This action research aimed to eradicate the problem on non-readers and struggling readers to achieve an increase of their performance and mastery levels. The increase would only be achieved once the remediation through innovation would be conducted after the pre-test result of Phil-IRI.
Proficiency in phonology of a teacher teaching reading catapults the immediate solution on student’s frustration level reading skill. Not all teachers are proficient in choosing the appropriate methods and strategy to unfold the ignorance/illiteracy of a child during his formative years how to let him/her learn to read. Moreover, the best choice of some teachers to teach preschoolers, grades 1 to 3 pupils should be certainly an expert in phonology as it is the most efficient and effective means of conducting teaching-learning process on their daily interactions so that their illiteracy would be transformed to literacy.
Interpretive / descriptive research design was necessary in this action research. Such design required the researcher to utilize both the quantitative and qualitative methods. Moreover, he had conducted a Descriptive Survey in order to gather both the primary and the secondary data. These data proved that proficiency in phonology of a teacher who is teaching beginning readers would resolve the intriguing issue (on non-readers and struggling readers) prevalent in this country at present.
Table of Contents
1. Context and Rationale
2. Innovation, Intervention and Strategy
3. Action Research Questions
4. Action Research Methods
4.1 Participants and / or other Sources of Data
4.2 Data Gathering Methods
5. Discussion of Results and Reflection
6. Conclusion and Recommendations
7. Summary of Findings
8. Recommendations
9. Action Plan
Research Objectives and Themes
This action research aims to address the prevalence of non-readers and struggling readers among Grade 7 students at Prieto-Diaz National High School by utilizing Fuller’s Method and customized Strategic Intervention Materials (SIM) to improve their reading comprehension levels.
- Evaluating the effectiveness of Fuller’s Method in phonology and word recognition.
- Developing and implementing Strategic Intervention Materials (SIM) for beginning readers.
- Assessing the impact of structured literacy and explicit instruction on reading performance.
- Comparing pre-test and post-test results to determine growth in comprehension levels.
- Establishing actionable recommendations for remedial reading programs in secondary education.
Excerpt from the Book
CONTEXT AND RATIONALE
Students in junior high school who belongs to Frustration Reading Level are the ones to be given attention by the teachers in Sorsogon. Indeed, this dilemma on non - readers impede the goal for quality education of the Department of Education. Prieto-Diaz National High School is one of these schools whose problem on Performance and Mastery Levels every grading period manifests the unsuccessful attainment for quality education. No matter how expert a teacher in his work, if the learners could not read, he would be doomed to failure. Thus, an action should be taken not only to achieve higher performance and mastery levels to impress one’s superior but most of all to empathize with the students’ struggle. Most often than not, these struggling or non-readers are more than willing to learn only to resort to pretenses that they can read, though they could not as they are unaware of the reading concept.
One of the actions that every school is conducting is the known Phil - IRI-Philippine Individual Reading Inventory that determines in which among the three reading levels would the learners belong. Such action has also been practiced by the teachers in Prieto-Diaz National High School.
One of the teachers in the said school is assigned as an adviser of Grade-7 Purity who eventually conducted a pre reading test using Phil IRI. Instead of being hopeless with his discovery that out of (35) thirty-five learners, twenty - nine (29) of them are under frustration level. Hence, he thought that an immediate action was imperative and he started on drafting it.
Summary of Chapters
Context and Rationale: This section outlines the academic challenges faced by struggling Grade 7 readers at the school and establishes the justification for implementing a targeted reading intervention.
Innovation, Intervention and Strategy: This chapter details the use of Fuller’s Method and Explicit Instruction combined with Strategic Intervention Materials (SIM) to improve phonological awareness.
Action Research Questions: This part identifies the specific inquiries regarding the learners' reading levels before and after the intervention and the significance of the results.
Action Research Methods: This chapter explains the interpretive research design, including the use of both quantitative and qualitative methods, and the data collection process.
Discussion of Results and Reflection: This section presents the empirical findings from the pre-test and post-test data, highlighting the students' progress across reading levels.
Conclusion and Recommendations: This chapter summarizes the success of the intervention in boosting student performance and offers suggestions for future pedagogical practices.
Summary of Findings: This section synthesizes the core outcomes of the study, confirming the effectiveness of the intervention techniques used.
Recommendations: This part provides practical advice for educators, administrators, and policy-makers regarding reading instruction and student remediation.
Action Plan: This chapter suggests strategies for disseminating the research findings within the school division to support future literacy initiatives.
Keywords
Fuller’s Method, Strategic Intervention Material, Reading Comprehension, PHIL-IRI, Frustration Level, Explicit Instruction, Phonology, Literacy, Remedial Reading, Junior High School, Educational Intervention, Student Performance, Phonics, Descriptive Research, Academic Mastery.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on eradicating the problem of non-readers and struggling readers among Grade 7 students by evaluating the effectiveness of specific teaching interventions.
What are the central themes discussed in the work?
The central themes include the application of reading methodologies, the development of instructional materials (SIM), teacher proficiency in phonology, and the improvement of students' comprehension levels.
What is the core objective of the study?
The core objective is to move students from the Frustration Reading Level to higher levels of reading comprehension through targeted systemic remediation.
Which methodology was employed for the research?
An interpretive research design was used, utilizing both quantitative and qualitative methods, including a descriptive survey and a t-test to measure statistical significance.
What does the main content covers?
The main content covers the rationale for the study, the implementation of intervention strategies, the presentation of visual data and statistical analysis, and final conclusions regarding the teaching approach.
How is this research characterized by its keywords?
It is characterized by a focus on phonics-based methods, diagnostic testing like PHIL-IRI, and the practical creation of teaching aids that align with learner capabilities.
Why was the "Fuller’s Method" chosen for these students?
Fuller’s Method was selected because it effectively combines alphabet, phonics, and whole-word methods, making it suitable for students who need foundational support in identifying letter sounds and blending.
What conclusion did the author reach regarding teacher proficiency?
The author concluded that a teacher's expertise in phonology is a critical, immediate solution for addressing the needs of students struggling with literacy during their formative years.
What is the significance of the post-test results in this study?
The post-test results demonstrated a significant improvement, proving that the intervention materials and methods directly bolstered the reading performance of the participants.
- Quote paper
- Adrian Domalaon (Author), 2020, The Use of Fuller's Method And Sim As Effective Tools To Develop Reading Skills, Munich, GRIN Verlag, https://www.grin.com/document/1583441
