I.

Context and Rationale

Problems in reading comprehension are not just common issues that

teachers and students deal with in the classroom. It's a significant problem that

calls for careful thought, endurance, and work to improve students'

comprehension. It’s a serious issue that requires careful consideration, patience

and efforts to help students get better at comprehending. Student’s performance

in school, confidence in opportunity to participates in class, and social skills

inside the classroom are all affected.

Students who have diminished reading comprehension levels perform badly

in the classroom. Some of the students who are in this level can’t cope up in the

class, lack the ability to express themselves in class, while some kept silent in

the corner of the classroom. They become less willing and confident to do their

work during class activities. during class activities.

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 (Singhal 2001). Thus, 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 (Casing, 2019).

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 The recent 2022 research conducted by the Program for International

Student Assessment (PISA), the Philippines landed in the bottom 10 out of 81

countries in reading comprehension, mathematics and science and showed

minimal improvement, results of the 2022 Program for International Student

Assessment (PISA) test revealed. The study revealed that the Philippines’

ranked the lowest out of 79 participating countries in 2018 in reading

comprehension, the Philippines was ranked 76th out of 81 countries for 2022.

Indicators of the test, however, showed that despite moving up the rank, the

performance of top-performing students (TPS) in the country did not go up in

percentage points, while low-performing students (LPS) registered a 4.3 percent

decline in reading comprehension proficiency levels.

In our cooperating school there were common problems and concerns

about the grade 8 junior high school students of Matacon National High School

regarding their difficulties in reading comprehension. Some of the problems are

they can read but they don’t understand what they had read, some are non-

readers, some can read fast but no comprehension and some are slow readers.

These difficulties in reading competency among Grade 8 students of Matacon

National High School affects their performance inside the classroom.

The issue of reading comprehension in schools are common and is

undeniably a pressing matter that needs to be attended to. Since reading

comprehension seems to be a special issue that hasn't been solved despite

researchers' attempts to raise students' reading proficiency, it has been a major

concerned for schools.

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 Hence, to help address the problem in reading comprehension of the

students, the researchers of this study have decided to innovate and implement

guided reading strategy. The purpose of implementing this strategy is to improve

the reading competency of students who are under frustration level.

II. Action Research Question

Generally, this study will determine to improve and address student’s

difficulties in reading competency of Grade 8 students of Matacon National High

School.

Specifically, this study pursues to answer the following questions:

1. What is the reading competency before and after of the intervention?

2. How effective is the use of guided reading strategies in enhancing the

reading competency?

III. Proposed Innovation, Intervention and Strategy

This study is all about improving the reading competency among

Grade 8 students through the use of guided reading strategy during class

participation as the intervention will be employed. Moreover, Guided

reading strategies are often used to help students who struggle with

reading comprehension. Pre-reading, during-reading and post-reading

strategies are combined to facilitate learning and enhance literacy.

Through the implementation of guided reading strategies, students

become aware of how print works (Kasten, Kristo, & McClure, 2005), and

students struggling with reading comprehension are better able to create

meaning. “In guided reading, teachers show students the “tricks of the

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trade,” then provide focused support to help them become independent

readers and writers,” (Kasten, Kristo, & McClure, 2005, p. 286).

Here are the eight(8) guided reading strategies that will be employed

during class participation. This intervention are included in the Lesson

Plan.

1. Guided Reading Picture Ladders

Guided reading picture ladders are an activity that involves creating

a visual representation of a text's plot structure.

The activity is designed to help students better understand the

sequence of events in a story. It also reinforces comprehension skills,

such as identifying the main idea and supporting details.

To implement this activity, you will create a ladder on chart paper

with the story's title at the top and the events of the story written in order

on the rungs. Students can then use the ladder to retell the story, identify

the main events and discuss how they are connected.

2. Graphic Organizer Bundle

A graphic organizer bundle is a set of printable templates for

higher-level guided reading groups. They help students organize their

thoughts and ideas as they read.

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 Graphic organizers bundles can be useful for teaching across

various grade levels and reading levels. Some examples of what you

might include in yours include story maps, character webs, Venn diagrams

and cause-and-effect charts.

3. Cartography

Cartography is a guided reading activity where your students create

a map of the story setting. Students use their knowledge of the story and

its setting to create a detailed map, including key landmarks, buildings and

other important features.

This activity supports students' comprehension skills, as well as

their ability to visualize and create mental images of the setting. Not to

mention that adding an art element will likely get your students very

excited.

4. Newspaper report

A newspaper report is a great way to practice reading and writing

skills. In this guided reading activity, students will retell an event from the

story as if they are a reporter.

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 You can add to this activity by having students use graphic

organizers, such as a story map, to help them identify the key elements of

the news story and plan their newspaper report.

5. Create a thesaurus or dictionary

An effective guided reading activity for students is to create their

own thesaurus or dictionary based on a text they have read. This activity

helps students to expand their vocabulary and reading comprehension

and promotes their independence in learning new words.

Students can start this activity by identifying words from the text

that they don't know, and then research their meanings and synonyms.

They can then compile their findings into a thesaurus or dictionary.

They can keep this dictionary later on to support their reading and writing

in the future.

Creating a thesaurus or dictionary can also be a sight word activity

for first and second grade students. Through this activity, students can

learn new words, their meanings and how to use them in sentences.

6. Buddy Reading

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 Use board games as a reading intervetion engaged are involved.

This intervention are effective in peer to peer activity, it enhance reading

skills and comprehension of the students.

7. Alternative to Rotating Reading Stations

The Alternative to Rotating Reading Stations is a flexible grouping

approach that focuses on providing targeted instruction for small groups of

students based on their individual needs.

You may find that this method makes it much easier to meet the

diverse needs of your students and differentiate instruction to help each

student reach their full potential.

You can group students based on their reading level, skills,

interests, or any other factors that may impact their learning.

8. Strategic Intervention Materials (SIMs) are learning tools that

help students who are struggling with a particular skill or concept. SIMs

are used in remedial sessions to help students master skills they may not

have been able to learn in a traditional classroom.

The researchers thought of this intervention based on the observed

performance of the students during class participation. In fact, it does not

only focus on reading comprehension skills but also their low level of

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 interaction and participation which in turn benefit them to excel in different

aspects. Through this research, those students with difficulties in reading

competency will be given an opportunity to learn and improve their reading

comprehension that will benefits their overall development inside the

class.

The respondent of this study are the Grade 8 students of Matacon

National High School. It focuses on improving the reading competency of

the students which everyone will be benefited from the study. The study

will be implemented for ten weeks, begins at first week of __________ to

first week of __________2025.

IV. Action Research Methods

This study will utilize a pre-experimental research design. The

researcher will use Pre- assessment and post-assessment in gathering

the data. The objectives of Pre- assessment and post-assessment is to

determine the level of Reading competency of the students in reading

comprehension.

Before After implementation

implementation TREATMENT of interventions
(INTERVENTION)
(PRE-READING) (POST-READING)

V. Participants and/ or other Sources of Data and Information

a. Participants/other sources of Data

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 The participants of this study were the Grade 8 - Oak with a total of 29

students 15 males and 14 females of Matacon National High School

enrolled in the academic year 2024-2025.

b. Data Gathering Method

The researchers will use a purposeful sampling, also known as purposive

and selective sampling, purposeful sampling is a sampling technique that

qualitative researchers use to recruit participants who can provide in depth and

detailed information about the phenomenon under investigation. It is highly

subjective and determined by qualitative researcher generating the qualifying

criteria; each participant must meet the criteria to be considered for the research

study. On this type of sampling technique, the researchers will choose

respondent based on the needs of the study.

Research Instrument

The following instruments will be used in gathering the data needed

to substantiate the posed problems in this study.

1. Class Participation Map. This refers to the method of keeping track

of students’’ engagement to find out who is participating and who is

not, as well as whether a particular student is improving. It is an easy

technique to monitor student engagement.

2. Pre-Test and post-Test. This refers to the method of assessing the

student knowledge. Pre-Test is an assessment measure given to the

participants before they have undergone some type of treatment as

part of a research study, while Post-Test is an assessment measure

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 given to participants after they have received treatment as part of a

research study.

c. Data Analysis Plan

The following stages will be observed to gather the necessary data which

will substantiate the posed action research problems.

Determining the level of level of reading

STEP 1 comprehension of the students

Pre-assessment
STEP 2
(PRE-READING)

STEP 3 Preparation and Validation of Intervention

Implementation of the of the Strategy

STEP 4 (Guided Learning Strategy)
.

Administer Evaluation
STEP 5
(POST-READING)

STEP 6
Data Analysis

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d. Statistical treatment

The Collection and tabulation of data. The scores from the pre-

assessment ‘post- assessment and post-test were tabulated and analyze.

The following statistical tools were use in the analysis of data:

Frequency, Percentage and Weighted Mean

Calculation of that measures the average of a data set in which
certain
numbers, or values, may be more important than others.
W = Weighted Average
n = number of terms to be averaged
w = weights of the values
X = data values
Paired Sample t-test.
This tool was used to determine the significance of the difference
between the pre-assessment and post-assessment test scores.
VI. Action Research Work Plan and Timeline

. ACTION RESEARCH WORK PLAN AND TIMELINES

Below is the action research work plan and timeline followed during

the duration of the study.

Research Activities Target Date Status of

Implementation

1. Formulation of Research topic November 2024 Done

2. Consultation with our research December 2024 Done

adviser regarding the research
topic.

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 3. Preparation of Action Research December, 2024 On process
Proposal.

4. Seek approval for implementation. 3rd week of January On process

2025

5. Administer the treatment

● Guided reading strategies
On process To be
implemented

6. Collection of Data after the 4th week of March To be

Intervention 2025 implemented

7. Analysis of data 1st week of April 2025 To be

implemented

8. Preparation and submission of 2nd week of April To be

completion report. 2025 implemented

VII. Cost Estimates

From personal fund of the researcher, below are the expenses incur in

conducting of the study.

Nature of Expenses Cost Estimate

Printing/Reproduction of Manuscripts Php 2,000

and Other Instruments

Transportation Php 1000.00

Internet Expenses Php 500.00

TOTAL Php 3,500.00

VIII. Plans for Dissemination and Utilization

The respondents propose the Guided Reading Strategy in improving the

reading competency of Grade 8 students of Matacon National High School. This

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study will help the students who are experiencing difficulties in reading, this will

help them improve their reading skills and comprehension during class

participation. Moreover, it does not only improve their reading comprehension but

also their overall development specifically when it comes to effective

communication skills, social skills, critical thinking skills and even reasoning

skills. Significantly, it will also build and boost self-confidence and self-esteem

that will help learners to excel in different aspects. In fact, it will truly hone them

developing their full potentials and abilities. If it is found effective, it can be used

by teacher as a classroom managing and teaching methods to help student who

are in frustration in reading comprehension. Hence, the proper observance

through asking permission and feedback from the principal and other authorities

as is the top priority.

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