CONTEXT AND RATIONALE
Reading is a dynamic activity in which the reader engages with the text to create
meaning. Decoding symbols to get meaning is likewise a cognitive activity. Reading is a
deliberate process that involves building word meanings. Reading with a purpose can
help the reader focus their attention and guide information towards a certain objective.
Reading may have a variety of objectives, but the main one is to comprehend the
material.
Reading is an act of derivation from a certain letter combination and a thought
process. Additionally, it enables the reader to utilize any past knowledge they may have.
Word recognition is a step in the reading process that helps understanding grow. Reading
is a process that, according to research, involves the reader and the text negotiating
meaning.
Reading comprehension is an intentional, active, interactive process that occurs
before, during and after a person reads a particular piece of writing. It is one of the pillars
of the act of reading and all educators are directed to help learners develop their reading
comprehension skills. However, this reading skill became the perennial problem of the
different schools in all grade levels and really affect the learning performances of the
entire school.
The same problem I experience to the grade 7 students in Alae National High
School. As school reading coordinator I conducted reading assessment and found out that
there are thirty-two (32) students who hardly identify simple sight words when required
to read. It is far behind the expectation that when students reach in secondary level, they
already develop the fundamental concept in learning, which is reading. So, I decided to
1
come up with this action research to determine the appropriate reading strategy that could
be applied in addressing the reading problem of those identified students.
ACTION RESEARCH QUESTIONS
The study aims to ascertain the effectiveness of individualize reading strategy to
develop and improve the reading comprehension skills of the thirty-two grade 7 students
in Alae national High School for the School Year 2022-2023.
Specifically, this study will answer the following questions:
1. What is the level of the reading comprehension skills of grade 7 students after
employing the individualize reading strategy?
2. Is there a significant increase in the level of students’ comprehension skills reading
when using the individualize reading Strategy?
Hypothesis of the Study
The hypothesis of this study will be tested at 0.05 level of significance.
There is no significant increase in the level of students’ comprehension skills reading
when using the individualize reading Strategy?
PROPOSED INTERVENTION
To develop and enhance learners’ reading skill, I employ the individualize reading
instruction. It has been said that one size does not fit all when it comes to literacy
interventions. Each pupil is different and will profit from a varied method of teaching
2
reading. To determine the most effective intervention plan for each student, teachers and
parents must collaborate.
Individualized reading instruction (IRI) is one well-liked intervention technique.
This strategy entails giving pupils specialized teaching that is designed to meet their
individual needs. IRI can be highly helpful for pupils who are having trouble reading and
can help them advance their abilities quickly.
IRI employs a variety of techniques, such as word analysis, guided reading, and
read-alouds. Selecting the method that will benefit each student and then offering them a
lot of support will help them achieve. By encouraging their students to practice at home,
parents can contribute to IRI as well.
Procedure of Individualize Reading Instruction (IRI)
In implementing Individualize Instruction, teachers need to give clear direction to
all students who are part in this activity. First, teacher need to consider that students have
the freedom and to exercise self-selection. This self-selection has two (2) criteria: I like it
and I can read it. Second, teacher need to prepare ample supply of reading material:
variety is needed for a good self-selection. Third, teacher will require 3-5 titles per
student: books around a certain topic but at various levels. Fourth, establish a teacher-
student conferences: teacher needs specific purposes in mind and understand the reading
performance of each student. Discuss to the students that in doing the IRI, there are four
aspect that they are to be assessed: mechanical aspects of student’s reading ability;
student’s ability to read critically; student’s personal involvement; ability to hold
audience while reading aloud.
3
Fifth, teachers need to conditioned students that they are in flexible needs grouping: a
group can be formed when two or more students have the same need. Also, students need
to practice sharing books: simple reflection, role playing, pantomiming, moving scripts,
advertisements, radio scripts, posters, and puppetry are suggested alternatives.
ACTION RESEARCH METHODS
This chapter presents the research design, participants, data collection methods,
and the data analysis.
Research Design
The study will use the qualitative research design to describe the effectiveness of
Individualize Reading Instruction.
Participants of the Study
The participants of this study are the thirty-two (32) grade 7 students of Alae
National High School, for this school year 2022-2023.
Data Collection Methods
The data of the thirty-two (32) students will be collected through the conduct of
diagnostic assessment using the Philippine Informal Reading Inventory Phil-IRI tool.
Data Analysis Plan
4
Descriptive statistics particularly mean will be employed to answer questions one
and two while the simple calculation of mean posttest over pretest.
ACTION RESEARCH WORK PLAN AND TIMELINE
Objectives Activities/ Strategies Responsible Estimated Time Desired Outcomes
Person Allotment/
Completion
Date
I. Pre-Implementation Stage
1. Make an -Research related -Researcher August 2022 Approved Action
action research studies Research Proposal
proposal. -Writing and
finalization of
research proposal
-Seek approval from
the division office
2. Gather the Conduct diagnostic School Sept 2022 Actual enrolment of
Data for Grade Assessment Heads and grade 7 students in
7 students teachers ANHS
Computed Result of
Diagnostic
Assessment
II. Implementation Stage
1. Conduct Conduct the reading Teachers Oct. – Nov. 2022
Daily Reading intervention using IRI Students
intervention
2. Reading Conduct the mid- Teachers Dec. 2022 Result of the Activity
Mid- assessment on Students (1st Week)
Assessment reading to ensure that
students are learning
and improving.
III. Post – Implementation Stage
1. Post Conduct reading Teachers Result of the
Assessment in assessment to the Pupils Assessment
Reading students- participants
2. Analyze the Do analysis on the -Researcher -Mean Scores
data gathered data gathered using February 2023
5
descriptive statistics
3. Make the -Writing and - Researcher July 2023 -Completed Action
completed finalization of Research Report
research report. research report
4. Disseminate -Attend SLAC, -Researcher August 2023 -Published completed
the action research conferences action research report
research and research congress
results. to disseminate the
research findings.
-Publish the
completed action
research.
FINANCIAL REPORT
Item Unit Quantity Description Unit Cost Total
Supplies and Materials
1 ream 10 Bond paper 250 2, 500.00
2 ream 10 Construction paper 250 2, 500.00
3 bottle 10 Glue 95 950.00
4 piece 100 folder 10 1, 000.00
5 box 20 Fastener (plastic coated) 100 2, 000.00
6 set 10 Book Binding 200 2,000.00
7 Bottle 40 Printer Ink (Assorted) 200 8,000.00
Total
P 18, 950.00
6
APPENDICES
7
REFERENCES
Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli Jr, R., Ruby, M., & Crevecoeur, Y.
(2009). Direct and Extended Instructional Interventions for Students With
Reading Disabilities: A Multiple-Replication Study. Journal of Learning
Disabilities, 42(5), 447–466. https://doi.org/10.1177/0022219409335218
Denton, C. A., Fletcher, J. M., Anthony, J. L., & Francis, D. J. (2006). An Evaluation of
Intensive Intervention for Students With Persistent Reading Difficulties.
Journal of Learning Disabilities, 39(5), 447–466.
https://doi.org/10.1177/00222194060390050401
Gersten, R., Williams, J., Fuchs, L., & Baker, S. (2001). Teaching Reading
Comprehension Strategies to Students With Learning Disabilities: A
Review of Research. Review of Educational Research, 71(2), 279–320.
https://doi.org/10.3102/00346543071002279
Gunn, B., Smolkowski, K., Biglan, A., & Black, C. (2005). Supplemental Instruction in
Decoding Skills for Hispanic and Non-Hispanic Students in Early
Elementary School: A Follow-Up. Journal of Early Intervention, 27(4),
219–233. https://doi.org/10.1177/105381510502700402
Klingner, J. K., Boardman, A. G., & McMaster, K. L. (2013). Effective Instruction for
English Learners with Reading Difficulties: Research-Based Practices.
Reading Teacher, 66(4), 367–376. https://doi.org/10.1002/TRTR.1154
Nelson, J.R., Benner, G.J., & Gonzalez, J. (2003). Learner Characteristics That Influence
the Treatment Effectiveness of Early Literacy Interventions: A Meta-
Analytic Review. Learning Disabilities Research & Practice, 18(4), 255-
267.
Hiebert, E. H., & Taylor, B. M. (2001). Beginning reading instruction: Research on early
interventions. In R. Barr, M. L. Kamil & P. B. Mosenthal (Eds.),
Handbook of Reading Research (Vol. 3, pp.813-833). Routledge.
8
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2010). Rethinking response to intervention at
middle and high school. School Psychology Review, 39(1), 22-28.
Wanzek, J., Vaughn, S., Scammacca, N. K., Metz, K., et al. (2013). Extensive reading
interventions for students with reading difficulties after grade 3. Review of
Educational Research, 83(2), 163-195.
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading
comprehension strategies to students with learning disabilities: A review
of research. Review of Educational Research, 71(2), 279-320.
APPENDICES
