ONE ON ONE APPROACH: ITS EFFECT TO

GRADE ONE - KAPAYAPAAN NON-READERS

OF LUGAIT CENTRAL SCHOOL
FOR S.Y. 2016-2017

AN ACTION RESEARCH

Presented by:

ANA CECILIA C. LOSDOC

Grade I – E Adviser

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 ABSTRACT

This study identified the One on One Approach and Its effect to Grade One –

kapayapaan Non-readers. The researcher (Teacher) used a true-experimental design in

identifying the subjects. The respondents were 32 identified Grade One section

kapayapaan non-readers in Lugait Central School.

In this study, the non-readers were identified using the pre-test reading method.

They were then given an intervention using the One on One Approach. Findings

revealed that out of the 32 identified non-readers, 56% percent were able to read after

a two month remediation. Thus, One on one Approach is an effective strategy to use to

pupils who are non-readers.

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Reading is the ability to read that enables to satisfy both personal and functional

needs and participate fully in contemporary society. It is a basic skill necessary for

success in other areas of study, and can lead to a lifetime pursuit of learning, critical

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thinking, and enjoyment. The ability to read therefore is a fundamental goal as well as a

basic tool of education.

The first learning experiences in school should create a foundation for successful

reading by fostering favorable impressions of what is to desire from books and language

use. Programs should also accommodate children’s varied stages of social and

intellectual development. Research had shown that children with rich experiential and

language background are better prepared for beginning reading than children who lack

such background.

The main purpose of this action research study is to decrease the non-readers in

Grade 1-Kapayapaan pupils using the One on One Approach. It has been observed by

one of the researcher that several pupils are unable to participate in reading, simply

because they cannot read. With the use of One on One Approach, it is possible that it

can minimize non-readers. The non-readers should be identified first using pre-test

reading. The teacher should use interactive learning materials and strategies such as

games, singing, dancing, drawing, storytelling, colorful big books, video viewing, and

pictured reading materials, for the pupils to be more cooperative.

Conceptual Framework

This action research utilized the independent and the dependent sets of

variables.

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 The dependent variable in this study is the One on One Approach comprises of

games, singing, dancing, drawing, storytelling, colorful big books, video viewing, and

pictured reading materials.

Reading can be influenced by the independent variable. The independent variable in

this study is the non-readers in Grade 1-Kapayapaan. Non-reader as used in this study

refers to pupils who cannot sound out the letters sound, pupils who cannot recognize

letters of the alphabet and cannot read the CVC words, CVCV words and cluster words.

In this research, the researcher would like to investigate if there is a significant

difference of the pupil’s reading ability after applying the One on One Approach.

Independent Variable Dependent Variable

Non- One on One

readers Approach

Figure 1. Schematic Diagram Showing the Dependent and Independent Variable

Theoretical Framework
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 The action research was based on the following theories which have significant

bearings on the present investigation.

Bottom-up Theory. Bottom-up theories hypothesize that learning to read

progresses from children learning the parts of language (letters) to understanding the

whole text. (Cooter and Reutzel, 2013) Teachers who believe that bottom-up theories

fully explain how children become readers often teach sub-skills first: They begin

instruction by introducing letter names and letter sounds, progress to pronouncing

whole words, they show students ways of connecting word meanings to comprehend

texts. The whole purpose of reading is comprehension. Thus, this theory is essential to

the study in such a way that it can be a basis in formulating a reading strategy.

According to Vasquez (2003), unsatisfactory performance has persisted as a

controversial issue in basic education. The under developed reading skills of the school

children have been identified as the cause of this low achievement.

It is a reality that one cannot read, he can’t understand direction, so if this case

there is big possibility that one cannot get the correct answer thus, our pupils are low

performers.

Barlett’s Schema Theory. Schema theory proposes that readers possess

different conceptual frameworks which they bring to the reading of a text and which they

use to make sense of what they read. Many educators argue that knowledge is

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constructed from experience and stored in memory as opposed to knowledge being

absolute and meaning existing on a page.

Statement of the Problem

This result sought to answer the following questions:

1. What is the percentage of non-readers of Grade 1- Kapayapaan pupils in Lugait

Central School before applying the One on One Approach?

2. What is the percentage of non-readers of Grade 1- Kapayapaan pupils in Lugait

Central School after applying One on One Approach?

3. What is the difference after applying the One on One Approach to the non-

readers of Lugait Central School, Grade 1- Kapayapaan pupils.

Hypotheses

Ho1: There is a significant relationship after applying the One on One Approach

to non-reader pupils in Grade 1- Kapayapaan.

Definition of Terms

The following words are used as reference:

One on One approach – the teaching techniques that used to the learners who

are non-readers. It includes games, singing, dancing, drawing, storytelling, and video

viewing, and pictured reading materials.

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 Non-readers- refer to pupils who cannot sound out the letters sound, pupils who

cannot recognize letters of the alphabet and cannot read the CVC words, CVCV words

and cluster words.

Chapter II

REVIEW OF RELATED LITERATURE

One on One Approach is a strategy which has been made to help the non-

readers in Grade 1- Kapayapaan pupils. The teacher will use interactive learning

materials and strategies such as games, singing, dancing, drawing, storytelling, colorful

big books, video viewing, and pictured reading materials, to teach the pupils on how to

read. Thus, the following studies have a significant bearing on the study.

Research shows that explicit teaching techniques are particularly effective for

reading strategy instruction. In explicit instruction, teachers tell readers why and when

they should use strategies, what strategies to use, and how to apply them. The steps of

explicit instruction typically include direct explanation, teacher modeling, guided practice

and application.

Diagnosis and Grouping in Content Area Reading. The idea of this concept is

that individual strength and weaknesses of students are identified and appropriate

instruction is give based on the findings. (E.Cheek and M.Cheek)

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 Kelly Barlet, (2011) stated in her “See one, Teach one, Do one” Approach in

remedial reading takes more time than we usually think but the effectiveness of it is a

great help to all teachers in the field. Though it needs more sacrifices and patience in

so doing but the happiness that a teacher could feel cannot be described, she added.

Thus, remedial reading is indeed necessary to resolve this problem. One of the best

suggested activities in remedial instruction of pupils is to group pupils homogeneously.

Then the teacher may have one on one teaching to those pupils who need assistance to

improve his/her reading performance.

On the other hand, a number of studies suggested that reading instruction that

engages students in reading links outside literacy activities to reading, provides

authentic reasons to read, promotes collaborative learning, offers choices and options,

and challenges students (Asselin, 2004)

Another key factor influencing student reading engagement is instructors

‘perception or expectation. Worthy (2003) highlighted how teachers ‘enthusiasm about

reading could have an affirmative effect on student interest in reading. The quality of

instruction is critical for engagement. For instance, Many, Dewberry, Taylor, and Coady

(2009) claimed that teachers who had a good understanding of language and literacy

development provided more responsive and meaningful reading instruction to students

‘needs. Some of the scaffold instruction that was demonstrated included making

connections to students‘ experiences and prior knowledge, making the most of

teachable moments, and using multiple resources to support students‘ reading.

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 Another key factor influencing student reading engagement is instructors

‘perception or expectation. Worthy (2003) highlighted how teachers ‘enthusiasm about

reading could have an affirmative effect on student interest in reading.

Chapter III

METHODOLOGY

This chapter presents the procedure used in the collection of data needed for the study.

Research Environment

The research locale of this study was in Lugait, Misamis Oriental. This place is

bounded on the west northwest by Iligan Bay; Northwest by the municipality of

Manticao, Misamis Oriental; West southwest and south by Iligan City.

As the westernmost municipality of Misamis Oriental, it lies approximately 80

kilometers from the regional capital of Northern Mindanao (Region X), Cagayan de Oro

City. It is also approximately 17 kilometers north of Iligan City. Categorized as a small

town in the province, it has a total land area of 34 square kilometers. The coasts of

Lugait also prove worthy for anchorage and navigation. A private wharf in fact is located

at Salimbal Point, and cargo ships with both domestic and international routes are a

common sight.

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 This study focused only in one public elementary school in Lugait District named

Lugait Central School.. It has complete elementary education from preschool to grade

six with five sections each grade level.

Respondents of the Study

The respondents of this research were all identified non-reader Grade I - 1 -

Kapayapaan pupils in Lugait Central School, Lugait , Misamis Oriental 2016-2017.

Data Gathering Procedure:

The researcher made a letter to the school principal to ask permission to conduct

their study in the school. After securing an approval, a pre-test reading was given to

identify the non-readers of Grade 1-Kapayapaan pupils in Lugait Central School.

This study was conducted from July to September 2016. First week of July was

the pre-reading test. In the next week, the One on One Approach was then applied until

September.

Chapter IV

PRESENTATION AND INTERPRETATION OF DATA

This presents, analyzes and interprets the data of the study. The presentation is

done by tables. Table 1 presents the Pre-Test Reading Result before applying One on

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One Approach while Table 2 presents the Reading Result after Applying One on One

Approach for two months.

Table 1. Pre-Test Reading Result before applying One on One Approach

Non-readers 32 68%

Readers 15 32%

Total 47 100%

Data shows that 32 or 68% of the total number of pupils of Grade 1 –

Kapayapaan are non-readers.

Table 2. Reading Result after Applying One on One Approach

90

80

70

60

50

40

30

20

10

July August September

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 In the beginning, there were 32 identified non-readers. After a month of

remediation, it decreased to 18 or 38% of the total number of non-readers. Finally on

September, it can be seen that 14 or 30 % of the remaining non-readers were able to

progress. Thus, after a two month remediation using One on One Approach, 18 or 38%

of the identified non-readers were able to read.

Conclusion:

This action research concluded that One on One Approach in reading instruction

was an effective way to lessen non-readers in the Grade 1- Kapayapaan pupils.

Recommendations:

1. Every class adviser must do their remedial instruction religiously.

2. This approach must be done earlier so that no more non-readers at the end of

the school year.

3. Remedial instruction must be closely monitored and be sometimes observed by

the School Head to attain much better result.

4. Teacher should provide different learning videos and materials in reading,

introduce interactive activities like singing, reading rhymes, and short poems,

dialogs, conversations and games.

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Cheek, Earl H. and Cheek, Martha Collins. Diagnostic-prescriptive readinginstruction What?
Why? How?. Retrieved July 10, 2014

fromhttp://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1970&context=reading_
horizons

Worthy, J. (2002). What makes intermediate-grade students want to read? Reading

Teacher, 55(6),568-569.

Asselin, M.(2004). Supporting sustained engagements with texts. Teacher Librarian,

31(3),51-52.

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