De la Salle UniversityManila

EFFECTIVENESS OF THE PHONOLOGICALLY-BASED READING INTERVENTION PROGRAM FOR CHILDREN WITH

READING DIFFICULTIES IN PUBLIC SCHOOL

AN ACTION RESEARCH PROPOSALSUBMITTED TO THE FACULTY OF THE COLLEGE OF EDUCATION

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL LEADERSHIP AND MANAGEMENT

FREDALINE ABAD CASTILLOOCTOBER 2013

TABLE OF CONTENTS

Chapter 1 The Problem and Its Background

1.1 Introduction 1

1.2 Review of Related Literature 2

A. Reading Problems in the PhilippinesB. Reading Assessment ToolsC. Children with reading difficulties

D. Intervention for children with reading difficultiesE. Phonologically-based reading intervention

1.3 Statement of the Problem 81.4 The Framework 9

A. Theoretical FrameworkB. Conceptual Framework

1.5 Significance of the Study 111.6 Scope and Limitations 11

Chapter 2 Methodology

2.1 Data Collection Procedures 122.2 Procedures for Measuring Variables 122.3 Data Analysis Procedures 13

APPENDICESA. Appendix A – Intervention Schedule Plan 16

B. Appendix B – Student Skills Profile 17C. Appendix C – Week 1 Sample Reading Exercises 18D. Appendix D – Week 2 Sample Reading Exercises 19E. Appendix E – Week 3 Sample Reading Exercises 20F. Appendix F – Week 4 Sample Reading Exercises 21G. Appendix G – Week 5 Sample Reading Exercises 22H. Appendix H – Week 6 Sample Reading Exercises 23I. Appendix C – Sample Phil-IRI Passage 24J. Appendix D – Summary Phil-IRI Individual Record 25K. Appendix E - School Readiness Assessment 26L. Appendix F – Letter of Consent 27

REFERENCES 28

EFFECTIVENESS OF THE PHONOLOGICALLY-BASED READING INTERVENTION PROGRAM FOR CHILDREN WITH READING DIFFICULTIES IN PUBLIC SCHOOL

Fredaline Abad CastilloDe la Salle University, Manila, 2013

Chapter 1The Problem and its Background

1.1 INTRODUCTION

Reading skills is a major concern of the Philippine educational system and one of the

problems that needs to be addressed (Philippine Education for All 2015). In the year 2008, only

86.4% are functionally literate or those with basic reading, writing, and computational skills

(NSO, 2013). In public schools, reading skills of the pupils is one of the problems. There are

pupils who are having difficulty in reading and there are those who can read but are having

difficulty understanding what they are reading. These pupils are characterized as struggling

readers. They bring with them this difficulty as they go to higher grade level. If they are having

difficulty reading in Filipino more so in reading other language such as English. They

mispronounce simple English words. They cannot answer questions based on what they have

read. They have difficulty answering questions in English such as “How are you today?” “What

grade are you?” “Where do you live?”

It is challenging for these pupils to encounter words they cannot read and understand

because it would be hard for the pupils to understand the lessons and what the lessons are all

about (McElvain, 2005). Eventually, because of the difficulty in reading the pupils would not be

able to cope up with their lessons and would lack interest towards their subjects. This often leads

to dropping out of school. One of the reasons for dropping out is having difficulty coping up

with school work (Orbeta 2010). The pupils are not encouraged to go to school because of

difficulty understanding the lessons which boil down from difficulty in reading. Low quarterly

2

test results, achievement tests and diagnostic tests prove that there are pupils who have difficulty

in reading.

This study seeks to find a way to help children with reading difficulties improve their

reading skills through phonologically based reading intervention program. Phonological

awareness is important for a child to be proficient in reading and it is useful in any other

languages (Anthony & Francis, 2005). Likewise, it is said that the most effective way of

improving student learning is by using the mother tongue as the language of instruction. It is in

the basic premise of starting to learn where the learners are and from what they already know

(Nolasco 2009 as cited in Gallego & Zubiri, 2011). As such, the pupils will be given reading

intervention in Filipino. They should learn to read and understand their first language first and

eventually learn other to read and understand their second language.

1.2 REVIEW OF LITERATURE

Reading problems in the Philippines

One may think how come despite of the high literacy rate, many Filipinos can hardly read

and write. How are literacy and reading related? Literacy is a level of competence whereas

reading is a skill. For a reading skill to be retained or enhanced, it needs to be a habit

that must be done and exercised every day. They say poor reading comes poor learning.

Therefore, the key to learning is better reading skills not only in English but in any language or

dialect a person uses in his or her everyday life (Luz, 2007).

Several factors lead to reading problems. Either the students may not be able to read the

word themselves, they cannot understand how the words come together, or the student may read

the words and sentences but fail to understand what they are reading (McNamara, 2009). Such is

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the case in a public school. There are pupils who can read but cannot understand what they are

reading.

Reading Assessment tools in Philippine Public Elementary Schools

To help read every pupil in the Philippines, the Department of Education designed a

program called “Every Child A Reader Program (ECARP).” It is a national program aims to

make every child a reader at his or her age level. It provides assessment tools that will help the

school determine the reading level of the students and would find ways to help improve the

reading skills of the pupils. One of which is the Phil-IRI or the Philippine Informal Reading

Inventory which assesses the reading level and measures the reading comprehension of all public

elementary pupils in the Philippines. It consists of stories and comprehension questions and is

given individually. It gives teachers information on the level of their pupils’ reading skills

through actual observation. Through this, the pupils are categorized as: independent readers

which means they are able to read the passage well and answered all the questions; instructional,

wherein pupils can read with few miscues and able to give 75%-89% correct answers; and

frustration, these are slow readers and able to give 74% and below correct answers. Its goal is to

make every Filipino child communicate effectively both in English and Filipino through

effective reading instruction. It is given to Grade 1 to 6 pupils twice, at the start and towards the

end of the school year (DepEd Order No. 70. S. 2011).

Another assessment tool is the School Readiness Assessment (SReA) which is given to

the incoming grade 1 public school pupils and the year-end assessment is given towards to end of

the school year. One of the domains is the language domain wherein the pupils are asked to

identify the sounds, words that rhyme, and read 2-3 word syllables (DepEd). The result of the

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assessment is important for Grade 1 teachers because it provides readiness profile of the children

which will address the specific learning needs of the pupils. Mother tongue is used in

conducting this assessment. It is not an entrance exam, therefore, a child will not be refused to

grade 1 based on the result of the assessment (DepEd)

Children with Reading Difficulties

Who are these children with reading difficulties? Children with reading difficulties are

those who did not develop the age appropriate literacy skills and are lagging behind in literacy

development (Shauna & Lonigan, 2010). Students who are characterized as having difficulty in

reading are those who have difficulty recognizing letter cluster in words, they read using visual

features, having difficulty modifying sound patterns, having difficulty reading unfamiliar words

and difficulty remembering how to say written words (Munro 1995). Comprehension is one of

the components of reading. Therefore, children with poor reading skills also have poor

comprehension (Cayubit, 2012).

It is a fact that the ability to read determines student’s success or failure in their studies

and in their life as whole. Children with limited English proficiency (LEP) affects oral

communication and academic learning and may even face academic and social challenges in

school because they have a hard time understanding the lessons and even what the teachers are

talking about. (Huennekins, 2010, German, 2002). Learners who are being taught in a second

language would experience difficulties understanding the lessons because the language taught

are unfamiliar to them. When these children do not understand the language used in teaching,

they are unsure of what is the discussion all about and would not understand the lessons

(Myburgh, Poggenpeol, & WM Van, 2004).

5

Reading problems cause distress to children as well as to the parents. They cannot

participate actively and properly in classroom activities because they cannot understand what the

teachers is talking about and would not be able to understand the lessons. They are not

motivated to learn. They feel frustrated because they cannot also express their thoughts

(McElvain, 2005). As a result, they cannot progress not only in English subject but in all other

subjects (Sylva & Hurry, 1996).

Definitely, children with sufficient reading skills would have greater chances compared

to those with poor reading skills (Cayubit, 2012). It is important for all children to learn to read

within the first few years of schooling because children who will not be able to read in the first

few grades will have difficulty in later grade level (Gove, & Cvelich, 2010). These children at

risk for early reading difficulties can be effectively identified at the beginning of kindergarten

(Vellutino, Scanlon, Zhang, & Schatschneider, 2007).

According to Duff, Hayiou-Thomas and Hulme (2011), those lacking in phonological

aspects of oral language have difficulty in reading. Attention is needed for the children to be

effective in reading. Limitations in attention also cause reading problems (Verhoeven, Reitsma,

& Siegel, 2010).

Interventions for children with reading difficulties

There have been a lot of researches made for the different strategies and reading

intervention program. It is important to know the different factors affecting the reading skills of

the pupils in order to find the appropriate reading intervention program. If there is no early

intervention, it could affect the child’s academic, social and psychological development

(Cayubit, 2012). If children can be given interventions to successfully deal with reading

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difficulties, troubled readers may decrease and there will be an increase of successful readers

(Aina, 2000). Eventually this will help reach the goal of the DepEd’s “Education for All 2015”

target which is aimed towards reducing poverty, hunger, diseases, and illiteracy (Gove &

Cvelich, 2010).

Vellutino, Scanlon, Zhang, & Schatschneider, 2007 research stated that most children at

risk for early reading difficulties can be effectively identified at the beginning of kindergarten.

Therefore, intervention should be available in the early school years. And if given the

appropriate intervention, such as low cost and small group supplementary intervention program,

these children can be promoted to the next grade level. In the Philippines, non-profit

organizations put up reading programs to help public school pupils improve their reading skills.

“Sa Aklat Sisikat” which started in 2001 is a non-profit organization that works with public

schools throughout the country by providing locally published books such as “Ibong Adarna” to

inspire pupils and make reading their habit. While “Eskwelahan sang Katawhan” which started

in 2002, produces workbooks to improve reading skills of the public school publics in Negros

Occidental. (Luz, 2007).

To help these struggling readers, it is important for the teachers to help these struggling

pupils set goals that are specific and challenging but achievable (Kai Yung, Heward, Heng,

2006). A study conducted by Vadasy, P., Jenkins, R., & Pool, K. (2000) shows that clear and

well-defined training in phonological skills improves word level reading and spelling skills.

Also, direct instruction, which involves specific ways of teaching can definitely improve

student’s performance in English (Al-Shammari, Al-Sharoufi, & Yawkey, 2008). Given the

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appropriate reading materials, conducive environment, and adequate qualified teachers, pupils

will have good reading skills and can perform well in other subjects (Adeneji & Omale, 2010).

Reading Intervention Program which emphasizes on the link between phonological

awareness and reading helps improve the reading abilities of struggling readers. As such,

phonological reading intervention program addresses the foundation for literacy development

(Duff, Hayiou-Thomas & Hulme, 2011).

Phonologically based reading intervention

Phonological awareness is important for the development of the reading skills of a child

because it is being aware of the sounds of the letters. It is the ability of the child to recognize,

discriminate and manipulate the sounds in any language. It includes blending sounds together,

separating words into sounds, combining sounds of words, and identifying if the pair of words

have same sounds. This skill can be seen as early as preschool and early elementary school years

(Anthony, & Francis, 2005). Children who have this ability can identify and produce rhyme

words, syllabicate words, identify the initial, middle and final sounds of the words, break words

into sounds, blend sounds, delete phonemes, and substitute one phoneme from another. Children

with poor phonemic awareness have difficulty in spelling and reading and would eventually lead

to reading difficulties. (Cracking the ABCode, n.d.).

Phonetic analysis is a blending and sounding out words. It is a universal practice wherein

students learn to read words through letter-sound relationship. Students who use phonetic

analysis read better than students who do not have mastered the skills and that students who can

phonetically decode words are more fluent in reading. (Aina, 2000). Phonics improves word

reading skills for kindergarten, first graders and struggling readers. It is more effective than

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nonsystematic or no phonics instruction programs and is effective for children of different ages,

abilities and socioeconomic background (Kang Liu, 2010).

The study conducted by Duff and Hayiou-Thomas (2011) revealed that Phonologically-

based Reading Intervention when delivered in realistic and appropriate way shows improvement

in literacy skills. It also shows effectiveness when given in an appropriate and right amount of

time and attention (Lovett, Palam, Fritjers, Steinback, & Temple, 2008). Petropoulos (2012)

states that clear instructions and procedures in letter-sound relationship is important for

beginning readers. For a child to read well, five basic skills are needed: phonemic awareness,

phonics, fluency, vocabulary, and comprehension. Students should have mastery of these skills

one after the other. The focus of Grade 1 learners are sounds and symbols, breaking codes, and

figuring out words by decoding (Gove, & Cvelich, 2010).

For average students and those exhibiting difficulties in reading, same teaching strategies

are useful but only differ in the process. For students with reading difficulty, the strategies must

be more intense, slower, and direct (Aina, 2000). The same principles of clear phonologically

based intervention are effective for struggling readers regardless of language status, for as long

as the basic level of English – language competence had been achieved (Lovet, Palma, Fritjers,

Steinbac, & Temple, 2008).

1.3 STATEMENT OF THE PROBLEM

This study focuses on one of the strategies which is the use of phonologically based

reading intervention program for grade 1 pupils with reading difficulties.

This study seeks to explore the effectiveness of phonologically based reading

intervention program for children with reading difficulties in a public school.

9

The study seeks to answer the question:

1. How effective is the phonologically based reading intervention program in

improving the reading skills of children with reading difficulties?

1.4. THEORETICAL FRAMEWORK

Charles Fries Three Stages of Reading Growth is learning to read in a first language

situation. Transfer Stage is learning from auditory signs to a set of visual signs. Stage of

Productive Reading is responding automatically to the written symbols or visual patterns. Stage

of Vivid Imaginative Realization is when reading becomes automatic (Romero & Romero,

2008). Parallel to Charles Fries’ three stages of reading growth, Mother Tongue-Based

Multilingual Education (MTB-MLE), a fundamental educational policy program stands on a

premise that learners should start from what they are and what they already know. It is said to be

the most effective way of improving how students learn. To be academically competent, a

student must have a strong understanding of his native or first language. For the students to

understand the lessons, it should be presented in a way that they will easily understand it by

using their native language (Gallego & Zubiri, 2011).

One Second of Reading Model (Gough, 1972) describes that reading follows a sequence

or logical order. It begins by translating the letters into sounds, then putting the sounds together

to form words, then putting the words together to understand its message (Alvemann, Unrau, &

Ruddell, 2013)

Being able to read well requires five basic skills: phonemic awareness, recognizing

sounds and putting it together orally; phonics, linking letter to sounds; fluency, accuracy in

reading; vocabulary, knowing words and their meaning; and comprehension, understanding what

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one have read. Pupils learn to read in different ways and definitely will progress when they go

through different stages of reading development. Grade 1 pupils’ phase is awareness of sound

and symbol relationships. They can identify sounds, putting sounds together to form syllables

and words, and decode words (Gove & Cvelich, 2010).

Phonological awareness is important for a child to start reading well. Those lacking

phonological awareness find it difficult to read. Phonological awareness skills includes blending

sounds together, combining and recombining sounds of words, and identifying if two words have

the same sound (Anthony & Francis, 2005).

CONCEPTUAL FRAMEWORK

Pretest 1

* SReA pretest * Phil-IRI pretest

Phonologically based reading intervention

Post test 1

*SReA post test* Phil-IRI post

test

Pretest 2

* SReA pretest * Phil-IRI pretest

Classroom ObservationTraditional

way of learning

Post test 2

*SReA post test* Phil-IRI post test

Philippine Informal Reading Inventory (Phil-IRI) and SReA pretest will be given as pre-

assessment tools. Phonologically based reading intervention will be given by the researcher to

the selected pupils for 6 weeks. Pupils will be given different levels of reading phonologically

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starting with sound recognition, rhymes, blending syllables, phoneme blending, words, phrases,

then reading sentences (See Appendix A & B for Reading Intervention Plan and Skills Profile).

Parents of the participants will be oriented before the intervention begins for them to be aware of

the intervention that will be given as well as for them to understand the situation of their children

with regards to reading skills.

Philippine Informal Reading Inventory (Phil-IRI) post-test and SReA will be given as

post-assessment tools.

1.5 SIGNIFICANCE OF THE STUDY

The result of the study can affirm how important reading intervention is to pupils who

have difficulty in reading and would encourage teachers to regularly conduct reading

intervention to pupils. The result of the study may also provide teachers the teaching strategies

that will help improve the reading skills of the struggling readers. The phonologically based

reading intervention program used in this study can be applied to other pupils in other grade

level. Likewise, the results of this study are expected to provide more information on how

phonological awareness is the basis of reading skills of the early graders.

1.6 SCOPE AND LIMITATIONS OF THE STUDY

This study aims to help lessen struggling readers in a public school. Thus, this study

focuses on phonologically-based reading intervention program for grade 1 public school pupils

with reading difficulties. Nonetheless, it has the following limitations: First, the participants are

limited to Grade 1 pupils with early childhood education experience. Second, the participants

are limited to grade 1 public school pupils. Third, the reading intervention will last for only 6

weeks. For some, 6-weeks might not be enough.

Chapter 2Methodology

2.1 PROCEDURES FOR MEASURING VARIABLES

RESEARCH DESIGN

Quasi-experimental design will be used in this study (Fraenkel & Wallen, 2000). The

participants are selected based on the pre-assessment results; those who got low scores in the

Readiness Assessment, characterized as frustration readers in Phil-IRI reading inventory, and

who are observed by the teachers as slow readers and lacks comprehension. The pupils selected

will be divided into two groups; the experimental group, which will be given the reading

intervention for six weeks, and the control group will also be observed but will not given be

given the reading intervention. Both groups will have the pretest and post test and results will be

compared.

2.2 DATA COLLECTION PROCEDURES

The participants are grade 1 public school pupils with early childhood education

experience (kindergarten) and still having reading difficulties. These are pupils who can read

slowly and has poor comprehension.

Grade 1 pupils to be given an intervention are selected based on the following:

Pupils who got low scores in the Language Development Domain of School

Readiness Assessment (SReA)

Pupils who are categorized as frustration readers in the Philippine Informal Reading

Inventory Assessment (Phil-IRI)

reading capabilities of the pupils based on teachers’ assessment for the first quarter

Out of 400 grade 1 pupils for school year 2013-2014, forty (40) pupils from sections 3 to

8 are diagnosed with reading difficulties at the end of the second quarter. Twenty pupils (20)

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will be under the experimental group while the other twenty will be a control group. A 6-week

reading intervention using the pull-out system will be implemented for the experimental group.

The researcher will gather the participants for a reading intervention for a one hour per session,

three sessions per week, for six weeks. The researcher will record the skills achieved by the

pupils after each session. The control group will be observed in the classroom within the 6 –

weeks period. After the intervention, SReA and Phil-IRI post assessment tests will be given.

The results of which will be compared to the pre-test given at the start of the intervention.

Since the participants are grade 1 pupils, medium of instruction is in Filipino following

the Mother Tongue Based – Multilingual Education Approach (MTB-MLE). The

implementation of DepEd Order No.60 s.2008 recognizes the use of mother tongue as a language

of instruction.

2.3 DATA ANALYSIS PROCEDURES

Data Gathering

Qualitative and quantitative data gathering will be used in this study. Qualitative data

will be gathered through the following: teachers’ evaluation of the reading skills of the pupils

and School Readiness Assessment (SReA) results. Quantitative data will be gathered through

Phil-IRI pre-test and post-test results as well as the skills acquired during intervention such as the

number of pupils who were able to recognize sounds, blend sounds, blend syllables, read words,

phrases, and sentences.

Time series analysis (Senter, n.d.) will be used to monitor the skills acquired by the

pupils. Each pupil will be observed after each session and such observation will be written in the

Skills Profile (See appendix B).

14

Assessment Tools

Learning to read is effective if done one level at a time. That is, level one, phonetic

sound; level 2, reading words; level 3, reading sentences; and level 4, reading paragraphs (Greer,

2002). To master the reading skills, pupils are being introduced to different phonological

awareness skills starting from sound recognition, rhyme identification, syllable blending,

phoneme isolation, phoneme blending, phoneme segmentation, reading phrases, reading

sentences, to reading paragraphs (Phonological Awareness Introduction and Scientifically Based

Reading Research (n.d). The skills to be acquired in the intervention are parallel to the skills

pupils need to achieve in the assessment wherein the pupils need to read fast and confident and

with understanding on what they are reading.

School Readiness Assessment (SReA) is given to incoming grade 1 public school pupils.

Part of the assessment is the language development domain. Learning competencies required in

the domain are: identifying letters, identifying sounds of the letters, identify words that rhyme,

reading 2-3 word syllables. The pupils to get the low scores are placed under the remedial

program.

Philippine Informal Inventory Reading Assessment (Phil-IRI) is an assessment tool that

evaluates the reading proficiency level of elementary public school pupils. It intends to measure

the reading comprehension of the pupils and assess the word recognition, comprehension, and

reading speed through stories and passages. In this reading assessment tool, pupils are asked to

read paragraphs then answer questions based on the paragraph read. Phil-IRI pre-test is given to

the pupils during the first month of the school year while post test is given at the end of the third

quarter or towards the end of the school year (DepEd).

15

A book entitled “Pagpapaunlad ng kasanayan sa Pagbasa 1” which is one of the reading

books for grade 1 will be used during intervention specifically on week 5 and 6 wherein pupils

will be asked to read passages in Filipino and have to answer questions based on what they have

read.

16

Appendix A

INTERVENTION SCHEDULE PLAN

Intervention Schedule Plan SkillsWeek 1 Sound recognition / Rhyme identificationWeek 2 Syllable blendingWeek 3 Phoneme Isolation (Initial – Final sounds)Week 4 Phoneme Blending/Phoneme SegmentationWeek 5 Reading phonemic phrases/sentences in

FilipinoWeek 6 Reading paragraphs in Filipino

17

Appendix B

SKILLS PROFILE

Pupil’s Name:_______________________________________________________________

Skills Instruction Date Date Date Date Mastered

Sound recognition

Pupils would identify the sounds of the letters of the alphabets

Rhyme identification

Pupils identify if the pair of words do rhymebed bad

Syllable blending

Pupils read the syllables togetherba na na

Phoneme isolation (Initial)

Teacher says a word and the pupils identify the first sound that they hear

Phoneme isolation (Final)

Teacher says a word and the pupils identify the last sound that they hear

Phoneme blending

Pupils put together the sounds to form a word b – e – d bed

Phoneme segmentation

Teacher says a word, pupils identify the sounds that they hearbed b – e - d

Reading phrases

Pupils read phraseEx. mataas na puno

Reading sentences

Pupils read sentencesEx. Ang bata ay mataba.

Reading paragraphs

Reading simple and short paragraphsA book “Pagkatuto sa Pagbasa 1” will be used.

(based on Phonological Awareness Introduction and Scientifically Based Reading Research (n.d.)

18Appendix CWeek 1 Reading ExercisesSound recognition

a e i o uc m n r sv w x zb d f h kl tg j p q y

19Appendix DWeek 2 Reading ExercisesSyllable blending

ba ca da ha ja

de he le te re

mi si di hi bi

so do mo ro lo

mu tu ru hu wu

bata labi lima misa

banana papaya haligi binata

20Appendix EWeek 3 Reading ExercisesPhoneme isolation

Teacher reads a word. Pupils will identify the first sound that they hear.

c a t

h e n

t i p

m o p

s u n

Teacher reads a word. Pupils will identify the last sound that they hear.

21Appendix FWeek 4 Reading ExercisesPhoneme BlendingPupils put together the sounds to form a word.

Phoneme SegmentationTeacher says a word, pupils identify the sounds that they hear.

22Appendix GWeek 5 Reading exercises Reading phonemic phrases/sentences

dalawang lobo

matamis na atis

anim na bata

Pitong taon na si Obet.

Nag-aaral na siya.

Nasa unang baiting na siya.

(taken from the book “Pagpapaunlad sa Kasanayan sa Pagbasa 1”)23

Appendix HWeek 6 Reading ExercisesReading paragraphs

Laging malinis si Lani.Malinis ang kanyang damit.Malinis ang kanyang kamay.Malinis ang kanyang gamit.

Mga Tanong:1. Anong uri ng bata sa Lani?

2. Maganda ba ang batang malinis?

3. Dapat ba nating tularan si Lani?

24

Appendix I(Sample Phil-IRI passage for Grade 1)

Phil-IRI Form 1

Name: _______________________________ Grade and Section: __________

GRADE LEVEL PASSAGE RATING SHEET

Pagganyak: Naranasan mo na bang magkasakit? Paano ka gumaling? Basahin at alamin kung paano gumaling ang batang maysakit.

Mahiwagang Kamay

May sakit si Luis. Mahiwagang kamay ang kailangan niya. “Hihilutin ko ang ulo mo,” sabi ni Hinlalaki.“Pupunasan ko ang iyong pawis,” sabi naman ni Palad at mga Daliri.“Yayakapin ko siya,” dagdag pa ni Braso.Idinilat ni Luis ang kanyang mga mata. Nasa tabi niya ang kanyang ina.

Magaling na si Luis.

Gr.1Bilang ng Salita: 53

Tanong:Literal 1. Ano ang nagpagaling kay Luis?

2. Anu-ano ang ginawa ng mahiwagang kamay?3. Sino ang nasa tabi niya paggising?

Pagpapakahulugan

4. Bakit nagging mahiwaga ang kamay ng nanay?5. Bakit hindi maaaring si Palad o sina Daliri lamang ang pupunas ng pawis ni

Luis?Paglalapat 6. Naniniwala ka ba na nakapagpapagaling ng sakit ang mga kamay ng iyong ina?

Bakit?7. Bakit kaya ang ina ang laging tinatawag ng mga anak kung maysakit sila?

(DepEd)

25

Appendix JPhil-IRI Individual Summary Record

Types of Miscues

(Uri ng Mali)

Post test(Panapos na Pagtataya)

Miscue No. of Miscue Major Miscue Self-correctedMispronunciationSubstitutionInsertionOmissionReversal Refusal to PronounceTotalReading Level frustration Instructional Independent Non-reader

(DepEd)

26

Appendix KSchool Readiness Assessment Pupil Rating Sheet

DOMAINS LEARNING COMPETENCIES SCORE

LanguageDevelopment

Knows that print is read from left to rightIdentifies upper and lower cases lettersIdentifies words that rhyme/sound alikeCopy letter and wordRead 2-3 word syllablesSays the sound that a letter representsSequencing events

Score: scale of 1-101 – lowest10 – highest

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Appendix LLetter of Consent

Petsa: _________________

Mahal naming magulang:

Ang inyong anak na si ______________________ na nasa baiting 1 pangkat ___ ay hinihiling na lumahok sa isang pagsasasaliksik sa paraan ng pagkatuto sa pagbabasa. Ito ay isang pag-aaral na makakatulong para sa mga mag-aaral sa unang baiting na bumasa. Ang lahat ng impormasyon na makakalap ay magiging pribado.

Ang pagsasaliksik sa pagbabasa ay gaganapin sa ika-_____ ng Oktubre hanggang ika _____ ng Nobyembre, 2013, mula sa ika-10 hanggang ika-11 ng umaga, tuwing Lunes, Miyerkules at Biyernes.

Inaasahan naming ang inyong pahintulot sa pagsasaliksik na gagawin.

FREDALINE A. CASTILLO Gurong tagapagpananaliksik

__________________________ Gurong tagapayo

__________________________ Punung-guro

______________________________________________________________________________

PAHINTULOTPetsa: _________________

Nabasa at naunawaan ko ang gawaing ito sa pagsasaliksik. Ako ay:_____ pumapayag na sumali ang aking anak sa gawaing ito._____ hindi pumapayag na sumali ang aking anak sa gawaing ito.

____________________________ Pangalan at lagda ng Magulang

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Comments and Suggestions from the panel:

1. titleFrom “Effectiveness of the Phonologically-Based Reading Intervention Program for Children at-risk of Reading Difficulties in a Public School” to “Effectiveness of the Phonologically-based Reading Intervention Program for Children with Reading Difficulties in a Public School”

2. Include the assessment tools such as School Readiness Assessment and Philippine Informal Reading Inventory in the Related Literature

3. Since the design is quasi-experimental, there should be a control group. Data analysis is time – series analysis

4. From reading English, it was changed to reading in Filipino following the MTB-MLE.Since the sample is in grade 1, language to teach should be in Filipino to align with the MTB-MLE

5. Should include the theory of Charles Fries where learning is learned first through hearing