The reading performance of Grade V pupils at an Elementary School Main is low as reflected in the PHIL-IRI assessment. In fact 71 pupils out of 236 fell on frustration level.This study focused on the effectiveness of Project RAISE (Reading Assessment, Intervention and Skill Enhancement).It aimed to identify the effectiveness of intervention used in the conduct of remedial reading. The researched looked into the reading level of the respondents and the significance difference after the intervention.
The data from the Pre-Post reading comprehension test indicated that improves their reading comprehension. Pupils mean score of reading comprehension test in the beginning of the study was 27, meanwhile after applying Project their mean percentage score improved to 39.
Table of Contents
II. ABSTRACT
III. ACKNOWLEDGEMENT
IV Context and Rationale
V. Action Research Questions
VI.PROPOSED INNOVATION,INTERVENTION AND STRATEGY
VII. ACTION RESEARCH METHODS
A. Participants and/or other Sources of Data and Information
B. Data Gathering Methods
C. Data Analysis Plan
VIII. DISCUSSION OF RESULTS AND REFLECTION
IX. ACTION PLAN
X REFERENCES
Research Objectives and Focus Themes
The primary aim of this study is to evaluate the effectiveness of "Project RAISE" (Reading Assessment, Intervention and Skill Enhancement) in improving the reading comprehension levels of Grade V pupils at Elementary School Main who are currently performing at a frustration level.
- Measurement of baseline reading comprehension levels among Grade V pupils.
- Implementation of a customized 10-week intervention program using localized instructional materials.
- Statistical comparison of pre-test and post-test scores to determine improvement.
- Development of pedagogical strategies for teachers to support struggling readers.
- Enhancement of reading comprehension as a foundational skill for overall academic achievement.
Excerpt from the Publication
Reading achievement is essential for school achievement (Reis, Mc Coach, Little, Muller, & Kaniskan, 2010).
Reading is one topic that is used in all aspects of the school day. Most of our activities need our reading skill just like if you are looking for something, finding your way, reading direction or instruction, reading skill is needed. If a student struggles with reading, the difficulties will affect more than a single subject area. According to Ewing (2016) reading is the most important skill. It is also regarded as a way to open the door of enlightenment and enjoyment, and a valuable instrument for learning in the content fields. As Scott (2010) assumes that the learners’ ability to use reading strategies is the most critical factor determining their reading comprehension and consequently in their performance in reading assessments. It’s this importance of reading that compels parents to ensure that literacy begins at home, to ensure that they teach their children even before they send them to school as Hill (2011) notes in the National Institute for Literacy.
Thus, reading and reading comprehension are interrelated skills. In order for students to be able to comprehend what they are reading, they have to develop comprehension skills in reading. However, Former DepEd Sec.Abad deplored the performance of the pulp’s assessment test and said that,the low scores in English, Mathematics and Science can be attributed to pupils’ lack of ability in basic reading and comprehension.It is concluded that there are seven skills of reading comprehension. There are some skills of reading comprehension needed to be assessed. Mastering the skills will help readers having better comprehension on the text read.
Summary of Chapters
II. ABSTRACT: This section provides an overview of the low reading performance identified in the PHIL-IRI assessment and summarizes the improvement in test scores observed after implementing Project RAISE.
III. ACKNOWLEDGEMENT: The researchers express gratitude to the contributors, mentors, and the school community who supported the development and completion of this action research.
IV Context and Rationale: This chapter establishes the theoretical importance of reading as a foundational academic skill and details the specific context of reading difficulties among pupils that necessitated the intervention.
V. Action Research Questions: This section outlines the primary inquiries driving the research, focusing on the pre-and post-intervention performance levels and the statistical significance of the results.
VI.PROPOSED INNOVATION,INTERVENTION AND STRATEGY: The chapter describes the development of a 10-week customized lesson plan and localized materials designed to address identified reading weaknesses.
VII. ACTION RESEARCH METHODS: This segment explains the research methodology, including participant selection, the data gathering process via pre-post tests, and the analytical plan for evaluating results.
VIII. DISCUSSION OF RESULTS AND REFLECTION: The chapter presents the statistical data from the pre- and post-tests and reflects on the positive impact of the Project RAISE activities on student performance.
IX. ACTION PLAN: This section provides a structured table detailing the activities, budget, timeframe, and expected outcomes for the implementation of the intervention program.
X REFERENCES: This section lists the scholarly sources and institutional documents that informed the study.
Keywords
Reading Comprehension, Action Research, Project RAISE, Intervention Program, Grade V Pupils, PHIL-IRI, Frustration Level, Reading Strategies, Pedagogical Innovation, Literacy, Remedial Reading, Student Performance, Educational Assessment, Instructional Materials, Skill Enhancement
Frequently Asked Questions
What is the primary objective of this research?
The primary objective is to evaluate the impact of Project RAISE in improving the reading comprehension of Grade V pupils who have been identified as struggling readers.
What is "Project RAISE"?
Project RAISE stands for Reading Assessment, Intervention and Skill Enhancement; it is a 10-week customized intervention program utilizing localized materials.
What methodological approach does the study utilize?
The study utilizes a descriptive research method, analyzing pre-test and post-test data using statistical t-tests to measure significant differences in student comprehension performance.
Who are the participants in this study?
The respondents are 71 Grade V pupils from an Elementary School Main who fell into the "frustration level" category during the PHIL-IRI assessment.
What are the key themes addressed in the work?
The work centers on the necessity of reading skills for academic success, the identification of struggling readers, and the effectiveness of targeted, localized teacher-led interventions.
How is the success of Project RAISE measured?
Success is measured by comparing the mean percentage scores from pre-intervention tests (level 27) and post-intervention tests (level 39), showing marked improvement.
How did the researchers gather their data?
Data was gathered through the personal administration of pre-post comprehension tests, followed by the tallying and tabulation of scores according to an established research questionnaire.
What was the specific result of the intervention?
The results indicated a statistically significant difference between the pre-test and post-test scores, demonstrating that the intervention improved student reading comprehension levels toward a "good" status.
What role does contextualization play in the intervention?
Contextualization involves using localized instructional materials that are specifically tailored to the pupils' needs, making the learning content more relevant and effective for students.
What reflection do the researchers offer on the project?
The researchers conclude that the intervention created a new, supportive "reading atmosphere" that activated beneficial learning strategies and successfully boosted student engagement and performance.
- Arbeit zitieren
- Anonym (Autor:in), 2022, An intervention program to improve reading comprehension. Lesson plan of main grade V pupils, München, GRIN Verlag, https://www.grin.com/document/1407953
