Various reading strategies for the pupils in the primary level are essential concern especially on reading and writing skills to succeed in their next grade level. In early elementary grades, pupils with poor reading skills result to shortened attention span, exhaustion and difficulty with concentration. Unfortunately, due to poor reading performance of the pupils, they are most likely to fail in their respective classes.
According to some studies, primary education is the foundation of child’s development. Pupils who enter in Grade One class with limited academic language skills typically left behind with other school children in reading. The alarming result of Reading Evaluation Test conducted by Grade One adviser in Pili Elementary School describes the reality that the teachers are facing now. If this problem will not be solved, it will continue and reach to higher grades. In her own class, the author has seen how pupils struggled in reading especially in the area of reading comprehension. The result of the 2018-2019 Phil IRI challenged the researcher to conduct a research pertaining on reading stories and its effects on the oral language and comprehension of Grade One pupil since most children define themselves as good or poor readers during first grade.
School children especially in the primary level learn to love the sound of letters through listening a story before they notice the existence of printed letters/words on a page of a book. Reading stories aloud with them expands their understanding and excites their imagination. Through stories, the pupils enjoy and experience a lifelong love of books. In addition, various stories help the pupils develop their listening skills especially understand language/words which they encounter in daily life.
The researcher decided to make a probe on the positive effects of listening stories in Grade One school children of Pili Elementary School, Philippines.
Table of Contents
I. RATIONALE
II. REVIEW OF RELATED LITERATURE
III. RESEARCH QUESTIONS
IV. SCOPE AND LIMITATION
RESEARCH METHOD
A. Sampling
B. Research Design
C. Data Collection
D. Plan for Data Analysis
V. Analysis and Interpretation of Data
VI. FINDINGS
VII. CONCLUSIONS
VIII. RECOMMENDATIONS
A. ETHICAL ISSUES
B. COST ESTIMATES
C. ACTION PLAN
IX. REFERENCES
Research Objectives and Focus
This study aims to determine the effectiveness of using an innovative reading workbook, "Letra Ko, Aram Ko," as a tool to improve the oral language and reading comprehension skills of first-grade students at Pili Elementary School, specifically targeting non-readers and pupils struggling in the frustration level.
- Development of a Mother-Tongue based instructional reading workbook.
- Identification of least-learned competencies in Mother-Tongue for Grade One.
- Assessment of pre- and post-intervention reading and oral language levels.
- Evaluation of the impact of the "Letra Ko, Aram Ko" workbook on student performance.
Excerpt from the Book
II. REVIEW OF RELATED LITERATURE
Reading is significant in the life of every individual. According to Tella, et al. (2007), reading is the fundamental process of learning. It is the practice of comprehending and acquiring knowledge for personal growth and development. This statement confirmed that the ability to read would be a great help for educating oneself and for transforming life and society.
Previous studies have found a positive association of parents reading to their children and the child’s subsequent reading skills, language skills and cognitive development. Children who listen stories to more frequently at an early age enter school with larger vocabularies and more advanced comprehension skills (Mol & Bus, 2011).
Research also has found that reading storybooks to children is one of the most important activities for developing the knowledge required for eventual success in reading. Reading to preschoolers has been found to be related to language growth, emergent literacy and reading achievement. (Bus et al., 1995). In addition, reading to children also stimulates them to read books themselves and further develop their cognitive skills (Canoy et al., 2006).
According to Herbert, et al (2012), children who begin school with academic readiness skills and are prepared to engage with teachers, peers, and curricula likely have successes in their earliest school experiences that support their motivation for learning and other opportunities that schools may offer them. Conversely, children who struggle early on may become discouraged and disengaged, particularly if they are not identified for appropriate interventions.
Summary of Chapters
I. RATIONALE: Discusses the importance of early reading skills and the urgent need for intervention due to poor reading performance observed in first-grade students at Pili Elementary School.
II. REVIEW OF RELATED LITERATURE: Provides an overview of academic studies highlighting the connection between reading, story listening, and the development of oral language and comprehension.
III. RESEARCH QUESTIONS: Outlines the specific goals and queries regarding the effectiveness of the reading workbook in addressing the academic needs of the target participants.
IV. SCOPE AND LIMITATION: Defines the study's parameters, specifically focusing on 15 selected Grade One non-readers and students at the frustration level.
RESEARCH METHOD: Describes the methodology, including purposive sampling, experimental design, data collection via pre- and post-testing, and the analysis plan.
V. Analysis and Interpretation of Data: Presents the gathered data, including tables and statistical analyses evaluating the pupils' mastery levels before and after using the workbook.
VI. FINDINGS: Summarizes the key results, indicating a significant improvement in the reading levels of participants after using the provided instructional materials.
VII. CONCLUSIONS: Draws final insights confirming that the reading workbook is an effective tool for facilitating learning and improving language skills.
VIII. RECOMMENDATIONS: Proposes that teachers continue to develop similar instructional materials to foster better learning environments for struggling readers.
IX. REFERENCES: Lists the academic publications and electronic sources utilized to support the study.
Keywords
Action Research, Reading Workbook, Oral Language, Reading Comprehension, Grade One, Remedial Instruction, Pili Elementary School, Mother-Tongue, Non-readers, Frustration Level, Instructional Material, Literacy, Learning Competencies, Experimental Design, Pedagogical Intervention.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on evaluating the effectiveness of a self-developed reading workbook, "Letra Ko, Aram Ko," in enhancing the oral language and reading comprehension of Grade One students.
What are the primary themes covered in this study?
The main themes include early childhood literacy, the impact of story-listening, reading remediation strategies, and the improvement of Mother-Tongue learning competencies.
What is the primary objective of this action research?
The objective is to move struggling Grade One pupils from non-reader or frustration levels to independent reading levels through a structured, five-part remedial workbook.
Which methodology was employed to conduct the study?
The researcher utilized an experimental research design, using purposive sampling and pre- and post-test assessments to measure the impact of the intervention.
What topics are discussed in the main body of the work?
The body covers the rationale for the intervention, a literature review of pedagogical strategies, research design, detailed data analysis of student performance, and a practical action plan.
Which keywords best characterize this document?
The study is best described by keywords such as remedial reading, instructional design, Grade One pedagogy, and comprehension improvement.
What are the five parts of the workbook developed by the researcher?
The workbook is divided into: Magmati (listening to stories), Simbagan (answering questions), Taramon (word familiarization), Kantahon (singing letter songs), and Isurat (writing practice).
What specific demographic was used as the research participant group?
The participants were 15 identified Grade One pupils (6 males and 9 females) who were classified as non-readers or at the frustration level during the 2018-2019 school year.
- Quote paper
- Catherine Bon (Author), 2020, How Can First Graders Learn to Read in Pili, Philippines? A Reading Book to Improve Oral Language Usage and Comprehension, Munich, GRIN Verlag, https://www.grin.com/document/913590
