ENHANCING

READING FLUENCY OF GRADE 3

STUDENTS AMIDST COVID-19
PANDEMIC: PARENT-TEACHER
READING INTERVENTION
 I. CONTEXT AND RATIONALE
Philippines is one of many countries that force to postponed face-to-face classes due to COVID-19. Despite of postponing classes until 2021, the Department of

Education maintains that education of millions of Filipino students should not wait. To make sure that learning remains unhindered, DepEd implemented a distance

learning approach – a learning delivery mode where interaction takes place between the teacher and the students who are geographically remote from each other

during instruction. This means lessons will be delivered outside the traditional face-to-face setup. Almost all public school here in South Cotabato are been using

Modular Distance Learning. Just like Tboli Elementary School parents and teachers share a common worry, when the pandemic subsides, children will return to school

with lower achievement in all learning areas most especially their reading skills. Among 79 participating countries and economies, the Philippines scored the lowest in

reading comprehension in the 2018 Programmed for International Student Assessment (PISA), the reading assessment was conducted last 2018 without pandemic.
• Reading skills and comprehension of Filipino learners are very poor even in the face-to-face instruction how much more in this Pandemic, where they are only relaying
on the Self learning modules and to their parents as their teacher at home . In line with this matter, this study aims to enhance reading skills of Grade 3 pupils though
Parents-Teachers Intervention such as One-on-One Reading. This study will help teacher identifying learners level in Reading Fluency in terms of Level of Reading
Fluency in terms of: Letter Name Knowledge, Letter Sound Knowledge, Phonemic Awareness, Familiar Word Reading, Unfamiliar Word Reading.
 II. ACTION RESEARCH QUESTION

1. Can Parent-Teacher Intervention enhance Reading 3. Is there a any significant relationship

Fluency of Grade 3 amidst of COVID-Pandemic?
between the Parent-Teacher Reading
2. What is the level of reading Fluency of
Intervention and the level of reading fluency
students in terms of:
a) Letter Name Knowledge
of Grade 3 students amidst COVID-19
b) Letter Sound Knowledge Pandemic?
c) Phonemic Awareness

d) Familiar Word Reading

e) Unfamiliar Word Reading

 • The conceptual framework as presented in the figure shows the different variables in the study. The
independent variable is the Parent-Teacher Reading Intervention and the dependent variable is the Reading
Fluency of students S.Y. 2020-2021. The level of Reading is focused on: Letter Name Knowledge, Letter
sound Knowledge, Phonemic Awareness, Familiar Word Reading and Unfamiliar Word Reading. The
relationship of the variables is illustrated using the conceptual framework as show.
INPUT OUTPUT
TRANSFORMATION
EGRA-ARATA Parent-Teacher Enhanced Level of Reading
ASSESSMENTS Reading Fluency in terms of:
Intervention
a) Letter Name Knowledge
b) Letter Sound Knowledge
c) Phonemic Awareness
d) Familiar Word Reading
e) Unfamiliar Word Reading
 
 III. INNOVATION, INTERVENTION AND
STRATEGIES

This chapter contains reading about various literature and related studies that are relevant to the present study.

It can be said that there is a serious relationship between fluency reading and reading comprehension. It should be noted in the same

way that fluency is a bridge to reading and affects reading comprehension (Rasinski, 2004; Spaull & Pretorius, 2016).

• A University of Alberta professor's studies show the COVID-19 pandemic has hurt the reading ability of children in the second and third

grade. (Whitney Leggett/Associated Press) "The findings are quite alarming because we know that reading is associated in the long run

with higher dropout rates and higher unemployment rates," George Georgiou.  The educational psychology professor and director of the

J.P. Das Centre in Developmental and Learning Disabilities conducted two studies looking at reading test scores for Alberta children.
 IV. RESEARCH METHODOLOGY

• Research Design
The study will employ a descriptive-experimental method of research design. Specifically, it covers the Parent-Teacher Reading

Intervention among Grade 3 students of T’boli Elementary School and the student’s reading fluency in terms of letter name knowledge,

letter sound knowledge, phonemic awareness, familiar word reading and unfamiliar word reading. It also attempted to know if there is a

significant relationship between Parent-Teacher Reading Intervention and student’s level of reading fluency.

The respondents of this are the grade 3 students of T’boli Elementary School A.Y. 2020-2021. Self-made questionnaire and the EGRA-

ARATA Assessment Toolkit will be used by the researcher in the study in order to get the data needed. In order to interpret the result of

the study, the researcher will used, T-Test, weighted mean, frequency and linear regression as the statistical treatment of the study.
• Research Participants
The respondents of the study are (130) Grade 3 students of Tboli Elementary
School, Bgry. Kematu, Tboli, South Cotabato, Division of South Cotabato.
 RESEARCH INSTRUMENTS
The following questionnaires are utilize to gather the needed information.

Part 1. Parent-Teacher Reading Intervention. The researcher will use a self-made questionnaire. The questionnaire

will be used to investigate the extent of usage of Parent-Teacher Reading Intervention. It contains 20 items.

Five-point Likert Scale will be used by the students to answer the questions.

Part 2. Reading Fluency. The researcher will utilize an adapted questionnaire from EGRA-ARATA Assessment Toolkit

to determine the reading fluency of students in terms of: a.) letter name knowledge, b.) letter sound knowledge, c.)

phonemic awareness, d.) familiar word reading and e.) unfamiliar word reading
DATA GATHERING

• The researcher will be going to ask permission from the principal of Tboli Elementary School
to conduct the study and furnish a copy of Grade 3 students’ number that is officially enrolled
this S.Y 2020-2021 upon the approval. The researcher then ask assistance to the Academic
Head and to the respective teachers of grade 3 students to conduct the study. The
researcher sought the help of their English teacher who will administer the questionnaire and
test papers to the students. Part 1 is identifying how Parent-Teacher Reading Intervention
will be conducted and can enhance Reading Fluency of Grade 3 amidst of COVID-
Pandemic; Part 2 is identifying the level of reading fluency of students. Part 3 Finally, after
all the collection of the questionnaires and examination results, retrieval follow. The data will
be subjected to statistical process, analyzed and interpreted using statistical tools .
 DATA ANALYSIS
•In treating the data that will be gathered, weighted mean, frequency and linear regression will be used.

A. Weighted Mean
Weighted mean will be used to determine the Parent-Teacher Reading Intervention.

B. Frequency

Frequency will be used to determine the level of reading fluency of the students.

C. Linear Regressions

Linear regression will be employed to determine the significant relationship between the extent of usage of modular
distance learning and the level of reading fluency of students. It is a statistical technique that causes several explanatory
variables to predict the outcome of response variable. Its goal is to determine the relationship between dependent variables
and independent variable.

D. T-Test