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Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 1
SCHOOLS DIVISION OFFICE 1 OF PANGASINAN
Lingayen
MANCUP ELEMENTARY SCHOOL

ACTION RESEARCH PROPOSAL

(NOT BERF FUNDED)

Title: IMPROVING READING COMPREHENSION OF GRADE V LEARNERS

THROUGH GRAPHIC ORGANIZERS

JOSENIA V. TAMAYO
Research Proponent
Noted:
DR. LIBERTY M. MANIQUIS
Principal I

Endorsed
ROBERTO Z. BARONGAN
District Supervisor

SCHOOLS DIVISION RESEARCH COMMITTEE

Checked by: Edited by:

MARILOU D. ROLDAN, Ph.D WILMA S. CARRERA, Ed.D

EPS In-Charge in English EPS In- Charge in Action Research

MARICEL F. PALMA EDWIN R. FERRER, Ed.D

SEPS, Planning & Research PSDS, CID Representative
Member

Recommending Approval:

ANGELINE S. CASIPIT, Ed.D CARMINA C. GUTIERREZ Ed. D.

Chief Education Supervisor, SGOD Chief Education Supervisor, CID
Co- Chairman Co- Chairman

Approved:

TEODORA V. NABOR, DA
Assistant Schools Division Superintendent
Chairman
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NOTES TO REMEMBER

1. Use 8.5 x 11 bond paper

2. Font – Arial
3. Font size – 11
4. Proper Spacing
* Title of the Problem (Single Space and Center Text)
* Title of the Table (single space and center text)
* Content of All Parts (double space)
5. Follow proper margining (upper 1 ½, left 1 ½, right 1 ½, bottom 1)
6. All parts should have its own pagination and it should be at the upper right
hand.
7. Name and Number all Tables and use Hindu Arabic.

CARMINA C. GUTIERREZ Ed. D.

Chief Education Supervisor, CID

TABLE OF CONTENTS
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Page

Title Page…………………………………………………………………………...1

Approval Sheet……………………………….………………….. ………………..2

Table of Contents………………….……………………………………………….3

I. Context and Rationale…………………………………………………….4

II. Research Questions…………..…………………………………………..6

III. Proposed Innovation, Intervention and Strategy ……………………………7

IV. Action Research Methodology…………….………………………………… 8

Sources of Data……………...………………………………………. 8

Data Collection………………….…………………………………….8

Plan for Data Analysis……………….……………………………….8

V. Action Research Work Plan and Timeline…………………………………...8

VI. Cost Estimates…………………………………………………………………11

VII. Plans for Dissemination and Utilization…………………………………….11

VIII. References……………………………………………….............................13
VIII. Appendix A – Permit to Conduct the Study……………………………….14
Appendix B - Scaffolding Tools…………….……………………….……. 15

Tables
Table 1 - Timelines…………………………………………………………10
Table 2- Cost Estimates…………………………………………………..10

I. Context and Rationale

In recent years, particularly since the launch of the PHIL- IRI, research on reading

comprehension instruction has focused on comprehension skills and strategies. Many

reading programs have been developed and spearheaded by the Department of

Education that teach reading comprehension strategies individually or together as a set

to improve the comprehension of a text. Such reading programs include Every Child, A
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Reader, Sa Aklat Sisikat and Drop Everything and Read. These strategies range from

general strategies that good readers use when they have difficulty comprehending, such

as rereading, to specific skills that are useful when reading a novel text, such as finding

the main idea. It makes it imperative that teachers assist their pupils in improving their

reading and comprehension abilities. In the curriculum, one learning experience typical of

all discipline is reading. Former Education Secretary Armin A. Luistro underscored this in

a statement when he said that it is important to assess the reading capability of students

because reading is the foundation of all academic learning. If a pupil fails to master basic

reading skills at the outset, it will be a constant struggle for them to get through other

disciplines successfully, thus depriving them of the chance to become literate and

productive individuals.
The relaunch of the Schools Division Office I of Pangasinan’s-initiated Project

DREAMS (Division Reading Enhancement and Meal Serving) in August 2015 had the

English teachers in all public elementary schools assessed the reading levels of the

students. This project beefs up the existing reading program that schools under the said

division have. Reports submitted by elementary teachers in Mancup Elementary School

showed that while there was a marked improvement in the number of pupils who have

progressed in their reading level, the teachers noted that the reading difficulty lies more

on the level of comprehension. While majority of the pupils are able to answer questions

under the literal level, sadly there are still a number of pupils who failed to answer even

the most basic ones such as those that ask for details from the text. For the teachers

conducting the reading test, comprehension level of the Grade 5 pupils by now should

have gone beyond the literal or interpretative level. The students' low performance on

reading comprehension tasks, lessons, and tests, prompted the researcher to reconsider the

traditional strategies and adopted new ones that depend on support, assistance and explicit
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instruction. One such strategy adopted by the researcher in improving the students’ reading

comprehension and increasing their performance is the “scaffolding” strategy which utilized

graphic organizers. It is in this vein that this study is proposed. It looks into the influence of

graphic organizers in improving the reading comprehension of Grade V elementary pupils

in Mancup Elementary School under the Calasiao II district.

Many researchers and many studies have contributed to instructional scaffolding

methods and techniques such as utilization of graphic organizers. Villacorta (2014) underscored

modeling, questioning and explanation which can be used to make the task requirements explicit.

The study affirmed how a variety of graphic organizers to accommodate students’ different levels

of knowledge: advance organizers, cue cards, concept and mind map, examples, explanations,

handouts, hints, prompts, question cards, question stems, stories and visual scaffolds, significantly

help in addressing students’ comprehension skills. comprehension skills. This observation was

noted, too, by Fabio (2012) in her study of graphic organizers which greatly aided the visual

learners’ comprehension skills.

This study will prove to be a necessary step towards improving students’ reading skills and

increasing their performance through utilization of graphic organizers.

II. Research Questions
This study seeks to determine the impact of graphic organizers in improving the

reading comprehension of the Grade V learners of Mancup Elementary School for the SY

2018 – 2019.
Specifically, the study seeks to answer the following questions:

1. What are the needs of the learners in reading in English along the area of reading

comprehension?
2. What instruction scaffolding can be developed in order to improve the reading

comprehension of the Grade V learners?

3. What is the level of effectiveness of the graphic organizers in improving the

reading comprehension of the Grade V learners?

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III. Proposed Innovation: Graphic Organizers

Today, in an era of school reform as manifested in the No Child Left Behind and Every

Child A Reader, there is the expectation that all students will meet rigorous academic standards.

Classroom teachers are expected to identify potential reading difficulties before they become

damaging and lifelong. In a nutshell, this means that teachers must know how to diagnose their

students’ reading and writing strengths and weaknesses, and then use the assessment data to

plan effective literacy instruction.

This innovation on scaffoded instruction through utilization of graphic organizers in

reading will not only assist the teachers in dealing with the learners whose level of reading

comprehension is still under literal, but, be the very tools in preventing children’s reading

problems. In so doing, teachers will scaffold the struggling readers and enable them to become

independent and capable readers and writers.

In reading, scaffolding refers to a variety of instructional techniques used to move

students progressively toward stronger understanding and, ultimately, greater

independence in the learning process. The researcher shall provide successive levels of

support through the utilization of graphic organizers that shall help the Grade V learners

reach higher levels of comprehension and skill acquisition that they would not be able to

achieve without assistance.

The Intervention, graphics organizers, shall encompass the use of these graphics

as information organizers while comprehending a passage for main ideas, supporting

details, facts, opinions, comparisons and contradictions. The intervention shall provide the

learners with opportunities to clarify the relationships of ideas and make remembering the
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ideas easier. Moreover, the intervention shall be prepared with the provision that they do

not only fit the text and purpose; but, are suited to fit varied learning styles and situations.

IV. Action Research Methodology

This study shall employ descriptive method of research. Descriptive method of

research is used to determine the demographic profile of the respondents. Descriptive

research, as defined by Calderon (1993) is a purposive process of gathering, analyzing,

classifying, and tabulating data about prevailing conditions, practices, beliefs, process,

trends, and then making adequate and accurate interpretation about such data with or

without the aid of statistical method.

Sources of Data

Subjects are the 100% (N= 26 ) Grade 5 learners who are enrolled or handled under the class of the

researcher at Mancup Elementary School this school year 2018-2019..

Data Collection
The main tool that shall be used in gathering the needed data will be a survey

questionnaire. Documentary analysis will be used in determining the impact of the graphic

organizers in improving the reading comprehension of Grade V learners at Mancup

Elementary School based on the results of the reading assessment.

The questionnaire will be ably validated by experts chosen on the basis of their

qualification as teachers of English. Comprising the group of five who will validate the instrument

is the Master Teacher II at MES..

Plan for Data Analysis

After the data are gathered, these shall be subjected to the corresponding

statistical treatment to arrive at answers to the specific problems.

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1. To answer problem number 1, the needs of the Grade V learners in reading in

English along the area of reading comprehension will be determined through the use of

average weighted mean. The following range will be used to interpret the computed mean:

Point Scale Limits Descriptive Rating

4 3.26 – 4.0 VS (very serious)

3 2.51 – 3.25 S (serious)
2 1.76 – 2.50 MS (moderately serious)
1 1.0 – 1.75 NS (not serious)

2. To answer problem number 3, the level of effectiveness of the scaffolding

strategies in improving the reading comprehension of the Grade V learners will be

determined through the use of average weighted mean. The following range will be used to

interpret the computed mean:

Point Scale Limits Descriptive Rating

4 3.26 – 4.0 HE (highly effective)

3 2.51 – 3.25 E (effective)
2 1.76 – 2.50 ME (moderately effective)
1 1.0 – 1.75 NE (not effective)

V. Work Plan and Timeline

This study aims to provide, if not enforce the strategies that teachers employ in order

to address the reading deficiencies of elementary learners particularly those who are

found to be at risk of reading failure. In so doing, not only are the reading deficiencies

addressed but also improve in the process the level of reading comprehension of the

learners.
This study shall be conducted from the third week of June to November 2018.

Table 1
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Activity Time Frame People Involved

1. Assessment of the reading level of June 11-22, 2018
Teacher- Researcher
the Grade V students.

2. Development of strategic intervention

June 25-29 2018 Teacher-Researcher
material focusing on addressing the

students’ reading comprehension.

3. Utilization of the scaffolding strategies July 2, 2018– October
Teacher- Researcher
in aid of improving students’ level of 26, 2018

reading comprehension..
4. Evaluation of the influence or
November 5-16 2018 Teacher- Researcher
effectiveness of the intervention in

improving the reading comprehension of

the students.
5. Analysis of results and November 19- 23 , 2018 Teacher- Researcher

interpretation of data gathered.

6. Sharing of results of the study and School Head
November 29, 2018 Head Teacher
of the intervention material used in the Teacher-Researcher

SLAC session.

VI. Cost Estimates

Tranche Percentage Deliverables Estimated Costs

 Assessment of the reading ability of the
Grade V students. P3000.00

 Production of the strategic intervention

First Tranche 80% material and fielding of survey P8,000.00
questionnaires

 Conduct of LAC session on the development

and utilization of strategic intervention P4000.00
materials to address the reading deficiencies
of the elementary students.
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 Utilization of the intervention material

P12000.00
Last Tranche 20%  Evaluation of the effectiveness of the
intervention material and of the reading P500.00
assessment done.

 Analysis of results and interpretation of data

gathered P1000.00

 Dissemination of results by means of:

a. Narrative report
b. Powerpoint Presentation during faculty 1500.00
meeting/s
c. LAC session

VIII. Plans for Dissemination and Utilization

When teachers scaffold reading instruction, they break the reading activity down

into smaller parts in order to facilitate comprehension. Instructional scaffolding, as noted

earlier, is an old concept with a new name. Most teachers have used scaffolding activities

in the classroom in one or more ways. Research suggests that providing assistance and

support to students through instructional scaffolding optimizes student learning. Educators

will always be challenged to effectively teach students in order to optimize student

learning. In an era when there is a decrease in the number of Filipinos reading, a

tremendous challenge is to encourage students to read. Often the desire to read relates

to a reader’s connection to the reading material. Additionally, to read effectively is to

comprehend. Students have to connect to their texts in order to comprehend them.

Scaffolding tools or strategies in the classroom, can help to improve reading

comprehension by helping students to connect to their texts. Students can benefit in

several ways when teachers scaffold the process of reading. From reading a simple poem

to a complex epic, writing a simple narrative to a complex scholarly research paper,

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scaffolding tools can have positive effects on improving students’ performance and

comprehension

Anchored on research findings extolling the impact of scaffolding strategies via

utilization of graphic organizers in remedial reading, this study shall utilize and underscore

the influence of the said strategies where greater recall and comprehension of content

area concepts is concerned during the school year 2018 – 2019.

VIII. REFERENCES

(2008, November 24). Instructional scaffolding to improve learning.

Retrieved from Faculty Development and Instructional Design

website: http://www.niu.edu/spectrum/2008/fall/scaffolding.shtmlﾧ

Bruner, J.S. (1975). Frpm communication to language: A psychological

perspective. Cognition, 3, 255-287.

Larkin, M. (2002). Using scaffolded instruction to optimize learning. Council

for Exceptional Children.

Leddy, C. (2008). The 'alarming state of reading in america. Writer, 121(5). Levitov, D. D.

(2010). Reading as a 21st-century skill cannot be taken lightly.

School Library.

Palincsar, A.S. & Brown, A.L. (2007). Reciprocal teaching of

comprehension-fostering and comprehension-monitoring activities.

Cognition and instruction, 1 (2), 185-217.

Reid, D.K. (2008). Scaffolding: A broader view. Journal of Learning

Disabilities, 31(4), 386-396.

Vygotsky, L.S. (1978). Mind in society: The development of higher

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psychological processes. Cambridge, MA: Harvard University Press

Wertsch, J.V. (2005). Vygotsky and the social transformation of

mind..Cambridge, MA: Harvard University Press.

APPENDIX A
Permit to Conduct the Study
Mancup Elementary School
Calasiao, Pangasinan
June 11, 2018

MARIA CELIA JUNIO -FERNANDEZ, Ed.D

Schools Division Superintendent
Schools Division Office I Pangasinan
Lingayen, Pangasinan

THRU: TEODORA V. NABOR, DA

Assistant Schools Division Superintendent
Madam:

Warm Greetings!

I am presently proposing a research study entitled “ IMPROVING THE READING

COMPREHENSION OF GRADE V LEARNERS THROUGH GRAPHIC ORGANIZERS aimed at
assessing the impact of graphic organizers in improving the reading comprehension of Grade V
learners at MES during the school year 2018-2019.

In this connection, I would like to request permission from your good Office to gather data and
administer a survey questionnaire to the Grade 5 learners under the researcher’s class who will
serve as my respondents at MES.

Your positive approval to the request is very much appreciated.

Thank you very much and God bless!

Very truly yours,

Josenia V. Tamayo
Researcher
Noted:

ROBERTO Z. BARONGAN
Monitoring Public Schools District Supervisor

Recommending Approval:
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TEODORA V. NABOR, DA
Assistant Schools Division Superintendent

Approved:

MARIA CELIA JUNIO FERNANDEZ, Ed.D

Schools Division Superintendent

Appendix B

Title of Story: A House for Mouse by Rebecca Westberg

Activity: The learners shall write notes in each section of the graphic

organizers to show their understanding through the story map or

story telling organizer.

Mouse slept
with the
puppy.

Mouse slept
A mouse looks for the
with the parrot.
best house in which
tohave sweet dreams

Mouse slept
with the fish.
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Fact and Opinion Graphic Organizer

Title of Selection: Fish is Fish by Leo Leonni

Write notes in each section to show which statements are

stated as fact or opinion with regards to the story Fish is Fish. An
example is provided under each column.

The tadpole and the minnow The tadpole wants to swim as

were inseparable friends. fast as the minnow.

.
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Story Map: Using Comparison and Contrast Graphic Organizer

Title of Selection: Fish is Fish by Leo Leonni

Write notes in each section to show the comparison between

the fish and the tadpole. An example has already been given.

The minnow is a fish while the tadpole is

not; it will turn into a frog.

Both live in water Both can swim

Story Map: Using Storytelling Graphic Organizer

Title of Story: Emang the Enchantress and the Three Brats

By Rene Villanueva

Write notes in each section.

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Setting: Garden of Emang

Characters : Emang
Pat Kalat, Pol Putol and __________________
Resolution Plot/ Events

Problem:

Story Map: Using Sequencing Graphic Organizer

Title of Story: 10 Little Bunnies by Nuril Karlin

Write notes in each section to show how the events in the

story happened .

First,

Then,
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So,

Story Map: Using Semantic Organizer

Title of Story: A Lesson for John Benedict by Jennalyn S. Datuin

Students shall write notes in each section.

Setting

Characters

Plot/ Events
Problem
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Resolution