Ilocos Region
SCHOOLS DIVISION OF ILOCOS
PAGULUDAN PRIMARY SCHOOL
TITLE : IMPROVING READING DEVELOPMENT THROUGH PROJECT
“LIUSIM” LEARN INTERACTIVELY USING INNOVATIVE
MATERIALS
PROPONENT : KRISTELE JOY B. RARALIO
Teacher III/Paguludan Primary School
I. Context and Rationale
The process of understanding what one is reading is known as reading
comprehension. Which means that reading alone is far different from reading a text
with proper pronunciation and understanding. Someone can read and pronounce a
word properly, but not understand the meaning of it. Duke et al. (2021) stated that
reading comprehension relies on the ability to read most or all of the words in a text.
Word reading is a necessary, although not sufficient, condition for reading
comprehension. However, as crucial as foundational word-reading and bridging skills
are to reading comprehension, research has shown that they are insufficient for strong
comprehension.
In 2019, the Philippines ranked the lowest among 79 countries in the Program for
International Student Assessment (PISA). Wherein the Filipino students scored 340-
point against the average 487 points in reading comprehension. It is obviously shown
that the Philippines obtained a very low reading comprehension and according to
researchers, learners have poor comprehension skills because it is clearly shown that
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they have difficulties in inferring, predicting outcomes, and grasping the main idea of
the texts (Ancheta 2020).
The significance of developing the learners reading performance and skills
builds a better nation. Children nowadays are fond of getting the manipulative process
of every task without emphasizing the importance of knowing the meaning of a printed
material. In result, mastery of which is being sacrifice to the extent that it affects the
whole interest and involvement of a learner to understand the information presented in
written form. Learners construct and discrimination skills as they read printed words
and pictures.
On the aspect of reading comprehension, Brooke’s Point Central School
experienced challenges towards reading development. Learners’ performance in
reading tend to decline and it affects their ability to render high level of achievement
for the fact that they can’t comprehend. With the existing gap to between the reading
performance of the learners and the innovation that the teacher facilitator can apply,
struggling reader meted challeneges and thus, there are occuring factors that press
concrete impact that supress the continuity of high performance on reading
comprehension. The limited availability of reading materials, both at home and in
school greatly affects reading performance and the inadequacy of reading instruction,
which affects learners' ability to develop strong comprehension skills.
According to Program for International Student Assessment (PISA)reading
performance measures the capacity to understand, use and reflect on written texts to
achieve goals, develop knowledge and potential, and participate in society. Learners
who read independently have greater reading comprehension, verbal fluency, and
general knowledge than those who do not. They become better readers, score higher on
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achievement tests in all subject areas, and have greater content knowledge than their
non-reading peers.
It is not logical to assume that a child will comprehend a word, a sentence, or a
paragraph that they do not recognize out of context. However, many words that are not
known to the reader visually may be successfully comprehend when presented in
meaningful context. Being unaware of a pupil’s overall reaction to the printed materials
may result to a problem of a teacher.
The onset of globalization ushered in the era of unprecedented changes brought
about by the advent of information and communication technology. Its rapid leap
compounded everyone’s life and sometimes it threatens one’s capacity of keeping
abreast of infinite innovation. (Ratheeswari, 2018).
Brooke’s Point Central School embraces change and accepts the challenges
on the declining performance of learners in reading comprehension. The school is
upskilling the learners to cope with the demands in education. Reading program and
intervention of the school is geared towards the development of reading proficiency,
values centered and anchored on knowledge and information, concepts, process and
delivery , work values and skills. It also enhances the reading performance of learners.
In the local study conducted by Endaya, G.C (2022), it states that the needs of
today's educational environment, the demands of 21st-century education necessitate not
only technological advancement but also the usage of digital technologies. As a result,
Learning Commons (LCs) have become a buzzword in educational institutions.
Without an afterthought, it is important that the teacher must engage the learners
in an experiential, contextualized and authentic teaching- learning process. It is
important to bring the desired changes in the society as well as to develop a generation
of virtuous individual.
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Across the cohort, Republic Act 10533 otherwise known as the Enhanced Basic
Education Act which stipulates that the program should meet the demand in reading
development. In response to this mandate, the curriculum was enhanced in terms of
specific skills and knowledge that pupils must develop to meet the requirements for
further learning.
As a matter of point of discussion, the challenge today is to increase as much as
possible the quality of learning to build and improve the skills of the learners. The
Elementary Education Curriculum Batas Pambansa Blg.232 which is the Educational Act
of 1982 states the state recognizes the primacy of the basic education to secure the future
of the youth and to achieve the development of the child especially on literacy.
Teachers play an essential role in facilitating learners to improve their reading skills.
In fact, the challenge of teaching reading comprehension remains a significant issue for
teachers as most reading facilitators commonly utilize conventional teaching methods. The
instructional strategies a teacher employed sometimes caused problems in the students'
performance. Strategy training leads to enhanced reading performance. Similarly, it is very
important for teachers to be equipped with sufficient teaching techniques to address the
learners reading learning demands. Teachers indeed, hold a critical role in learners'
reading competence. Low reading performance can sometimes result from ineffective
teaching by an ineffective teacher. It is the responsibility of the teacher to stimulate
students to read by selecting appropriate materials, especially for those in the early stages
of learning.
In conclusion, the complexity of learning to perform activities is indisputable.
Also, with the implementation of K to 10 MatatagCcurriculum which aims to produce
graduates that are globally competitive and in line with the thrust of the Medium Term
Philippine Development Plan (MTPDP) 2004-2010 and the Ten-Point Agenda of the
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National Government to promote and support teaching and learning process specifically
enhancing skills to yield desired outcome on the learners’ level of proficiency in reading
literacy, thus, this action research is conceptualized.
II. Action Research Question
This study will determine the level of knowledge and comprehension of Grade
3 and 4 learners in reading through Project “LIUSIM.”
Specifically, it will answer the following questions:
1. What is the level of performance of Grade 3 and 4 learners in the pre-
implementation of the Project LIUSIM?
2. What is the level of performance of the learners after the implementation
of Project LIUSIM?
3. What is the level of acceptability of the innovative material used in terms
of content, structure, and usability?
4. What recommendation may be proposed to enhance the utilization of the
innovative material in assessing the comprehension of grade 2 learners?
III. Proposed Innovation, Intervention and Strategy
Reading materials have been an important material for teacherss to guide,
help, boost the learner’s motivation, and enhance each and everyone’s reading skills
and writing skills. Innovation is a teacher’s friend when it comes to creating visual
presentations, learning materials/Instructional materials. Without the help of
instructional materials, there will be a huge gap between the knowledge and skills
the teachers want to impart to their learners and the things that the learners want to
know from the teachers.
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To close that gap, the researcher will provide engaging activities or learning
materials like big book or photo album, visual presentations such as board mapping,
word games through interactive gamification, and other materials related to the skills
the teacher wants to impart.
The innovative materials will be utilize aligned with the specific learning
competencies in reading comprehension. The researcher will use various types of
materials as mentioned above to deliver the reading instruction with ease. Using
bigbook or photo album the learners will develop their understanding on visual
discrimination, and they can ascertain the real characters that words cannot fully
express. The visual presentations such as board mapping will be utilized to provide
learners a hands-on experience towards learning vocabulary words and sentences.
Another is word games through interactive gamification will be utilized to develop the
skills of the learners in reading stories and will also improve learners reading
comprehension.
In this case, reading materials are very crucial in improving the learners reading
skills. Reading is essential in the growth of a learner’s progress toward the future. It
takes a lot of effort for a teacher to facilitate young learners when it comes to reading
skills. As hard as it gets, Teachers need to ensure that those learners will go home, and
progress will come home with them in reading skills. It will take time and skills. But
one important thing when it comes to teaching young learners is creativity. Learners
tend to pay attention when something flashy or eye-catchy is being presented to them.
This will help them engage in any reading activities. That’s where the innovation of a
single teacher becomes a big part of the process of improving the learner's reading
skills. A teacher must be innovative enough to create something useful and yet
attractive for the learners.
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The researcher will develop an innovative material to enhance the reading
performance of Grade 3 and 4 learners in Paguludan Primary School. This
innovative material will be used in support to read performance of the learners in
which the school is implementing. The material to be prepared will be based on the
learning competencies under Most Essential Learning Competencies (MELC).
This innovative material will serve as a reading intervention to reinforce
learning growth and development among Grade 3 and 4 leaners. The teacher will use
strategies depending on the concept of the lesson. This will benefit the Grade 3 and 4
learners since the material will be in the form of interactive activities such as spiral
board puzzle, spin a wheel challenge game and graphical pictures.
The proposed innovative material will greatly impact the performance of
Grade 3 and 4 learners since they are engaged to work on individual and group
activities interactively. The use of improvised materials in the delivery of reading
instruction will provide learners a unique a new pathway of learning.
IV – Action Research Method
A. Participants and Sources of Data and Information
The respondents of this study will be composed of 7 learners who are enrolled in
Paguludan Primary School for school year 2025-2026. There respondemts are in
multigrade level where 4 learners from grade 3 and 3 learners from grade 4 will be the
main respondents of this study.
The data from the result of the pre and post-test will be the primary source of data.
Likewise, demographic profile of the learners will be considered as secondary sources
of data. The researcher will use a checklist to gather the data. It will be used throughout
the course of the research study. The foregoing will provide information for
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interpretation of data and discussions as to the findings and recommendations that may
help to make this study worthy for consideration.
B. Data Gathering Methods
The researcher will seek permission from the Schools Division Superintenden
of Ilocosto conduct the said undertaking. After approval, a letter will also be sent to
the school district supervisor and to the respondents to conduct the study.
Thereafter, the researcher will provide questionnaire to the respondents.
Similarly, an observation will be initiated to determine the reading performance of
Grade 3 learners. Subsequently, an interview will be initiated to gather data and to
validate and analyze the data gathered.
Data Analysis Plan
The proponent of this study will submit a proposal, conduct the study, and
distribute needed questionnaires and forms to be accomplished by the respondents for
interpretation of the results.
The pre-test and post-test will be referred to an expert juror for checking of its
organization, content, relevance, and appropriateness. All their suggestions will be
incorporated for the improvement and refinement of the instrument. Finally, the
instrument will be pre-tested. The data gathered will be classified, categorized, and
presented in tabular forms and were subjected to descriptive and inferential statistics.
The descriptive measures will be used are frequent count, percentage, ranking
and average weighted means.
The weighted mean will be obtained by multiplying the frequencies by given
arbitrary weighted value. The total weighted values per item in the checklist will be
added and the sum will be divided by the number of responses in every item.
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Weighted mean will determine the extent of degree of manifestation of the level of
performance by the respondents.
V – Action Research Work Plan and Timeliness
Objectives Activities Time Resources Funding Remarks/
Frame Human Materials MOVs
Write an Do research July 2025 Researcher, Research Personal Gathering
action of related prospective materials, of
research literature respondents Printed information
proposal and studies , Principal, Articles, as basis
Conduct Teachers Books prior to the
pre-test and conduct of
interview, the study
Gather
evidence
related to
the study
Submit Preparation August 4, Researcher, Printed Personal Conduct an
Action of Action 2024 Principal, Research action
Research Research, District Paper, research
Proposal for Seek Supervisor Letter of
the conduct permission Intent
of the study and
approval
Administer Gathering September Researcher, Questionn Personal Documents
the prepared data, 8, 15 and Grade 3 and aire, on Pre-test
action Assessment 22, 2025 4 Learners checklist, results
research of test result observatio
proposal n form
Conduct an Conducting October Researcher, Informed Personal Attendance
orientation to orientation 13, 2025 Grade 3 and Consent, and
parents 4 Learners Pledge of observation
, Parents Commitm al checklist
ent
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Administer Administeri October Researcher, Pre-Test, Personal Assessment
Pre-Test and ng Pre-Test 20 and 27, Grade 3 and Post-Test results
Post-test and Post- 2025 4 Learners Attendanc
test e Sheet
Collect, Collecting, November Researcher Questionn Personal Graph,
process, and processing, 10 and 17, aire analysis and
interpret and 2025 interpretatio
collected data interpreting n
of data
collected
Submit result Submitting December Researcher Set of Personal Final Copy
to the SDO result of the 8-12 2025 SDO Ilocos printed of the
Palawan action copies of Action
research Completed Research
conducted Action submitted to
Research SDO Ilocos
VI – Cost Estimates
The estimated amount to be spent for the completion of this study is shown below:
RESOURCES
ACTIVITIES NEEDED/SOURCE BUDGET/AMOUNT
OF FUND
PRE-IMPLEMENTATION PLAN
Preparation and Bond Paper, folder, and Php. 200.00
submission of action Printing of Action
research proposal for Research Proposal
approval.
Dissemination of content
of the approved proposal Bond paper and
for information and printing of Attendance Php.300.00
commitment of support Sheet and Commitment
for its implementation. Form
Simple Snacks (juice
and bread)
IMPLEMENTATION PLAN
Conduct of orientation Bond paper and
printing of Minutes of
10
Tarpaulin Printing meeting Php. 700.00
Simple Snacks (juice
and bread)
Administration of Pre- Bond paper and
Test and Post-Test printing Questionnaire Php. 200.00
Transportation, Printing, Vellum paper and
Photocopying, printing of certificates Php. 2,500.00
Reward and Incentives
Recording/Documenting, Bond paper, Folders Php. 250.00
and printing of
Compiled Forms and
Lists
Distribution, collection, Bond paper and
and analysis of research printing of Research Php. 150.00
instrument/tool Instrument/tool and
result form
POST IMPLEMENTATION PLAN
Drafting/Preparation of Bond paper and
Action research Write up printing of Research Php. 200.00
Results and Action
Research Write-Up
Communication of Bond paper and
research results printing of Minutes of Php. 500.00
Meeting and
Attendance Sheet
Simple Snacks (juice
and bread)
TOTAL: 5,000.00
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VII – Plans for Dissemination and Utilization
Research proposal and the completed copies are expected to be kept by the
researcher. These will be shared to school principal, teachers, and school community
members before, during and after the implementation of this study. The
dissemination will be done during faculty meetings and LAC session.
The researcher is planning to disseminate the set approved and Completed
Action Research to schools in elementary level in the Schools Division Office of
Palawan. Further, the researcher will allow the public libraries to have a copy of the
same for future reference.
VIII – References
Adapon, M. T., & Mangila, B. B. (2020). Helping struggling readers to read: the
impact of the care for the non-readers (crn) program on Filipino pupils’
reading proficiency. Eternal (English, Teaching, Learning, and Research \
Journal), 6(2), 195-218.
Albano, E.C. Jr. (2021, August 24). Non-readers in High school. The Daily
Tribune. [Link]
high- .school/
Amin, E. A. R. (2022). Using Repeated-Reading and Listening–While-Reading via
Text To-Speech APPs. in Developing Fluency and Comprehension. World
Journal of English Language, 12(1).
Deborah Daiek and Nancy Anter, (2019). Critical Reading and Beyond, McGraw-
Hill: Newyork.
Deanne Spears, (2018). Developing Critical Reading Skills, McGraw-Hill: New
York.
Heilman, Athur, W, (2018). Principle and Practice of Teaching Reading, fifth
edition.
Kenyon, (2018). Reading Encouraging Intermediate Phase Learners to Read More.
Meijer, P. C., Verloop, N., & Beijaard, D. (2001). Similarities and differences in
teachers’ practical knowledge about teaching reading comprehension. The
journal of educational research, 94(3), 171-184.
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Park, J. (2022). Promoting L2 reading fluency at the tertiary level through timed
and repeated reading. System, 107, 102802.
PSP. R, Stone, (2019). Best Practices for Teaching Reading, United States of
America: Library of Congress Cataloging-in-Publication Data.
Soleimani, H., Mohammaddokht, F., & Fathi, J. (2022). Exploring the effect of
assisted repeated Reading on incidental vocabulary learning and vocabulary.
learning self-efficacy in an EFL context. Frontiers in Psychology, 13.
Suson, R., Baratbate, C., Anoos, W., Ermac, E., Aranas, A. C., Malabago, N., ... &
Capuyan, D. (2020). Differentiated Instruction for Basic Reading
Comprehension in Philippine Settings. Universal Journal of Educational
Research, 8(9), 3814-3824.
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