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I. INTRODUCTION
A. Background of the Study
Reading is a fundamental ability for higher learning. The best opportunity to
teach children the skills of reading is in the early grades or earlier if possible. If this
window is missed, then children who have not begun to read and understand what
they read will continue to fall behind unless swift action is taken.
According to Wolf (2007) the point of reading is comprehension; and the point
of comprehension is learning. Children who fail to learn to read in the first few grades
of school are handicapped in later grades as they must absorb increasing amounts of
instructional content in print form. Poor readers cannot develop proper writing skills
and become self-guided learners in other subject areas. The basic reading skills
necessary to become literate do not develop naturally; we have to learn to adapt the
part of our brain that recognizes images to be able to recognize written letters and
words.
Children must read fluently to comprehend what they are reading. As students
weave together the many strands of reading, including background knowledge,
vocabulary, language structures (syntax, semantics), and literary knowledge (print
concepts and genres) with knowledge of print-sound relationships and decoding, they
get closer to skilled reading and comprehension (Scarborough, 2002). A critical strand
in this process is oral reading fluency, as measured by the number of words read
correctly per minute (Fuchs et al., 2001).
In the contemporary classroom, literacy instruction is one of the most
important disciplines used to prepare students for higher education and adult life.
Through teaching children how to read, educators equip their students with the tools
necessary not only to succeed throughout their education and careers, but also in
everyday activities such as reading a menu or checking the weather forecast. While
there are multiple aspects to literacy education, one of the most important components
is reading comprehension. All reading instruction, including phonics, fluency, and
vocabulary development, leads to the ultimate goal of comprehension.
Educators continually look for strategies to enhance and improve the reading
practices of pupils. The Department of Education is doing its best to address the
reading problems among elementary pupils in the Philippine public schools. The
department adopted and implemented the ECARP of Every Child A Reader Program.
It also implemented different reading intervention activities among which are, Drop
Everything and Read (DEAR), Three Words A Day, Read A Thon and the Directed
Reading-Thinking Activities as strategy to the reading intervention programs.
As it was published in Manila Bulletin of March 9, 2011, Department of
Education says that more students will benefit from a new early reading intervention
program that will help young readers improve their literacy skills from Primary to
Grade 3. The program will be rolled out in September and will replace Reading
Recovery, a program designed to serve a small percentage of struggling Grade 1
readers needing intensive support. The programs can helping students learn and excel
in reading and writing is critical to their lifelong success. This will be an example of
what is meant when one says putting children and learning first.
The new program will also make closer links between board literacy
specialists and classroom teachers, meaning fewer students will be taken out of the
classroom. Like Reading Recovery, there will some one-on-one support, but the focus
will be on small groups within the classroom
In support of the program, the Bureau of Elementary Education (BEE)
developed the Philippine Informal Reading Inventory (Phil IRI). The Phil IRI will
be administered to all public elementary schools to assess the progress and levels of
reading ability and comprehension of the pupils after the intervention programs.
However, in spite of the reading interventions, the reading comprehensions of
the many of pupils even those who are in the higher grades and in high school are still
poor. Many of them cannot understand what they have read
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Thus, educators continually look for strategies to enhance and improve the
reading practices of their student. The Department of Education is doing its best to
address the reading problems among elementary pupils in the Philippine public
schools. The department adopted and implemented the ECARP of Every Child A
Reader Program. In support of the program, the Bureau of Elementary Education
(BEE) developed the Philippine Informal Reading Inventory (Phil IRI). The Phil
IRI will be administered to all public elementary schools.
In line with the objectives of the Phil IRI, the DepEd gave and implemented
specific remedial intervention for the program one of these is the Drop Everything
and Read, which is guided by the DRTA strategy or Directed Reading-Thinking
Activities.
A daily DEAR program (Drop Everything and Read) provides students with
much more than a just-sit-there-and-read experience. It gives the teacher a structured
time to touch base with each student over a period of time, assess progress, and target
instruction. Even more important, it gives students time to read what they want to
read, share what they've read, and receive the support they need for further reading
explorations and reflections. Daily reading sessions last between twenty and thirty
minutes and are followed by fifteen minutes in which students can write in their
reading response logs. When a student completes a book, he or she conferences with
the teacher to discuss the book and share his or her reading log.
This research was then undertaken to determine the effect of Drop Everything
and Read (DEAR) as an intervention program to enhance the reading ability and
comprehension of the grade six pupils in Tapian Elementary School.
B. Statement of the Problem
This research was conducted to determine the effect of Drop Everything and
Read (DEAR) program on the reading ability and comprehension of the grade 6
pupils in their English subject.
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Specifically, it sought to answer the questions:
1. What is the reading ability and comprehension of the Grade 6 pupils at
the beginning of the school year 2011-2012?
2. What is the reading ability and comprehension of the Grade 6 pupils at
the end of the school year 2011-2012 after DEAR program was
integrated in teaching?
3. Is there a significant difference of DEAR program on the reading ability
and comprehension among pupils at the beginning and at the end of the
school year?
For the educational policy makers and planners, the result of this study will
make them think of ways to enhance more the reading ability and
comprehension of the learners if found negative. Likewise, to think of the best
way to improve the pupils ability to read and to comprehend, since both are
requirements for the learners to understand other learning areas of the
curriculum.
For the administrators, to be more aware of the issues related to pupils
reading profile and for them to conduct strict monitoring on the
implementation of the reading enhancement program.
For the Elementary Teachers handling English subject, the findings would be
their bases for upgrading their teaching strategies and making necessary
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understand what it is that they have read. It is on the basis of comprehension then, that
one can begin to distinguish between a good reader and a poor reader. A reader who has
good decoding skills but poor comprehension skills is essentially a poor reader because
he is unable to find meaning in the written word. He will be unable to gain insight or
knowledge from the text, he will be unable to add the new knowledge to his existing
knowledge base and he will be hindered in reaching his full intellectual potential. As
stated by Beckett (2005) if a child is deemed as unable to acquire functional
comprehension of oral language and its associated pragmatics, and of written language
and its different communicative conventions, that child will be effectively locked out of
the benefits of education.
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Effectiveness of remedial reading instruction
Much research has been conducted in the area of remedial reading programs and,
in general, findings seem to indicate that if carried out effectively, remedial intervention
can have a positive effect on a child's reading ability. Kokong (1991) found that different
strategies and styles can improve the reading ability of pupils and it is believed that
improved reading ability will improve pupils' academic achievement. Foorman and
Torgesen (2001) show that research with children at risk for reading failure provides
evidence that phonemica1ly explicit interventions are more effective than interventions
that are less phonemically explicit. They emphasize that effective interventions should
contain strongly explicit instruction in the knowledge and skills needed to read words
accurately and fluently.
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II. METHODOLOGY
This presents the research design, research locale, the sample, the research
instrument, data collection procedure and the data analysis procedure.
Research Design
This research study utilized the descriptive type of research. As cited by
Calmorin (2004), the descriptive type of research aims to gather information about the
past and present conditions and describes the nature of the variables. This type of
research is suited in this type of research, since it attempted to describe the
improvement of the pupils reading ability and comprehension after the DEAR
program as reading intervention program. In a big concept, it describes the effects of
the intervention program on pupils reading profile as it presented the existing
relationship between the two variables.
Research Locale
The study was conducted in Tapian Elementary School, a non-central school
in Santa Cruz South District, Division of Marinduque.
The choice of the research locale is due to the researchers deep concern
enhancing the quality of English reading instruction in the said school.
The Sample
The subjects of this study were the 14 grade six pupils .
Research Instruments
This research adopted the Phil IRI form 1, the test materials. For oral reading
test, the test materials are consist of 2 reading passages of 73 words for pre test and
post test respectively followed by seven prompt questions. For silent reading test, it is
consist of one reading passage of 201 words for pre test followed by eight item
questions and another reading passage of 208 words for post test, followed by eight
item questions.
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12
Frustration
Instruction
Independent
Number of
Level
al Level
Level
Total
Enrolment
Pre-Test
Male
N
3
%
75
N
0
%
0
N
1
%
25
N
4
%
10
Femal
10
60
20
20
10
10
e
Total
14
64.29
14.2
21.43
14
10
9
Post Test
Male
50
50
10
Femal
10
10
60
30
10
10
e
Total
14
7.14
57.1
35.71
14
10
Total
Male
4
50
Improve
Femal
10
40
10
ment of
e
Total
14
57.15 6
42.8
14.29
Pre test
and Post
test
25
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Pre-Test
Total Number
Frustratio
Instructiona
Independe
of Enrolment
n Level
l Level
nt Level
Male
N
2
%
50
N
2
%
50
N
0
%
0
N
4
%
10
Female
10
40
60
10
10
Total
14
42.8
57.1
14
10
6
Post Test
Male
75
25
10
Female
10
60
40
10
10
Total
14
64.2
35.71
14
10
Total
Male
9
25
Improve
Female
10
40
Total
14
7.14
35.71
ment of
Total
25
Pre test
and Post
test
Table 2. English Silent Reading Test (Number and Percentage per Reading
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Frustration
Instruction
Independent
Number of
Level
al Level
Level
Total
Enrolment
Pre-Test
Male
N
3
%
75
N
0
%
0
N
1
%
25
N
4
%
10
Femal
10
60
20
20
10
10
e
Total
14
64.29
14.2
21.43
14
10
9
Post Test
Male
50
50
10
Femal
10
10
60
30
10
10
e
Total
14
7.14
57.1
35.71
14
10
Total
Male
4
50
25
Improve
Femal
10
40
10
ment of
15
Pre test
Total
14
57.15 6
42.8
and Post
14.29
test
Table 3 shows the result of the English Oral reading test. The findings
revealed a decrease of 57.15 percent on pupils belonging to frustration level, further,
an increase of 42.86 percent of instructional readers and 14.29 of independent readers.
Findings implied that the decrease of frustration and increase of instructional and
independent readers are attributed to the integration of DEAR program in between
teaching of English for the entire school year. Findings also implied that pupils oral
and silent (comprehension) abilities have improved after the DEAR program.
Pre-Test
Total Number
Frustratio
Instructiona
Independe
of Enrolment
n Level
l Level
nt Level
Male
N
2
%
50
N
2
%
50
N
0
%
0
N
4
%
10
Female
10
40
60
10
10
Total
14
42.8
57.1
14
10
6
Post Test
Male
75
25
10
Female
10
60
40
10
10
Total
14
64.2
35.71
14
10
Total
Male
9
25
Improve
Female
10
40
Total
14
7.14
35.71
ment of
Pre test
and Post
test
Total
25
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Table 4. Results of the Phil-IRI SY 2011-2012
Grade VI English Silent Test
Table 4 presents, the results of English Silent Reading test, the findings
revealed a total decrease of frustration readers and an increase of 7.14 percent of
instructional readers and 35.71 percent of independent readers. The findings implied
that the smaller the number of frustration and instructional readers, the bigger the
numbers of the independent readers. The increase number of the independent readers
is attributed to DEAR program. Thus the DEAR intervention program has significant
effect to pupils reading ability and comprehension.
Pre
Tes
t
Male
Pos
Female
t
Tes
t
Total
-3
+2
+1
-5
+4
+1
14
17
Male
Pr
e - Female
Tes
t
Male
Po
st Female
Tes
t
Total
Frustration
Level
2
Instructiona
l Level
2
Independent
Level
0
Total
10
-2
+1
+1
-4
+4
Interpretation
df = 6 at
0.05 =
12.592
X2= 5.155
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Table 6 reveals that DEAR reading intervention has no significant effect on pupils
reading comprehension skill. The level of measurement was set at 0.05 with df of 6,
the significant level is below the set degree of frequency. Data suggest for another
intervention program to enhance the reading comprehension of the pupils.
not significant
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IV. CONCLUSION
This intends to present the conclusions that have been drawn from the
findings.
This particular study attempted to describe the effects of DEAR intervention
program on pupils reading ability and comprehension and to find the relationship
between the two variables.
This descriptive type of research utilized test materials such as reading
passages, prompts and reading comprehension tests.
The researcher made us of 14 grade six pupils in Tapian Elementary School.
Descriptive statistic like percentage was employed. To test the effect, chi
square was utilized.
This study attempted to answer the following questions:
Specifically, it sought to answer the questions:
1. What is the reading ability and comprehension of the Grade 6 pupils at
the beginning of the school year 2011-2012?
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2. What is the reading ability and comprehension of the Grade 6 pupils at
the end of the school year 2011-2012 after DEAR program was
integrated in teaching?
3. Is there a significant difference of DEAR program on the reading ability
and comprehension among pupils at the beginning and at the end of the
school year?
Conclusion
Based on the findings, this study concludes that:
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1. There is a significant effect of DEAR on pupils oral reading ability.
Likewise, there is an existing relationship between these variables.
Therefore, the null hypothesis is hereby affirmed.
2. There is no significant effect of DEAR on pupils reading comprehension
(silent) skill. Therefore, there is no existing relationship between these
variables, thus, the null hypothesis is rejected.
V. RECOMMENDATION
In the light of the findings, the following recommendations are offered:
instruction levels.
Provide individualize education plan with regards to reading to
enhance pupils reading ability and comprehension.
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773.
Pretorius, E.J. 2002. Reading ability and academic performance in South Africa : are we
fiddling while Rome is burning? Language matJers, Issue 33: 169-196.
Scarborough, H.S. 2001. Connecting Early Language and Literacy to Later Reading
(Dis)Abilities: Evidence, Theory, and Practice, In S.B. Neuman and D.K.
Dickinson (Eds.), Handbook of Early Literacy Research. New York, NY:
Guilford Press. 1:97-110.
Wolf, K. M. 2007. Accountable talk in reading comprehension instruction. (CSE
Technical Report 670.) Los Angeles, CA: National Center for Research on
Evaluation, Standards, and Student Testing (CRESST). (Retrieved from:
http://www.google.com/#hl=en&output=search&sclient=psyab&q=Vellutino+and+Scanlon+(2001&oq=Vellutino+and+Scanlon+(2001&a
q=f&aqi=&aql=&gs_l=hp On August10, 2012).
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