The project ReFUnd aims to gauge the impact of the program on the participants’ reading comprehension through the use of Activities on Better Reading Comprehension (ABRC) materials. The recipients of the said program are the 84 grade four pupils who were categorized under the frustration level after the Phil-IRI (Philippine Informal Reading Inventory) was conducted. Post test result seems to indicate that the participants’ reading comprehension level improved to instructional level since their scores range between five to seven. Moreover, the t-test computed value suggests that there is a significant difference on the participants’ pre-test and post test results. Hence, with the seemingly successful outcome of the program, S. Elementary School deem to continue the program even without budget allocation from the Department of Education (DepEd).
Reading plays a vital role to every individual as it is the key to literacy. Pardo suggests in his study that is important for pupils to acquire decoding skills, fluency skill, background knowledge, vocabulary, motivation, and engagement to develop good comprehension skill. Moreover, Dougherty-Stahl suggests that effective reading comprehension is the culmination of mastering vocabulary, phonics, fluency, and reading comprehension skills.
Table of Contents
INTRODUCTION
Background of the Study/Rationale
Statement of the Problem
Hypothesis
Scope and Limitation of the Study
REVIEW OF RELATED LITERATURE
Reading
Reading Comprehension
METHODOLOGY
Research Design
Population and Sampling
Data Collection
Ethical Issues
Data Analysis
RESULTS AND DISCUSSION
Phil- IRI Pre-Test Result of the Participants
Post Test Result of the Participants
Future Plan of the Program
CONCLUSION AND RECOMMENDATION
REFERENCES
APPENDICES
Research Objectives and Key Topics
The primary objective of this action research is to evaluate the effectiveness of the "Project ReFUnd" (Reading with Fun and Understanding) program in improving the reading comprehension levels of Grade 4 pupils at S. Elementary School, who were initially categorized under the frustration reading level.
- School-to-School Partnership (SSP) as a model for performance improvement
- Phil-IRI (Philippine Informal Reading Inventory) as an assessment tool
- Implementation of Activities on Better Reading Comprehension (ABRC) materials
- Comparison of pre-test and post-test performance to measure literacy gains
- Sustainability strategies for reading intervention programs without external funding
Excerpt from the Book
Reading Comprehension
Reading comprehension can be defined as the level of understanding of a passage or text (Bouchard & Trabasso, 2003). It is a “process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text” (Pardo, 2004, p. 272). The ultimate goal of reading is to understand what has been read (Nation & Angell, 2006). Comprehension is the reason for reading. It involves a complex process that includes many skills and strategies (Kolić-Vehovec & Bajšanski, 2006; Nation & Angell; Pardo). To be a good reader it is critical to not only be able to identify the words, but to understand them as well. If readers can read the words, but do not understand what they are reading, they are not really reading. This process requires a numbers of skills, from recognizing individual words to “forming a coherent and cohesive mental model of a text” (Nation & Angell, p. 86). Effective reading comprehension is the culmination of mastering vocabulary, phonics, fluency, and reading comprehension skills (Dougherty-Stahl, 2004).
Summary of Chapters
INTRODUCTION: Provides the rationale for the School-to-School Partnership (SSP) and outlines the reading challenges faced by S. Elementary School pupils.
REVIEW OF RELATED LITERATURE: Explores existing theories on reading processes, the significance of core reading components, and evidence-based interventions for elementary pupils.
METHODOLOGY: Details the descriptive research design, sampling methods, and the procedural phases of implementing Project ReFUnd.
RESULTS AND DISCUSSION: Presents the statistical data comparing pre-test and post-test scores to determine the impact of the intervention.
CONCLUSION AND RECOMMENDATION: Summarizes the study’s findings regarding the success of the project and suggests future actions for sustaining the reading program.
Keywords
Reading Comprehension, Project ReFUnd, Phil-IRI, Action Research, School-to-School Partnership, Literacy, Instructional Level, Frustration Level, Reading Intervention, ABRC Materials, Student Performance, Educational Benchmarking, Decoding Skills, Fluency, Pedagogical Strategies
Frequently Asked Questions
What is the core focus of this research?
The research evaluates the impact of "Project ReFUnd," a collaborative school-to-school intervention program designed to improve the reading comprehension of Grade 4 students who struggle with literacy.
What are the primary themes discussed?
The study covers themes such as reading instruction, intervention design, parental involvement, the role of school partnerships, and data-driven improvements in literacy.
What is the central research question?
The core inquiry is whether the implementation of Project ReFUnd significantly improves the reading comprehension levels of participating students, moving them from a "frustration" level to an "instructional" level.
Which methodology was employed for the study?
The researchers utilized a descriptive one-group pre-test/post-test research design, involving quantitative analysis through t-tests to evaluate the significance of score improvements.
What does the main body of the work cover?
The main body examines the background of the partner schools, relevant pedagogical literature, the phased implementation of the project (pre-implementation, actual program, and post-testing), and a statistical breakdown of student progress.
Which keywords characterize this paper?
The paper is characterized by terms such as Reading Comprehension, Action Research, Phil-IRI, Project ReFUnd, and Instructional Level.
What were the participants' initial reading levels?
All 84 participants were initially categorized under the "frustration" level of reading comprehension as determined by the Phil-IRI pre-test.
How were the intervention strategies determined?
The strategies were based on the best practices shared by the "Leader School" (Lapidario Elementary School) and utilized the Activities on Better Reading Comprehension (ABRC) materials.
Was the project considered a success?
Yes, the post-test results indicated a significant improvement in reading comprehension, with scores rising to the instructional level and the t-test demonstrating a significant difference between the pre-test and post-test results.
What is the future outlook for the program?
Given the successful outcomes, the school administration intends to continue the program as a permanent intervention, even without specific budget allocations from the Department of Education.
- Citation du texte
- Joefel Horca (Auteur), Maria Bernadette C. Peji (Auteur), Joie E. Buendía (Auteur), Arcely M. Lucero (Auteur), 2018, A school-to-school partnership on reading comprehension, Munich, GRIN Verlag, https://www.grin.com/document/492176
