DEVELOPMENT OF A RESEARCH BASED REMEDIATION MATERIAL

Chapter 1

Reading has been a great source of knowledge. It develops your imagination and provides

you with a fortune of information. Once you start reading, you experience a whole new world.

Reading books on diverse genres imparts information and gives you a deep insight of to the topic

you read about. You always learn something new when you read. It is believed that reading is the

most important core of education. When a person knows how to read, it is one of the evidences

that he is educated. Other than that, reading is the key for the other knowledge to be absorbed.

As US Former President Harry Truman says “Not all readers are leaders, but all leaders

are readers”. All successful people are readers, and if you can read and understand what you are

reading you can make a change in the world that we are living in. Education and reading has a

strong chemistry that they tied up with one another. Once a person can read, then he is educated.

Because of this perspective republic act no. 10931 was developed. An act wherein education is

free in tertiary level in state universities and other local universities. Therefore, education is free

in elementary up to tertiary level if you are studying in public schools.

According to Helene (1989) since reading is an interactive process, it is important to

understand those interacting factors that contribute to learners' development of effective reading

strategies and desire to read. In other words, it is important to understand the context in which

reading occurs. While we recognize the difficulty of considering in isolation factors that exist as

part of a broad context, for purposes of this paper, we examine the development of reading

comprehension processes in terms of three primary influences: learner characteristics, text

characteristics, and the social context in which learning to read occurs. Our decision to treat each

separately reflects our desire to give each a complete hearing rather than any claim that they are

operationally separate entities.

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Different studies such as Taverner (1990), Aebersold & Field (1997), and Urquhart &

Weir (1998) described reading comprehension as the most difficult area which has not been

comprehended and elaborated in terms of meaning of the text. However, reading comprehension

as in the words of (Urquhart & Weir, 1998) means “the whole parcel of cognitive activities” that

readers initiate in order to comprehend the text for apprehension the correct meaning. Similarly,

Taverner (1990) defined reading comprehension for “a means of extending experience” based on

the reading material which they read and perceive the actual meaning according to the text.

According to Al- Khateeb (2010) “reading comprehension is considered the real core for

the reading process; and a big process around which all other processes are centered.

Comprehension is the peak of the reading skills and the bases for all reading processes. It is

viewed by some researchers as the ultimate objective of the reading process, since he who does

not comprehend what he reads is considered as if he has not read”.

Aebersold & Field (1997) described reading a way that readers undertake by involving

text material and readers through interactions. However, there are three principle reading models

including bottom-up, top-down, and interactive that are used when reading a printed content. The

bottom-up theory creates the fundamental aptitudes which are identified with syllables, letters,

and words in content structure for starting readers. Gough (1972) has presented this theory of

reading as an unraveling process on a for every letter premise. This implies that translation of

such messages can be gotten from decoding the words included in the article to get the

significance out of it. Accordingly, there is conceivable delicate to effortlessly overlook what the

reader has comprehended from the content (Nuttall, 2000). Therefore, perception is attained by

the student's understanding of each one expression used in the content. The more natural the

reader with a certain expression, the more unmistakable the entire significance of the content is

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to him/her. This advances familiarity with reading. Besides, comprehension is attained once the

reader has deciphered the significance out of each one expression through its definition,

subsequently acquiring a general thought about the article. Then again, analysts are in

uncertainty of its model in spite of its validity subsequent to there is a sure intricacy included the

relationship between the spelling and the sound of the expression (Chen, 2002). However top-

down theory of reading is used for handling cognitive perspective of reading by developing the

part of foundation learning that is available in the printed content.

Top-down reading theory underscores “from mind to content” (Eskey, 2005) of readers

who survey their reading methodology focusing around the content of the text by opposing the

genuine substance of the content.

The establishment of this model singularly lays on prior information of the readers which

dismisses unmistakable substance related to the composed content (Smith, 2004). Chinwonno

(2001) further specifies that a reader's current information would focus his/her perception of the

content. This model turns into a powerful perspective for readers, particularly when removing

the forecast, setting hints, and the principle thoughts of the content by the students. This model

stresses the imperatives of having different reading materials and distinctive levels of dialect

trouble that are significant to the need of the students. Conversely, the interactive model

(metacognitive perspective) is used to join both bottoms up and top-down strategies for

accomplished readers who have a firm understanding of reading techniques.

The reading comprehension process is about understanding the opinions or messages that

the author wants to deliver intentionally (May, & Rizzardi, 2002). Reading comprehension skills

are those that individuals can not only use in their academic life, but also their whole life.

Besides, these are the skills that they can use in all courses, not only the course related to their

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mother tongue. Students' achievement in reading comprehension forms the base for their success

in other courses (Bloom, 1995). Research has revealed that reading comprehension is directly

related to the achievement in science (O'Reilly & McNamara, 2007) and mathematics (Vilenius-

Tuohimaa, Aunola, & Nurmi, 2008; Walker, Zhang, & Surber, 2008). In an attempt to teach

reading comprehension skills that are regarded as having great importance, educators and

teachers can use different strategies, methods, techniques and tools in reading comprehension

activities.

Reading comprehension is among the basic skills that should be taught to children in the

first years of elementary school. If they can acquire reading comprehension skills, they can be

successful in both school courses and life. Acquiring reading comprehension skills seems to be

even more important and functional especially in elementary school that is the first period of

childrens’ school years. Students use these skills in all their courses, and their academic life is

directly affected by such skills.

Analysing the reading assessment profiles of a group of first-year university students at

Potchefstroom, Nel, Dreyer and Kopper (2004) revealed that those students experienced

problems across all aspects of the reading process (i.e. vocabulary, fluency, reading

comprehension and reading strategy use). Yet, there is little evidence to suggest that learners at

any level will acquire the reading skills and strategies that can improve their reading

comprehension if they have not been taught (Tannenbaum, Torgesen &Wagner 2006).

The same authors’ further point out that such awareness and monitoring processes are

often referred to in the literature as metacognition, which can be thought of as the knowledge of

the reader’s cognition about reading and the self-control mechanisms they exercise when

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monitoring and regulating text comprehension. One of the objectives of the current study is to

explore whether reading strategies awareness is a better predictor of reading comprehension.

In addition, McKeown, Beck and Blake (2009) point out that recent research on

comprehension has certainly provided increased understanding of the comprehension process

and broad and general knowledge of what makes for effective instructional practice. Van Keer

(2004) states that even when children do not use effective comprehension strategies on their

own, explicit reading strategies instruction is a feasible tool for teaching learners to apply them

successfully. The current study has been triggered by this view because it seeks to improve the

reading comprehension and strategy use of disadvantaged learners. The literature reveals that

explicit instruction in reading comprehension is the widely recommended method of improving

learners’ reading comprehension and strategy use (Franco-Fuenmayor, Kandel-Cisco & Padron

2008).

The literature has shown that comprehension strategy instruction, including multiple

reading strategies, have been justified in being beneficial to helping learners become strategic

readers and improve their reading comprehension (Klapwijk 2012; Medina 2011; Fan 2010;

Antoniou & Souvignier 2007). Thus, it is necessary to provide learners with a reading strategy

instruction which focuses on teaching reading strategies that can help them become strategic

readers.

However, poor reading comprehension is cited as a fundamental feature of academic

underperformance (Pretorius 2002; Granville 2001; Dreyer 1998). Reading comprehension is

among the basic skills that should be taught to children in the first years of elementary school. It

also includes three principle reading models including bottom-up, top-down, and interactive that

are used when reading a printed content.

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The literature has revealed that awareness and monitoring of one’s comprehension

processes are important aspects of skilled readers (Alexander & Jetton 2000; Makhtari &

Reichard 2002).

The results of a similar study conducted by Ilustre (2011) in the Philippines showed that

amongst the three subscales of metacognitive reading strategies, only problem solving strategies

correlated positively with text comprehension.

It was asserted that a considerable proportion of elementary school students have

negative attitudes and poor motivation towards, and they have serious problems in reading

comprehension. Besides, in a literature review, it was seen that one of the major problems

regarding mother tongue education is reading comprehension, and the problems experienced in

reading comprehension negatively affect other courses as well. Students' achievement in reading

comprehension forms the base for their success in other courses.

According to the results of some studies, among the reasons why Turkish students get

low scores in reading, mathematics and science sections of international exams (PISA, TIMMS

and PIRLS) is that they are not competent in reading comprehension (Çavuşoğlu, 2010; Özçelik,

2011; Ulu, 2011; Uzun, 2010). Based on the first author's observations and experiences in his

elementary school teaching process along with the feedback he received from his colleagues, it

was asserted that a considerable proportion of elementary school students have negative attitudes

and poor motivation towards, and they have serious problems in reading comprehension.

In exams that are administrated at the international level such the Programme for

International Student Assessment (PISA), the Trends in International Mathematics and Science

Study, (TIMMS) and the Progress in International Reading Literacy Study (PIRLS), there are

questions included to measure reading comprehension skills.

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Moreover, the contents of the PIRLS exam consist of questions only related to reading

comprehension. Additionally, in most of the exams that students are required to take throughout

their academic life, it is aimed to determine whether they can use reading comprehension skills.

In this respect, equipping students with these skills is of utmost importance.

Reading is the foundation of academic success and life learning. One article from

Philippine Star [2] states that: “The undeniable fact remains that majority of Filipino students do

not possess the ability and motivation to read. In 2007, the Department of Education reported

that 70 percent or our learners are incapable of reading within the expected level. This is the

situation of reading achievement intensifies in the Philippines as evaluated by Scholastic Inc., the

world’s largest publisher and distributor of children’s book”.

The Department of Education (DepEd) intensifies reading literacy in schools by forcing

the program called” Every Child a Reader Program” (ECARP) [3]. The undersecretary said that

the new program aims to make every Filipino a reader at the end of Grade III. The

undersecretary is expecting that no pupil will be promoted to higher grades unless he/she

manifests mastery and basic literacy skills in particular grade [4].

According to the study of Estremera (2017), Reading and reading comprehension are

interrelated skills. In order for students to be able to comprehend what they are reading, they

have to develop comprehension skills in reading. By itself, the concept of reading

comprehension is vast in breadth and depth. Comprehension is the ultimate outcome of having

read. It is the most important ongoing activity of reading. These statements show bearing to the

study insofar as the ultimate objective of the developed reading primer is towards the

development of reading comprehension by integrating the other reading skills to ensure

permanency in learning.

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In the study of Cabardo (2015) in order to analyze the reading comprehension of the

learners the Philippine-Informal Reading Inventory (Phil-IRI) materials were used in assessing

the level of reading proficiency of Years 1 to 3 students. The data were statistically analyzed

using frequency, mean, standard deviation, t-test for paired sample and analysis of variance. All

hypothetical questions will be analyzed and interpreted at 5% level of significance. The results

revealed that majority of the students belonged to frustration level of reading proficiency in silent

reading while in instructional level for the oral reading in which majority of the males are less

proficient in reading compared to females in both silent and oral reading.

Velasco (2014), in her study, “The Integrated Reading and Writing Fluency of the

College entrants of Divine Word College of Legaspi, An Assessment”, determined the level of

the student’s fluency in reading and writing. Included in her study was the identification of

specific strengths and weaknesses of the entrants in integrating activities in reading and writings.

The findings of her revealed that majority of the entrants had poor fluency in reading and

writing, in organization of content, and in command of the English language. The strength of the

students was their innate ability in processing information based on their experiences. The

weaknesses of the entrants were enumerated: getting substantial information from the selection

read, making logical plan or focus, making ideas flow logically, sentence structures and variety

and in grammar and mechanics.

The preparation of students for college education starts in the elementary level where

English reading skills were presumed to have been mastered by the pupils. The skills learned at

the elementary level are further honed and developed in the secondary level where the students

English reading skills are much more needed as a tool for learning content subjects.

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As a component of total tertiary curriculum, English as a subject aims to contribute to the

achievement of the larger societal goals through out, his attainment of specific goals which were

articulated by Gonzales and Escalaban (Gonzales et al, 1976, pp. 15-16).

A student needs to be proficient in English in order that he uses it to:

a. Learn other subjects in the school curriculum that are thought in English.

b. Acquire further knowledge and information that will give him a better perspective

of himself as an individual and as he realizes the need for vocational training in an economically

developing country.

c. Build a broad base of experiences with him and other cultures for integration of

worthwhile Filipino values.

d. Interpret environmental factors intelligently and rationally as means for

independent judgment in his role as an agent of change in society.

e. Fulfill himself as an adolescent and young adult and enrich his life through a

broader range of experiences in language reading and the arts.

f. Establish for him, values, ideals and standards of individual and social conduct to

develop character and interest.

g. Acquire experiences in understanding other races, places, and times through

opportunities for living vicariously with a wide variety of people.

Many studies conducted and many surveys commissioned support the fact that many

students have difficulty comprehending what they read. All schools need to have some sort of

remedial reading program to help struggling students. Through the program it will make the

students create reading as a habit. Orencia (2006) noted; Children only learn only half of what

they are supposed to learn in school. The small percentage of readership in the [Philippines] and

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the dismal performance of pupils in tests on reading demonstrate the failure of many local

schools to effectively foster the aims of reading education. People’s survival and satisfaction in

today’s age of information explosion depend largely on their ability to read and write proficiently

and critically. (p. 3, 4)

Therefore, if there are problems that are existing in reading and in comprehension

developing an intervention is a must in order to solve the existing problem.

Strategic Intervention Material, an instructional material for remediation purposes is one

of the solutions employed by the Department of Education to enhance academic achievements of

students performing low in the field of reading. DepEd Memo No. 117, series of 2005 entitled

―Training 93. One of the most significant topics today in the field of educational research

specifically in the basic education is the learning approach adopted by the students in learning a

particular task. For educators, this approach should be considered and applied most of the time in

teaching (Lublin, 2010). One of the major concepts that emerged from this research was the idea

that students can take different approaches to learning. Biggs (2003) defines good teaching as the

encouragement of a deep approach to learning. Instructional materials are school resource inputs

(SRI), they include print and non – print items that are designed to impart information to students

in the educational process. Instructional materials also include items such as kits, textbooks,

magazines, newspapers, pictures, recordings, slides, transparencies, videos, video discs,

workbooks and electronic media including music, movie, radio, software, CD – ROMs, and

online services (Dahar, 2011). Instructional material plays a very important role in the teaching

learning process. It enhances the memory level of the students and makes the teaching – learning

process interesting (Nicholls, 2000; Raw, 2003).

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At present, in the Philippine education system, intervention materials are highly regarded

as tools for remediating poor achievements of the learners. SIM or Strategic Intervention

Material refers to a teaching aid introduced into the teaching methods to stimulate the activity of

the students and thereby increased their level of understanding (Dy, 2011). It is strategically

prepared and designed for teaching remediation for low achievers in the subject. It is given after

the regular classroom instruction to students who were not able to grasp the concepts of the

subject matter.

Current basal instructional materials fall short in their ability to prepare students to cope

with the range of potential materials to comprehend within and outside of school. More attention

needs to be directed at enhancing both the quality and the range of text used in elementary and

middle schools. However, attention to learner characteristics and to enhancing the reading

materials used during comprehension instruction is not sufficient to change current practice. A

better understanding of the third influence on comprehension must develop: an understanding of

the social context in which learning to read occurs.

Theoretical Framework

This study will be anchored to B.F. Skinner (1904) Operant Conditioning Theory.

Operant conditioning can be described as a process that attempts to modify behavior through the

use of positive and negative reinforcement. Through operant conditioning, an individual makes

an association between a particular behavior and a consequence.

The fundamental principle of the Operant Conditioning Theory is, it reflects the usage of

the strategic instructional material as a learning reinforcement to the learners for the

improvement of their skills in reading, comprehending and writing of the pupils. Through the

frequent usage of it, the pupils will tend to internalize their knowledge in the said skills. Most

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importantly, is for them to sharpen their skills not just in reading and comprehending as well as

in writing, spelling and in constructing words and sentences.

Pre - Test Intervention Post -Test

SIM

Figure I. Paradigm of the Study

The researcher will conduct a pre – test through the use of the questionnaires from Phil –

iri in order to identify the competencies of the learners in reading and in comprehending. In the

experimental group the researcher will use a strategic intervention material in teaching as well as

the other materials that will help him in making reading remediation easier. After using the said

intervention the researcher will conduct a post – test to test to identify if there is an improvement

among the pupils in reading, writing and comprehending in English.

After collecting all the quantitative data, the researcher will get all the qualitative data

from all the experiences of the pupils through informal interview. In order to know their feelings,

comments and experiences while using the said intervention.

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Statement of the Problem

The study aims to analyze pupils’ comprehension as a basis in the development of a

research based reading remediation materials for the S.Y. 2019-2020.

Specifically, it seeks answers the following questions:

1. How may the pre-test comprehension skills of Grade two pupils be described?

2. How may the post test comprehension skills of grade two pupils be described ?

3. Is there any difference between the pre-test and post test comprehension skills of grade two

pupils?

4. From the result of the study, what research based remediation materials can be developed ?

Hypothesis of the Study

The following are the hypotheses of the study:

1. There is no difference between the pre-test and post test comprehension skills of
grade two pupils.

Significance of the Study

The results of this study paper will can be utilized by the following stakeholders:

Learners. The outcome of the study may help them in making them improve their

performance in comprehension through the use of instructional materials to be developed.

Teachers. The information to be generated by the study may provide them the

comprehension level and skills of the pupils. It will also guide them on what instructional

materials can be developed to address the problems on pupils’ comprehension.

School Heads / Principals. The outcomes of the study may guide them in helping the

teachers to improve the comprehensions levels and skills of the learners by developing relevant

instructional materials.

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Future Researchers. The findings of the study may benefit them by means of providing

valuable data in terms of variables to be studied in their future research to be conducted.

Scope and Delimitation

The objective of the study is to use the Strategic Intervention Material in developing the

reading skills and reading comprehension of the chosen grade two pupils who cannot barely read

and write simple words and sentences in English based on the results of the Phil – iri in San

Roque Arbol Elementary School, Division of Pampanga S.Y. 2019-2020. It also describes the

ability of the pupils in reading and writing before and after the usage of the remediation material,

experiences of the pupils during the usage of the intervention and the implementation of the

intervention material in teaching reading and writing English to those chosen grade two pupils.

On the other hand, the participants are limit to 15 grade two pupils who have a low Commented [u1]: Too small number of pax, we cannot make a
very good conclusions ..the minimum number must be 30 pax to
generate reliable data that is conslusive
performing results in Phil – IRI.

Definition of Terms

To the following words were defined as a basis on how the major variables will be

measured:

Reading. It is the process of looking at a series of written symbols and getting meaning

from them. (English Club, 2018)

Oral Reading Comprehension Level. It refers to independent,instructional and

frustration

Independent level . It is the highest level at which a pupil can read independently and

with ease without the help of the teachers.

Instructional level It is the level at which the pupil can profit from instruction

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Frustration level. The pupils show withdrawal from reading situations by refusing to

read.

Inferential Level. It involves determining what the text means. The focus shifts to

reading between the lines, looking at what is implied by the material under study. It requires

readers to combine pieces of information in order to make inferences about the author's intent

and message.

Acronyms

DO – Division Office

DHVTSU – Don Honorio Ventura Technological State University

PIRLS - Progress in International Reading Literacy Study

PISA - Programme for International Student Assessment

TIMMS - Trends in International Mathematics and Science Study

SY – School year

(P) – Pampanga

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Chapter 2

METHOD

This chapter deals with the research design, participants, sampling design, data gathering

procedure, construction and validation of questionnaires and statistical treatment of data used in

the academic paper.

Research Design

The research will use the experimental design of quantitative research, particularly the

quasi-experimental design. As William (2018) puts it, a quasi-experimental design is one that

looks a bit like an experimental design but lacks the key ingredient – random assignment.

Probably the most commonly used quasi-experimental design (and it may be the most commonly

used of all designs) is the nonequivalent group's design. In its simplest form, it requires a pretest

and posttest for a treated and comparison group.

This design will be used to describe the possible effect of the strategic intervention

material on the proficiency level of pupils as reflected in the results of their pre- and post-tests.

In the course of the study, a case study will be conducted by the researcher. Through the use of Commented [u2]: Bakit need pa ng case study? E experimental
na yung research design. Yoin can get all the information you need
about the pupils using questionnaire in addition to pre-test and
it, the researcher will gained important information such as their experiences and also their post test questionnaire.

family background. According to Flyvbjerg (2008) a case study is qualitative in nature, it

involves a deeper and a detailed study to a person or a group of people. As a result it tends to

describe the attitude or the experiences of each individual.

The use of a case study is very relevant in gaining important information to those pupils

who cannot read and write in English. It helps to understand them deeply, and to know their

strengths and weaknesses. In this process, the researcher will come up to a strategic intervention

material that is complementary to their level and to their needs.

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Participants of the Study

The participants of the study are the Grade two pupils for SY 2019-2020 with a total

number of fifteen (15) from San Roque Arbol Elementary School. These fifteen (15) pupils

cannot read or write in English.

Grade Two Frequency Percentage

Male 8 53.33%

Female 7 46.67%

Total 15 100%

According to the participants of the study in grade two, there are 8 males or 53.33% and

7 females or 46.67% who cannot read and spell in English. Commented [u3]: delete

To identify the participants, the researcher used random sampling and purposive

sampling. Random sampling is used to identify those pupils who cannot read or write a word or

sentence in English. In using the technique the researcher ask the participants to answer the pre –

test in Phil – IRI. Then the second technique which is the purposive sampling, the researcher ask

for the result of the Phil – IRI to choose all those pupils who are under the frustration level.

These techniques were used because the researcher will conduct a post – test to those pupils.

Research Instruments

The Phil - IRI will be used to analyze pupil’s comprehension. The instrument containing

the stories to be read by the research participants in order to determine the comprehension level

.A separate questions will be developed pertaining to literal, inferential, and critical level of

comprehension. Questions for sequencing and organizing will also be included to determine the

communication skills. Other than that, a case study will be conducted through fieldwork and

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unstructured interview. According to Patton (2002), unstructured interviews are informal

conversational interviews in which respondents may not even know they are being interviewed.

Unstructured interviews are being conducted during the reading activities or during the field

work. In this way, the researcher will able to know more the needs of the pupils.

In order to conduct the study, the researcher will seek permission to the following

authorities such as the DHVTSU officials, schools’ division superintendent of Pampanga, and

the principal of San Roque Arbol Elementary School to conduct the study to the Grade two

pupils. The conduct of the study will be scheduled for the 2nd Grading Period of SY 2019-2020.

The researcher will assure a 100% participation in the identified Grade two pupil-participants in

the study.

Ethical Considerations

Proper citation to all references included herein will be cited in the reference section.

Guidance of the adviser and the teacher in charge of the sections to be studied will also be sought

to assure that proper handling of the pupils during the duration of the study will be accounted for.

Before the conduct of the study consultation with the adviser will be done by the students in

order to check if the thesis outline follows the format and indicate all necessary information

requires in every components of the outline. After the checking and approval of the adviser to

conduct the study a letter addressed to higher authorities in DepEd will be prepared to get

permission to conduct the study. Upon approval of the permit to conduct the study by the

concern offices. The student will now proceed to data collection with proper handling to the

participants of the research. Data to be collected will be tabulated and analyze by the statistician

to ensure the correctness of the results.

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Statistical Treatment of Data

In analyzing and interpreting the data gathered, descriptive statistics such as frequency

count, percentage and mean and inferential statistics such as T-test will be used.

Frequency count, percentage, mean/average and standard deviation will be used in

analyzing the data of the participants in pre – test and post – test. The scale which is based in

Phil – IRI will identify the performance of the participants in pre – test and post – test.

Oral Reading Level Word Reading Score (%) Comprehension Score (%)

Independent 97%-100% 80%-100%

Instructional 90%-96% 59%-79%

Frustration 89% and below 58% and below

Word Reading Score Computation

W= the number of words – number of miscues x 100

Number of words

Comprehension Score Computation

C= No. of correct answers x 100

No. of questions

On the other hand, the T-test will be used to determine the significant difference in the

proficiency level in English of the Grade 2 pupils before and after the use of the intervention

material. Consequently, the said significance of differences will be readily seen with the output

of the SPSS that will be used in analyzing the data. Probability values greater than 0.05 will

signify no significant difference. It requires the alternative hypothesis to be rejected. Meanwhile,

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probability values less than 0.05 will signify a significant difference. It requires the acceptance of

the alternative hypothesis.

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