“THE READING DIFFICULTIES OF GRADE 4 STUDENTS DURING PANDEMIC IN HINIGARAN ELEMENTARY
SCHOOL-A “
(Research Title)
Context and Rationale
The outbreak of the COVID-19 in March 2020 caused schools around the world to close the campuses
and libraries, limit face-to-face contacts and switch to remote teaching in a very short time (Crawford et
al., 2020; Zhao et al., 2020). Philippines was no exception. This sudden need to rely only on web-based
and module-based teaching can be looked at as an unexpected radical change in the way we approach
learning and teaching. Although the new technologies allowing online learning already existed however,
the majority of courses offered by universities were face-to-face courses and it was not that popular to
incorporate new teaching/learning solutions offered by e-learning platforms (Zhao et al., 2020). Online
learning evolved from distance learning (Moore et al., 2011) which was popularized in Europe by the
Open University, established in the UK already in 1969 (Woodley, 1981; Zhao et al., 2020). There are an
apparent diversity and lack of consensus on the terminology used to refer to learning over the internet.
Distance learning, online learning, remote learning have been used interchangeably (see e.g. Chigeza &
Halbert, 2014; Ali, 2020; Carrillo & Flores, 2020).
This action research discusses the causes and reasons of reading difficulties during pandemic of nonreaders and frustration level readers. It also presents multiple strategies that have proved to be
successful in a fourth grade students as well as strategies used and found to be successful by other
teachers and researchers. As new best practices in reading instruction are developed and researched,
teaching
strategies
need
to
evolve
as
well.
Action Research Questions
This study aims to make an action plan for the poor reading difficulties during pandemic of grade 4
students in Hinigaran Elementary School – A.
Specifically it seeks to answer the following questions:
1. What is the level of reading comprehension of grade 4 students?
2. Why students in grade four is at the non-reader and frustration level?
3. How students in grade four will be helped by the teacher to address difficulty in learning to read?
4. How students in grade one improve their reading comprehension?
Proposed Innovation, Intervention and Strategy
This action research used the descriptive correlation method of research.
Descriptive research involves description, recoding, analysis and interpretation of conditions that
currently exist. The main aims are to describe the nature of a condition as it exists at the time of the
study and to explore the causes of the particular situation.
This action research utilized triangulation method as a data gathering procedure through survey
questionnaire, observation, interview and field notes.
ACTION RESEARCH METHODS
A. Participants/other source of data information
This action research used the descriptive co relational method of research.
Descriptive research involves description, recoding, analysis and interpretation of conditions that
currently exist. The main aims are to describe the nature of a condition as it exists at the time of the
study and to explore the causes of the particular situation.
This action research utilized triangulation method as a data gathering procedure through survey
questionnaire, observation, interview and field notes.
B. Data Gathering Method
A letter of request was secured for from the School Principal with the endorsement of the Master
Teacher. Upon its approval, proper coordination with the class advisers and parents of the pupil
respondents was done by the researcher.
The researcher will include the questionnaire in the pupils module to ensure that all items will be
answered and 100% percent retrieval will be attained. The interview, observation and field notes was
also personally done by the researcher.
C. ETHICAL ISSUES
The use of offensive, discriminatory, or other unacceptable language was avoided in the formulation of
the questionnaire. To protect the privacy of the respondents, their names and other personal data were
not included in this study, participation is also voluntary since the respondents provided a consent to
participate. The researchers maintained the objectivity in analyzing and discussing the results. All
authors whose work was quoted in this research were acknowledged in the references. 7 In
consideration of the different ethical issues, the researchers informed the District Supervisor and
Principal through a letter notifying to conduct the study to all the teachers of Marikudo Settlemennt
Elementary School, Camang-Camang Elementary School and Rumirang Elementary School. Consent to
participate in the study should be provided by the researcher and should be duly signed by the
respondents.
D. DATA ANALYSIS PLAN
Descriptive statistics such as mean and rank will be used in the study in treating the data gathered.
The formulas that will be used were the following:

Mean
Formula:
X = ∑X
n
Where: X
= mean
∑X
N
= total score
n = number of respondents
ACTION RESEARCH WORK PLAN & TIMELINES
Activities to address the reading difficulties of the student respondents experience in reading.
STAR COLLECTION
As an intervention program, a child will bring home a copy of a reading selection/story to read at home.
His parents will rate his/her ability to read by putting a Star on the copy of his/her selection. The teacher
will validate the rate of his patents by putting another Star on the copy, thus a child will be earning Stars
depending on his/her reading skill. Reading materials will vary according to different types of readers
(non-readers, frustration level, instructional and independent level).
READING BUDDY
A poor reader will be partnered to a good reader who will serve as his/her reading buddy every lunch
break after meal.
PULL OUT APPROACH
Poor readers and non-readers will be pulled out from their class to be tutored/coached by other reading
teacher. Reading related activities may be given by the special reading teacher.
TEACHER NANAY
The school will ask help or assistance of some volunteer parents who are knowledgeable enough and
willing to serve as reading teacher of poor readers during specified time either in school or at home.
DEAR(Drop Everything And Read)
At 4:00 o’clock or after class hours, pupils are asked to read any materials/selection before they go
home.
PERR (Program for Effective Reading and Writing)
This is being done at 1:00 to 1:30 (before classes start in the afternoon) to enhance reading and writing
skills of the pupils. Teachers give reading materials for the pupils to read, so as exercise their writing
skills.
FWAW (Five Words a Week)
Pupils are required to look for at least five unfamiliar words a week. They will study how to read and
pronounce them properly, learn the correct spelling and know the meaning of these words so that they
will be able to use them in their own sentences.
APAD
Pupils will be asked to read aloud a short paragraph every day before classes start in order to develop
their oral reading skills.
WORD WALL
List of words will be posted on one side of the wall inside the classroom for the pupils to read and
master.
MOBSW (Master of Basic Sight Words)
Slow readers will be provided with a copy of the Basic Sight Words and Talasalitaan sa Unang Kita for
them to master. Basic Sight Words and Talasalitaan sa Unang Kita may also be posted on each
classroom.
COST ESTIMATES
Cost Estimates
Activities
Materials
Research
Conceptualization
Black ink
Bond paper
Folder
Fastener
Face shield
Face mask
Research
approval
Research
Implementation
Research
Finalization
Bond paper
Face shield
Face mask
Traveling
expenses
E-Load
Bond paper
Folder
Fastener
Traveling
expenses
E-Load
Bond paper
Unit
Quantity
Amount Per
Unit
320
180
15
50
15
40
Box
PC
Box
1
1
12
1
12
2
Ream
PCs
Box
1
12
1
180
180
40
300
Ream
PC
Pc
1
1
1
180
5
5
200
Ream
1
200
180
Total amount
320
180
180
50
180
80
Total: P 990
180
180
40
300
Total: 700
300
180
5
5
200
Total: 690
200
180
Total: 380
Total: 2760
PLANS FOR DISSEMINATION & UTILIZATION
The following will be undertaken to properly disseminate, implement, and utilize this study
to gain valid results. 1. Letter approval from the District Supervisor to conduct the study to
Marikudo Settlement Elementary School, Rumirang Elementary School and Camangcamang
Elementary School. 2. Letter of approval to the Principal to allow the researcher to conduct the
study to the teachers of Marikudo Settlement Elementary School, Rumirang Elementary School and
Camangcamang Elementary School. 3. Letter of approval from the principal asking permission that
training will be conducted to enhance teachers’ ICT skills. 4. Pre assessment will be administered
before the ICT skills training of teachers. 5. Implementation of ICT skills training. 6. Posttest will be
administered after the training. 7. Data will be gathered for organizing, tabulating, and analyzing to
answer the statement of the problem. 13 This intervention will serve as basis in the development of
ICT skills of Marikudo Settlement ES, Camang-Camang ES and Rumirang ES Teachers through ELiterate as a Strategy in improving their ICT skills. The result of this study will be recommended to
other district in other district or other schools. Also it can be including during Learning Action Cell
Session (LAC Session), District Presentations and Conferences.
REFERENCES
Afflerbach,P., et.al(2020). Reading comprehension strategy instruction. Handbook of Strategies and
Strategic Processing, 98-118. https://doi.org/10.4324/978
DepEd Memorandum No. 173, s. 2019 HAMON: BAWAT BATA BUMABASA (3Bs Initiative)
DepEd Order No. 14, s. 2018 Policy guidelines on the administration of the revised Philippine informal
reading inventory.
DepEd Order No. 45 s. 2002 “Reading Literacy Program in the Elementary Schools
Do 14, S. 2018 –Policy Guidelines On The Administration Of The Revised Philippine Informal
Reading Inventory
Remote learning among students with and without reading difficulties during the initial stages of the
COVID-19 pandemic https://link.springer.com/article/10.1007/s10639-021-10559-3