
Table shows that the respondents of this study consists of 3 teachers and
to be identified learners taken from 120 enrolled grade 1 pupils.
c. Data Collection
This study will use a reading material tool which will be use in conducting
the pre-post Oral Verification Test. The reading tool will be checked and
validated by the grade 1 teachers to determine its alignment to the performance
standards or a specific learning skills in their level. Validation will be done to
selected grade 1 from other school prior to the conduct in our own research
locale.
The validated tool will be administering to all grade 1 learners by the
researchers and collect the data for tabulation and interpretation for
identification. The identified learners will then be our respondents for the
school-home assisted program.
The teachers will conduct conference with the parent’s respondents for an
orientation of the purpose of the program and the role to be played in the
conduct of the school-home assisted program. Every after a month, the teacher
will monitor the progress of the respondents with the inputs given by them.
After a span of five (5) months, the researchers will be conducting the same
validated reading tool to the identified syllabic readers for post testing Oral
Verification Result to determine reading progress.
d. Ethical Issues
On confidentiality – the research will explain to the respondents as well
as the parents that being the recipient of the program will not degrade
nor criticize them but instead this will help them to improve.
On copyright issues – The researcher will submit his research work to
the University Hub for plagiarism test before presentation and
publication of the research will be made. A copy of the plagiarism test
results will be attached and submitted to the regional research council.
On approval to conduct the study – The researcher will send letter to the
Schools Division Superintendent for the approval of the conduct of the
study. Once it will be approved, the letter will be copy furnish to the
principals, the researcher will start conducting pilot testing in their
respective school.
e. Plan for Data Analysis
The researcher will utilize statistical techniques to analyze the results of
quantitative questions. The following are the statistical to be used:
1. Frequency and Simple Percentage. This will be used in determining the
pre-post OVT reading level of Grade 1 and the reading material to use
in improving the reading level.
2. T-test – This will be used in determining the significant difference in the
pre-post OVT reading level of Grade 1.
In addition, the researcher will tally the data, consolidate and analyzed to
find out the results.
VI. Timetable/Ghantt Chart
Activities Objectives Time Number
Frame of Days
Making of Action Come up with an action April 27- 2 days
Research research proposal 28, 2017
Proposal
Presentation of Present research proposal to May 2-6, 5 days
Research the Division Research 2017
Proposal to the Coordinator for approval
Division Research
Coordinator
Validate of Administration of Tools in June 5-9, 5 days
Research selected schools in Carcar, 2017
Instrument (Tool) Upland ES and Ocana ES
Administration of Administer tools/instruments to June 12- 5 days
Research all student of BES to identify 16, 2017
Instrument (pre- syllabic readers as
OVT) respondents
Orientation of Orient parents of the identified June 19- 5 days
Parents for their respondents for their roles to 23, 2017
involvement play
Monitoring of Monitor the student’s progress Monthly 4 months
students’ progress with the inputs given by them from July,
2017
Administration of Administer tools/instruments to October 5 days
Research respondents 2-6 , 2017
Instrument (post-
OVT)
Consolidation of Summarize the data gathered October 2 days
Responses from the instruments/tool 9-10,
2017
Statistical Compute the results of data October 2 days
Treatment gathered and categorize the 11-12,
Application responses in the qualitative 2017
data
Interpretation of Analyze responses and make October 1 day
Responses analysis and interpretation 13, 2017
Plagiarism Check Submit soft copy to the October 3 days
University Hub recognized for 16-18,
their plagiarism software 2017
Presentation of Request an appointment from October, 20 days
Results the Division research council 2017
for the presentation of research
output.
Finalization and incorporation
of suggestions and
recommendations from the
Division Research Council.
Submission and Submit final research output October,
Publication of and request permission to 2017
Results publish results
VII. Cost Estimates
ACTIVITIES RESORCE MATERIALS ESTIMATED
COST
Colored print and pictures of the tool P 100.00
Snacks for Grade 1 class advisers from P 600.00
Upland and Ocana Elementary School
Token (pencil) given to selected section P 600.00
Validation of
of Upland and Ocana Elementary
Research
School (6.00)
Instrument
Transportation in going to Upland & P 120.00
Ocana Elem. School (back & forth in 2
schools)
Conduct of Pre Token to all grade 1 pupils (120) of P 1,200.00
OVT Bolinawan Elementary School (pad
paper @ P 10.00)
Orientation of Print-out of parents sign in form, P 180.00
Parent’s invitation letter (P 2.00) P 1,100.00
Respondents Snacks of the parents and teachers
(Identified concern (P 20.00)
Respondents)
Conduct of the Production of reading materials P 7,500.00
Research (3 cartridge @ P 2,500.00/cartridge)
(Inputting to the Production of the reading material
respondents done (bring home reading material)
for 4 months) Print-out of Sign – in form for the
parents
Cartolina/construction paper/ glue/ P 5,000.00
Folders/plastic envelopes/bondpapers
Printer ink (220 per bottle x 4 color),
Pencils/Pentel pens
Monthly meeting Snacks for the parents P 4,400.00
with parents (P20.00/participant) x 4 meetings
respondents Token given to the parents at the end of P 1,700.00
(knowing the the program. (P 50.00/45 parents)
reading progress)
Conduct of Post Snacks for the concern teachers (50.00 P 300.00
Oral Verification x 6 person)
Test to the Snacks for pupils (water/juice & biscuit) P 900.00
respondents (P20.00)
Consolidation of Snacks (P 50.00 x 6 persons) P 300.00
Post OVT results
First Tranche P 24,000.00
Presentation of Print-out of the results P 600.00
results to teachers Snacks (P 20.00) P 1,020.00
and parents of the
respondents
Production of Reproduction of the outputs P 2,000.00
action research
Submission and Production of final copy P 2,380.00
publication
Second Tranche P 6,000.00
TOTAL P 30,000.00
VIII. Plan for Dissemination/Advocacy
The findings of the study will be presented to the teachers during staff
meeting or LAC sessions for them to be aware of the results and outputs of the
study which will serve as their basis for improving the teaching-learning process
especially in reading. It will also be presented to all the teachers as well as the
parents so that they will be aware of the status of their children in school.
IX. References
(n.d.).
Academia, T. (2004, May).
Alliance, F. (1998, June). Every Child Reading:An Action Plan of the Learning.
Retrieved from www.learning.org.
Culinan, B. E. (1998-2000). Independent Reading & School Achievement. New York
University.
Davis-et.al, Y. (2016). Effective Teaching Practices in Handling Non-Readers.
Eballe, P. (2012). Causes of the Huge Numbers of Non-Readers in the Philippines.
English Expressways Textbooks for Grade 1. (n.d.). Philippines: SD Publication, Inc.
Evmenova-et.al, J. (2006). An Action Research Study of Computer-Assisted Instruction
Within the First Grade Classroom.
Geske-et.al, A. (2008). Factors Influencing Rending Literacy Primary School Level.
Learn and Grow in Reading, Activity Book. (n.d.). Philippines: Vibal Publishing House,
Inc.
Munro, J. (1995). Litearcy Intervention Strategies.
NEPS-LWG. (2012). Effective Intervention for Struggling Readers.
Science Reserach Association. (1995). Philippines: Abiva Publishing House.
Skill Builders for Efficient Reading 1. (Third Edition). Philippines: Phoenix Publishing
House, Inc.
Wepner-et.l, S. (1998). Project CAPER (Children and Parents Enjoy Reading: A Case
Study.
Zygouris-Coe, V. (2007). Family Literacy:The Missing Link to School-Wide Literacy
Efforts.
X. Appendices:
Reading Tool to be used using Century Gothic Text for pre-post reading.
KIM’S DOG
Kim wanted a dog. She ran to Mrs. Lee’s
house. She keeps dogs. Mrs. Lee opened the
door.
Kim said, “I want a dog”
“How about a dog that looks like a fox?”
asked Mrs. Lee.
“No, thank you,” said the girl.
“I have a dog that keeps the cats away,”
said Mrs. Lee.
Kim said, “I like cats.”
“Well, would you want that sad little dog
from the street?” Mrs. Lee asked
“That’s what I want,” said Kim,
And that’s what she got.
Adopted from: (Science Reserach Association, 1995)
Pat and the Fat Cat
Pat has a pet.
Her pet is a fat cat.
The fat cat catches rats.
Adopted from: (English Expressways Textbooks for Grade 1)
A Bun for Dad
Pam has a mug of jam.
She gets a bun.
She puts jam in the bun.
The bun is for her Dad.
He will be glad.
Adopted from: (Skill Builders for Efficient Reading 1, Third Edition)
FRIENDS
Dan and Ben went to the park.
They sat near the pond to fish.
Later, they ran under the trees.
They played “Hide and Seek.”
The two friends sang their way home.
They were happy.
Adopted from: (Learn and Grow in Reading, Activity Book)
