1
EFFECTS OF DROP EVERYTHING AND READ (DEAR) ON PUPILS’ READING ABILITY AND COMPREHENSION (An Action Rese!c")
An In #!ti$ F%$&i$$'ent o& t"e Re%i!e'ents Re%i!e'ents in EDL *+ Tec"in, Re-in, n- Lite!!. in Bi$in,%$ Conte/t
S%0'itte- 0.1
MRS2 NAIDA R2 3UINTO MAED 4 E-%ction$ Mn,e'ent
S%0'itte- to1
5ULIETA L2 GO6 PH2 D S%07ect P!o&esso!
2
I2 INTRODUCTION
A2 Bc8,!o%n- o& t"e St%-.
Reading is a fundamental ability for higher learning. The best opportunity to teach children children the skills of reading reading is in the early grades or earlier if possible. possible. If this window is missed, then children who have not begun to read and understand what they read will continue to fall behind unless swift action is taken.
According to olf olf !2""#$ the point of reading is comprehension% and the point of comprehension is learning. &hildren who fail to learn to read in the first few grades of school are handicapped in later grades as they must absorb increasing amounts of instructional content in print form. 'oor readers cannot develop proper writing skills and become become self(gu self(guide ided d learner learnerss in other other sub)ect sub)ect areas. areas. The The basic basic reading reading skills skills necessary to become *literate+ do not develop naturally% we have to learn to adapt the part of our brain that recognies images to be able to recognie written letters and words. &hildren must read fluently to comprehend what they are reading. As students weave weave togethe togetherr the many strands strands of reading reading,, includ including ing backgr backgroun ound d knowle knowledge dge,, vocabulary vocabulary,, language language structures structures !synta-, !synta-, semantics$, semantics$, and literary knowledge knowledge !print concepts and genres$ with knowledge of print(sound relationships and decoding, they get closer to skilled reading and comprehension !carborough, 2""2$. A critical strand stra nd in this process is oral reading fluency, as measured by the number of words read correctly per minute !/uchs et al., 2""1$.
In the the cont contem empo porar rary y class classro room om,, liter literacy acy instr instruc ucti tion on is one one of the the most most important disciplines used to prepare students for higher education and adult life. Through teaching children how to read, educators e0uip their students with the tools necessary not only to succeed throughout their education and careers, but also in everyday activities such as reading a menu or checking the weather forecast. hile there are multiple aspects to literacy education, one of the most important components is reading comprehension. All reading instruction, including phonics, fluency, and vocabulary development, leads to the ultimate goal of comprehension.
As pit and 3ldridge, 4r. !2""5$ noted in their article *Remembering &omprehension6 7elving into the 8ysteries of Teaching Reading &omprehension+ that Reading comprehension skills are fre0uently left untaught. 9ow important it is to remember that comprehension is the essence of reading and that it has to be taught and cannot be left to chance. hile many students receive ade0uate instruction in phonics and vocabulary at an early age, many do not begin the process of understanding how to comprehend te-t until later.
:nderstanding the nature of education production and identifying viable strategies for increasing educational 0uality in resource(constrained settings are therefore crucial.
/urthermore, effective
improvements in reading instruction
may be
particularly important because e-isting research suggests reading at an early age lays a necessary foundation for subse0uent skill development !carborough, 2""1$. A large number of programs in the :nited tates have focused on providing children with one(on(one or small group tutoring in reading, specifically those children identified as re0uiring remedial attention. verall, there is some evidence from randomied evaluations that such programs can be effective in improving students; reading skills. carborough !2""1$ randomly assign poor readers to early one(on(one tutoring. The intervention proved effective, and while one(on(one tutoring of all children may prove too costly, the results demonstrate that reading interventions can be effective. 'hilippine program has then sought to improve children;s reading skills by encouraging reading amongst elementary pupils. :sing a randomied controlled trial set in Tarlac province of the 'hilippines, research analyed the impact of an educational intervention that provides schools with age(appropriate reading material and then incentivies reading through a 1(day reading marathon. The reading marathon encourages students to read as many books as possible through daily, in( school reading activities such as storytelling sessions, reading games, and posters that display each class;s progress.
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3ducators continually look for strategies to enhance and improve the reading practices of pupils. The 7epartment of 3ducation is doing its best to address the reading problems among elementary pupils in the 'hilippine public schools. The department adopted and implemented the 3&AR' of 3very &hild A Reader 'rogram. It also implemented different reading intervention activities among which are, 7rop 3verything and Read !73AR$, Three ords A 7ay, Read A Thon and the 7irected Reading(Thinking Activities as strategy to the reading intervention programs.
As it was published in 8anila
rade . The program will be rolled out in eptember and will replace Reading Recovery, a program designed to serve a small percentage of struggling >rade 1 readers needing intensive support. The programs can helping students learn and e-cel in reading and writing is critical to their lifelong success. This will be an e-ample of what is meant when one says putting children and learning first. The new program will also make closer links between board literacy specialists and classroom teachers, meaning fewer students will be taken out of the classroom. ?ike Reading Recovery, there will some one(on(one support, but the focus will be on small groups within the classroom
In support of the program, the
9owever, in spite of the reading interventions, the reading comprehensions of the many of pupils even those who are in the higher grades and in high school are still poor. 8any of them cannot understand what they have read
@ Thus, educators continually look for strategies to enhance and improve the reading practices of their student. The 7epartment of 3ducation is doing its best to address the reading problems among elementary pupils in the 'hilippine public schools. The department adopted and implemented the 3&AR' of 3very &hild A Reader 'rogram. In support of the program, the
In line with the ob)ectives of the 'hil IRI, the 7ep3d gave and implemented specific remedial intervention for the program one of these is the 7rop 3verything and Read, which is guided by the 7RTA strategy or 7irected Reading(Thinking Activities. A daily 73AR program !7rop 3verything and Read$ provides students with much more than a )ust(sit(there(and(read e-perience. It gives the teacher a structured time to touch base with each student over a period of time, assess progress, and target instruction. 3ven more important, it gives students time to read what they want to read, share what theyve read, and receive the support they need for further reading e-plorations and reflections. 7aily reading sessions last between twenty and thirty minutes and are followed by fifteen minutes in which students can write in their reading response logs. hen a student completes a book, he or she conferences with the teacher to discuss the book and share his or her reading log.
This research was then undertaken to determine the effect of 7rop 3verything and Read !73AR$ as an intervention program to enhance the reading ability and comprehension of the grade si- pupils in Tapian 3lementary chool.
B2 Stte'ent o& t"e P!o0$e'
This research was conducted to determine the effect of 7rop 3verything and Read !73AR$ program on the reading ability and comprehension of the grade B pupils in their 3nglish sub)ect.
B pecifically, it sought to answer the 0uestions6 1. hat is the reading ability and comprehension of the >rade B pupils at the beginning of the school year 2"11(2"12C 2. hat is the reading ability and comprehension of the >rade B pupils at the end of the school year 2"11(2"12 after 73AR program was integrated in teachingC . Is there a significant difference of 73AR program on the reading ability and comprehension among pupils at the beginning and at the end of the school yearC
C2 Sco#e n- De$i'ittion
This research studied the effect of 7rop 3verything and Read 'rogram !73AR$ on reading ability and comprehension of the >rade B pupils in Tapian 3lementary chool for the entire grading periods from 4une to 8arch 2"12.
It delimited itself on the grade si- pupils as sub)ect of this study. This research did not cover other aspects of 3nglish class like listening, speaking, and writing.
D2 Si,ni&icnce o& t"e St%-.
The result of this study will give significant to the following6 •
/or the educational policy makers and planners, the result of this study will make them think of ways to enhance more the reading ability and comprehension of the learners if found negative. ?ikewise, to think of the best way to improve the pupil;s ability to read and to comprehend, since both are re0uirements for the learners to understand other learning areas of the
•
curriculum. /or the administrators, to be more aware of the issues related to pupil;s reading profile and for them to conduct strict monitoring on the implementation of the reading enhancement program.
#
•
/or the 3lementary Teachers handling 3nglish sub)ect, the findings would be their bases for upgrading their teaching strategies and making necessary
•
ad)ustments to the needs to the needs of the learners if found negative% /or the future researchers, for their use of the results of this investigation if they could conduct a study similar to the sub)ect treated herein.
E2 Re9ie: o& Re$te- Lite!t%!e
This presents selected literature and related studies pertinent to the study to give additional insights and information for better understanding of the problem presented for investigation.
Re-in,
If one considers the typical classroom in the modem school it is clear that written te-t is used significantly. Although other mediums of instruction are used, much of the learning takes place in the form of reading ( whether it can be reading from the chalkboard, from a te-t book or from ones own written work. Reading plays a pivotal role in the conveying of information and new knowledge.
T"e !e-in, #!ocess
According to /isher !1=D1$ A variety of cognitive skills are re0uired for reading involves se0uencing of eye movements, decoding, encoding, and utiliing linguistic awareness. It demands knowledge of orthographic regularity and irregularity. It integrates letters, words, sentences, and passages with past e-perience. urely reading is one of our most comple- daily activitiesE. &onsideration will now be given to some of these cognitive processes. Co'#!e"ension ithout comprehension, reading is reduced to a mechanistic and meaningless skill. The reader must be able to attach meaning to what he is reading and he will do this largely as a function of his e-perience, conte-t, knowledge and language proficiency. As pointed out by 'retorius !2"""$ decoding skill does not necessarily lead to or imply comprehension skill. There are readers who are able to decode te-t but who do not always
D understand what it is that they have read. It is on the basis of comprehension then, that one can begin to distinguish between a good reader and a poor reader. A reader who has good decoding skills but poor comprehension skills is essentially a poor reader because he is unable to find meaning in the written word. 9e will be unable to gain insight or knowledge from the te-t, he will be unable to add the new knowledge to his e-isting knowledge base and he will be hindered in reaching his full intellectual potential. As stated by
Re'e-i$ !e-in, inst!%ction /or many children e-periencing difficulty with reading, reading remediation or a reading program might become an option. According to olf !2""#$ in every classroom there will be some children with reading problems. They believe that children with minor reading problems can receive corrective instruction from the class teacher but when the reading problems are of a more serious nature, the child should receive remedial aid outside of the classroom situation. The earlier such intervention takes place, the better. >ardner !1=DB$ describes remedial teaching as differing from normal teaching in that the emphasis is firstly on the background of the child and on underlying causes of the specific problem. The resulting remedial program needs to be specific, realistic and attainable. It should concentrate on one or two areas at a time as opposed to many, as this is more likely to ensure success.
/oorman and Torgesen !2""1$ state that children at risk for reading failure ac0uire reading skills more slowly than other children but they need to ac0uire the same set of skills in order to become good readers. They describe the difference between remedial instruction and classroom instruction as lying in the manner in which the instruction is given, stating that Especifically, instruction for children who have difficulties learning to read must be more e-plicit, and comprehensive, more intensive, and more supportive than the instruction re0uired by the ma)ority of children.
= E&&ecti9eness o& !e'e-i$ !e-in, inst!%ction 8uch research has been conducted in the area of remedial reading programs and, in general, findings seem to indicate that if carried out effectively, remedial intervention can have a positive effect on a childs reading ability. Fokong !1==1$ found that different strategies and styles can improve the reading ability of pupils and it is believed that improved reading ability will improve pupils academic achievement. /oorman and Torgesen !2""1$ show that research with children at risk for reading failure provides evidence that phonemica1ly e-plicit interventions are more effective than interventions that are less phonemically e-plicit. They emphasie that effective interventions should contain strongly e-plicit instruction in the knowledge and skills needed to read words accurately and fluently.
/oorman and Torgesen !2""1$ describe a finding that one(to(one interventions in reading have not been shown to be more effective than small group interventions.
'retorius !2""1$ conducted research focusing on oral reading instruction contrasting the effects of a specific oral reading strategy with generic encouragement to do well. Results showed that all students improved but students who used the specific reading strategy made significantly greater progress in reading.
1" II2 METHODOLOGY
This presents the research design, research locale, the sample, the research instrument, data collection procedure and the data analysis procedure.
Rese!c" Desi,n
This research study utilied the descriptive type of research. As cited by &almorin !2""5$, the descriptive type of research aims to gather information about the past and present conditions and describes the nature of the variables. This type of research is suited in this type of research, since it attempted to describe the improvement of the pupils; reading ability and comprehension after the 73AR program as reading intervention program. In a big concept, it describes the effects of the intervention program on pupils; reading profile as it presented the e-isting relationship between the two variables.
Rese!c" Loc$e
The study was conducted in Tapian 3lementary chool, a non(central school in anta &ru outh 7istrict, 7ivision of 8arindu0ue.
The choice of the research locale is due to the researcher;s deep concern enhancing the 0uality of 3nglish reading instruction in the said school.
T"e S'#$e
The sub)ects of this study were the 15 grade si- pupils .
Rese!c" Inst!%'ents
This research adopted the 'hil IRI form 1, the test materials. /or oral reading test, the test materials are consist of 2 reading passages of # words for pre test and post test respectively followed by seven prompt 0uestions. /or silent reading test, it is consist of one reading passage of 2"1 words for pre test followed by eight item 0uestions and another reading passage of 2"D words for post test, followed by eight item 0uestions.
11
Dt Co$$ection P!oce-%!e
're tests were administered at the beginning of the school year to the grade si- pupils to assess the oral and silent reading abilities. Test materials for pre test for !oral reading ability$ consist of one reading passage of # words which was immediately followed by a prompt consist of seven 0uestions. The prompt activates the pupils; motivation to reading. /or silent or reading comprehension test, pupils were given one passage consist of 2"1 words and immediately followed by eight item 0uestions. 7uring the administration of the pre test, pupils; oral reading miscues were recorded as well the result of the prompt 0uestions. The results were then interpreted as frustration, instructional and independent. After the pre test, pupils were given the 7rop 3verything and Read !73AR$ program to enhance the reading ability and comprehension. This program made use of 7RTA strategy.
'ost tests were administered at the end of the school year, to determine the improvement difference of the grade si- pupils in their oral and silent reading abilities. 'upils were given one reading passage of # words and seven item 0uestions for post oral test% one reading passage of 2"D words and eight item 0uestions for post silent test. 8iscues and answers were recorded and interpreted as frustration, instructional and independent.
Dt An$.sis
Results of pre and post tests in both oral and silent readings were compared and computed to get the improvement difference using descriptive statistics like percentage. To get the effects of reading intervention on pupils reading ability and comprehension, &hi G s0uare was employed.
The &hi s0uare tested the research null hypothesis.
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T0$e+2 Res%$ts o& t"e P"i$;IRI SY <++;<+
>rade HI G 3nglish ral Test !umber and 'ercentage of 'upils per Reading ?evels$
Total
Frustration
Instruction
Independent
Number of
Level
al Level
Level
Total
Enrolment
Pre-Test
Male
4
N 3
% 7
N !
% !
N "
% #
N 4
"
Femal
"!
$
$!
#
#!
#
#!
"!
"
e Total
"4
$4&#
#
"4&#
3
#"&43
"4
"
Post Test
Male
4
!
!
#
!
#
!
4
"
Femal
"!
"
"!
$
$!
3
3!
"!
"
e Total
"4
"
7&"4
'
7&"
3&7"
"4
"
Total
Male
4
#
4 !
Improve
Femal
"!
4
4!
"
"!
ment of
e Total
"4
7&" $
4#&'
#
"4&#
Pre test and Post test
$
"
#
1
Pre-Test
Total Number
Frustratio
Instructiona
Independe
of Enrolment
n Level
l Level
nt Level
Male
4
N #
% !
N #
% !
N !
% !
N 4
"!
Female
"!
4
4!
$
$!
!
!
"!
"!
Total
"4
$
4#&'
'
7&"
!
!
"4
"!
$ Post Test
4
Male
4
3
7
"
#
4
"!
Female
"!
$
$!
4
4!
"!
"!
Total
"4
$4&#
3&7"
"4
"!
Total
Male
4
"
#
Improve
Female
"!
!
!
4
4!
Total
"4
"
7&"4
3&7"
ment of
Total
"
#
Pre test and Post test T0$e 2 En,$is" Si$ent Re-in, Test (N%'0e! n- Pe!cent,e #e! Re-in,
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III2 RESULTS AND DISCUSSION
This presents the data gathered, the analysis made and interpreted data to obtain information that would answer the stated problems.
/or organiation purposes, tables were arranged according to the statement of the problem. 3ach immediately followed by analysis, interpretation and discussion based on the concept, principles and theories discussed in the review of related literature.
T0$e *2 Res%$ts o& t"e P"i$;IRI SY <++;<+
>rade HI G 3nglish ral Test
Total
Frustration
Instruction
Independent
Number of
Level
al Level
Level
Total
Enrolment
Pre-Test
Male
4
N 3
% 7
N !
% !
N "
% #
N 4
"
Femal
"!
$
$!
#
#!
#
#!
"!
"
e Total
"4
$4&#
#
"4&#
3
#"&43
"4
"
Post Test
Male
4
!
!
#
!
#
!
4
"
Femal
"!
"
"!
$
$!
3
3!
"!
"
e Total
"4
"
7&"4
'
7&"
3&7"
"4
"
Total
Male
4
#
4 !
Improve
Femal
"!
4
4!
ment of
e
"
#
"
"!
1@
Pre test
Total
"4
7&" $
4#&'
and Post
#
"4&#
$
test
Table shows the result of the 3nglish ral reading test. The findings revealed a decrease of @#.1@ percent on pupils belonging to frustration level, further, an increase of 52.DB percent of instructional readers and 15.2= of independent readers. /indings implied that the decrease of frustration and increase of instructional and independent readers are attributed to the integration of 73AR program in between teaching of 3nglish for the entire school year. /indings also implied that pupils; oral and silent !comprehension$ abilities have improved after the 73AR program.
Pre-Test
Total Number
Frustratio
Instructiona
Independe
of Enrolment
n Level
l Level
nt Level
Male
4
N #
% !
N #
% !
N !
% !
N 4
"!
Female
"!
4
4!
$
$!
!
!
"!
"!
Total
"4
$
4#&'
'
7&"
!
!
"4
"!
$ Post Test
4
Male
4
3
7
"
#
4
"!
Female
"!
$
$!
4
4!
"!
"!
Total
"4
$4&#
3&7"
"4
"!
Total
Male
4
"
#
Improve
Female
"!
!
!
4
4!
Total
"4
"
7&"4
3&7"
ment of Pre test and Post test
Total
"
#
1B T0$e =2 Res%$ts o& t"e P"i$;IRI SY <++;<+
>rade HI G 3nglish ilent Test
Table 5 presents, the results of 3nglish ilent Reading test, the findings revealed a total decrease of frustration readers and an increase of #.15 percent of instructional readers and @.#1 percent of independent readers. The findings implied that the smaller the number of frustration and instructional readers, the bigger the numbers of the independent readers. The increase number of the independent readers is attributed to 73AR program. Thus the 73AR intervention program has significant effect to pupils reading ability and comprehension.
8ale
Pre /emale Tes t 8ale
Pos /emale t Tes t Total
T0$e >2 E&&ects o& DEAR Inte!9ention P!o,!' on P%#i$s O!$ Re-in, A0i$it. /rustration Instructional Independent Total ?evel ?evel ?evel " 1 5
B
2
2
(
J2
J1
(@
J5
J1
1
D
@
1"
Inte!#!ettion
df = 6 at 0.05 Signicant = 12.592 X2 = 70.30
15
Tables @ reveals the significant effect of #"." set at B at "."@ levels of significance of 73AR reading intervention on pupils reading ability.
1#
T0$e ?2 E&&ects o& DEAR Inte!9ention P!o,!' on P%#i$s Si$ent Re-in, A0i$it. (Co'#!e"ension)
8ale
Pr e - /emale Tes t 8ale
Po st /emale Tes t Total
F!%st!tion Le9e$ 2
Inst!%ction $ Le9e$ 2
In-e#en-ent Le9e$ "
Tot$
5
B
"
1"
(2
J1
J1
(5
"
J5
"
=
@
5
Inte!#!ettion
df = 6 at 0.05 = 12.592 X2= 5.155
15
Table B reveals that 73AR reading intervention has no significant effect on pupils reading comprehension skill. The level of measurement was set at "."@ with df of B, the significant level is below the set degree of fre0uency. 7ata suggest for another intervention program to enhance the reading comprehension of the pupils.
not si,ni&icnt
1D
IV2 CONCLUSION
This intends to present the conclusions that have been drawn from the findings.
This particular study attempted to describe the effects of 73AR intervention program on pupils reading ability and comprehension and to find the relationship between the two variables.
This descriptive type of research utilied test materials such as reading passages, prompts and reading comprehension tests.
The researcher made us of 15 grade si- pupils in Tapian 3lementary chool. 7escriptive statistic like percentage was employed. To test the effect, chi G s0uare was utilied. This study attempted to answer the following 0uestions6 pecifically, it sought to answer the 0uestions6 1. hat is the reading ability and comprehension of the >rade B pupils at the beginning of the school year 2"11(2"12C
1= 2. hat is the reading ability and comprehension of the >rade B pupils at the end of the school year 2"11(2"12 after 73AR program was integrated in teachingC . Is there a significant difference of 73AR program on the reading ability and comprehension among pupils at the beginning and at the end of the school yearC
Fin-in,s o& st%-. s"o:e- t"e &o$$o:in, !es%$ts
1. The oral reading ability of the grade si- pupils in Tapian 3lementary chool is described to be instructional. 8a)ority of the pupils belong to instructional level in spite of the 73AR reading intervention program. 2. The silent reading ability !comprehension$ of the grade si- pupils in Tapian 3lementary is described to be instructional. 8a)ority of the pupils still lack the needed comprehension skills. They can read but some could not understand what they have read. . The result of the chi(s0uare showed that there is a significant effect of 73AR on pupils oral reading skill while there is no significant effect on pupils; comprehension skill !silent$.
Conc$%sion
2" 1. There is a significant effect of 73AR on pupil;s oral reading ability. ?ikewise, there is an e-isting relationship between these variables. Therefore, the null hypothesis is hereby affirmed. 2. There is no significant effect of 73AR on pupils; reading comprehension !silent$ skill. Therefore, there is no e-isting relationship between these variables, thus, the null hypothesis is re)ected.
V2 RECOMMENDATION
In the light of the findings, the following recommendations are offered6 •
&ontinues implementation and monitoring of 73AR program on pupils belonging to Instructional levels to make them independent readers%
•
7ep3d other reading intervention programs are also offered6 ational 3nglish 'roficiency 'rogram a. 'eer teaching b. 8entoring c.
•
instruction levels. 'rovide individualie education plan with regards to reading to
•
• •
enhance pupils; reading ability and comprehension.
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VI2 Lite!t%!e Cite-
A2 Boo8s
>ardner, F. 1=DB. Reading in todays schools . 3dinburgh6 liver &
B2 Pe!io-ic$s@5o%!n$s@Un#%0$is"e- Mte!i$s
. 2""@. 'erspectives on reading and listening comprehension. SAALED News 2@6 2(2 /isher, 7./. 1=D1. In the beginning was the word.
/oorman, R and R. Torgesen. 2""1. &ritical elements of classroom and small(group instruction promote reading success in all children. ?earning 7isabilities Research and 'ractice 16 (4):203-212.
pit, 8./. and R. >. 3ldridge. 2""5. Remembering comprehension6 7elving into the mysteries of teaching reading comprehension. Reading Teacher @# !D$6 ##2(
22 ##. 'retorius, 3.4. 2""2. Reading ability and academic performance in outh Africa 6 are we fiddling while Rome is burningC Language matJers, Issue 6 1B=(1=B.
carborough, 9.. 2""1. &onnecting 3arly ?anguage and ?iteracy to ?ater Reading !7is$Abilities6 3vidence, Theory, and 'ractice,+ In .<. euman and 7.F. 7ickinson !3ds.$, 9andbook of 3arly ?iteracy Research. ew Lork, L6 >uilford 'ress. 16=#(11".
olf, F. 8. 2""#. Accountable talk in reading comprehension instruction. !&3 Technical Report B#".$ ?os Angeles, &A6 ational &enter for Research on 3valuation, tandards, and tudent Testing !&R3T$. !Retrieved from6 http6KKwww.google.comKMhlNenOoutputNsearchOsclientNpsy( abO0NHellutinoJandJcanlonJ!2""1Oo0NHellutinoJandJcanlonJ!2""1Oa 0NfOa0iNOa0lNOgsPlNhp n August1", 2"12$.
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