Enhancing Reading Fluency in Grade 7-Sienes through an Interactive Read-Aloud Tool
Using Microsoft Immersive Reader
Antoneth C. Alviola
Rebecca V. Bautista
Aileen A. Zamora
Hermenegilda Flores Gloria Memorial High School/ District 2 / Banilad, Dumaguete City
An Action Research Proposal
presented to the
Division Research Committee
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
1 of 10
TABLE OF CONTENTS
Title page
i
Table of Contents
ii
Chapter 1:
Chapter 2:
INTRODUCTION
Context and Rationale
iii
Action Research Question
iv
Proposed Strategy
v
ACTION RESEARCH METHODS
Research Design
vi
Participants
vii
Data Gathering Procedure
viii
Data Analysis Plan
ix
Ethical Considerations
x
REFERENCES
APPENDICES
Action Research Questionnaire/ Tool
xi
Work Plans and Timelines for Research Implementation
xii
Cost Estimates for Action Research Implementation
xiii
Plans for Dissemination, Utilization, and Advocacy
xiv
Transmittal Letter for Research Implementation
xv
Application Form and Endorsement of
Immediate Supervisor(s) of the Proponent(s)
Declaration of Anti-Plagiarism
xvi
Declaration of Absence of Conflict of Interest
xviii
Research Proponents’ Profile
xix
Criteria Guide for Appraising Action Research Proposal
xx
xvii
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
2 of 10
Chapter 1
INTRODUCTION
Context and Rationale
Reading fluency is a cornerstone skills essential for academic success, critical thinking,
and lifelong learning. Struggling readers often face barriers that hinder their ability to grasp key
concepts, engage in discussions, and perform well across various subjects. These challenges can
lead to decreased self-confidence, limited participation, and overall disengagement from the
learning process. Research indicates that early intervention is crucial in addressing reading
difficulties to prevent long-term academic challenges (Fujita, 2024).
During a Learning Action Cell (LAC) session, the proponents identified significant
challenges in English classes, particularly in the administration of the Philippine Informal Reading
Inventory (Phil-IRI). Based on the results, of the 28 Grade 7-Sienes students assessed, 10 were
classified under the frustration level in reading. This alarming finding highlights the urgent need
for intervention to support struggling readers in improving their fluency. Studies have shown that
students at the frustration level require targeted support to enhance their reading skills effectively.
To address these challenges, this action research introduces the Microsoft Immersive
Reader, an offline, interactive read-aloud tool designed to help students improve their reading
fluency. The tool highlights the text word-by-word as it is read aloud, which allows students to
visually track and connect sounds with written words. This process not only supports the
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
3 of 10
development of reading fluency but also enhances comprehension and engagement by integrating
auditory and visual learning experiences.
According to Johnson (2023), the Microsoft Immersive Reader facilitates students’ ability
to follow along with text, improving their comprehension and overall fluency. The interactive
features of the tool have been shown to be particularly beneficial for struggling readers, as it
accommodates both auditory and visual learning preferences, fostering a deeper understanding of
the material.
Furthermore, a study by Smith and Taylor (2022) demonstrated that students who utilized
the Microsoft Immersive Reader experienced significant improvements in reading fluency
compared to those who did not use the tool. This research suggests that the integration of such
interactive tools not only boosts students’ reading skills but also enhances their engagement and
motivation—critical factors in overcoming reading difficulties. By incorporating the Microsoft
Immersive Reader into classroom instruction, this study aims to provide Grade 7-Sienes students
with an accessible, effective, and engaging tool to enhance their reading abilities and overall
academic performance.
Action Research Question
Is the use of Microsoft Immersive Reader as an interactive read-aloud tool reduce the
number of struggling readers in Grade 7-Sienes?
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
4 of 10
Proposed Innovation, Intervention, or Strategy
Pre-Implementation Phase. The proponent/s conducted a Learning Action Cell (LAC)
session to identify the major challenges in English classes, specifically during the administration
of the Philippine Informal Reading Inventory (Phil-IRI). The Phil-IRI process involves a Group
Screening Test (GST), as well as passages for Oral Reading, Silent Reading, and Listening Tests,
accompanied by comprehension questions. Create the initial action research proposal/ craft or
develop the innovation, intervention, strategy or material; accomplish the documentary
attachments; present the proposal to the management; complete the proposal based on the
recommendations; submit the complete proposal for the committee evaluation, edited the proposal
based on the suggestions from the committee evaluation.
Implementation Phase. The proponent/s orient the research participants as to the study’s
nature, scope, and timeline; seek the participants’ free, prior, and informal consent and address
other ethical concerns; implement the strategy or employ the intervention or innovation; document
the process of implementation, make appropriate changes and adjustments, and assess the progress
using the strategy or intervention.
Post Implementation Phase. The proponent/s consolidate the results; tally and compute
the data using the appropriate statistical tools; analyze and discuss the results; prepare the
remaining parts of the report for completion; review the entire work and subject it to critiquing
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
5 of 10
and evaluation; submit the paper to the research committee for final presentation; edit it based on
the results and share the findings and recommendations for utilization; prepare for archival and
online publication.
Chapter 2
ACTION RESEARCH METHODS
This chapter discusses the research methods employed in this study, including the research
design, participants, data gathering methods, data analysis plan, and ethical considerations. These
elements are explained in detail to enable other researchers to replicate the methods in similar
contexts or implement similar interventions.
Research Design
This study employs a descriptive research design to address the challenges faced by Grade
7-Sienes students in improving their reading fluency. The descriptive design is appropriate as it
seeks to identify, analyze, and document the specific reading difficulties of students classified
under the frustration level, as determined by the results of the Philippine Informal Reading
Inventory (Phil-IRI).
Through the use of Microsoft Immersive Reader as an interactive read-aloud tool, this
action research aims to implement targeted interventions and evaluate their effectiveness in
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
6 of 10
enhancing students' reading skills. As emphasized by Garcia and Cruz (2023), technologyintegrated reading interventions not only address individual learning needs but also foster
inclusivity and participation in the classroom.
Participants
The participants of this study are 28 Grade 7-Sienes students from Hermenegilda Flores
Gloria Memorial High School, Banilad, Dumaguete City. These students were selected based on
their performance in the Philippine Informal Reading Inventory (Phil-IRI), which identified 10
students as reading at the frustration level. These students will be the primary focus of the
intervention, as they demonstrate significant challenges in reading fluency and comprehension.
Data Gathering Procedure
Pre-Data Gathering
The researchers coordinated with the school administration, students, and parents to secure
the necessary permissions and informed consent. Preparatory activities included the administration
of the Philippine Informal Reading Inventory (Phil-IRI) in December 2024 - January 2025 to
identify the specific reading needs of students. Additionally, the researchers developed materials
using the Microsoft Immersive Reader tailored to address the identified needs based on the Phil-
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
7 of 10
IRI results. An orientation session was also conducted with co-teachers to ensure a consistent and
effective delivery of the interventions.
Actual Data Gathering
During the actual data gathering phase, a pre-test using the Phil-IRI tools was administered
to establish baseline data on students’ reading abilities. The Microsoft Immersive Reader was
implemented as an interactive read-aloud tool from February to March 2025, spanning an 8-week
period with two sessions per week integrated into English classes. Throughout the intervention,
the researchers documented observations using checklists and anecdotal records to capture
students’ participation, engagement, and progress.
Post Data Gathering
After the interventions, a post-test using the Phil-IRI tools was conducted in April 2025 to
measure any improvements in students’ reading skills compared to their pre-test performance. The
gathered data, including test scores, observation notes, and teacher feedback, were compiled and
organized for analysis. The findings were then presented to stakeholders, such as students, parents,
and school administrators, to evaluate the effectiveness of the interventions and inform future
instructional strategies.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
8 of 10
Data Analysis Plan
The data collected for this study will be analyzed using both quantitative and qualitative
methods, ensuring alignment with the nature of the gathered information and the research
questions. For the quantitative analysis, statistical techniques will be applied to compare the preand post-intervention scores from the Philippine Informal Reading Inventory (Phil-IRI). These
comparisons will help determine the effectiveness of the Microsoft Immersive Reader as an
interactive read-aloud tool in improving students’ reading fluency. Descriptive statistics such as
mean, percentage, and frequency will be used to present the data.
For the qualitative analysis, thematic analysis will be employed to evaluate data gathered
from observations, focus group discussions (FGDs), and teacher logs. This approach will involve
identifying recurring patterns, and insights related to students’ engagement, self-confidence, and
overall progress during the intervention. The thematic analysis will provide a deeper understanding
of how the interventions influenced students’ attitudes and learning behaviors. The chosen
methods and tools for analysis ensure credibility and appropriateness for addressing the study’s
objectives and will draw references from similar research to support validity. By employing these
approaches, the study will comprehensively evaluate the impact of the Microsoft Immersive
Reader intervention on students' reading performance and engagement.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
9 of 10
Ethical Considerations
`
The study adheres strictly to ethical guidelines and principles in conducting research
involving human subjects, particularly students classified under vulnerable sectors. All procedures
will align with ethical standards to ensure that the rights and welfare of participants are
safeguarded, and the risk-benefit ratio is properly assessed to maintain the ethical soundness of the
study. Lastly, the interventions will be designed to prioritize beneficence, ensuring no harm comes
to the participants and that they benefit academically and personally from the learning approaches
implemented.
Informed Consent. Participants and their parents or guardians will be fully informed about
the purpose, scope, and procedures of the study. It will be emphasized that participation is
voluntary, and no individual will be compelled to participate. Participants and their parents will
also be assured that declining or withdrawing from the study at any time will not result in any
penalty or adverse consequence. Consent forms will clearly state that the research is conducted
solely for academic purposes and that the collected data will be exclusively used for such purposes.
Confidentiality Pledge. To ensure the confidentiality of gathered data, measures will be
implemented to protect the personal information of the participants. The identities of participants
will be replaced with codes, and any documents containing identifying information will be
removed and securely destroyed when no longer necessary for the research. Access to the master
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 10 of 10
list of participant codes will be restricted to the researcher only. Furthermore, all files containing
research data will be encrypted and password-protected to prevent unauthorized access. These
precautions will guarantee that participants' privacy is respected and upheld throughout the study.
Authorization to Access Private Information. The interest of the participants will be
protected by Republic Act 10173, also known as the Data Privacy Act of 2012. Henceforth, any
pertinent data or information of the participants of this study will not be accessed, transported, or
copied without the approval and consent of the Regional Research Committee (RRC).
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 11 of 10
References
Fujita, M. (2024). Early interventions for struggling readers: Implications for literacy
development. Educational Psychology Review, 36(4), 715-734.
Johnson, A. (2023). Impact of the Microsoft Immersive Reader on reading fluency among
middle school students. Educational Technology & Society, 26(1), 56-67.
Smith, D., & Taylor, B. (2022). Technology in the classroom: Improving reading fluency with
Microsoft Immersive Reader. Journal of Learning Disabilities, 55(2), 137-148.
Garcia, L., & Cruz, S. (2023). The role of assistive technology in reading comprehension: A case
study of the Microsoft Immersive Reader. Journal of Educational Technology, 12(2),
45-60.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 12 of 10
APPENDICES
ACTION RESEARCH QUESTIONNAIRE/ TOOL
Phil-IRI for JHS Group Screening Test
English 7
Directions: Read each selection and answer the questions that follow. Write only the
letter of the correct answer on the answer sheet.
A.
What Little Things!
By Madison Julius Cawein
From "One Day and Another"
What little things are those
That hold our happiness!
A smile, a glance, a rose
Dropped from her hair or dress;
A word, a look, a touch,
These are so much, so much.
An air we can't forget;
A sunset's gold that gleams;
A spray of mignonette,
Will fill the soul with dreams
More than all history says,
Or romance of old days.
For of the human heart,
Not brain, is memory;
These things it makes a part
Of its own entity;
The joys, the pains whereof
Are the very food of love.
SOURCE: https://www.public-domain-poetry.com/madison-julius-cawein/what-little-things-11569
1. Which of the following are 'little things' that hold happiness?
A. air, perfume, hair
B. flower, praise, look
C. joy, food, smile
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 13 of 10
D. word, touch, gold
2. In the 2nd stanza, what does the word, 'gleams' mean?
A. beams
B. dreams
C. reflects
D. shines
3. What general truth is expressed in the 2nd stanza?
A. Air is a basic need of everyone.
B. Everyone loves to dream.
C. Love and romance are the same.
D. The sunset's color is gold.
4. Which of the following contains a figure of speech?
A. A sunset's gold that gleams.
B. More than all history says.
C. Not brain, is memory.
D. What little things are those.
5. What sensory imagery was mostly used in stanza 1?
A. Auditory/Sound
B. Gustatory/Taste
C. Olfactory/Smell
D. Visual/Sight
6. Which of the following are themes expressed in the poem?
A. contentment, joy, memory
B. love, nature, happiness
C. romance, pain, health
D. sadness, joy, history
7. What does the line, “The joys, the pains whereof, Are the very food of love”
mean?
A. One must experience sadness to experience love
B. Sad and happy experiences make love grow
C. To love is to accept imperfections and limitations
D. Love is a beautiful experience and must be shared
8. What is the message of the poem?
A. Happiness can be found in little things.
B. Little things are part of memories.
C. The little things in life are important.
D. To live is to appreciate little things.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 14 of 10
9. What is the general tone of the poem?
A. Cheerful
B. Funny
C. Optimistic
D. Serious
10. What is the author’s purpose in writing the poem?
A. To act it out on stage
B. To express emotions
C. To narrate a story
D. To praise a loved one
B.
Plant Intelligence
Plants are considered as life-support on Earth because of the countless things they
provide to the entire biosphere. With their great significance and surprising qualities,
many scientists were drawn to consider whether plants have feelings or possess some
degree of intelligence. While many people believe that plants don’t have any emotions
as people do, plants do show signs of responding to their environment.
At present, many studies have been conducted to discover the possibility that plants
exhibit intelligence or at the least if they can feel. Many plant biologists and botanists
use the term “neural activity” to describe plant behavior despite the fact that plants don’t
have brains or neurons. One remarkable study that demonstrates such activity of plants
was done by Bohm J., et. al. (2016) (as cited by Trewavas, 2016) on a Venus fly-trap, a
plant that captures and consumes a variety of small flying insects. After carefully
examining the behavior of the said carnivorous plant, the researchers concluded that
the Venus fly-trap can actually “count” up to five. Their assumption was based on the
following observations: 1) As a fly-trap hair is touched the first time, the plant makes no
response; 2) When a second hair is touched within 20 seconds, the open petals of the
plant snap shut, trapping its potential meal; 3) As the insect begins to struggle, at the
third touch of a plant hair, the plant again makes no response; 4) The same lack of
response occurs the fourth time a plant hair is stimulated; and 5) Only with the fifth hair
touch do the plant’s digestive enzymes start the process of digesting its prey.
The abovementioned observations can be interpreted as the fly-trap’s knowledge on
when best to attack prey and avoid false starts. These may not be an indication of a
plant’s intelligence that is comparable to humans but these show that plants somehow
feel because of their response to their environment.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 15 of 10
No. of words: 326
(Written by Lyra B. Bedis)
References:
Martin, K. (2019). Are Plants Intelligent? Surprising Evidence That Plants Can Feel.
https://www.magellantv.com/articles/are-plants
Tony Trewavas, Plant Intelligence: An Overview, BioScience, Volume 66, Issue 7, 01 July 2016, Pages 542–551,
https://doi.org/10.1093/biosci/biw048Phil-IRI for JHS Group Screening Test
11. Why are plants considered as life-support on Earth?
A. They create habitats and shelter for selected organisms.
B. They maintain the atmosphere by absorbing oxygen.
C. They provide countless things to the entire biosphere.
D. They supply food to all human beings except animals.
12. Which of the following is stated in the first paragraph?
A. Plants can be considered intelligent but don’t have the ability to talk.
B. Plants can express their feelings but only when no one can see them.
C. Plants can provide so many things to humans but are not sufficient.
D. Plants can respond to their environment but do not have emotions.
13. Which of the following makes a Venus fly-trap unique?
A. It can capture small insects.
B. It can count up to five.
C. It can digest its preys.
D. It can release enzymes.
14. What does “neural activity” mean in the text?
A. It describes the complex behavior of plants.
B. It refers to the digestive process of animals.
C. It refers to the process of how the brain works.
D. It tells the way people think and act.
15. Which of the following observations about Venus fly-traps is NOT true?
A. The plant is not affected by the insect’s first touch.
B. The plant doesn’t respond until the second touch.
C. The plant snaps shut its petal after the third touch.
D. The plant starts digesting its prey on the fifth touch.
16. Based on the behavior of the Venus fly-trap, what can indicate the intelligence of
some plants?
A. Some plants can anticipate their prey's movement.
B. Some plants can help in eliminating harmful insects.
C. Some plants can identify when to catch their prey.
D. Some plants can protect themselves from danger.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 16 of 10
17. Which of the following is NOT stated in the selection?
A. Plants like humans are capable of feeling.
B. Plants like animals can engage in activities.
C. Plants like humans possess intelligence.
D. Plants like humans respond to the environment.
18. What is the author’s purpose in writing the text?
A. To amuse the readers about what Venus fly-traps can do
B. To compare and contrast plants and human beings
C. To inform the readers about a specific trait of plants.
D. To persuade the readers to take care of plants
19. How did the author accomplish his/her purpose?
A. By comparing plants and humans
B. By describing plants and humans
C. By enumerating traits of plants
D. By reporting results of studies
20. What main idea is expressed in the selection?
A. Plants are living things that are locomotive and responsive to the environment.
B. Plants are living things that have feelings and possess some degree of
intelligence.
C. Plants are living things that possess emotion and the ability to reason and feel.
D. Plants are living things that use different strategies to lure prey into their traps.
C.
Get to Know PAGASA’s Rainfall Warnings
The Philippines is visited by an average of 20 typhoons a year. Some are very
strong, bringing heavy rains and causing floods in many areas. In 2012, PAGASA
started using color-coded rainfall advisories. These were classified into three levels:
Yellow, Orange, and Red.
The Yellow Rainfall Warning means that there will be a heavy rainfall of 7.5 to
15 mm in an hour, which may continue for the next two hours. Flood is possible in
affected areas. The public are advised to check weather bulletin updates.
The Orange Rainfall Warning means that there will be intense rainfall of 15 to
30mm in an hour, which may continue for the next two hours. Flood is expected in
affected areas. The residents must be ready for possible evacuation.
The Red Rainfall Warning means that there will be torrential rainfall of more
than 30mm in an hour, which may continue for the next two hours. It is also given when
a rainfall of more than 65mm continues for three hours. Serious flooding is expected.
The residents should start evacuating.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 17 of 10
Through these color-coded rainfall warnings, the citizens become better prepared for
typhoons.
Number of words: 190 (Written by Ma. Glecita C. Columna)
Sources:
Dela Cruz, G. (4 April 2015). How to use PAGASA’s color-coded rainfall advisory. Retrieved from
https://www.rappler.com/moveph/88868-use-pagasa-color-coded-rainfall/
Rosales, C. (2021 July 21). What PAGASA's Yellow, Orange, and Red Rainfall Warnings Mean. Retrieved from
https://www.reportr.world/news/rainfall-warning-color-meaning-pagasa-a4373-20210721
21. What can be expected when a YELLOW rainfall warning is raised?
A. There will be continuous heavy rainfall for an hour.
B. There will be a strong typhoon in the next two hours.
C. There would be strong winds together with the rainfall.
D. There will be evacuation of people from flooded areas.
22. In which rainfall warning should residents start evacuating?
A. orange
B. red
C. violet
D. yellow
23. How much rainfall is expected in an hour when described as “intense”?
A. less than 7.5 mm or below 2 gallons of rain
B. 7.5 to 15 mm equivalent to 2 gallons of rain
C. 15 to 30mm equivalent to 4 to 8 gallons of rain
D. more than 30mm or 8 gallons or more of rain
24. What do the three color-coded rainfall advisories of PAGASA predict?
A. the heavy winds
B. the need for evacuation
C. the threat of flooding
D. the typhoon signals
25. What is the difference in the three color-coded rainfall advisories of PAGASA?
A. amount of rainfall there would be
B. height of the flood from the rainfall
C. number of hours it continues to rain
D. strength of wind brought by the rain Phil-IRI for JHS Group Screening Test
26. Which of the following is true about PAGASA’s color-coded rainfall warnings?
A. Classes will automatically be suspended when a rainfall warning is issued.
B. The darker the color of the rainfall advisory, the more dangerous the weather is.
C. There is a strong storm or typhoon coming every time a rainfall advisory is raised.
D. When a rainfall advisory is raised, people are expected to evacuate immediately.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 18 of 10
27. According to the article, what should be done when the yellow rainfall warning is
raised?
A. Leave homes immediately and go to the nearest evacuation center.
B. Listen to the next weather update and act based on the weather report.
C. Start packing most essential things and be ready to evacuate.
D. Stay at home and wait for PAGASA to raise a typhoon signal in the area.
28. Under what topic will PAGASA’s rainfall warning most likely be discussed?
A. Atmosphere
B. Climate
C. Temperature
D. Weather
29. Which important information is NOT mentioned in the text?
A. the amount of rainfall in an area for the next two hours
B. the government agency issuing the color-coded rainfall advisories
C. the activities the residents are expected to do for each rainfall advisory
D. emergency numbers to contact when there’s a need for evacuation
30. How did the author organize the ideas in the selection?
A. by describing the steps to be taken for specific rainfall warning
B. by enumerating the different types of color-coded rainfall warning
C. by identifying what cause the amount of rainfall for each color code
D. by suggesting what actions to take for each rainfall warning
D. Infographic from: DENR-EMB Region 1 Website: https://r1.emb.gov.ph/organizationalchart/Phil-IRI for JHS Group Screening Test
31. How many pounds of waste does a person produce every day approximately?
A. 1.5 pounds (0.7 kg)
B. 2.5 pounds (1.1 kg)
C. 3.5 pounds (1.6 kg)
D. 4.5 pounds (2 kg)
32. What is the Ecological Solid Waste Management Act of 2000?
A. It defines solid waste management as everyone’s own responsibility.
B. It dictates every citizen to reduce waste and use recycling technology.
C. It promotes better solid waste disposal technology to decrease pollution.
D. It provides a comprehensive ecological solid waste management program.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 19 of 10
33. According to the infographic, which statement is true about the situation of the
Philippines on solid waste?
A. The country is considered the largest contributor to solid waste in Asia.
B. The country is expecting an increase in the amount of waste next year.
C. The country is going to produce 18.05 million tons of trash every year.
D. The country is the 4th main generator of waste among ASEAN countries.
34. Which of the following is NOT a step on how to properly manage waste?
A. evaluate wastes
B. identify wastes
C. manage wastes
D. recycle wastes
35. Which of the following statements is supported by the infographic?
A. Wastes are classified into six categories.
B. Wastes can be managed based on 4Rs.
C. Wastes are produced by poor countries.
D. Wastes have an impact on the economy.
36. Food scraps like leftovers that went bad belong to what classification of waste?
A. e-waste
B. metal
C. organic
D. paper
37. What was the author's suggestion regarding waste management practice?
A. organize their waste properly
B. put labels on their trash bins
C. separate their garbage at home
D. use biodegradable containers
38. Which of the following actions DOES NOT support 3Rs (Reduce, Reuse,
Recycle)?
A. avoiding using disposable utensils, straws and napkins
B. buying secondhand items and donate used goods.
C. creating a backyard garden and buy local products.
D. controlling use of paper like mail, receipts, magazines
39. In addition to the 3Rs, people are encouraged to “rethink.” Which of the following
questions applies to rethinking waste management?
A. Can I do something different like using alternatives?
B. Can I recycle the material to create a new product?
C. Can I reduce the use of materials to lessen waste?
D. Can I use the product again for another purpose?
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 20 of 10
40. Which statement best summarizes the information presented in the infographic?
A. Waste reduction allows products to be used to their fullest extent.
B. Waste reduction can be achieved through solid waste management.
C. Waste reduction can sustain the environment for future generations.
D. Waste reduction prevents pollution and conserves natural energy.
*Sample Graded Passages for Grade 7
Phil-IRI for JHS – Graded Passage in English
FORM 3
Learner’s Record
Name:
Grade Level: 7
School: Hermenegilda F. Gloria Memorial High School
Division: Dumaguete City
Region: ____7____
Selection: Lili the Lizard and Koko the Gecko
Part A
Total time in Reading the Text: _________ minutes
Reading Rate: ____ words per minute
Responses to Questions: Score____ _____% Comprehension Level: _____
1. ____
6. ____
2. ____
7. ____
3. ____
8. ____
4. ____
9. ____
5. ____
10. ____
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 21 of 10
Part B
Word Reading
Types of Miscues
Number of Miscues
Mispronunciation (Maling Bigkas)
Omission (Pagkakaltas)
Substitution (Pagpapalit)
4 Insertion (Pagsisingit)
Repetition (Pag-uulit)
Transposition (Pagpapalit ng lugar)
Reversal (Paglilipat)
Total
Miscues
Number of Words in the
Passage
Word Reading
Score
Word Reading
Level
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 22 of 10
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
00
Effectivity
09.15.23
Page 23 of 10
RESEARCH MANAGEMENT: WORK PLANS AND TIMELINES
FOR RESEARCH IMPLEMENTATION
1st Proponent
2nd Proponent
3rd Proponent
: Antoneth C. Alviola
: Rebecca V. Bautista
: Aileen A. Zamora
Research Title : Enhancing Reading Fluency in Grade 7-Sienes through an
Interactive Read-Aloud Tool Using Microsoft Immersive
Reader
TASKS / ACTIVITIES
TARGET DATE
PERSON(s)
RESPONSIBLE /
INVOLVED
December 2-20, 2024
Researchers, school
administration,
students, parents.
December 2-20, 2024
Researchers, coteachers.
December 2-20, 2024
Researchers, coteachers.
December 2-20, 2024
Researchers, coteachers.
January 2-31,2025
Researchers, teachers,
students.
February to March 2025
Researchers, teachers,
students.
Pre-Implementation Phase
Coordination with school
administration, students, and
parents to secure permissions
and informed consent.
Development and validation of
customized materials using the
Microsoft Immersive Reader Tool
Conduct of the Philippine Informal
Reading Inventory (Phil-IRI) to
assess students’ needs.
Orientation session with coteachers to ensure consistent
delivery of interventions.
Implementation Phase
Administration of the pre-test
using Phil-IRI tools to establish
baseline data.
Implementation of Microsoft
Immersive Reader an interactive
read –aloud tool interventions
(two sessions per week over eight
weeks).
Doc. Ref. Code RO-PPRD-F035 Rev 00
Effectivity
Page 1 of 1
09.15.23
Documentation of student
progress using checklists and
anecdotal records.
Post Implementation Phase
Administration of the post-test
using Phil-IRI tools to measure
improvements.
Compilation and organization of
gathered data, including test
scores and teacher feedback.
Presentation of findings to
stakeholders (students, parents,
school administrators).
February to March 2025 Researchers, teachers.
April 1-4, 2025
Researchers, teachers,
students.
April 7-18, 2025
Researchers.
April 20-30, 2025
Researchers, school
administrators,
parents, students.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F065 Rev
Effectivity
09.15.23
Page
00
2 of 10
RESEARCH MANAGEMENT: COST ESTIMATES
FOR ACTION RESEARCH IMPLEMENTATION
Title of Action Research: Enhancing Reading Fluency in Grade 7-Sienes through an Interactive
Read-Aloud Tool Using Microsoft Immersive Reader
FIRST TRANCHE (80%)
ACTIVITIES / CATEGORIES
Coordination with school
administration, students, and
parents to secure permissions and
informed consent.
Development and validation of
customized materials using the
Microsoft Immersive Reader Tool.
Conduct of the Philippine Informal
Reading Inventory (Phil-IRI) to
assess students’ needs.
Orientation session with coteachers to ensure consistent
delivery of interventions.
RESOURCES / MATERIALS
ESTIMATED
COST
Printing of consent forms, meeting
materials
1,000
Portable speaker for the TV and
HDMI cord to connect to teacher’s
laptop
2,500
Phil-IRI forms, pens, notebooks
1,500
Venue setup, printed guidelines,
snacks
2,000
TOTAL FIRST TRANCHE
PhP _7,000___
Prepared by:
ANTONETH C. ALVIOLA
REBECCA V. BAUTISTA
AILEEN A. ZAMORA
Lead Proponent
Name & Signature
2nd Proponent
Name & Signature
3rd Proponent
Name & Signature
Date: January 13, 2025
Certified Correct:
MR. RUEL A. TORRES
Lead Proponent’s Immediate Supervisor
Representative from Finance Unit
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
RESEARCH MANAGEMENT: COST ESTIMATES
FOR ACTION RESEARCH IMPLEMENTATION
Title of Action Research: Enhancing Reading Fluency in Grade 7-Sienes through an Interactive
Read-Aloud Tool Using Microsoft Immersive Reader
LAST TRANCHE (20%)
ACTIVITIES / CATEGORIES
RESOURCES / MATERIALS
Administration of the post-test using
Phil-IRI tools to measure
improvements.
Compilation and organization of
gathered data, including test scores
and teacher feedback.
Presentation of findings to
stakeholders (students, parents,
school administrators).
ESTIMATED
COST
Phil-IRI forms, pens
1,000
Folders, binders, printing
paper
1,000
Venue setup, printed
reports, snacks
1,000
TOTAL SECOND TRANCHE
PhP__3,000__
Prepared by:
ANTONETH C. ALVIOLA
REBECCA V. BAUTISTA
AILEEN A. ZAMORA
Lead Proponent
Name & Signature
2nd Proponent
Name & Signature
3rd Proponent
Name & Signature
Date: January 13, 2025
Certified Correct:
MR. RUEL A. TORRES
Lead Proponent’s Immediate Supervisor
Representative from Finance Unit
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Plans for Dissemination and Utilization
Should this research conclude with a positive result, the researchers aim the following for
the effective dissemination and utilization of the research.





Organize workshops for students to introduce them to engaging reading fluency
activities tailored to their learning needs, based on Philippine Informal Reading
Inventory (Phil-IRI) results.
Work with English teachers to include research-based reading fluency
interventions, such as visual, auditory, and kinesthetic strategies, in their daily
lesson plans.
Share the research findings and best practices at district, division, and regional
seminars or conferences, encouraging schools to adopt and adapt the strategies.
Implement monitoring systems to track the progress of schools adopting the
strategies, gather feedback, and ensure the sustained success of reading fluency
interventions.
Present the findings to parents, school administrators, and other stakeholders,
emphasizing the importance of their support in fostering a reading-friendly
environment at school and home.
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
RESEARCH MANAGEMENT: TRANSMITTAL LETTER FOR RESEARCH IMPLEMENTATION
Date
DR. EDMARK IAN LADO CABIO, Ed. D, CESO VI
Assistant Schools Division Superintendent
Division of Dumaguete City
Negros Oriental, 6200
Sir/Madam/Dr. Cabio,
Greetings!
The undersigned will be conducting an action/basic research study with the title “Enhancing
Reading Fluency in Grade 7-Sienes through an Interactive Read-Aloud Tool Using
Microsoft Immersive Reader” to address the specific CIGPs in Grade 7 students at
Hermenegilda Flores Glorial Memorial High School, District 2, Banilad, Dumaguete City.
In this regard, the researcher(s) would like to ask approval from your good office to conduct the
study in Hermenegilda Flores Glorial Memorial High School in the Schools Division of
Dumaguete City. Rest assured that the documents taken from the study
participants/respondents and the research setting/environment will be kept confidential.
I/We am/are looking forward to a favorable approval on this matter.
Very truly yours,
ANTONETH C. ALVIOLA
REBECCA V. BAUTISTA
AILEEN A. ZAMORA
Approved:
DR. EDMARK IAN LADO CABIO, Ed. D, CESO VI
Assistant Schools Division Superintendent
Division of Dumaguete City
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F034 Rev 00
Effectivity
09.15.23
Page 1 of 1
RESEARCH MANAGEMENT: APPLICATION FORM AND ENDORSEMENT OF
IMMEDIATE SUPERVISOR OF THE PROPONENTS
A. RESEARCH INFORMATION
RESEARCH TITLE
Enhancing Reading Fluency in Grade 7-Sienes through an Interactive
Read-Aloud Tool Using Microsoft Immersive Reader
SHORT DESCRIPTION OF THE RESEARCH
This action research explores the effectiveness of using an Interactive Read-Aloud Tool with
Microsoft Immersive Reader to enhance the reading fluency of Grade 7-Sienes students at Hermenegilda
Flores Gloria Memorial High School. By integrating auditory, visual, kinesthetic, and tactile strategies
through the Immersive Reader, the study aims to address reading difficulties and improve fluency rates.
The research will examine the impact of this interactive tool on student engagement, comprehension, and
fluency, contributing to innovative teaching practices in the Division of Dumaguete City.
RESEARCH AGENDA CATEGORY
(Please check only one)
(Please check any, if applicable)
Main Themes
Cut-Across Themes
1. Teaching and Learning
___ 1. Disaster Risk Reduction and
___ a. Instruction
Management (DRRM)
___ b. Curriculum
___ a. Prevention and Mitigation
___
___ b. Preparedness
 c. Learners
___ d. Assessment
___ c. Response
___ e. Learning Outcomes
___ d. Rehabilitation and Recovery
2. Child Protection
___ 2. Gender and Development (GAD)
___ a. Bullying
___ 3. Inclusive Education
___ b. Teenage Pregnancy
___ 4. Others (please specify): _________
___ c. Child Abuse
___ d. Addiction
RESEARCH SCOPE
___ e. Media Consumption
(please
check
only one)
3. Human Resource Development
___ National
___ a. Teaching and Non-Teaching
_ ___ Region
Qualifications and Hiring
_ ___ Division
___ b. Career Development
_ ___ District
___ c. Employee Welfare
_ ___
 School
4. Governance
___ a. Planning
RESEARCH CATEGORY
___ b. Finance
(please
check
only one)
___ c. Program Management
___
___ d. Transparency and
 Action Research
___ Basic Research
Accountability
___ e. Evaluation
FUND SOURCE (e.g. BERF, SEF, others)*
AMOUNT
BERF
TOTAL AMOUNT
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F030 Rev 00
Effectivity
09.15.23
Page 1 of 4
B. PROPONENT INFORMATION
LEAD PROPONENT / INDIVIDUAL PROPONENT
LAST NAME:
ALVIOLA
BIRTHDATE (MM/DD/YYYY)
01/13/1999
CONTACT NUMBER 1:
09923563294
FIRST NAME:
ANTONETH
SEX:
 Male

 Female
MIDDLE NAME:
CADELIÑA
POSITION: TEACHER I
DESIGNATION: (if applicable)
CONTACT NUMBER 2:
EMAIL ADDRESS:
antoneth alviola.@deped.gov.ph
NAME OF SCHOOL / DISTRICT / OFFICE ASSIGNED
HERMENEGILDA F. GLORIA MEMORIAL HIGH
SCHOOL
CONTACT NUMBER OF SCHOOL / DISTRICT
ADDRESS OF SCHOOL / DISTRICT / OFFICE ASSIGNED
DIVISION
Division of
Dumaguete
City
Purok Ano, Banilad, Dumaguete City
EDUCATIONAL
ATTAINMENT
(DEGREE TITLE)
enumerate from
bachelor’s degree up
to doctorate degree
/ OFFICE
REGION
Region VII
TITLE OF THESIS / RELATED RESEARCH PROJECT
Bachelor in Secondary
Education -English
Enhancing Reading Fluency in Grade 7-Sienes through an Interactive
Read-Aloud Tool Using Microsoft Immersive Reader
SIGNATURE OF PROPONENT:
For Approved Research Only: (Regional Research Committee Approval)
DepED Payroll Account Recommended
BANK ACCOUNT NO.:
BANK NAME:
BANK BRANCH:
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F030 Rev 00
Effectivity
09.15.23
Page 2 of 4
ANNEX 1 – Page 3
PROPONENT 2
LAST NAME:
BAUTISTA
FIRST NAME:
REBECCA
BIRTHDATE (MM/DD/YYYY)
SEX:
11/22/196
3

Male


Female
CONTACT NUMBER 1:
MIDDLE NAME:
VIERRA
POSITION: SST-I
DESIGNATION: (if applicable)
CONTACT NUMBER 2:
09174353909
EMAIL ADDRESS:
rebecca.bautista006@deped.gov.ph
NAME OF SCHOOL / DISTRICT / OFFICE
ASSIGNED
CONTACT NUMBER OF SCHOOL /
DISTRICT / OFFICE
Hermenegilda F. Gloria Memorial High School
ADDRESS OF SCHOOL / DISTRICT / OFFICE
ASSIGNED
Purok Ano, Banilad, Dumaguete City
EDUCATIONAL
ATTAINMENT
(DEGREE TITLE)
enumerate from
bachelor’s degree up
to doctorate degree
Bachelor in
Secondary Education
-English
DIVISION
Dumaguete
City
REGION
VII
Enhancing Reading Fluency in Grade 7-Sienes through an Interactive
Read-Aloud Tool Using Microsoft Immersive Reader
SIGNATURE OF PROPONENT:
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F030 Rev 00
Effectivity
09.15.23
Page 4 of 4
PROPONENT 3
LAST NAME:
ZAMORA
FIRST NAME:
AILEEN
MIDDLE NAME:
AMION
BIRTHDATE (MM/DD/YYYY)
SEX:
POSITION: SST-II
06/30/1976

Male


Female
DESIGNATION: (if applicable)
CONTACT NUMBER 1:
CONTACT NUMBER 2:
EMAIL ADDRESS
Aileen.zamora@deped.gov.ph
09173854435
NAME OF SCHOOL / DISTRICT / OFFICE
ASSIGNED
CONTACT NUMBER OF SCHOOL /
DISTRICT / OFFICE
Hermenegilda F. Gloria Memorial High School
ADDRESS OF SCHOOL / DISTRICT / OFFICE
ASSIGNED
Purok Ano, Banilad, Dumaguete City
EDUCATIONAL
ATTAINMENT
(DEGREE TITLE)
enumerate from
bachelor’s degree up
to doctorate degree
Bachelor in
Secondary Education
-English
DIVISION
Dumaguete
City
REGION
VII
Enhancing Reading Fluency in Grade 7-Sienes through an Interactive
Read-Aloud Tool Using Microsoft Immersive Reader
SIGNATURE OF PROPONENT:
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F030 Rev 00
Effectivity
09.15.23
Page 4 of 4
IMMEDIATE SUPERVISOR’S CONFORME
I/We hereby endorse the attached RESEARCH PROPOSAL. I/We certify that the
proponent/s has/have the capacity to conduct a research study without compromising
his/her/their office functions.
Full Name
Position /
Designation
School /
District /
Office
(SDO/FD)
Lead Proponent’s
Immediate
Supervisor
Second Proponent’s
Immediate
Supervisor
Third Proponent’s
Immediate
Supervisor
RUEL A. TORRES
RUEL A. TORRES
RUEL A. TORRES
SCHOOL HEAD
SCHOOL HEAD
SCHOOL HEAD
Hermenegilda
Flores Glorial
Memorial High
School/ District 2 /
Banilad,
Dumaguete City
Hermenegilda Flores
Glorial Memorial High
School/ District 2 /
Banilad,
Dumaguete City
Hermenegilda
Flores Glorial
Memorial High
School/ District 2 /
Banilad,
Dumaguete City
Signature
Date
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F030 Rev 00
Effectivity
09.15.23
Page 4 of 4
RESEARCH MANAGEMENT:
DECLARATION OF ANTI-PLAGIARISM
1. I/We,
Antoneth C. Alviola, Rebecca V. Baustista & Ailleen A. Zamora , understand that
plagiarism is the act of taking and using another’s ideas and works and passing them off as
one’s own. This includes explicitly copying the whole work of another person and/or using
some parts of such work without proper acknowledgement and referencing
2. I/We hereby attest to the originality of this research proposal and has/ have cited properly all
the references used. I/We further commit that all deliverables and the final research study
emanating from this proposal shall be of original content. I/We shall use appropriate citations
in referencing other works from various sources.
3. I/We understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education, as
stipulated in DO. No. 16, s 2017 entitled “Research Management Guidelines (RMG).”
Lead Proponent
Second Proponent
Third Proponent
ANTONETH C. ALVIOLA
REBECCA V. BAUTISTA
AILEEN A. ZAMORA
TEACHER I
TEACHER I
TEACHER II
Hermenegilda Flores
Glorial Memorial High
School/ District 2 /
Banilad, Dumaguete
City
Hermenegilda Flores
Glorial Memorial High
School/ District 2 /
Banilad, Dumaguete City
Hermenegilda Flores
Glorial Memorial
High School/ District
2 / Banilad,
Dumaguete City
Full Name
Position /
Designatio
n
School /
District /
Office
Signature
Date
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F031 Rev 00
Effectivity
09.15.23
Page 1 of 1
RESEARCH MANAGEMENT:
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I/We,
Antoneth C. Alviola, Rebecca V. Baustista & Ailleen A. Zamora , understand that conflict
of interest refers to situations in which financial or other personal considerations may compromise
my/our judgement in evaluating, conducting, or reporting research.
2. I/We hereby declare that I/We do not have any personal conflict of interest that may arise from my/our
application and submission of my/our research proposal. I/We understand that my/our research
proposal may be returned to me/us if found out that there is conflict of interest during the initial screening
as per item A(ii), Section V(B) of the Research Management Guidelines.
3. Further, in case of any form of conflict of interest (possible or actual) which may inadvertently emerge
during the conduct of my/our research. I/We will duly report it to the research committee for immediate
action.
4. I/We understand that I/We may be held accountable by the Department of Education and (insert grant
mechanism) for any conflict of interest which I/We have intentionally concealed.
Lead Proponent
Second Proponent
Third Proponent
ANTONETH C. ALVIOLA
REBECCA V. BAUTISTA
AILEEN A. ZAMORA
TEACHER I
TEACHER I
TEACHER II
Hermenegilda Flores
Glorial Memorial High
School/ District 2 /
Banilad, Dumaguete City
Hermenegilda Flores Glorial
Memorial High School/ District
2 / Banilad, Dumaguete City
Hermenegilda Flores
Glorial Memorial High
School/ District 2 /
Banilad, Dumaguete
City
Full Name
Position /
Designation
School /
District /
Office
Signature
Date
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F032 Rev 00
Effectivity
09.15.23
Page 1 of 1
RESEARCH MANAGEMENT: RESEARCH PROPONENT(S) PROFILE
Last Name:
ALVIOLA
First Name:
ANTONETH
Middle Name:
CADELIÑA
Sex:
FEMALE
Date of Birth:
01/13/1999
DepEd Email
Address:
antoneth.alviola@deped.gov.ph
PASTE YOUR PICTURE
HERE
Personal Background:
Current Address:
Bajumpandan, Dumaguete City
Provincial
Address:
Negros Oriental
Contact Number 1:
09923563294
Bachelor
Degree/s:
Bachelor of Secondary Education Major in English
5 months
Number of BERF/
Non-BERF
Researches:
Region:
VII
Division:
Position:
SST-1
Name of School /
District / Office
assigned:
Address of School
/ District / Office
assigned:
Email Address of
Immediate
Superior:
HERMENEGILDA F.
GLORIA MEMORIAL HIGH
SCHOOL
Number of Years
in DepEd:
Work Information:
Purok Ano, Banilad,
Dumaguete City
Dumaguete City
Designation: (If
Applicable)
Name of
Immediate
Superior:
Contact number
of School / District
/ Office:
Contact Number
of Immediate
Superior:
Ruel A. Torres
The only controlled copy of this document is the online version maintained in the region7.deped.gov.ph. The reader must ensure that this or any other copy of a
controlled document is current and complete prior to use. The original copy of this document is with the Policy, Planning, and Research Division (PPRD). The user
should secure the latest revision of this document from the https://bit.ly/PPRD-QMS-FILES. This document is UNCONTROLLED when downloaded and printed.
Doc. Ref. Code RO-PPRD-F033 Rev 00
Effectivity
09.15.23
Page 1 of 4
Major Accomplishments: [for the last Three (3) Years
Related Trainings Conducted
1
2
3
4
Awards / Recognition Received
1
2
3
4
Membership in Organization
1
2
3
4
Doc. Ref. Code RO-PPRD-F033 Rev 00
Effectivity
09.15.23
Page 2 of 4
RESEARCH MANAGEMENT: RESEARCH PROPONENT(S) PROFILE
Last Name:
BAUTISTA
First Name:
REBECCA
Middle Name:
VIERRA
Sex:
FEMALE
Date of Birth:
NOV.22, 1963
DepEd Email
Address:
Rebecca.bautista006@deped.gov.ph
Personal Background:
Current Address:
South Road, Tabuc-tubig, Dumaguete City
Provincial
Address:
South Road, Tabuc-tubig, Dumaguete City, Negros Oriental
Contact Number 1:
09174353909
Contact Number 2:
Bachelor
Degree/s:
Bachelor in Secondary Education-English
Number of Years
in DepEd:
10 yrs.
Number of BERF/
Non-BERF
Researches:
0
Region:
VII
Division:
Dumaguete City
Position:
SST-1
Name of School /
District / Office
assigned:
Address of School
/ District / Office
assigned:
Email Address of
Immediate
Superior:
HERMENEGILDA F.
GLORIA MEMORIAL HIGH
SCHOOL
Work Information:
Purok Ano, Banilad,
Dumaguete City
Designation: (If
Applicable)
Name of
Immediate
Superior:
Contact number
of School / District
/ Office:
Contact Number
of Immediate
Superior:
Ruel A. Torres
Doc. Ref. Code RO-PPRD-F033 Rev 00
Effectivity
09.15.23
Page 3 of 4
RESEARCH MANAGEMENT: RESEARCH PROPONENT(S) PROFILE
Last Name:
ZAMORA
First Name:
AILEEN
Middle Name:
AMION
Sex:
FEMALE
Date of Birth:
JUNE 30, 1976
DepEd Email
Address:
aileen.zamor@deped.gov.ph
Personal Background:
Current Address:
SACSAC, BACONG, NEGROS ORIENTAL
Provincial
Address:
SACSAC, BACONG, NEGROS ORIENTAL
Contact Number 1:
09173854435
Contact Number 2:
Bachelor
Degree/s:
BACHELOR OF SECONDARY EDUCATION-ENGLISH
Number of Years
in DepEd:
11 YEARS
Number of BERF/
Non-BERF
Researches:
0
Region:
VII
Division:
DUMAGUETE CITY
Position:
SST-II
Name of School /
District / Office
assigned:
Address of School
/ District / Office
assigned:
Email Address of
Immediate
Superior:
HERMENEGILDA F.
GLORIA MEMORIAL
HIGH SCHOOL
Work Information:
PUROK ANO, BANILAD,
DUMAGUETE CITY
Designation: (If
Applicable)
Name of
Immediate
Superior:
Contact number
of School / District
/ Office:
Contact Number
of Immediate
Superior:
RUEL A. TORRES
Doc. Ref. Code RO-PPRD-F033 Rev 00
Effectivity
09.15.23
Page 3 of 4
Major Accomplishments: [for the last Three (3) Years
Related Trainings Conducted
1
2
3
4
Awards / Recognition Received
1
2
3
4
Membership in Organization
1
2
3
4
Doc. Ref. Code RO-PPRD-F033 Rev 00
Effectivity
09.15.23
Page 4 of 4
Doc. Ref. Code RO-PPRD-F033 Rev 00
Effectivity
09.15.23
Page 4 of 4