RATIONALE Reading literacy is defined as “understanding, using, and reflecting on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society” (Therrien, 2004). According to Therrien, in order to achieve literacy there are five important skills one must learn: phonemic awareness, phonics, vocabulary instruction, text comprehension strategies, and reading fluency. Reading literacy is not only a foundation for basic learning but also a prerequisite for successful participation in most areas of youth or adult life (Linnakyla et al., 2004). The future success of children lies in the ability to read fluently and understand what is read. SAN ENRIQUE CENTRAL SCHOOL shows that at least 2 out of 10 pupils have significant difficulty in reading acquisition. Problems with reading tend to begin at the onset of reading instruction, persist and become more severe with time. Furthermore, most pupils do not detect fluency or comprehension difficulties until the second or third grade because the reading skills focused on until the fourth grade are phonemic, and not based on fluency and comprehension. As students reach grade six, it shows fluency does not increase even comprehension. To increase the reading fluency and comprehension of students who encounter such problems, various strategies, such as assisted reading, peer/cross-age tutoring, big brother/ big sister has been implemented. The remedial reading is a supplemental reading program that consists of re-reading unfamiliar text until a satisfactory level of fluency is reached. Remedial reading is a strategy that implements assisted reading, reading while listening, and paired reading. The remedial reading strategy is likely successful because it incorporates feedback from the instructor to the student reader. Intervention programs involving comprehension-building skills, like remedial reading, strengthen vocabulary. This method of practice increases language skills and builds general knowledge setting a foundation for basic life skills. Yet, interventions were made and identified the levels of pupils but this discusses the causes and reasons of reading difficulties of non-readers and frustration level readers. What are the main factors and reasons for one’s pupil reading difficulty? There are various factors that lead to reading failure, including impoverished exposure to language and early literacy activities, lack of adequate instruction, and/or more biologically based risk factors. Understanding the root causes of non-readers and the signs that put children at risk for reading problems can facilitate early identification, and therefore early intervention. For a child to become a successful reader, a variety of different skills need to come together. Understanding these basic components of reading development and, more important, using teaching approaches we know work are critical components of both general and special education. Intervention and remedial reading will be successful if tutors/ teachers acknowledge the factors that affect one’s pupil’s reasons for his reading difficulty. This can greatly help teachers deal with the problem. It is believed that reading, as well as language competencies, are both the means and the end to educational achievement (Jordaan, 2011) Therefore the end justifies the means. Research Questions This study aims to make an action plan for the poor reading difficulties of grade six pupils in San Enrique central school Elementary School. Specifically it seeks to answer the following questions: 1. Why pupils in grade five and six were at the non-reader and frustration level? 2. What are the main factors that affects their reading difficulty? 3. How pupils in grade five and six will be helped by the teacher to address difficulty in learning to read? Proposed Innovation/ Intervention/ Strategy This study proposed that information should be presented in different ways to assist the teachers in dealing with strugglers. The objective of this study is to identify the main reasons why despite there are strugglers and despite of intervention in remedial reading there are still pupils who can’t achieved reading recognition and comprehension. In this way, teachers can adjust and identify the best strategy to be used in remedial reading program. Teachers can learn to attack or deal with their pupils.The interventions will be implemented on the 1st week of January 2022 until last week of March 2022. The teacher will be preparing different communication letters to the principal, barangay captains and parents. Then the researchers will collect personal data information of identified pupils in their advisers. Distribute the survey questioners, conduct interview and gather data. Pro Data gathered will be utilized in conducting remedial reading program. This will serve as guide for the teachers and will help them in their strategy to be used in conducting the remedial. Action Research Methods This action research used the descriptive correlational method of research. Descriptive research involves description, recording, 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 the triangulation method as a data-gathering procedure through a survey questionnaire, observation, interview and field notes. Participants Subjects of the study will include 35 Pupils of Grade Five and Six of San Enrique Central School for the school year 2021 -2022. These pupils underwent the assessment using the Phil. IRI in English as a tool to identify their level of word recognition and comprehension skills. They belong to frustration level or struggling readers. Data Gathering Methods Data gathering instruments will be utilized to measure and determine the main factors why some pupils have difficulty in reading. The researcher will apply a primary data collection instrument such as a survey questionnaire, interview, observation, and field notes. Profiling will be done such as: 1.1 Profile of the respondents in terms of Gender 1.2 Profile of the respondents in terms of Monthly Income of 1.3 Profile of the Respondents in terms of Nutritional Status 1.4 Profile of the respondents in terms of educational attainment of mother 1.5 Profile of the respondents in terms of educational attainment of father Parents Ethical Issues A letter of request will be secured from the School Principal. Upon its approval, proper coordination with the class advisers and parents of the pupil respondents. The researcher will be personally administered the questionnaire to ensure that all items will be answered and 100% percent retrieval will be attained. The interview, observation, and field notes will be personally done by the researcher. Data Analysis Plan A data analysis plan is a roadmap for how you're going to organize and analyze your survey data—and it should help you achieve three objectives that relate to the goal you set before you started your survey: Answer your top research questions. Use more specific survey questions to understand those answers. The researcher will provide survey questioner, conduct interview to the parents and pupils, observed pupils and have some field notes. After these, answers will be validated. Descriptive statistics such as mean and rank will be used in the study in treating the data gathered. The formula that will be used were the following: Mean Formula: Where: X ∑▒X = mean = total score n = number of respondents Action Research Plan Activity Assessment on Reading ( English) Identifying Strugglers Remedial Reading Conducted Feed backing Preparing for Action Research Proposal Submission of Proposal for Editing Validation of Questionnaires IMPLEMENTATION Securing Permit to Conduct the Study Administration of Survey Questionnaires Timeline September 13- 17 Duration 5 days September 20- 24 September 27 – November 12 December 6-10 December 13-17 5 days 40days January 3-7,2022 5 days January 10-14 5 days January 24-28 5 days February 1-11 9 days 5 days 5 days Gathering Data Analysis of Results Submission of Results DISSEMINATION Preparing the Final Printing the Final Manuscript Submission of Research SPAN February 14- March 30 April 1-13 April 18-22 45 days 13 days 5 days May 2- 13 May 16- 20 May 23-27 September 13, 2021- May 27,2020 10 days 5 days 5 days 200 days Materials and Cost Item ink bond paper printable questionnaires fair food Grand Total Unit 4 bottles 5 reams 36 sets Unit Cost Php. 295.00 Php. 180.00 Php. 24.00 72 meal sets Total cost Php. 1 180.00 Php.900.00 Php. 864.00 Php. 2 000.00 Php.2 160.00 Php. 7 104.00 Plan for Disseminations and Advocacy The result of this study will be disseminated to teachers who conducted the remedial reading program. Also, this will be discussed during teachers meeting like LAC Session, subject meeting and during INSET. References Fletcher Janis M., Lyon GR, Fuchs LS, Barnes MA., (2015), Learning disabilities: From identification to intervention. Retrieved on: June 29, 2016, Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/ Katzir Tim., Kim. Y., Wolf M., (2015), Reading fluency: the whole is more than the parts. Annals of Dyslexia, Retrieved on: June 29, 2016, Retrieved from: http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0074061 Lyon, Reid G., (2015), Reading Disabilities: Why Do Some Children Have Difficulty Learning to Read? What Can Be Done About It? Retrieved on: June 29, 2016, Retrieved from: http://www.education.gov.sk.ca/reading-difficulties-disabilities MacInnis, Eric., 2015, Teaching Students with Reading Difficulties and Disabilities, Retrieved on: June 29, 2016, Retrieved from: http://www.wrightslaw.com/info/read.disability.lyon.pdf Wolf, M., & Bowers, P. (2015), The double-deficit hypothesis for the developmental dyslexias (Reading Disability), Retrieved on: June 29, 2016, Retrieved from: http://www.templatezone.com/marketing2006/Temp/Carol/carol.htm
