Action Research Proposal
Name: Andrean A. Requiz
Proposed Title: "Enhancing Reading Fluency among grade 6
Students with Reading difficulties"
I. Context and Rationale
Grade 6 is a critical stage in a student's academic journey,
marked by the transition from learning to reading to reading to
learning. Reading fluency at this stage is pivotal for continued
academic success. However, a subset of Grade 6 students faces
challenges in achieving the necessary fluency, which can impact
their overall literacy development. This study seeks to investigate
and implement targeted interventions to enhance reading fluency
among Grade 6 students with identified reading difficulties.
II. Action Research Question
- How can parents be involved in supporting the
development of reading fluency in Grade 6 students with
reading difficulties?
- What impact does parental involvement have on student
outcomes?
III. Proposed Innovation, Intervention Strategy
The proposed innovation for enhancing reading fluency among
Grade 6 students with reading difficulties is developing and
implementing an Adaptive Reading Fluency Technology (ARFT).
This technology aims to provide personalized and interactive
interventions tailored to the unique needs of individual students,
fostering a dynamic learning environment that promotes reading
fluency.
IV. Action Research Methods
a. Participants/ Other Sources of Data
- Grade 6 students will be the primary participants. Other
sources of data include teachers, parents, curriculum
designers, and specialists in multimedia education.
b. Data Gathering Methods
Pre-Intervention Assessment:
Standardized Reading Assessments: Administer standardized
tests designed to assess various aspects of reading, including
fluency, accuracy, and comprehension, to establish a baseline
before the intervention.
Observations:
Classroom Observations: Conduct observations of reading
sessions to gather qualitative data on students' reading
behaviors, engagement levels, and areas of struggle.
Student Interviews:
Individual Interviews: Conduct one-on-one interviews with
students to understand their personal experiences with
reading, their feelings about reading, and any challenges they
perceive.
Reading Logs:
Ask students to maintain reading logs, recording the time
spent on reading, the materials read, and any difficulties
encountered. This can provide insights into their independent
reading habits.
Data Analysis Plan
- Quantitative data (assessment scores) will be analyzed using
statistical methods to determine improvements in
comprehension.
- Qualitative data (feedback and observations) will be analyzed
thematically to identify trends and insights.
- Continuous reflection and collaboration with participants will
inform real-time adjustments to the intervention strategy.
This action research plan aims to address the identified issue by
systematically implementing and evaluating the effectiveness of
the proposed intervention in "Enhancing Reading Fluency among
Grade 6 Students with Reading difficulties".
V. Action Research Work Plan
Orientation and Planning (Week 1-2):
Brief participants and collaborators on the action research goals.
Collaborate with multimedia specialists and curriculum designers to
refine the intervention strategy.
Pre-Intervention Assessment (Week 3-4):
Administer pre-intervention assessments to Grade 6 students to
establish baseline comprehension levels.
Intervention Implementation (Week 5-12):
Gradually introduce dramatic reading and performance techniques,
incorporating multimedia, storytelling, and collaborative learning.
Adapt teaching methods based on ongoing assessments and
participant feedback.
Ongoing Data Collection (Throughout):
Regularly assess student comprehension through quizzes and
observations.
Collect qualitative data through student feedback and reflections.
Post-Intervention Assessment (Week 13-14):
Administer post-intervention assessments to measure improvements in
text comprehension.
Data Analysis and Reflection (Week 15-16):
Analyze quantitative data using statistical methods.
Analyze qualitative data thematically.
Reflect on the overall effectiveness of the intervention.
Collaborative Evaluation (Week 17-18):
Share findings with Grade 6 teachers, curriculum designers, and
multimedia specialists.
Gather feedback for potential adjustments and improvements.
VI. Cost Estimate
Materials:
Multimedia resources: P300
Storytelling aids and props: P250
Workshop sessions with multimedia specialists: P250
Printing and materials for assessments: P150
Miscellaneous:
Contingency: P250
Total Estimated Cost: P1,200
VII. Plan for Dissemination and Utilization
- Conference Presentations
- Webinars and Online Workshops
- Workshops for Educators
- Parental Engagement Sessions
- Collaboration with Educational Organizations
VIII. References
Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of
research on effective interventions for building reading fluency
with elementary students with learning disabilities. Journal of
Learning Disabilities, 35(5), 386-406.
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral
reading fluency as an indicator of reading competence: A
theoretical, empirical, and historical analysis. Scientific Studies
of Reading, 5(3), 239-256.
Rasinski, T. V. (2003). The fluent reader: Oral reading strategies
for building word recognition, fluency, and comprehension.
Scholastic.
Approved By:
ARLYN D. DORADO
MAEd, SS
