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Project Dare
Project Dare
I. Abstract
The target of this research is to give possible solution and intervention on the
reading problems of the Grade IV pupils of Mendez Crossing Elementary School, S.Y.
2017-2018. The respondents of the study were 36 selected Grade four pupils of MCES.
The researcher used convenience survey sampling techniques in determining its
respondents. The study used descriptive quantitative design of research. Data were
gathered through the use of self- conducted- questionnaires. The statistical model
used were weighted mean, frequency, ranking and chi- square to determine whether
there is a significant relationship between two categorical variables. It was concluded
that the 36 selected pupils from Grade IV class who are included in the and remediation
of the reading problems after 6 months which undergone the project DARE. The
proponent recommended the said projects needs to pursue and to implement the
reading comprehension. Hence, continuously developed more reading capability of the
pupils involved with high comprehension and fluency. The Therapeutic intervention
program should be done everyday after lunch time to maintain their good habit on Direct
Active Reading Engagement until they become fluent and good reader with
comprehension.
a. Introduction
Reading is the key to skillful learning. The learners who read well develop better
understanding. When the learners understand what they read of coarse, they could
identify, classify, build, organize, synthesize, make adjustments and arrived at proper
decisions. Some said that “The more you read, the more you learn” therefore Reading
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is very important to everyone and it is one of the potent areas where the learners must
assure the learners to learn effectively especially the basic skills in reading.
encountered as she teaches. While such problems could be attributed to some causes
of all concerned especially the teachers to improve the quality of instruction to help the
slow readers to acquire the basic knowledge and skills in reading which could be
utilized as avenues to undertake other subject areas prescribed in the curriculum. The
quality of education acquired by the pupils depend largely upon the pupil s’ know how to
read with comprehension and interpret printed materials adequately; and without such
abilities they are barred practically from learning effectively and meaningfully to the
Project DARE was designed to help and develop the performance of the grade
four pupils on reading with comprehension especially during remedial time. The twelve
O’clock habit on reading and DEAR (Drop Everything And Read) help pupils too on
Direct Active Reading Engagement (DARE) so, It would then be expected that every
pupils should come up with high performance on reading. That is one way of knowing
and meeting the needs of the pupils. It is through the use and help of the said program
which will highly develop their capabilities to read well and to achieve better reading
skills and comprehension. When pupils are given time, assistance, encouragement and
challenges that intends to improve their performance. With that, they will be inspired to
study that would enable them to perform better than they ordinarily do.
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b. Review on Related Literature
A. Reading
In acquiring English, the students have to be able to master the
and writing. From those four basic skills, reading is considered as the
main important skill. It has received more attention than any other aspects
1. Definition of Reading
represent it.”
from the
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students to get or transfer the meaning and information from the text
needed for career, for study purposes, or simply for pleasure. Reading
and understanding are the important things that we need to use in our
Only by reading, the people can acquire the speed and skill
he will need for practical purpose when he leaves the school.
In our literate society, it is so hard to imagine any skilled work
that does not require the ability to read”.4
because it will be useful for them when they decide to continue their
study.
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B. Understanding the Reading Text
readers to understand the world, learn about the past and plan for the
future.
reflect upon the incoming information they get from the text. He thinks
understanding the text is not an easy thing, so that is why there are
questions related to it and the difficulty can be seen from the mistakes
on the text are primarily about the main ideas, finding reference,
the passages, the researcher considers that those questions are the
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basic difficulties faced by the students in understanding the text.
about the topic. The main idea provides the message of a given
argued that the author should locate the main idea in different
usually the first sentence but it can be in the middle or in the last
sentence. Therefore, this can make the main idea more difficult to
find. The students may get confused to see what the main idea of a
Kahayanto argues that when scanning the reader lets his or her
eyes wander over the text until he or she is looking for, whether it is
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information he or she needs; also, he or she should have the strong
belief where he or she will find such information needed from the
examples or facts.
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5. Compare-contrast structure: This pattern explains the likeness
ideas.
to the problem.
the examples.
associated with different signal words. The signal words link ideas
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b. Problem–solution: fortunately, unfortunately, therefore,
before, after
because they have to know and find the signals to recognize how
find many unfamiliar words in the text, even though the students are
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comprehend the text. Therefore, unfamiliar key words about the text
Learner’s Background
and the prior knowledge that the learner have known before.
a. Interest
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enhances motivation. Therefore, if the readers have interest to
the other side, if the readers have no any interest to read, it will
b. Motivation
with the prior knowledge gained from the class or outside the
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class. It influences how they filter and interpret what they are
easier to learn the new lesson. It means that students with a lot
the word famous, and in some occasions dealing with it will find
2. Teaching Technique
does cannot choose the right technique to teach the material. Wang
subject they are teaching, they often rely on one teaching technique
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techniques they use are not in accordance with the subject matter
3. Learner’s Environment
a. Home condition
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English is not the same as learning Indonesian, children need
b. School condition
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D. Descriptive text
purpose this text is to tell the reader what the writer feels. According to
a. Identification
b. Description
2. Language feature
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it has large open rowboat.
licks my foot.
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i. Using adverbials
big house.
picture for the readers because the writer’s purpose is to paint a picture
able to close their eyes and imagine what the picture described in the
text, and what the picture looks like through reading the text. However,
the text in order to get the point and be able to answer the question
from the text. Therefore, there are many students who have difficulties
E. Previous Studies
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(phonetics), and meaning of words (semantics). Moreover, he
3. The third research was done by Ade with her title “A Study on
Students’
research findings the factors that may make the students have
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difficulties in understanding English reading texts were related to
might be different from the other schools. This research will differ from
consequently try to solve the problems in the earlier level of study and
This was based on the preliminary study result that there are many
Moreover, the differences are also about data collection technique and
This action research aimed to improve the reading abilities of slow readers
and readers-at-risk in Grade IV of Mendez Crossing E/S for the school year
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2017-2018 through phonics approach. This will provide the necessary remedial
Specifically, it seeks to answer the following question: What are the strategies
done to help the slow readers and readers-at-risk relative to the identified reading
difficulties?
1. What is the recognition level of each group of pupils after the phonics
approach is used?
3. What are the remediation and interventions used to improve the reading
identified Grade IV pupils who were classified as frustration level in Silent and Oral
Reading in the PHIL-IRI Pre-Test last July 2017. The study was conducted among
V. Methodology
This part presents the methods and procedure used in this study. Included herein
are the sampling technique, data collection, and ethical issues as well as the data
analysis.
Research Design
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This action research relied chiefly on the results of the different oral
reading tests (recognition level) conducted during the period of the program. The
descriptive method of research was used in the study to find out the reading
performance of the pupils. The data gathered were tabulated, evaluated and
analyzed using percentages to identify the reading levels of the pupils. Moreover, t-
test is used to determine significant correlation between the pretest and posttest
a. Sampling
Samples were selected using the purposive sampling technique of the total
population of Grade IV pupils who were classified as frustration level in Silent and
Oral Reading in the PHIL-IRI Pretest last July 2017 enrolled in Mendez Crossing
Elementary School.
b. Data Collection
The researcher asked permission from the school principal, class adviser, and
parents of the Grade IV pupils to conduct the study and to analyze the result of the
Silent and the Oral Reading in the PHIL-IRI Pre Test and Post Test.
c. Ethical Issues
Ethical issues arise throughout any piece of social research, and we would
encourage you to include a discussion of ethical issues as and when they arise.
Ethical issues often shade into political ones, and there are also close links between
ethical concerns and issues around participation. Ethical issues also shade into
questions of trust: since 'the researcher is the research instrument' in some
important ways, the reader and/or user of qualitative research needs to be able to
trust the researcher to have followed the appropriate procedures.
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Ethical Considerations in research are critical. Ethics are the norms or standards for
conduct that distinguish between right and wrong. They help to determine the
difference between acceptable and unacceptable behaviors. One of the most
important ethical considerations in research is the use of human subjects that is why
the researcher seeks consent to the parents’ respondents to ensure smoothness on
the administration of questionnaires. Proper orientation to parents were conducted,
explaining the objectives of this action research. These principles are followed to
guarantee that all human subjects are choosing to participate of their own free will
and that they have been fully informed regarding the procedures of the research any
potentials risks. Ethical standards also protect the confidentiality and anonymity of
the subjects. Citations to authors were made to avoid act of plagiarism.
d. Data Analysis
This study presented Project DARE as a reading intervention for Grade IV pupils
who were classified as frustration level in Silent and Oral Reading in the PHIL-IRI
Pre- Test last July 2017. In order to analyze the effectiveness of Project DARE
frequency count and weighted mean were used to determine the pupils’ reading level
before and after exposing Project DARE. The same descriptive statistics were also
used to determine the factors affecting the reading ability of the Grade IV pupils.
1. What is the recognition level of each group of pupils after the phonics
approach is used?
The following were the findings revealed in the implementation of the action
recognition were covered by the study. They were grouped as a. slow readers, b.
syllable readers, and c. readers-at-risk. Six tables on oral reading tests were
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presented, evaluated, analyzed and interpreted: 1. Phil.IRI Pre-Test, 2. Common
Difficulties, and 6. Results of the t-test of Difference between the Mean Pre-test and
Post-test Scores in Word Recognition. They were all conducted in different schedule
by the school coordinator in English, the Master Teacher of the school and the
recognition during the pre test. Two (2) or 6% are independent; one (1) or
readers.
(20) or 64% are slow, nine (9) or 27% read by syllable, while three (3) or
9% are readers-at-risk.
Table 1
Phil.IRI Oral Reading Test Results
(Pre test)
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WORD RECOGNITION LEVEL No. %
Independent 2 6%
Instructional 1 2%
Frustration 33 92%
Slow 21 64%
Syllable 9 27%
At-risk 3 9%
TOTAL 36 100%
and skills, and develop reasonable self-confidence. They were the main
Word Recognition
the slow and syllable readers with common errors for intensive remedial
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Table 2
No. of
COMMON MISCUES %
Pupils
Mispronunciation 34 94%
Substitution 30 83%
Omission 29 81%
Insertion 27 75%
25 69%
Reversal
common miscue of all (94%) the slow readers and syllable readers in
Grade IV. Majority of them make substitution (83%) and omission (81%),
while seventeen (27) or 75% of them are making insertions. The least
Recognition)
Table 3
At-risk 3 9% 2 13% 1
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4. Reading Difficulties
Table 4
NO. OF PUPILS
READING
MISCUES AUGUST NOVEMBER JANUARY FEBRUARY
Mispronunciation 30 23 23 20
Substitution 28 23 12 12
Omission 27 23 17 15
Refusal to read 18 11 7 5
over 3 seconds
Insertion 17 15 2 2
Reversal 13 11 7 6
level of word recognition affected by the identified reading difficulties of the four
months of testing. It could be gleaned from this data that the number of pupils
affected, are reduced in every testing period. This result was made possible
through the remedial measures employed during the full implementation of the
program.
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5. Phil. IRI Oral Reading Test (Post Test)
The final Phil. IRI oral reading test conducted by the school
coordinator in English and the Master Teacher of the school shows the
Oral Reading Test (Word Recognition) pre-test and post test results.
Table 5
Phil.IRI Oral Reading Test Results in Grade IV
(Pre - test and Post - test)
WORD Pre -Test Post Test Change
RECOGNITION
No. % No. % No.
LEVEL
Independent 1 2.7% 11 31% 4
At-risk 3 9% 2 13% 1
Further, it shows that 11 slow readers went to the next higher level
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6. Comparison of the Pre-test and Post-test Mean Scores of Pupils in
Word Recognition
Table 6
Results of the t-test of Difference between the Mean Pre-test
and Post-test Scores in Word Recognition
Paired Samples Statistics Paired Samples Correlation
Pair I Mean N S.D. Standard Correlation Significant
Error
Mean
Pre 37.45 33 12.86 2.24 Pre
Test Test
Score and .68 0
Post 47.42 33 8.99 1.57 Post
Test Test
Score
Paired Differences
Pair I Pre Mean N Standard 95% Confidence t df Sig.
Test Error Interval of the (2-
and Mean Difference tailed)
Post Upper Lower
Test -9.99 N 1.65 -13.33 -6.61 -6.046 32 .o
Score
Conclusion of Results:
There is a statistically significant mean score gain from the pre-scores to post-
scores. T (32) = -6.046, p < .05.
10.81818 between the pre-test score and the post-test scores of the pupils in word
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less than .05 level of significance. This means that the post-test mean score is
after using the intervention program in reading using the phonics approach.
3. What are the remediation and interventions used to improve the reading
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to those pupils
undergone to the
reading
developmental
program.
Conduct silent and 33 92% 3
oral reading
practices during
vacant time.
Partnership of 30 83% 4.5
pupils spent about
20 minutes with
their excelling
classmates.
Feeding program to improve their reading skills and comprehension. And the last
rank was follow up reading habits at home that showed 22 out of 36 pupils or 61% of
VII. Summary
This action research was conducted for two quarters during the school year
to 1:00 pm.
This action research relied chiefly on the results of the different oral reading
tests (recognition level) conducted during the period of the program. The descriptive
method of research was used in the study to find out the reading performance of the
pupils. The data gathered were tabulated, evaluated and analyzed using
percentages to identify the reading levels of the pupils. The pre-test and post-test
scores of the pupils in word recognition were statistically treated and analyzed using
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The post-test mean score of the pupils in word recognition is
significantly higher than the pre-test mean score with corresponding t-value of
VIII. Conclusions
5. Daily remedial instruction and proper guidance make pupils feel that
they are important. It also builds proper attitudes and provides them
IX. Recommendations
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2. Pupils should be grouped according to their abilities and level of
abilities.
intensified at home and in the next grade level based on their identified
X. References
A. Books
House.
B. Unpublished Materials
C. Internet Sites
http://www.ehow.com/about_5426892_effective-reading-intervention-
programs.html#ixzz1bkKMWMnZ
http://digilib.uinsby.ac.id/701/3/Bab%202.pdf
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XI. APPENDICES
a. COST ESTIMATES
TIME FRAME ACTIVITIES ESTIMATED PROPONENT
COST AGENCY
June 2017 Project Proposal 1,000Php DepEd
Editor
Food and
Transportation
Pre-evaluation of 1,000Php DepEd
Project proposal
Food and
Transportation
Final Evaluation of 1,600Php DepEd
project proposal
Food and
transportation
Preparation of 1,700Php DepEd
Testing Tool
Typist
Editor
Review/ checking 300Php DepEd
the tools conduct
study
June- March Conduct the study 800Php DepEd
2018 Observation/
recording
assessing
Monitoring
progress
February 2018 Monitoring 1,200Php DepEd
progress
Interpreting data
Review of the
output study
Preparing
recommendation
Final Presentation 900Php DepEd
of Action
Research
Reproduction of 500Php DepEd
papers
Distributing 600Php DepEd
sharing the
outcomes impact
of the study.
TOTAL 9,600Php
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