Research Title: Reading Intervention for Struggling Readers Among
the Grade Seven Students of Tomas Cabili National High School
I. ABSTRACTION
This action research aims to improve the reading skills among the Grade 7 students
at Tomas Cabili National High School – Annex who most of them was identified as
struggling readers through the use of Phil-Iri Assessment tools. The proposed
intervention involves the implementation of a guided reading program using relevant and
engaging reading materials which would significantly improve their reading skills and
comprehension making them ultimately equipped students that could lead to increase
academic success.
This study is significant because it addresses a critical need for effective reading
intervention in our school and findings will be use to inform future instructional practice
and potentially improve the reading skills of the learners.
II. ACKNOWLEDGEMENT
The endeavor of the researcher would never be possible without the priceless
contribution of the following persons:
To our lord Jesus Christ, for strength, guidance and courage in pursuing this paper.
To our family who was always there to encourage us to continue this action research.
To the grade 7 advisers for allowing us to gather data.
To the grade 7 students for their generous time in answering the questionnaire.
To the TCNHS – Annex family for the support and encouragement in continue this
research.
To our beloved School Head who give her time and support as go along with this reseach
And to all who in one way or another contributed their time and effort and frequent
prayers for the completion of the study.
III. CONTEXT AND RATIONALE
Reading intervention for struggling readers among the Grade-7 students at Tomas
Cabili National High School – Annex. has always been a common problem among our
learners. Most of them experience difficulties that affects their academic performance.
An early identification of these learners was done through the use of the Phil-Iri tools
wherein it involves a combination of observation, assessment and collaboration it was
then found out that 70% of the learners had a difficulty in reading because of several
factors that vary from one learner to another like continued cognitive development which
has something to do with poor phonemic awareness, decoding skills, limited vocabulary
and slow processing speed.
The environmental factor that has something to do with lack of access to books at
home, limited exposure to language and a noisy environment, emotional and behavioral
factor like lack of motivation, fear of failure and lastly the physical factor like
developmental disorder and the trouble with oral language so to remediate the said
problem, a study was conducted wherein It’s target is to help the struggling readers
process through specialized teaching beyond regular classroom instruction and apply
specific intervention and strategies depending upon the learners, It would focus on the
students reading difficulties based on assessment. This would then address on the
individual needs of the learners which would be monitored in order to achieved the
desired goals.
IV. INNOVATION, INTERVATION AND STRATEGY
To support the struggling readers, the researcher uses a strategy which would provide a
solid foundation for the learners to succeed. The following are the strategy being used
1. Phonemic awareness
Focuses on helping students hear, identify and manipulate sounds in spoken
words.
2. Phonics Instruction
Letting the learners know the relationship between letters and sound to improve
decoding skills and recognition
3. Fluency Practice
Involves Reading passages to improve speed , accuracy and expression.
4. Guided Reading
The teacher provide support to struggling reader by applying one on one reading
activity.
5. Reading comprehension activity
Explicitly teaches teaches the learner a skill of questioning, predicting, and
making inferences.
6. Vocabulary development
Focuses on building word knowledge through context clues, word maps, and
direct instruction.
7. Sight Word practice
Improves recognition of high frequency words
8. Multisensory reading approach
Uses visual, auditory and kinesthetic activities
9. Peer or partner reading
Pairing of students to read together, promoting fluency, confidence and
collaborative learning.
[Link] Intervention program
Is anchored on action plan in reading with this intervention being applied,
learners are then expected to remediates and improve their reading skills
V. ACTION RESEARCH QUESTIONS
This action research is anchored in the following questions:
1. What is the purpose of implementing reading intervention in school.
2. How do teachers determine which students need intervention?
3. Which type of reading intervention strategy are most effective for struggling
readers.
4. How often should reading intervention be conducted.
5. What role does assessment play in planning and evaluating reading
intervention?
6. How can reading intervention be adopted to meet the diverse needs of the
learners.
7. Which challenges do we face when implementing reading intervention?
8. How does the one on one impact on the effectiveness of reading intervention
9. What evidence indicate reading intervention successful?
[Link] can parent support reading intervention at home?
VI. ACTION RESEARCH METHODS
This study uses quantitative data on identifying the Grade 7 struggling readers
with the use of the Phil -IRI Assessment Tools wherein students are assist based on
their reading performance and diagnostic testing. And the intervention that has
been given is based on the reading level of each students who is considered as a
struggling reader
VII. DISCUSSION OF RESULTS AND REFLECTION
This action research revealed that the reading intervention being applied is an
effective approach to improve the reading skills of the Grade 7 students of Tomas
Cabili National High School – Annex, wherein the students has increased their
reading and motivation as well as it gives them better academic performance.
[Link] PLAN
Project Title: Reading Intervention for Struggling Readers among the Grade -7
students at Tomas Cabili National High School- Annex.
School Year: 2024 -2025
Proponent: English Teacher/ Reading Coordinator
Target Group: Struggling Readers (Grade 7 only)
Overall Goal:
To support all learners in the target group in becoming proficient readers through
systematic assessments, customized instruction, active stakeholder involvement, and
consistent progress monitoring.
Action Plan Table
Anticipated Challenges
Limited availability of reading materials in MT or context-based stories
Time constraints due to overlapping subjects
Varied levels of parent literacy
Recommendations
Sustain reading efforts through SIP and Brigada Pagbasa
Provide localized and culturally relevant storybooks
Offer continuous teacher development through LAC and demo teaching
APPENDICES
Appendi
Title Contents
x
Project Overview and Rationale, objectives, links to ECARP, PPST,
A
Framework and PISA reading domains
Learner Profiling and PHIL-IRI results, PISA-type test samples,
B
Diagnostic Tools learner reading profiles
Intervention Plans and
C Pull-out schedules, individual/group IRPs
Schedules
Sample Reading Tasks and PISA-aligned reading tasks, comprehension
D
Rubrics rubrics, vocabulary checklists
E Monitoring and Evaluation Reading checklists, anecdotal records,
Appendi
Title Contents
x
Tools progress trackers, reflection logs
Photos, attendance sheets, reading session
F Documentation of Activities
logs, evaluation forms
Worksheets, read-aloud logs, reading journal
G Sample Learner Outputs
entries
Parent and Community Orientation materials, reading challenge
H
Engagement sheets, communication letters
Teacher Capacity Building LAC session notes, demo teaching plans, peer
I
Logs observations
Financial Report and Budget breakdowns, receipts, liquidation
J
Resource Utilization reports
Certificates and Certificates of participation, LGU/partner
K
Acknowledgments letters, appreciation letters
