1
Republic of the Philippines
Department of Education
Region IV-B MIMAROPA
DIVISION OF ORIENTAL MINDORO
MACATOC ELEMENTARY SCHOOL
The Reading Difficulties of Grade One Pupils
in Macatoc Elementary School,
School Year 2016-2017
An Action Research
Conducted By:
KAMILLE KAY Q. TAMOR
Master Teacher I, Macatoc E/S
March, 2017
2
TABLE OF CONTENTS
I.
Abstract
3-31
Introduction
32-35
Research Problem
36
Objectives of the Study
36-37
Scope and Delimitation
38
Methodology
39-42
VII.
Findings
43-63
VIII.
Solution
64-84
Plan of Actions
85-92
Conclusion
93-118
Bibliography
119
Appendix A Questionnaire
120-124
Appendix B Letter to the Principal
125
II.
III.
IV.
V.
VI.
IX.
X.
XI.
XII.
XIII.
The Reading Difficulties of Grade One Pupils
3
in Macatoc Elementary School
I.
ABSTRACT
Teaching reading comprehension to non-readers and frustration
level readers today is different from the past.
Teachers need to
focus on extensive comprehension instruction with all students,
not just successful readers.
This
action
research
investigated
sixty
three
grade
one
pupils of the two classes of grade one. They have undergone reading
assessment test to know their level of reading performance.
This action research discusses the causes and reasons of
reading difficulties of non-readers and frustration level readers.
It also
presents
multiple strategies that have proved to be
successful in a first grade classroom, as well as strategies used
and found to be successful by other teachers and researchers.
new
best
practices
in
reading
instruction
are
developed
researched, teaching strategies need to evolve as well.
RESEARCH PROBLEM
As
and
4
This study aims to make an action plan for the poor
reading
difficulties
of
grade
one
pupils
in
Macatoc
Elementary School.
Specifically it seeks to answer the following questions:
1. What is the level of reading comprehension of grade one
pupils?
2. Why pupils in grade one were at the non-reader and frustration
level?
3. How pupils in grade one will be helped by the teacher to
address difficulty in learning to read?
4. How pupils in grade one improve their reading comprehension?
Research Design
This
action
research
used
the
descriptive
correlational
method of research.
Descriptive research involves description, recoding, analysis
and interpretation of conditions that currently exist. The main
5
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.
Respondents of the Study
This study involved sixty three (63) grade one pupils of
Macatoc Elementary School. The respondents attended kindergarten
class during the previous school year and had undergone the Early
Childhood Education Curriculum Program (ECECP).
Conclusion
1. Profile of the Pupil Respondents
1.1
Profile of the respondents in terms of age
The youngest age of the respondents was 5 and the eldest
was 10. The mean age of the respondents was 6.37. This implies
that majority of the parents of the grade one pupils of entered
their child in the school at an early age.
6
1.2
Profile of the respondents in terms of Gender
The result reveals that 54.59% of the respondents were
male
45.61%
were
female.
It
can
be
gleaned
that
male
outnumbered the female probably because much number of the
enrolees for S.Y. 2016-2017 were male. This may be because
the large number of birth rate from 2004 up to present was
boys.
1.3
Profile of the Respondents in terms of Nutritional Status
Majority of the respondents’ nutritional status were
beyond the normal status. Probably the reason was that most
of
the
pupil
respondents’
weight
and
height
corresponds
normally with their age and they were healthy enough in
entering school.
1.4 Profile of the respondents in terms of Monthly Income of
Parents
Majority of the respondents belonged to poor families of
Barangay Macatoc with monthly income that ranged below 8,000
which means that most of parents can’t provide all the
necessary basic needs of their children.
1.5
Profile
of
the
attainment of mother
respondents
in
terms
of
educational
7
Majority of the respondents’ mothers did not finish a
college degree probably because most of them belonged to a
poor family and their parents cannot send and support them
for college education.
1.6
Profile
of
the
respondents
in
terms
of
educational
attainment of father
Majority of the respondents’ fathers were high school
graduates and majority of them did not finish a college
education because most of them belonged to a poor family and
their parents cannot support their for college education.
2. Level of Reading Performance of the Respondents
Specifically out of all grade one pupils, majority of
the respondents were on the non-reader level and frustration
level. This implies that almost all of the respondents were
having problems in reading or experiencing difficulty in
learning to read.
3. Reasons Why Respondents fall Under Non-reader and frustration
Level
3.1 Reading Difficulty in Terms of Phonological and Phonemic
Awareness as Pupil’s Perspective
8
Respondents have difficulty in reading and learning how to
read in terms of Phonological and Phonemic Awareness. Their own
perspective was supported by teacher’s perspective. This implies
that
the
respondents
have
difficulty
in
rhyming
words,
recognizing and producing sounds and syllabication.
3.2
Reading Difficulty in Terms of Phonological and Phonemic
Awareness as Pupil’s Perspective
Word decoding and phonics was one of the reasons for
reading difficulty experience by the respondents based on the
pupil’s perspective and teacher’s perspective. This implies that
the respondents have difficulty in applying his/her knowledge
of letter-sound relationships, including knowledge of letter
patterns, to correctly pronounce written words. This also mean
that
the
respondents
have
difficulty
in
letter-sound
relationships, and how to sound out words.
3.3
Reading Difficulty in Terms of Vocabulary
Reading difficulty in terms of vocabulary is one of the
reasons for reading difficulty experience by the respondents
which from the pupil’s perspective. This result was supported
by the teacher’s perspective. This denotes that the respondents
have
difficulty
in
understanding
words
to
communicate
9
effectively. This implies that the pupils had a hard time to
find the words that they need to know to understand what they
read. This also implies that a reader cannot understand a text
without knowing what most of the words mean.
3.4
Reading Difficulty in Terms of Fluency
Fluency
is
one
of
the
reading
difficulties
that
the
respondents experience in learning how to read. The pupil’s
perspective also relates with that of the teacher’s perspective.
This implies that pupil respondents have difficulty to read with
speed, accuracy, and proper expression. They were not confident
in reading aloud or silently do not read smoothly and has no
proper expression.
3.5
Reading Difficulty in Terms of Comprehension
Comprehension is one of the major reasons for reading
difficulties the respondents experience in learning how to read.
This result from the pupil’s perspective was supported by the
teacher’s perspective. This implies that pupil respondents have
difficulty in understanding and interpretation of what is read.
They find it hard to decode what they read, had a hard time to
make connections between what they read and what they already
know, and have difficulty to think deeply about what they have
10
read.
This
also
mean
that
they
do
not
have
a
sufficient
vocabulary, or their knowing of the meanings of words is not
enough.
3.6
Other Sources of Reading Disability
Other sources of reading disability particularly auditory
processing, memory and attention were some of the problems why
respondents have a hard time to learn how to read based on the
pupil’s perspective. The same is true with that of the teacher’s
perspective. Problems related to auditory processing implies
that there is something in pupil respondents that is affecting
the processing or interpretation of the information a child
hears. They often find it difficult to pay attention, listen
to, and remember information presented orally. They may need
more time to process information. This also mean that they often
do not recognize subtle differences between sounds in words,
even though the sounds themselves are loud and clear.
Reading difficulty related to memory implies that pupil
respondents
find
it
hard
to
place
information
into
their
memories and retrieve it when needed. Difficulty related to
attention implies that the respondents is often failing to give
close attention to details, often does not seem to listen when
spoken to directly, often has difficulty organizing tasks and
11
activities,
and
is
often
easily
distracted
by
extraneous
stimuli.
4
SOLUTIONS
The following are the solutions to reading difficulties
that the pupil 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.
12
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
13
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.
II.
INTRODUCTION
Proficient reading and writing skills are critical to
success. If students are not competent readers, they are at
risk
for
academic,
behavioral,
social
and
emotional
14
difficulties. Students with reading disabilities have the
potential
to
(MacInnis,
be
unsuccessful
2004).
Children
academically
with
reading
and
socially.
difficulties
throughout school and into adulthood, said how embarrassing
and devastating it was to read with difficulty in front of
peers and teachers, and to demonstrate this weakness on a
daily basis.
It is clear that this type of failure affects
children negatively earlier than we thought.
By the end of
first grade, children having difficulty learning to read
begin to feel less positive about their abilities than when
they started school (Reid Lyon, 2003).
Researchers
have
made
considerable
progress
in
understanding all types of reading disabilities (Fletcher,
et.al. 2007). For purposes of research, "reading impaired"
children may be all those who score below the 30th percentile
in basic reading skill. Among all of those poor readers, about
70-80 percent have trouble with accurate and fluent word
recognition that originates with weaknesses in phonological
processing,
often
in
combination
with
fluency
and
comprehension problems. These students have obvious trouble
learning sound-symbol correspondence, sounding out words, and
spelling. The term dyslexic is most often applied to this
group. Another 10-15 percent of poor readers appear to be
15
accurate but too slow in word recognition and text reading.
They have specific weaknesses with speed of word recognition
and automatic recall of word spellings, although they do
relatively well on tests of phoneme awareness and other
phonological skills. They have trouble developing automatic
recognition of words by sight and tend to spell phonetically
but not accurately. This subgroup is thought to have relative
strengths in phonological processing, but the nature of their
relative weakness is still debated by reading scientists
(Fletcher 2007; Katzir, 2006; Wolf & Bowers, 2009). Some argue
that the problem is primarily one of timing or processing
speed, and others propose that there is a specific deficit
within the orthographic processor that affects the storage
and
recall
of
exact
letter
sequences.
This
processing
speed/orthographic subgroup generally has milder difficulties
with
reading
than
students
with
phonological
processing
deficits.
Reading
had
been
a
long-lasting
and
widespread problem among pupils in the primary level. One of
the challenges facing teachers is how to motivate the pupils
to read. The implementation of the K to 12 curriculum also
swell with the problem in reading of grade one pupils. During
the first year of its implementation, grade one pupils who
16
cannot read can be promoted to the second grade. The second
grade teachers experience difficulty in teaching due to poor
reading ability of the pupils. This year the product of such
curriculum were in grade three who will also take the National
Achievement Exam. The question is with the poor reading
ability of the pupil, will they pass the NAT exam.
Most
learning
pupils
how
to
in
grade
read.
They
one
experience
have
difficulty
difficulty
in
in
learning
phonetics, syllables and words. Some of them are scared to
attend classes when reading lessons started. Due to this
situation, some of them drop out from school and do not
continue until the next school year begins.
The Department of Education from the national level down
to the school level launched different programs to solve the
problem in reading. One of such is the Project READ (Reading
Empowerment for Academic Development) of the Division of
Oriental Mindoro and Project Reach for the STAR (Strive Toward
Achievement in Reading) of the District of Victoria on the
same Division. Project READ is a five year program aimed to
reduce the frustration readers by 20% every school year
starting S.Y. 2014-2015 to 2018-2019 (D.O. No. 16, S. 2014).
Project Reach for the STAR is designed to address the problem
17
of non-readers and readers under frustration level in the
whole district. It aims to improve reading fluency, reading
skills and comprehension skills of the pupils both in English
and Filipino. Currently, it has been implementing and all
hoped
that
the
objectives
will
be
achieved
after
its
implementation and will solve the problems in reading.
The
aforementioned
situations
above
triggered
the
researcher to conduct an action research on the reading
difficulties
of
grade
one
pupils
in
Macatoc
Elementary
School.
III. RESEARCH PROBLEM
This study aims to make an action plan for the poor
reading
difficulties
of
grade
one
pupils
in
Macatoc
Elementary School.
Specifically it seeks to answer the following questions:
5. What is the level of reading comprehension of grade one
pupils?
18
6. Why pupils in grade one were at the non-reader and frustration
level?
7. How pupils in grade one will be helped by the teacher to
address difficulty in learning to read?
8. How pupils in grade one improve their reading comprehension?
IV.
OBJECTIVES OF THE STUDY
This action research will be beneficial first and foremost
to the sixty three grade one pupils for they will learn how to
address their difficulty in reading and will help them develop
their reading comprehension. As the respondents of this action
research,
they
will
be
elevated
from
the
non-reader
and
frustration level to at least instructional level. As the pupils
improve their reading comprehension they will also easily learn
lessons under the curriculum and will definitely improve their
academic performance.
The
teachers
will
also
be
benefited
from
this
action
research for they will learn how to address the difficulty of
grade one pupils to learn how to read. They will also learn the
strategies
on
how
reading
comprehension
of
pupils
will
be
improved. As the pupils’ reading performance elevated from non-
19
reader and frustration level to instructional and independent
level, the teacher will also improve his/her performance on her
Performance Appraisal System for Teachers (PAST) and in the
Individual Performance Commitment and Review Form (IPCRF) under
the Result-Based Performance Management System (RPMS).
The school will also be aided from this action research
because
the
pupils’
performance
and
teachers’
performance
reflects the school performance. When pupils improve their
academic performance it will reflect on their performance on
the National Achievement Test (NAT) as one of the criteria in
the Performance Based Bonus (PBB). Dropout rates will be lessen
when pupils’ performance in reading and in all subjects is in
average to proficient level.
V.
SCOPE AND DELIMITATION
This action research was conducted in Macatoc Elementary
School.
The respondents of this action research were the pupils
from two sections of grade one of the school during the school
year 2016-2017.
20
This action research will be limited to grade one pupils
only and is not conducted to other pupils of the school.
VI.
METHODOLOGY
Research Design
This
action
research
used
the
descriptive
correlational
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.
Respondents of the Study
This study involved sixty three (63) grade one pupils of
Macatoc Elementary School. The respondents attended kindergarten
21
class during the previous school year and had undergone the Early
Childhood Education Curriculum Program (ECECP).
The distribution of the grade one pupils which was composed
of the respondents of this study was shown in the table.
Table A. Distribution of the Respondents in Grade One
SECTION/CLASS
Pupil
Respondents
Grade One - Lotus
31
Grade One - Orchids
32
TOTAL
63
Research Locale
This study will be conducted in Macatoc Elementary School.
The school is on the District of Victoria, Division of Oriental
Mindoro, Region IV-B MIMAROPA. It is located at Macatoc, Victoria,
oriental Mindoro.
Macatoc Elementary School is headed by one Elementary Grade
Principal I and is composed of one Elementary Grade Master Teacher
II, five Elementary Grade Teacher III, three Elementary Grade
22
Teacher II, six Elementary Grade Teacher, and one Kindergarten
Volunteer Teacher, sixteen (16) in all.
The pupil population is
five hundred ninety four (594) during the current school year.
Each of the grade levels starting from kindergarten to grade six
had two sections except grade two which has three sections.
Research Instrument
A self-prepared questionnaire with four major parts will
serve as the data gathering instrument in this action research.
Part I will deal with the profile of the respondents. Part II
will
deal
on
items
that
will
measure
the
level
of
reading
performance of the respondents. Part III will deal with the
difficulties the pupil respondents have in learning how to read.
Part IV will deal on items that exhibits the reasons why the pupil
respondents were on non-reader and frustration level.
Data Gathering Procedure
A letter of request was secured for from the School Principal
with the endorsement of the Master Teacher. Upon its approval,
23
proper coordination with the class advisers and parents of the
pupil respondents was done by the researcher.
The researcher 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 was
also personally done by the researcher.
Statistical Treatment of the Data
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:
X = ∑X
n
Where:
X
=
mean
∑X
=
total score
n
=
number of respondents
24
VII. FINDINGS
1. Profile of the Pupil Respondents
I.
Profile of the respondents in terms of age
The graph presents the profile of the respondents in terms of
age. It can be gleaned that 72.63% of the respondents belonged to
5 to 6 years old. This was followed by 7 to 8 years old which
consisted
24.21%.
Respondents
who
were
9
to
10
years
old
represented 3.16% of the total sample.
According to the graph, the youngest age of the respondents
was 5 and the eldest was 10. The graph also shows that the mean
age of the respondents was 6.37. This implies that majority of
the parents of the grade one pupils of entered their child in
the school at an early age.
25
Graph 1.1: Profile of the Respondents in terms of Age
Percentage
80
70
60
50
40
30
20
10
0
Percentage
9 to 10
7 to 8
5 to 6
Mean: 6.37
II.
Profile of the respondents in terms of Gender
The graph 1.2 reveals that 54.59% of the respondents
were male 45.61% were female. It can be gleaned that male
outnumbered the female probably because much number of the
enrolees for S.Y. 2016-2017 were male. This may be because
the large number of birth rate from 2004 up to present was
boys.
According to the National Statistics Office (2015), the
Philippine’s birth rate was 24.98 births/1,000 population.
From the rate, 15.56 live births were male while 9.42 were
female.
26
Graph 1.2: Profile of the Respondents in Terms of Gender
Percentage
56
54
52
50
48
46
44
42
40
Percentage
Male
Female
III. Profile of the Respondents in terms of Nutritional
Status
As shown on graph 1.3, majority of the respondents’
nutritional
status
were
beyond
the
normal
status
which
consisted 65.61% and was the highest. Probably the reason was
that
most
of
the
pupil
respondents’
weight
and
height
corresponds normally with their age and they were healthy
enough in entering school.
Nearly one percent or 0.70% belonged to the overweight
status which was the lowest. This may be respondents who
belong to the families that have the highest monthly income.
27
According to the World Health Organization (2015) on
their Body Mass Index Manual, nutritional status refers to
the Body Mass Index (BMI) of a child. MI is based on the
measurement of the height and weight. It indicates whether or
not the weight is within a healthy range for the height. It
has
the
following
categories,
severely
wasted,
wasted,
normal, overweight and obese. Severely wasted is a status
which means that a child aged 5 to 9 got a body mass index of
less than 12.0. Wasted body mass index ranges from 12.1 to
12.9, normal body mass index is from 13.0 to 18.3, overweight
body mass index ranges from 18.4 to 20.2 and obese body mass
index is from 20.3 and above.
Graph 1.3: Profile of the Respondents in terms of Nutritional
Status
Percentage
80
60
40
Percentage
20
0
Severely
Wasted

Wasted
Normal
Overweight
1.4 Profile of the respondents in terms of Monthly Income of
Parents
Presented on Graph 1.4 was the monthly income of the
respondents’ parents. Almost forty-five percent or 44.91% of
28
the respondents belonged to a family with 4,0001 to 6,000
monthly income which was the strongest. The weakest was the
1.75% respondents with monthly income of below 2,000. As seen
on the graph the mean monthly income of the respondents was
4,970.02.
It can be gleaned that majority of the respondents
belonged to poor families of Barangay Macatoc with monthly
income that ranged below 8,000 which means that most of
parents can’t provide all the necessary basic needs of their
children.
According to the data from the National Statistical
Coordination Board (2015), poverty remains the most critical
social
problem
that
needs
to
be
addressed.
Philippines'
poverty line marks individuals earning less than 16,841 Peso
a year. They added that more than one-quarter (26.5%) of the
population falls below the poverty line in 2009.This figure
is a much lower figure as compared to the 33.1% in 1991. The
decline has been slow and uneven, much slower than neighboring
countries who experienced broadly similar numbers in the
1980s, such as People's Republic of China (PRC), Thailand,
Indonesia (which poverty level lies at 8.5%) or Vietnam
(13.5%). This shows that the incidence of poverty has remained
29
significantly high as compared to other countries for almost
three decades now. The unevenness of the decline has been
attributed to a large range of income brackets across regions
and sectors, and also unmanaged population growth.
Ramey and Ramey (2015) describe the relationship of
family
socioeconomic
status
to
children
performance
at
school. They stressed that across all socioeconomic groups,
parents face major challenges when it comes to providing best
care
and
education
for
their
children.
For
families
in
poverty, these challenges can be alarming. Sometimes, when
basic
necessities
priority
on
are
housing,
lacking,
food,
parents
clothing,
must
and
place
health
top
care.
Educational toys, games, and books may appear to be luxuries,
and parents may not have the time, energy, or knowledge to
find
innovative
and
less-expensive
children's development.
ways
to
foster
young
30
Graph1.4: Profile of the Respondents in terms of Monthly
Income of Parents
Percentage
50
45
40
35
30
25
Percentage
20
15
10
5
0
10,001 –
above
8,001 –
10,000
6,001 –
8,000
4,001 –
6,000
2,001 –
4,000
Below 2,000
Mean: 4,920.02
1.5
Profile
of
the
respondents
in
terms
of
educational
attainment of mother
Of the 63 respondents, 35.09% of their mothers were high
school
graduates
which
ranks
first
while
0.70%
of
the
respondents’ mothers attained a post baccalaureate degree
which ranks the last.
From the graph, it can be gleaned that majority of the
respondents’ mothers did not finish a college degree probably
31
because most of them belonged to a poor family and their
parents cannot send and support them for college education.
Graph 1.5: Profile of the Respondents in terms of Educational
Attainment of Mother
Percentage
40
35
30
25
20
15
10
5
0
Percentage
1.6 Profile of the respondents in terms of educational attainment
of father
The graph exhibits the respondents’ father’s educational
attainment. Majority of the respondents’ fathers were high
school graduates which consisted 79 or 27.72% which was the
highest. Three or 1.05% of the respondents’ fathers attained
32
a post baccalaureate degree which was the lowest. It can be
noted that majority of the fathers of the respondents did not
finish a college education maybe because most of them belonged
to a poor family and their parents cannot support their for
college education.
Feranil et. al. (2015) in their study about childcare and
school performance found out that parental care for their
children is also an important contributing factor to the
academic performance and development of a child in school. In
terms of time allocation, more mothers, being the primary
caregiver of these children, spent time with their children
in the different activities compared to the fathers.
The
study suggested fathers to spend more time for their children
in playing because it is found to be of significant. The
authors further recommended that parents should promote the
attendance
extend
of
their
possible
children
help
for
in
pre-school
them
to
be
programs
and
physically,
intellectually, socially and emotionally ready to attend
formal schooling.
33
Graph 1.6: Profile of the Respondents in terms of Educational
Attainment of Father
Percentage
30
25
20
15
10
5
0
Percentage
2. Level of Reading Performance of the Respondents
Table 1 shows the level of reading performance of the
respondents. Specifically out of 63 grade one pupils, 35 or
56% of the respondents were on the non-reader level and 16 or
25% of them were on frustration level.
This implies that almost all of the respondents were
having problems in reading or experiencing difficulty in
learning to read.
Table 1: Level of Reading Performance of the Respondents
Level
1. Non-reader
2. Frustration
Frequency
35
16
(%)
56%
25%
34
3. Instructional
4. Independent
8
4
13%
0.06%
Proficient reading and writing skills are critical to
success. If students are not competent readers, they are at
risk
for
academic,
behavioral,
social
and
emotional
difficulties. Students with reading disabilities have the
potential
to
be
unsuccessful
academically
and
socially.
(MacInnis, 2004).
3. Reasons Why Respondents fall Under Non-reader and frustration
Level
3.1 Reading Difficulty in Terms of Phonological and Phonemic Awareness
as Pupil’s Perspective
Table 3.1 shows the reasons why respondents have difficulty
in reading and learning how to read in terms of Phonological and
Phonemic
Awareness.
As
shown
on
the
table
from
the
pupil’s
perspective, sixty or 95.25% of the pupil respondents have experience
difficulty in reading because they have poor phonological awareness.
The teacher’s perspective of the respondents’ reading difficulty
related to phonological and phonemic awareness was closely related to
that of the pupil’s perspective which got the same mean percentage as
shown on table 3.1.2.
35
This implies that the respondents have difficulty in rhyming
words, recognizing and producing sounds and syllabication.
Table 3.1.1 Reason for Reading Difficulty in Terms of
Phonological and Phonemic Awareness as Pupil’s Perspective
Reading Difficulty
Pupil’s Perspective
I.
Phonological and Phonemic Awareness
1. I don't know any words that rhyme with
cat.
2. What do you mean when you say, "What
sounds are in the word brush?"
Frequency
Percentage
60
60
95.24%
95.24%
60
95.24%
3. I'm not sure how many syllables are in
my name.
60
95.24%
4. I don't know what sounds are the same
in bit and hit.
60
95.24%
Table 3.1.2 Reason for Reading Difficulty in Terms of
Phonological and Phonemic Awareness as Teacher’s Perspective
5
6
7
8
Reading Difficulty
Teacher’s Perspective
I.
Phonological and Phonemic Awareness
She doesn't correctly complete blending
activities; for example, put together
sounds /k/ /i/ /ck/ to make the word
kick.
He doesn't correctly complete phoneme
substitution activities; for example,
change the /m/ in mate to /cr/ in order
to make crate
He has a hard time telling how many
syllables there are in the word paper.
He has difficulty with rhyming,
syllabication, or spelling a new word by
its sound.
Frequency
Percentage
60
60
95.24%
95.24%
60
95.24%
61
95.24%
60
95.24%
3.2 Reading Difficulty in Terms of Word Decoding and Phonics
36
As shown on the table 3.2.1, reading difficulty in terms of
word decoding and phonics as one of the reasons for reading
difficulty experience by the respondents got the mean percentage
of 90.47% based on the pupil’s perspective. The same was true with
the teacher’s perspective which got a mean percentage of 92.06% as
presented on table 3.2.2.
This implies that the respondents have difficulty in applying
his/her
knowledge
knowledge
of
letter
of
letter-sound
patterns,
to
relationships,
correctly
including
pronounce
written
words. This also mean that the respondents have difficulty in
letter-sound relationships, and how to sound out words.
Table 3.2.1 Reason for Reading Difficulty in Terms of Word
Decoding and Phonics as Pupil’s Perspective
Reading Difficulty
Pupil’s Perspective
II. Word Decoding and Phonics
9 I just seem to get stuck when I try to
read a lot of the words in this chapter.
10 Figuring out the words takes so much of
my energy, I can't even think about what
it means.
11 I don't know how to sound out these
words.
12 I know my letters and sounds, but I just
can't read words on a page.
Frequency
Percentage
58
57
92.06%
90.47%
58
92.06%
58
92.06%
57
90.47%
Table 3.2.2 Reason for Reading Difficulty in Terms of Word
Decoding and Phonics as Teacher’s Perspective
Reading Difficulty
Frequency
Percentage
37
Teacher’s Perspective
II. Word Decoding and Phonics
1. She has difficulty matching sounds and
letters, which can affect reading and
spelling.
2. She decodes in a very labored manner.
3. He has trouble reading and spelling
phonetically.
4. She has a high degree of difficulty with
phonics patterns and activities.
5. He guesses at words based on the first
letter or two.
6. Even though I taught several short vowel
sounds (or other letter sounds or
patterns), the corresponding letters are
not showing up in his writing samples.
7. Even though I taught certain letter
patterns, she isn't able to recognize
them when reading words.
58
57
92.06%
90.47%
58
58
92.06%
92.06%
57
90.47%
57
90.47%
58
92.06%
58
92.06%
3.3 Reading Difficulty in Terms of Vocabulary
As presented on the table 3.3.1, reading difficulty in terms
of
vocabulary
is
one
of
the
reasons
for
reading
difficulty
experience by the respondents which got the mean percentage of
88.89% from the pupil’s perspective. This result was supported by
the teacher’s perspective who got the same mean percentage.
This
denotes
that
the
respondents
have
difficulty
in
understanding words to communicate effectively. This implies that
the pupils had a hard time to find the words that they need to
know to understand what they read. This also implies that a reader
38
cannot understand a text without knowing what most of the words
mean.
Table 3.3.1 Reason for Reading Difficulty in Terms of Vocabulary
Pupil’s Perspective
Reading Difficulty
Pupil’s Perspective
III. Vocabulary
1. I heard my friend tell what happened in
the movie but I didn't really
understand what he said about it.
2. I feel like I just use the same words
over and over again in my writing.
3. I don't like to read on my own because
I don't understand lots of the words in
the book.
Frequency
Percentage
56
57
88.89%
90.47%
55
87.30%
55
87.30%
Table 3.2.2 Reason for Reading Difficulty in Terms of Vocabulary
Teacher’s Perspective
Reading Difficulty
Teacher’s Perspective
III. Vocabulary
1. She's unable to tell about her day in a
way that makes sense.
2. She misuses common words.
3. He doesn't link words from a book to
similar words from another book or from
real life.
4. He's often not able to find the right
word to describe something.
5. She has questions about a lot of word
meanings in a grade appropriate text.
6. He seems to have a weak vocabulary.
7. She is not able to make connections
among words in various texts.
Frequency
Percentage
56
57
88.89%
90.47%
55
55
87.30%
87.30%
56
88.89%
57
90.47%
55
55
87.30%
87.30%
39
3.4 Reading Difficulty in Terms of Fluency
Table 3.4.1 presents that fluency is one of the reading
difficulties that the respondents experience in learning how to
read. As presented on the table, the reading difficulty in terms
of fluency got a mean percentage of 95.24% or sixty of the
respondents. The pupil’s perspective also relates with that of
the teacher’s perspective which got the same mean percentage of
95.24% as shown on table 3.4.2.
This implies that pupil respondents have difficulty to read
with speed, accuracy, and proper expression. They were not
confident in reading aloud or silently do not read smoothly and
has no proper expression.
Table 3.4.1 Reason for Reading Difficulty in Terms of Fluency
Pupil’s Perspective
Reading Difficulty
Pupil’s Perspective
IV. Fluency
13 I just seem to get stuck when I try to
read a lot of the words in this chapter.
14 It takes me so long to read something.
15 Reading through this book takes so much
of my energy, I can't even think about
what it means.
Frequency
Percentage
60
61
95.24%
96.83%
60
60
95.24%
95.24%
Table 3.4.2 Reason for Reading Difficulty in Terms of Fluency
Teacher’s Perspective
40
Reading Difficulty
Teacher’s Perspective
IV. Fluency
1. He knows how to read words but seems to
take a long time to read a short book
or passage silently.
2. She reads a book with no expression.
3. He stumbles a lot and loses his place
when reading something aloud.
4. She reads aloud very slowly.
5. She moves her mouth when reading
silently (subvocalizing).
6. Her results on words-correct-per-minute
assessments are below grade level or
targeted benchmark.
7. She has difficulty and grows frustrated
when reading aloud, either because of
speed or accuracy.
8. She does not "chunk" words into
meaningful units.
9. When reading, he doesn't pause at
meaningful breaks within sentences or
paragraphs.
10.
He does not read aloud with
expression; that is, he does not change
his tone where appropriate.
Frequency
Percentage
60
61
95.24%
96.83%
60
60
95.24%
95.24%
61
60
96.83%
95.24%
60
95.24%
61
96.83%
60
95.24%
60
95.24%
60
95.24%
3.5 Reading Difficulty in Terms of Comprehension
Table 3.5.1 shows that comprehension is one of the major
reasons for reading difficulties the respondents experience in
learning how to read. As shown on the table, the reading
difficulty in terms of comprehension is the problem of the sixty
two respondents or a mean percentage of 98.41%. This result was
supported by the teacher’s perspective who got an almost the
same mean percentage of 96.83% as presented on table 3.5.2.
41
This implies that pupil respondents have difficulty in
understanding and interpretation of what is read. They find it
hard
to
decode
what
they
read,
had
a
hard
time
to
make
connections between what they read and what they already know,
and have difficulty to think deeply about what they have read.
This also mean that they do not have a sufficient vocabulary,
or their knowing of the meanings of words is not enough.
Table 3.5.1 Reason for Reading Difficulty in Terms of
Comprehension Pupil’s Perspective
Reading Difficulty
Pupil’s Perspective
V.
Comprehension
1. It takes me so long to read something.
It's hard to follow along with everything
going on.
2. I didn't really get what that book was
about.
3. Why did that character do that? I just
don't get it!
4. I'm not sure what the most important parts
of the book were.
5. I couldn't really create an image in my
head of what was going on.
Frequency
Percentage
62
61
98.41%
96.83%
63
100%
63
100%
61
96.83%
62
98.41%
Table 3.5.2 Reason for Reading Difficulty in Terms of
Comprehension Teacher’s Perspective
Reading Difficulty
Frequency
Percentage
42
Teacher’s Perspective
V.
Comprehension
1. She's not able to summarize a passage
or a book.
2. He might be able to tell you what
happened in a story, but can't explain
why events went the way they did.
3. She can't explain what a character's
thoughts or feelings might have been.
4. He doesn't link events in a book to
similar events from another book or
from real life.
5. He doesn't link events in a book to
similar events from another book or
from real life.
6. He seems to focus on the "wrong" aspect
of a passage; for example, he
concentrates so much on the details
that the main idea is lost.
7. She can tell the outcome of a story,
but cannot explain why things turned
out that way.
8. He does not go behind what is presented
in a book to think about what might
happen next or why characters took the
action they did.
9. She brings up irrelevant information
when trying to relate a passage to
something in her own life.
10.
He seems to have a weak
vocabulary.
11.
She cannot tell the clear, logical
sequence of events in a story.
12.
He does not pick out the key facts
from informational text.
13.
He cannot give you a "picture" of
what's going on in a written passage;
for example, what the characters look
like or details of where the story
takes place.
3.6
Other Sources of Reading Disability
61
61
96.83%
96.83%
63
100%
63
100%
61
96.83%
61
96.83%
61
96.83%
63
100%
63
100%
61
96.83%
61
96.83%
61
96.83%
61
96.83%
61
96.83%
43
Table 3.6.1 presents that other sources of reading disability
particularly auditory processing, memory and attention were some
of the problems why respondents have a hard time to learn how
to read. As presented on the table, the reading difficulty in
terms of processing speed is the reason of the fifty eight
respondents or a mean percentage of 0.04% based on the pupil’s
perspective.
The
same
is
true
with
that
of
the
teacher’s
perspective which got the same mean percentage as shown on table
3.6.2.
Problems related to auditory processing implies that there
is
something
in
pupil
respondents
that
is
affecting
the
processing or interpretation of the information a child hears.
They often find it difficult to pay attention, listen to, and
remember information presented orally. They may need more time
to process information. This also mean that they often do not
recognize subtle differences between sounds in words, even
though the sounds themselves are loud and clear.
Reading difficulty related to memory implies that pupil
respondents
find
it
hard
to
place
information
into
their
memories and retrieve it when needed. Difficulty related to
attention implies that the respondents is often failing to give
close attention to details, often does not seem to listen when
44
spoken to directly, often has difficulty organizing tasks and
activities,
and
is
often
easily
distracted
by
extraneous
stimuli.
Table 3.6 Other Sources of Reading Disability Pupil’s Perspective
VI.
Reading Difficulty
Pupil’s Perspective
Other Sources of Reading Disability
1. I
2. I
3. I
4. I
have difficulty hearing others
have difficulty talking with others
can’t remember what other says
can’t focus on what I should read
Frequency
Percentage
3
0.04%
3
2
2
3
0.04%
0.03%
0.03%
0.04%
Table 3.6 Other Sources of Reading Disability Teacher’s Perspective
VI.
Reading Difficulty
Teacher’s Perspective
Other Sources of Reading Disability
1. It seems that she can’t hear me
2. It seems that she can’t talk
3. She doesn’t remember anything
4. She has difficulty in focusing
VIII.
SOLUTIONS
Frequency
Percentage
3
0.04%
3
2
2
3
0.04%
0.03%
0.03%
0.04%
45
The following are the solutions to reading difficulties
that the pupil respondents experience in reading.
1. Phonological and Phonemic Awareness
With
the
help
of
parents
and
teachers,
kids
can
learn
strategies to cope with phonological and/or phonemic awareness
problems that affect his or her reading. Below are some tips and
specific things to do.
1.1 What pupils can do to help themselves

Be willing to play word and sounds games with parents or
teachers.

Be patient with learning new information related to words and
sounds. Giving the ears a workout is difficult!

Practice hearing the individual sounds in words. It may help
to use a plastic chip as a counter for each sound you hear in
a word.

Be willing to practice writing. This will give you a chance
to match sounds with letters.
1.2 What parents can do to help at home
46

Check with your child's teacher or principal to make sure the
school's
reading
program
teaches
phonological,
phonemic
awareness, and phonics skills.

If your child is past the ages at which phonemic awareness
and
phonological
skills
are
taught
class-wide
(usually
kindergarten to first or second grade), make sure he or she
is receiving one-on-one or small group instruction in these
skills.

Do activities to help your child build sound skills (make
sure they are short and fun; avoid allowing your child to get
frustrated):
o
Help your child think of a number of words that start
with the /m/ or /ch/ sound, or other beginning sounds.
o
Make up silly sentences with words that begin with the
same
sound,
such
as
"Nobody
was
nice
to
Nancy's
neighbor".
o
Play simple rhyming or blending games with your child,
such as taking turns coming up with words that rhyme
(go – no)
or
blending
simple
words
(/d/,
/o/,
/g/
= dog).

Read books with rhymes. Teach your child rhymes, short poems,
and songs.

Practice the alphabet by pointing out letters wherever you
see them and by reading alphabet books.
47

Consider using computer software that focuses on developing
phonological and phonemic awareness skills. Many of these
programs use colorful graphics and animation that keep young
children engaged and motivated.
1.3 What teachers can do to help at school

Learn all about phonemes (there are more than 40 speech sounds
that may not be obvious to fluent readers and speakers).

Make sure the school's reading program and other materials
include
skill-building
kindergarten
and
first
in
grade
phonemes,
(these
especially
skills
do
not
in
come
naturally, but must be taught).

If children are past the age at which phonemic awareness and
phonological
skill-building
are
addressed
(typically
kindergarten through first or second grade), attend to these
skills one-on-one or in a small group. Ask your school's
reading
specialist
for
help
finding
a
research-based
supplemental or intervention program for students in need.

Identify the precise phoneme awareness task on which you wish
to focus and select developmentally appropriate activities
for engaging children in the task. Activities should be fun
and exciting – play with sounds, don't drill them.

Make sure your school's reading program and other materials
include systematic instruction in phonics.
48

Consider teaching phonological and phonemic skills in small
groups since students will likely be at different levels of
expertise.
Remember
that
some
students
may
need
more
reinforcement or instruction if they are past the grades at
which phonics is addressed by a reading program (first through
third grade).
2. Word Decoding and Phonics
With
the
help
of
parents
and
teachers,
kids
can
learn
strategies to overcome word decoding and phonics problems that
affect their reading. Below are some tips and specific things to
do.
2.1

What pupils can do to help themselves
Play with magnetic letters. See how quickly you can put them
in alphabetical order while singing the alphabet song.

Look at written materials around your house and at road signs
to see if you can spot familiar words and letter patterns.

Write notes, e-mails, and letters to your friends and family.
Represent each sound you hear as you write.

When you're trying to sound out a word, pay close attention
to the print. Try to look at all the letters in the word, not
just the first one or two.
49
2.2 What parents can do to help at home

For a younger reader, help your child learn the letters and
sounds of the alphabet. Occasionally point to letters and ask
your child to name them.

Help your child make connections between what he or she might
see on a sign or in the newspaper and the letter and sound
work he or she is doing in school.

Encourage your child to write and spell notes, e-mails, and
letters using what he knows about sounds and letters.

Talk with your child about the "irregular" words that she'll
often see in what she's reading. These are the words that
don't
follow
the
usual
letter-sound
rules.
These
words
include said, are, and was. Students must learn to recognize
them "at sight."

Consider using computer software that focuses on developing
phonics and emergent literacy skills. Some software programs
are designed to support children in their writing efforts.
For
example,
sentences
and
some
then
programs
encourage
kids
to
cartoon
characters
will
act
construct
out
the
completed sentence. Other software programs provide practice
with long and short vowel sounds and creating compound words.
50
2.3 What teachers can do to help at school

Have students sort pictures and objects by the sound you're
teaching. At each stage, have children say the letter sound
over and over again.

Teach phonics in a systematic and explicit way. If your
curriculum materials are not systematic and explicit, talk
with your principal or reading specialist.

Be
sure
to
begin
the
systematic
and
explicit
phonics
instruction early; first grade would be best.

Help students understand the purpose of phonics by engaging
them in reading and writing activities that requires them to
apply the phonics information you've taught them.

Use manipulatives to help teach letter-sound relationships.
These
can
include
counters,
sound
boxes,
and
magnetic
letters.

Provide more of your instruction to students who you've
divided into need-based groups.
3. Vocabulary
With the help of parents and teachers, kids can overcome
vocabulary limitations that affect their reading. Below are
some tips and specific things to do.
51
3.1 What pupils can do to help themselves

Find books to read on your own. The more you read, the more
new words you'll see, and the more you'll learn about the
words.

Look ahead in textbooks to learn new vocabulary and concepts
before your teacher goes over the section in class.

Keep a list of key vocabulary and transition words.

Practice
telling
stories
using
the
words first, then,
and finally.
3.2 What parents can do to help at home

Engage your child in conversations every day. If possible,
include new and interesting words in your conversation.

Read to your child each day. When the book contains a new or
interesting word, pause and define the word for your child.
After you're done reading, engage your child in a conversation
about the book.

Help build word knowledge by classifying and grouping objects
or pictures while naming them.

Help build your child's understanding of language by playing
verbal games and telling jokes and stories.

Encourage your child to read on his own. The more children
read, the more words they encounter and learn.
52
3.3 What teachers can do to help at school

Help build language skills in class by playing oral and
written word exercises and games.

Teach students about the important, useful, and difficult
vocabulary words before students read the text. This will
help them remember the words and improve comprehension.

Offer
students
many
opportunities
to
encounter
target
vocabulary words beyond the context in which they are taught.

Have students use taught vocabulary words often and in various
ways both orally and in writing so they are better able to
remember the words and their meanings.

Teach vocabulary via explicit instruction and also through
independent readings.

Help students learn to use context clues to determine the
meanings of words. Teach them that some context clues are
more helpful than others and provide examples of helpful and
less helpful clues.

Read to your class each day. When the book contains a new or
interesting word, pause and define the word for your students.
After
you're
done
reading,
engage
your
students
in
a
conversation about the book.

Engage your students in conversations every day. If possible,
include new and interesting words in your conversation.
53

Explicitly teach the meanings of common prefixes, roots, and
suffixes.

Draw students' attention to common roots in a variety of words
(for
example,
the
similar
roots
and
words vision, visual, visible, invisible)
meanings
and
of
the
lead
a
discussion of the meanings of the words and how they tend to
be used.
4. Fluency
With the help of parents and teachers, kids can learn
strategies to cope with fluency issues that affect his or her
reading. Below are some tips and specific things to do.
4.1 What pupils can do to help themselves

Track the words with your finger as a parent or teacher
reads a passage aloud. Then you read it.

Have a parent or teacher read aloud to you. Then, match
your voice to theirs.

Read your favorite books and poems over and over again.
Practice getting smoother and reading with expression.
4.2 What parents can do to help at home

Support and encourage your child. Realize that he or she is
likely frustrated by reading.
54

Check with your child's teachers to find out their
assessment of your child's word decoding skills.

If your child can decode words well, help him or her build
speed and accuracy by:
o
Reading aloud and having your child match his voice to
yours
o
Having your child practice reading the same list of
words, phrase, or short passages several times
o
Reminding your child to pause between sentences and
phrases

Read aloud to your child to provide an example of how
fluent reading sounds.

Give your child books with predictable vocabulary and clear
rhythmic patterns so the child can "hear" the sound of
fluent reading as he or she reads the book aloud.

Use books on tapes; have the child follow along in the
print copy.
4.3 What teachers can do to help at school

Assess the student to make sure that word decoding or word
recognition is not the source of the difficulty (if
decoding is the source of the problem, decoding will need
to be addressed in addition to reading speed and phrasing).
55

Give the student independent level texts that he or she can
practice again and again. Time the student and calculate
words-correct-per-minute regularly. The student can chart
his or her own improvement.

Ask the student to match his or her voice to yours when
reading aloud or to a tape recorded reading.

Read a short passage and then have the student immediately
read it back to you.

Have the student practice reading a passage with a certain
emotion, such as sadness or excitement, to emphasize
expression and intonation.

Incorporate timed repeated readings into your instructional
repertoire.

Plan lessons that explicitly teach students how to pay
attention to clues in the text (for example, punctuation
marks) that provide information about how that text should
be read.
5. Comprehension
With the help of parents and teachers, kids can learn
strategies to cope with comprehension problems that affect
his or her reading. Below are some tips and specific things
to do.
56
5.1 What pupils can do to help themselves

Use outlines, maps, and notes when you read.

Make flash cards of key terms you might want to remember.

Read stories or passages in short sections and make sure you
know what happened before you continue reading.

Ask yourself, "Does this make sense?" If it doesn't, reread
the part that didn't make sense.

Read with a buddy. Stop every page or so and take turns
summarizing what you've read.

Ask a parent or teacher to preview a book with you before you
read it on your own.

As you read, try to form mental pictures or images that match
the story.
5.2 What parents can do to help at home

Hold a conversation and discuss what your child has read. Ask
your child probing questions about the book and connect the
events to his or her own life. For example, say "I wonder why
that girl did that?" or "How do you think he felt? Why?" and
"So, what lesson can we learn here?".

Help your child make connections between what he or she reads
and similar experiences he has felt, saw in a movie, or read
in another book.
57

Help your child monitor his or her understanding. Teach her
to continually ask herself whether she understands what she's
reading.

Help your child go back to the text to support his or her
answers.

Discuss the meanings of unknown words, both those he reads
and those he hears.

Read material in short sections, making sure your child
understands each step of the way.

Discuss
what
your
child
has
learned
from
reading
informational text such as a science or social studies book.
5.3 What teachers can do to help at school

As students read, ask them open-ended questions such as "Why
did things happen that way?" or "What is the author trying to
do here?" and "Why is this somewhat confusing?".

Teach students the structure of different types of reading
material.
For
instance,
narrative
texts
usually
have
a
problem, a highpoint of action, and a resolution to the
problem.
Informational
texts
may
describe,
compare
and
contrast, or present a sequence of events.

Discuss the meaning of words as you go through the text.
Target a few words for deeper teaching, really probing what
those words mean and how they can be used.
58

Teach note-taking skills and summarizing strategies.

Use graphic organizers that help students break information
down and keep track of what they read.

Encourage students to use and revisit targeted vocabulary
words.

Teach students to monitor their own understanding. Show them
how, for example, to ask themselves "What's unclear here?" or
"What information am I missing?" and "What else should the
author be telling me?".

Teach children how to make predictions and how to summarize.
6. Other Sources of Reading Difficulty
In terms of auditory processing it is best to ask the
parents of the child to consult for a doctor to check and give
commendations for the situation of auditory illness of the
child.
Effective and efficient memory is critical for reading and
school success. The following ten general strategies are offered
to help students develop a more efficient and effective memory.
1. Give directions in multiple formats
Students benefit from being given directions in both visual
and
verbal
formats.
In
addition,
their
understanding
and
memorizing of instructions could be checked by encouraging them
59
to repeat the directions given and explain the meaning of these
directions. Examples of what needs to be done are also often
helpful for enhancing memory of directions.
2. Teach students to over-learn material
Students should be taught the necessity of "over-learning"
new information. Often they practice only until they are able
to perform one error-free repetition of the material. However,
several
error-free
repetitions
are
needed
to
solidify
the
information.
3.
Teach
students
to
use
visual
images
and
other
memory
strategies
Another memory strategy that makes use of a cue is one
called word substitution. The substitute word system can be used
for information that is hard to visualize, for example, for the
word occipital or parietal. These words can be converted into
words that sound familiar that can be visualized. The word
occipital can be converted to exhibit hall (because it sounds
like exhibit hall). The student can then make a visual image of
walking into an art museum and seeing a big painting of a brain
with big bulging eyes (occipital is the region of the brain that
controls vision). With this system, the vocabulary word the
60
student is trying to remember actually becomes the cue for the
visual image that then cues the definition of the word.
4. Give teacher-prepared handouts prior to class lectures
Class lectures and series of oral directions should be
reinforced by teacher-prepared handouts. The handouts for class
lectures
could
consist
of
a
brief
outline
or
a
partially
completed graphic organizer that the student would complete
during
the
lecture.
Having
this
information
both
enables
students to identify the salient information that is given
during the lectures and to correctly organize the information
in their notes. Both of these activities enhance memory of the
information as well. The use of Post-Its to jot information down
on is helpful for remembering directions.
5. Teach students to be active readers
To enhance short-term memory registration and/or working
memory when reading, students should underline, highlight, or
jot key words down in the margin when reading chapters. They
can then go back and read what is underlined, highlighted, or
written in the margins. To consolidate this information in longterm memory, they can make outlines or use graphic organizers.
Research has shown that the use of graphic organizers increases
academic achievement for all students.
61
6. Write down steps in math problems
Students who have a weakness in working memory should not
rely on mental computations when solving math problems. For
example, if they are performing long division problems, they
should write down every step including carrying numbers. When
solving word problems, they should always have a scratch piece
of paper handy and write down the steps in their calculations.
This
will
help
prevent
them
from
losing
their
place
and
forgetting what they are doing.
7. Provide retrieval practice for students
Research has shown that long-term memory is enhanced when
students engage in retrieval practice. Taking a test is a
retrieval practice, i.e., the act of recalling information that
has been studied from long-term memory. Thus, it can be very
helpful for students to take practice tests. When teachers are
reviewing information prior to tests and exams, they could ask
the students questions or have the students make up questions
for everyone to answer rather than just retelling students the
to-be-learned information. Also, if students are required or
encouraged to make up their own tests and take them, it will
give their parents and/or teachers information about whether
they know the most important information or are instead focused
on details that are less important.
62
8. Help students develop cues when storing information
According to the memory research, information is easier
retrieved when it is stored using a cue and that cue should be
present at the time the information is being retrieved. For
example, the acronym HOMES can be used to represent the names
of
the
Great
Lakes
—
Huron,
Ontario,
Michigan,
Erie
and
Superior. The acronym is a cue that is used when the information
is being learned, and recalling the cue when taking a test will
help the student recall the information.
9. Prime the memory prior to teaching/learning
Cues that prepare students for the task to be presented
are helpful. This is often referred to as priming the memory.
For
instance,
when
a
reading
comprehension
task
is
given,
students will get an idea of what is expected by discussing the
vocabulary and the overall topic beforehand. This will allow
them to focus on the salient information and engage in more
effective depth of processing. Advance organizers also serve
this purpose. For older students, Clif Notes for pieces of
literature are often helpful aids for priming the memory.
63
10. Review material before going to sleep
It should be helpful for students to review material right
before
going
to
sleep
at
night.
Research
has
shown
that
information studied this way is better remembered. Any other
task that is performed after reviewing and prior to sleeping
(such as getting a snack, brushing teeth, listening to music)
interferes with consolidation of information in memory.
7. Other Strategies to Solve Reading Difficulties
Reading Intervention Models
The
reading
intervention
models
is
an
intervention
program by the Department of Education Division of Oriental
Mindoro District of Victoria on its program Project Reach for
the STAR (Strive Toward Achievement in Reading) to improve the
reading level of pupils from non-reader and frustration to
instructional and independent level. This models are designed
to address the varying needs of the learners and to give
solutions
to
reading
problems
of
the
pupils.
These
models
includes STAR Collection, Reading Buddy, Pull Out Approach,
Teacher Nanay, DEAR (Drop Everything And Read), PERR (Program
for effective Reading and Writing), FWAW (Five Words A Week),
APAD, Word Wall and MOBSW (Master the Basic Sight Words).
64
7.1
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).
7.2
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.
7.3
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.
7.4
Teacher Nanay
The school will ask help or assistance of some volunteer
parents who are knowledgeable enough and willing to serve as
65
reading teacher of poor readers during specified time either in
school or at home.
7.5
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.
7.6
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.
7.7
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.
7.8
APAD
Pupils will be asked to read aloud a short paragraph every
day before classes start in order to develop their oral reading
skills.
66
7.9
Word Wall
List of words will be posted on one side of the wall inside
the classroom for the pupils to read and master.
7.10 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.
IX.
PLAN OF ACTIONS
The table shows the action plan for eliminating reading
difficulties and improving the non-reader and frustration level
to instructional and independent level.
67
Conclusion
1. Profile of the Pupil Respondents
15.2 Profile of the respondents in terms of age
The youngest age of the respondents was 5 and the eldest
was 10. The mean age of the respondents was 6.37. This implies
that majority of the parents of the grade one pupils of entered
their child in the school at an early age.
15.3 Profile of the respondents in terms of Gender
The result reveals that 54.59% of the respondents were
male
45.61%
were
female.
It
can
be
gleaned
that
male
outnumbered the female probably because much number of the
enrolees for S.Y. 2016-2017 were male. This may be because
the large number of birth rate from 2004 up to present was
boys.
15.4 Profile of the Respondents in terms of Nutritional Status
Majority of the respondents’ nutritional status were
beyond the normal status. Probably the reason was that most
of
the
pupil
respondents’
weight
and
height
corresponds
normally with their age and they were healthy enough in
entering school.
68
1.4 Profile of the respondents in terms of Monthly Income of
Parents
Majority of the respondents belonged to poor families of
Barangay Macatoc with monthly income that ranged below 8,000
which means that most of parents can’t provide all the
necessary basic needs of their children.
1.5
Profile
of
the
respondents
in
terms
of
educational
attainment of mother
Majority of the respondents’ mothers did not finish a
college degree probably because most of them belonged to a
poor family and their parents cannot send and support them
for college education.
1.6
Profile
of
the
respondents
in
terms
of
educational
attainment of father
Majority of the respondents’ fathers were high school
graduates and majority of them did not finish a college
education because most of them belonged to a poor family and
their parents cannot support their for college education.
69
2. Level of Reading Performance of the Respondents
Specifically out of all grade one pupils, majority of
the respondents were on the non-reader level and frustration
level.This implies that almost all of the respondents were
having problems in reading or experiencing difficulty in
learning to read.

Reasons Why Respondents fall Under Non-reader and frustration
Level
3.1 Reading Difficulty in Terms of Phonological and Phonemic
Awareness as Pupil’s Perspective
Respondents have difficulty in reading and learning how to
read in terms of Phonological and Phonemic Awareness. Their own
perspective was supported by teacher’s perspective. This implies
that
the
respondents
have
difficulty
in
rhyming
words,
recognizing and producing sounds and syllabication.
15.5 Reading Difficulty in Terms of Phonological and Phonemic
Awareness as Pupil’s Perspective
Word decoding and phonics was one of the reasons for
reading difficulty experience by the respondents based on the
pupil’s perspective and teacher’s perspective. This implies that
70
the respondents have difficulty in applying his/her knowledge
of letter-sound relationships, including knowledge of letter
patterns, to correctly pronounce written words. This also mean
that
the
respondents
have
difficulty
in
letter-sound
relationships, and how to sound out words.
15.6 Reading Difficulty in Terms of Vocabulary
Reading difficulty in terms of vocabulary is one of the
reasons for reading difficulty experience by the respondents
which from the pupil’s perspective. This result was supported
by the teacher’s perspective. This denotes that the respondents
have
difficulty
in
understanding
words
to
communicate
effectively. This implies that the pupils had a hard time to
find the words that they need to know to understand what they
read. This also implies that a reader cannot understand a text
without knowing what most of the words mean.
15.7 Reading Difficulty in Terms of Fluency
Fluency
is
one
of
the
reading
difficulties
that
the
respondents experience in learning how to read. The pupil’s
perspective also relates with that of the teacher’s perspective.
This implies that pupil respondents have difficulty to read with
speed, accuracy, and proper expression. They were not confident
71
in reading aloud or silently do not read smoothly and has no
proper expression.
15.8 Reading Difficulty in Terms of Comprehension
Comprehension is one of the major reasons for reading
difficulties the respondents experience in learning how to read.
This result from the pupil’s perspective was supported by the
teacher’s perspective. This implies that pupil respondents have
difficulty in understanding and interpretation of what is read.
They find it hard to decode what they read, had a hard time to
make connections between what they read and what they already
know, and have difficulty to think deeply about what they have
read.
This
also
mean
that
they
do
not
have
a
sufficient
vocabulary, or their knowing of the meanings of words is not
enough.
15.9 Other Sources of Reading Disability
Other sources of reading disability particularly auditory
processing, memory and attention were some of the problems why
respondents have a hard time to learn how to read based on the
pupil’s perspective. The same is true with that of the teacher’s
perspective. Problems related to auditory processing implies
that there is something in pupil respondents that is affecting
72
the processing or interpretation of the information a child
hears. They often find it difficult to pay attention, listen
to, and remember information presented orally. They may need
more time to process information. This also mean that they often
do not recognize subtle differences between sounds in words,
even though the sounds themselves are loud and clear.
Reading difficulty related to memory implies that pupil
respondents
find
it
hard
to
place
information
into
their
memories and retrieve it when needed. Difficulty related to
attention implies that the respondents is often failing to give
close attention to details, often does not seem to listen when
spoken to directly, often has difficulty organizing tasks and
activities,
and
is
often
easily
distracted
by
extraneous
stimuli.
16 SOLUTIONS
The following are the solutions to reading difficulties
that the pupil respondents experience in reading.
4.1
Phonological and Phonemic Awareness
4.1.1 What pupils can do to help themselves

Be willing to play word and sounds games with parents or
teachers.
73

Be patient with learning new information related to words and
sounds. Giving the ears a workout is difficult!

Practice hearing the individual sounds in words. It may help
to use a plastic chip as a counter for each sound you hear in
a word.

Be willing to practice writing. This will give you a chance
to match sounds with letters.
4.1.2 What parents can do to help at home

Check with your child's teacher or principal to make sure the
school's
reading
program
teaches
phonological,
phonemic
awareness, and phonics skills.

If your child is past the ages at which phonemic awareness
and
phonological
skills
are
taught
class-wide
(usually
kindergarten to first or second grade), make sure he or she
is receiving one-on-one or small group instruction in these
skills.

Do activities to help your child build sound skills (make
sure they are short and fun; avoid allowing your child to get
frustrated):
o
Help your child think of a number of words that start
with the /m/ or /ch/ sound, or other beginning sounds.
74
o
Make up silly sentences with words that begin with the
same
sound,
such
as
"Nobody
was
nice
to
Nancy's
neighbor".
o
Play simple rhyming or blending games with your child,
such as taking turns coming up with words that rhyme
(go – no)
or
blending
simple
words
(/d/,
/o/,
/g/
= dog).

Read books with rhymes. Teach your child rhymes, short poems,
and songs.

Practice the alphabet by pointing out letters wherever you
see them and by reading alphabet books.

Consider using computer software that focuses on developing
phonological and phonemic awareness skills. Many of these
programs use colorful graphics and animation that keep young
children engaged and motivated.
4.1.3 What teachers can do to help at school

Learn all about phonemes (there are more than 40 speech sounds
that may not be obvious to fluent readers and speakers).

Make sure the school's reading program and other materials
include
skill-building
kindergarten
and
first
in
grade
naturally, but must be taught).
phonemes,
(these
especially
skills
do
not
in
come
75

If children are past the age at which phonemic awareness and
phonological
skill-building
are
addressed
(typically
kindergarten through first or second grade), attend to these
skills one-on-one or in a small group. Ask your school's
reading
specialist
for
help
finding
a
research-based
supplemental or intervention program for students in need.

Identify the precise phoneme awareness task on which you wish
to focus and select developmentally appropriate activities
for engaging children in the task. Activities should be fun
and exciting – play with sounds, don't drill them.

Make sure your school's reading program and other materials
include systematic instruction in phonics.

Consider teaching phonological and phonemic skills in small
groups since students will likely be at different levels of
expertise.
Remember
that
some
students
may
need
more
reinforcement or instruction if they are past the grades at
which phonics is addressed by a reading program (first through
third grade).
4.2. Word Decoding and Phonics
16.2.1

What pupils can do to help themselves
Play with magnetic letters. See how quickly you can put them
in alphabetical order while singing the alphabet song.
76

Look at written materials around your house and at road signs
to see if you can spot familiar words and letter patterns.

Write notes, e-mails, and letters to your friends and family.
Represent each sound you hear as you write.

When you're trying to sound out a word, pay close attention
to the print. Try to look at all the letters in the word, not
just the first one or two.
4.2.2 What parents can do to help at home

For a younger reader, help your child learn the letters and
sounds of the alphabet. Occasionally point to letters and ask
your child to name them.

Help your child make connections between what he or she might
see on a sign or in the newspaper and the letter and sound
work he or she is doing in school.

Encourage your child to write and spell notes, e-mails, and
letters using what he knows about sounds and letters.

Talk with your child about the "irregular" words that she'll
often see in what she's reading. These are the words that
don't
follow
the
usual
letter-sound
rules.
These
words
include said, are, and was. Students must learn to recognize
them "at sight."

Consider using computer software that focuses on developing
phonics and emergent literacy skills. Some software programs
77
are designed to support children in their writing efforts.
For
example,
sentences
and
some
then
programs
encourage
kids
to
cartoon
characters
will
act
construct
out
the
completed sentence. Other software programs provide practice
with long and short vowel sounds and creating compound words.
4.2.3 What teachers can do to help at school

Have students sort pictures and objects by the sound you're
teaching. At each stage, have children say the letter sound
over and over again.

Teach phonics in a systematic and explicit way. If your
curriculum materials are not systematic and explicit, talk
with your principal or reading specialist.

Be
sure
to
begin
the
systematic
and
explicit
phonics
instruction early; first grade would be best.

Help students understand the purpose of phonics by engaging
them in reading and writing activities that requires them to
apply the phonics information you've taught them.

Use manipulatives to help teach letter-sound relationships.
These
can
include
counters,
sound
boxes,
and
magnetic
letters.

Provide more of your instruction to students who you've
divided into need-based groups.
78
16.3 Vocabulary
4.3.1 What pupils can do to help themselves

Find books to read on your own. The more you read, the more
new words you'll see, and the more you'll learn about the
words.

Look ahead in textbooks to learn new vocabulary and concepts
before your teacher goes over the section in class.

Keep a list of key vocabulary and transition words.

Practice
telling
stories
using
the
words first, then,
and finally.
4.3.2 What parents can do to help at home

Engage your child in conversations every day. If possible,
include new and interesting words in your conversation.

Read to your child each day. When the book contains a new or
interesting word, pause and define the word for your child.
After you're done reading, engage your child in a conversation
about the book.

Help build word knowledge by classifying and grouping objects
or pictures while naming them.

Help build your child's understanding of language by playing
verbal games and telling jokes and stories.
79

Encourage your child to read on his own. The more children
read, the more words they encounter and learn.
4.3.3 What teachers can do to help at school

Help build language skills in class by playing oral and
written word exercises and games.

Teach students about the important, useful, and difficult
vocabulary words before students read the text. This will
help them remember the words and improve comprehension.

Offer
students
many
opportunities
to
encounter
target
vocabulary words beyond the context in which they are taught.

Have students use taught vocabulary words often and in various
ways both orally and in writing so they are better able to
remember the words and their meanings.

Teach vocabulary via explicit instruction and also through
independent readings.

Help students learn to use context clues to determine the
meanings of words. Teach them that some context clues are
more helpful than others and provide examples of helpful and
less helpful clues.

Read to your class each day. When the book contains a new or
interesting word, pause and define the word for your students.
After
you're
done
reading,
conversation about the book.
engage
your
students
in
a
80

Engage your students in conversations every day. If possible,
include new and interesting words in your conversation.

Explicitly teach the meanings of common prefixes, roots, and
suffixes.

Draw students' attention to common roots in a variety of words
(for
example,
the
similar
roots
and
words vision, visual, visible, invisible)
meanings
and
of
the
lead
a
discussion of the meanings of the words and how they tend to
be used.
16.4 Fluency
4.4.1 What pupils can do to help themselves

Track the words with your finger as a parent or teacher
reads a passage aloud. Then you read it.

Have a parent or teacher read aloud to you. Then, match
your voice to theirs.

Read your favorite books and poems over and over again.
Practice getting smoother and reading with expression.
4.4.2 What parents can do to help at home

Support and encourage your child. Realize that he or she is
likely frustrated by reading.

Check with your child's teachers to find out their
assessment of your child's word decoding skills.
81

If your child can decode words well, help him or her build
speed and accuracy by:
o
Reading aloud and having your child match his voice to
yours
o
Having your child practice reading the same list of
words, phrase, or short passages several times
o
Reminding your child to pause between sentences and
phrases

Read aloud to your child to provide an example of how
fluent reading sounds.

Give your child books with predictable vocabulary and clear
rhythmic patterns so the child can "hear" the sound of
fluent reading as he or she reads the book aloud.

Use books on tapes; have the child follow along in the
print copy.
4.4.3 What teachers can do to help at school

Assess the student to make sure that word decoding or word
recognition is not the source of the difficulty (if
decoding is the source of the problem, decoding will need
to be addressed in addition to reading speed and phrasing).

Give the student independent level texts that he or she can
practice again and again. Time the student and calculate
82
words-correct-per-minute regularly. The student can chart
his or her own improvement.

Ask the student to match his or her voice to yours when
reading aloud or to a tape recorded reading.

Read a short passage and then have the student immediately
read it back to you.

Have the student practice reading a passage with a certain
emotion, such as sadness or excitement, to emphasize
expression and intonation.

Incorporate timed repeated readings into your instructional
repertoire.

Plan lessons that explicitly teach students how to pay
attention to clues in the text (for example, punctuation
marks) that provide information about how that text should
be read.
16.5 Comprehension
4.5.1 What pupils can do to help themselves

Use outlines, maps, and notes when you read.

Make flash cards of key terms you might want to remember.

Read stories or passages in short sections and make sure you
know what happened before you continue reading.

Ask yourself, "Does this make sense?" If it doesn't, reread
the part that didn't make sense.
83

Read with a buddy. Stop every page or so and take turns
summarizing what you've read.

Ask a parent or teacher to preview a book with you before you
read it on your own.

As you read, try to form mental pictures or images that match
the story.
4.5.2 What parents can do to help at home

Hold a conversation and discuss what your child has read. Ask
your child probing questions about the book and connect the
events to his or her own life. For example, say "I wonder why
that girl did that?" or "How do you think he felt? Why?" and
"So, what lesson can we learn here?".

Help your child make connections between what he or she reads
and similar experiences he has felt, saw in a movie, or read
in another book.

Help your child monitor his or her understanding. Teach her
to continually ask herself whether she understands what she's
reading.

Help your child go back to the text to support his or her
answers.

Discuss the meanings of unknown words, both those he reads
and those he hears.
84

Read material in short sections, making sure your child
understands each step of the way.

Discuss
what
your
child
has
learned
from
reading
informational text such as a science or social studies book.
4.5.3 What teachers can do to help at school

As students read, ask them open-ended questions such as "Why
did things happen that way?" or "What is the author trying to
do here?" and "Why is this somewhat confusing?".

Teach students the structure of different types of reading
material.
For
instance,
narrative
texts
usually
have
a
problem, a highpoint of action, and a resolution to the
problem.
Informational
texts
may
describe,
compare
and
contrast, or present a sequence of events.

Discuss the meaning of words as you go through the text.
Target a few words for deeper teaching, really probing what
those words mean and how they can be used.

Teach note-taking skills and summarizing strategies.

Use graphic organizers that help students break information
down and keep track of what they read.

Encourage students to use and revisit targeted vocabulary
words.

Teach students to monitor their own understanding. Show them
how, for example, to ask themselves "What's unclear here?" or
85
"What information am I missing?" and "What else should the
author be telling me?".

Teach children how to make predictions and how to summarize.
16.6 Other Sources of Reading Difficulty
In terms of auditory processing it is best to ask the
parents of the child to consult for a doctor to check and give
commendations for the situation of auditory illness of the
child.
Effective and efficient memory is critical for reading and
school success. The following ten general strategies are offered
to help students develop a more efficient and effective memory.
4.6.1. Give directions in multiple formats
Students benefit from being given directions in both visual
and
verbal
formats.
In
addition,
their
understanding
and
memorizing of instructions could be checked by encouraging them
to repeat the directions given and explain the meaning of these
directions. Examples of what needs to be done are also often
helpful for enhancing memory of directions.
4.6.2. Teach students to over-learn material
Students should be taught the necessity of "over-learning"
new information. Often they practice only until they are able
86
to perform one error-free repetition of the material. However,
several
error-free
repetitions
are
needed
to
solidify
the
information.
4.6.3. Teach students to use visual images and other memory
strategies
Another memory strategy that makes use of a cue is one
called word substitution. The substitute word system can be used
for information that is hard to visualize, for example, for the
word occipital or parietal. These words can be converted into
words that sound familiar that can be visualized. The word
occipital can be converted to exhibit hall (because it sounds
like exhibit hall). The student can then make a visual image of
walking into an art museum and seeing a big painting of a brain
with big bulging eyes (occipital is the region of the brain that
controls vision). With this system, the vocabulary word the
student is trying to remember actually becomes the cue for the
visual image that then cues the definition of the word.
4.6.4. Give teacher-prepared handouts prior to class lectures
Class lectures and series of oral directions should be
reinforced by teacher-prepared handouts. The handouts for class
lectures
could
consist
of
a
brief
outline
or
a
partially
completed graphic organizer that the student would complete
87
during
the
lecture.
Having
this
information
both
enables
students to identify the salient information that is given
during the lectures and to correctly organize the information
in their notes. Both of these activities enhance memory of the
information as well. The use of Post-Its to jot information down
on is helpful for remembering directions.
4.6.5. Teach students to be active readers
To enhance short-term memory registration and/or working
memory when reading, students should underline, highlight, or
jot key words down in the margin when reading chapters. They
can then go back and read what is underlined, highlighted, or
written in the margins. To consolidate this information in longterm memory, they can make outlines or use graphic organizers.
Research has shown that the use of graphic organizers increases
academic achievement for all students.
4.6.6. Write down steps in math problems
Students who have a weakness in working memory should not
rely on mental computations when solving math problems. For
example, if they are performing long division problems, they
should write down every step including carrying numbers. When
solving word problems, they should always have a scratch piece
of paper handy and write down the steps in their calculations.
88
This
will
help
prevent
them
from
losing
their
place
and
forgetting what they are doing.
4.6.7. Provide retrieval practice for students
Research has shown that long-term memory is enhanced when
students engage in retrieval practice. Taking a test is a
retrieval practice, i.e., the act of recalling information that
has been studied from long-term memory. Thus, it can be very
helpful for students to take practice tests. When teachers are
reviewing information prior to tests and exams, they could ask
the students questions or have the students make up questions
for everyone to answer rather than just retelling students the
to-be-learned information. Also, if students are required or
encouraged to make up their own tests and take them, it will
give their parents and/or teachers information about whether
they know the most important information or are instead focused
on details that are less important.
4.6.8. Help students develop cues when storing information
According to the memory research, information is easier
retrieved when it is stored using a cue and that cue should be
present at the time the information is being retrieved. For
example, the acronym HOMES can be used to represent the names
of
the
Great
Lakes
—
Huron,
Ontario,
Michigan,
Erie
and
89
Superior. The acronym is a cue that is used when the information
is being learned, and recalling the cue when taking a test will
help the student recall the information.
4.6.9. Prime the memory prior to teaching/learning
Cues that prepare students for the task to be presented
are helpful. This is often referred to as priming the memory.
For
instance,
when
a
reading
comprehension
task
is
given,
students will get an idea of what is expected by discussing the
vocabulary and the overall topic beforehand. This will allow
them to focus on the salient information and engage in more
effective depth of processing. Advance organizers also serve
this purpose. For older students, Clif Notes for pieces of
literature are often helpful aids for priming the memory.
4.6.10. Review material before going to sleep
It should be helpful for students to review material right
before
going
to
sleep
at
night.
Research
has
shown
that
information studied this way is better remembered. Any other
task that is performed after reviewing and prior to sleeping
(such as getting a snack, brushing teeth, listening to music)
interferes with consolidation of information in memory.
90
16.7 Other Strategies to Solve Reading Difficulties
16.7.1
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).
16.7.2
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.
16.7.3 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.
91
16.7.4
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.
16.7.5
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.
16.7.6
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.
16.7.7
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.
92
16.7.8
APAD
Pupils will be asked to read aloud a short paragraph every
day before classes start in order to develop their oral reading
skills.
16.7.9
Word Wall
List of words will be posted on one side of the wall inside
the classroom for the pupils to read and master.
16.7.10 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.
93
Bibliography
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
94
APPENDIX A
Questionnaire
I.
Profile
Name of Pupil: ________________________________ Age:____________
Gender:________________________
Nutritional Status (Put Check /):__ Severely Wasted ___ Wasted
___ Normal ___ Overweight
Family Monthly Income (Put Check /):___ 2,000 and below, ___
2001 to 4000, ___4001 to 6000, ___6001 to 8000, 8001 to 10000,
___10001 and above
Father’s Educational Attainment (Put Check /):
___ Elementary Undergraduate, ___Elementary Graduate,
___ Secondary Undergraduate, ___Elementary Graduate,
___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate,
___ Post Graduate Studies Undergraduate, ___ Post Graduate
Studies Graduate
Mother’s Educational Attainment (Put Check /):
___ Elementary Undergraduate, ___Elementary Graduate,
___ Secondary Undergraduate, ___Elementary Graduate,
___ Vocational/Technical Undergraduate, ___ Vocational/Technical
Graduate, ___ College Undergraduate, ___ College Graduate,
___ Post Graduate Studies Undergraduate, ___ Post Graduate
Studies Graduate
95
II.
Reading Level
Reading Level: _____________________________
III. Reasons for Reading Disability
Reading Disability
Pupil’s Perspective
I.
Phonological and Phonemic Awareness
1. I don't know any words that rhyme with cat.
2. What do you mean when you say, "What sounds
are in the word brush?"
3. I'm not sure how many syllables are in my
name.
4. I don't know what sounds are the same in bit
and hit.
II. Word Decoding and Phonics
1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. Figuring out the words takes so much of my
energy, I can't even think about what it means.
3. I don't know how to sound out these words.
4. I know my letters and sounds, but I just can't
read words on a page.
III. Vocabulary
1. I heard my friend tell what happened in the
movie but I didn't really understand what he
said about it.
2. I feel like I just use the same words over
and over again in my writing.
3. I don't like to read on my own because I
don't understand lots of the words in the
book.
IV. Fluency
1. I just seem to get stuck when I try to read a
lot of the words in this chapter.
2. It takes me so long to read something.
Check (/)if
you
experience
this
96
3. Reading through this book takes so much of my
energy, I can't even think about what it
means.
V.
Comprehension
1. It takes me so long to read something. It's
hard to follow along with everything going
on.
2. I didn't really get what that book was about.
3. Why did that character do that? I just don't
get it!
4. I'm not sure what the most important parts of
the book were.
5. I couldn't really create an image in my head
of what was going on.
VI. Other Sources of Reading Disability
1. I have difficulty hearing others
2. I have difficulty talking with others
3. I can’t remember what other says
4. I can’t focus on what I should read
Reading Disability
Teacher’s Perspective
I.
Phonological and Phonemic Awareness
17 She doesn't correctly complete blending
activities; for example, put together sounds
/k/ /i/ /ck/ to make the word kick.
18 He doesn't correctly complete phoneme
substitution activities; for example, change
the /m/ in mate to /cr/ in order to make crate
19 He has a hard time telling how many syllables
there are in the word paper.
20 He has difficulty with rhyming, syllabication,
or spelling a new word by its sound.
II. Word Decoding and Phonics
8. She has difficulty matching sounds and letters,
which can affect reading and spelling.
9. She decodes in a very labored manner.
10. He has trouble reading and spelling
phonetically.
11. She has a high degree of difficulty with
phonics patterns and activities.
12. He guesses at words based on the first letter
or two.
Check (/)if
the pupil
have this
97
13. Even though I taught several short vowel
sounds (or other letter sounds or patterns),
the corresponding letters are not showing up in
his writing samples.
14. Even though I taught certain letter patterns,
she isn't able to recognize them when reading
words.
III. Vocabulary
8. She's unable to tell about her day in a way
that makes sense.
9. She misuses common words.
10.
He doesn't link words from a book to
similar words from another book or from real
life.
11.
He's often not able to find the right
word to describe something.
12.
She has questions about a lot of word
meanings in a grade appropriate text.
13.
He seems to have a weak vocabulary.
14.
She is not able to make connections
among words in various texts.
IV. Fluency
11.
He knows how to read words but seems to
take a long time to read a short book or
passage silently.
12.
She reads a book with no expression.
13.
He stumbles a lot and loses his place
when reading something aloud.
14.
She reads aloud very slowly.
15.
She moves her mouth when reading
silently (subvocalizing).
16.
Her results on words-correct-per-minute
assessments are below grade level or targeted
benchmark.
17.
She has difficulty and grows frustrated
when reading aloud, either because of speed
or accuracy.
18.
She does not "chunk" words into
meaningful units.
19.
When reading, he doesn't pause at
meaningful breaks within sentences or
paragraphs.
20.
He does not read aloud with expression;
that is, he does not change his tone where
appropriate.
V.
Comprehension
98
14.
She's not able to summarize a passage or
a book.
15.
He might be able to tell you what
happened in a story, but can't explain why
events went the way they did.
16.
She can't explain what a character's
thoughts or feelings might have been.
17.
He doesn't link events in a book to
similar events from another book or from real
life.
18.
He doesn't link events in a book to
similar events from another book or from real
life.
19.
He seems to focus on the "wrong" aspect
of a passage; for example, he concentrates so
much on the details that the main idea is
lost.
20.
She can tell the outcome of a story, but
cannot explain why things turned out that
way.
21.
He does not go behind what is presented
in a book to think about what might happen
next or why characters took the action they
did.
22.
She brings up irrelevant information
when trying to relate a passage to something
in her own life.
23.
He seems to have a weak vocabulary.
24.
She cannot tell the clear, logical
sequence of events in a story.
25.
He does not pick out the key facts from
informational text.
26.
He cannot give you a "picture" of what's
going on in a written passage; for example,
what the characters look like or details of
where the story takes place.
VI. Other Sources of Reading Disability
5. It seems that she can’t hear me
6. It seems that she can’t talk
7. She doesn’t remember anything
8. She has difficulty in focusing
99
APPENDIX B
Letter to the School Principal
Letter to the Schools Division Superintendent
Department of Education
Region IV-B MIMAROPA
Schools Division of Oriental Mindoro
Macatoc Elementary School
July 12, 2016
JOSEPHINE F. FIEDALAN
The Schools Principal
Macatoc Elementary School
Madame:
Greetings of Peace!
I am at present conducting a proposal for an action research
entitled “The Reading Difficulty of Grade One Pupils of Macatoc
Elementary School”.
In this connection, may I be allowed to conduct the action research
on our school Macatoc Elementary School? Grade one pupils from the
sections of Lotus and Orchids for the School Year 2016-2017 will be the
respondents of my study.
Your favorable action on this request will be highly appreciated.
Thank you very much.
Very respectfully yours,
KAMILLE KAY Q. TAMOR
Master Teacher I
Researcher
Noted:
FEMELIEH F. DOCULAN
Master Teacher II
Approved by:
JOSEPHINE F. FIEDALAN
Principal I
Macatoc Elementary School