This research is focused on the development of pupils reading skills and the challenges encountered by the pupils, parents, and teachers at Bentuco Elementary School in teaching beginning reading in English. There were various studies and kinds of literature in teaching beginning reading in some elementary schools in other countries. However, there are seldom studies conducted in elementary schools in the Philippines.
How to teach reading has been the subject of much debate over the years. One reason may be because, to the reading public, reading seems to be an easy and natural thing to do. However, this apparent ease masks the very real and complex processes involved in the act of reading. The act of reading is complex and intentional; it requires bringing together several complex actions involving the eyes, brain, and psychology of the mind. Phonological awareness and word recognition are essential in teaching beginning reading to children with diverse learning needs. Therefore, the teaching of beginning reading is of supreme importance and must be purposely, strategic, and grounded in the methods proven effective by research.
SCHOOL-BASED ASSESSMENT OF READING ABILITY OF GRADE II PUPILS VIA PARENT SEMINAR-WORKSHOP
I. Introduction and Rationale:
How to teach reading has been the subject of much debate over the years. One reason may be because, to the reading public, reading seems to be an easy and natural thing to do. However, this apparent ease masks the very real and complex processes involved in the act of reading. The act of reading is complex and intentional; it requires bringing together several complex actions involving the eyes, brain, and psychology of the mind. Phonological awareness and word recognition are essential in teaching beginning reading to children with diverse learning needs. Therefore, the teaching of beginning reading is of supreme importance and must be purposely, strategic, and grounded in the methods proven effective by research.
UNESCO (2022) stated that the devastating impact of the COVOD-19 pandemic has been the worst shock to the education system. Since its outbreak two years ago, it opens the new normal in education as well as in other fields of the industry. Modular distance learning became the implemented educational setting and strategy in the Philippine Educational System. The education system embodies the new normal where decision-making and responsibility are shared among teachers, parents, the community, and other stakeholders.
Likewise, this basic research is being proposed to assess the current situation and the challenges faced by the pupils, parents, and teachers in teaching beginning reading in English in Bentuco Elementary School. It aims to determine the reading skills of pupils in English via a parent seminar-workshop on beginning reading. To be able to assess the grade two pupils on their reading skills the researcher introduces the use of learning activity sheets which include letter names and letter sounds, combining letters to make CVC words, Basic Sight Words, CVC Words in phrases, and CVC Words in sentences. It is a coaching and lecture process modified by the proponent and the school reading coordinator because by providing such activities, an assessment on pupils’ reading skills via parent seminar-workshop in English will be realized.
II. Literature
Literature and studies both local and foreign were investigated to strengthen the current details on the new normal modes of learning. The rise of the 2019 pandemic, otherwise known as COVID 19 in the Philippines and other parts of the world, raise its possibilities to what is known as the new normal.
Reading is a skill, and like many other skills, it takes time to develop (Meier, 2009). This is supported by some of the government programs in education such as ELLNP (Early Language Literacy Numeracy Program), EFA (Education for All) and ECARP (Every Child a Reader Program), and the K-12 Curriculum. These programs will hopefully be the avenues for children to have a good education. Hector S. (2008) cited, as the constitution of the Republic of the Philippines, Article XIV Section 2 (1) states that “The state shall establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and the society”.
This is primarily the basis of the innovation and programs mentioned earlier in the educational system of the government. Giving them the best opportunity for learning at an early age may lead them to be the best agent of transformation. The opportunity of learning at an early age comes with these macro skills such as speaking, listening, writing, reading, and viewing. The development of these macro skills is one of the key factors in attaining the goal of education. Experts have long considered literacy which includes reading and writing as an important contribution to the healthy development of individuals and societies.
Moreover, a good reader is phonemically aware, understands the alphabet principle, applies the skills rapidly and fluently, and relates reading through his own experiences (Lyon, 2000). Phonological awareness builds on and enhances children’s experiences with written language and spoken language. This awareness sets children’s readiness and foundation for reading, especially the reading of words. A beginning reader with successful phonological awareness is ostensibly ready for word recognition activities.
Many researchers believed that” Reading is developmental, and then it can be learned through practice. That is why many educators are very eager in helping every child the highest level of achievement possible during his schooling.
This study is primarily triggered by the present situation of the researcher in the new normal setting. The challenge of the new normal situation of learners, surrounded with new technologies and media awareness can impair interest or if not hold back the importance of learning especially reading skills. This study looks forward to assessing the reading skills of grade two pupils in the new normal situation and establishing new interventions and concepts about the reading skills of learners with appropriate strategy and innovation to be used by the teachers given the present situation. Moreover, this study also intends to search for concrete support for the success of the reading skills of grade two pupils in basic education on effective delivery of instruction for lifelong learning.
Distance education or distance learning is a mode of delivering education and teaching, often on an individual basis, to students who are not physically present in a traditional setting such as a classroom. (Dasaradhi, K. et. al. 2013) cited that distance learning provides access to learning when the source of information and the learners are separated by time and distance, or both. Likewise, this study helps the researcher to assess the reading ability of the grade two pupils in Bentuco Elementary School through a parent seminar workshop on beginning reading in English. The result will be the springboard for primary teachers to conduct an intervention to the pupils with poor reading ability.
(Clcerchia, M., 2022) stated that learning to read is one of the most important things a child will do in his or her life. That’s because we live in a society in which literacy skills are the key to success. When reading ability doesn’t develop overnight, some parents and educators worry they are on the wrong path to instruction. Likewise, choosing the “right” books and the “best” way to teach reading depends on every child. No two individuals will master reading at the same time or pace, and patience and persistence are a must, particularly for kids who struggle with learning difficulties or differences. Teaching a child to read begins at birth with the reinforcement of pre-literacy skills. Nonetheless, most kids will learn to read between the ages of 5 and 7. One of the most common ways to teach reading is via the sounding out method in which kids are encouraged to read aloud, pronouncing each letter or group of letters until they recognize the word by sound.
(Ramadan M., 2020) stressed that recognizing individual sounds and understanding the relationship between letters and spoken sounds create phonemic awareness. Likewise, reading begins with the mastery of the pre-literacy skill, including learning the alphabet and knowing the relationship between letters and sounds. The child needs to learn the individual sound for them to be able to read.
The above-cited literature is important to the present study because it gives importance to how reading affects pupils’ reading skills in English. It is also relevant in the study because it gave an idea to the researcher to pursue improving pupils’ reading skills through a seminar workshop conducted with their parents. It is so sad to note that children who struggle with reading comprehension may fall so far behind in school that they have limited opportunities as an adult.
(Klavas A., 1989), stated that the student who is skillful and knowledgeable with words and symbols will be a much better person. Children may struggle with reading for a variety of reasons, including limited experience with books, speech and hearing problems, and poor phonemic awareness. The researcher is favored with the idea. Being aware of what's normal for a beginning reader and knowing how to help them progress it will make reading a daily habit and lifelong love. It is through reading that a person can open many opportunities for higher learning which can lead to success.
(Biemiller, A., & Boote, C., 2006), stressed that teaching vocabulary to primary grade children is essential. In the absence of quality vocabulary instruction in the primary grades, students entering higher grades will likely experience difficulties with reading comprehension due to their lack of word knowledge.
The researcher agrees that there must be suited instructional materials to be used by the teachers to achieve and develop children’s full potential. Provision of a wide range of learning activities suited to their age and experiences will be a help to students to maximize their learning.
Moreover, the real group of learners is a heterogeneous mixture of different faces. Some are eager to learn, some are wanting to learn but struggle, some find it impossible to be seated for more than five minutes and some just watch the clock. These pupils need more attention than the others. Their most obvious characteristic is the limited attention span and easily gets bored compared to more other students. The cited literature is significant to the present study because it confirmed that one of the problems encountered by parents and teachers teaching reading is the pupil’s behavior in reading.
According to (Mixan, 2013) even though much vocabulary growth occurs in children incidentally, incidental learning cannot be the only way that teachers expect students to acquire new vocabulary. Students need to learn new words in the context of reading, but they also need to make connections with words and have repeated exposures to them in and out of context. Contrary to what some people believe, learning to read is not a 'natural' process that happens all on its own. It's a complex one that requires the proper teaching of various skills and strategies, such as phonics (knowing the relationship between letters and sounds) and phonemic awareness
This research is focused on the development of pupils reading skills and the challenges encountered by the pupils, parents, and teachers in Bentuco Elementary School in teaching beginning reading in English. There were various studies and kinds of literature in teaching beginning reading in some elementary schools in other countries. However, there are seldom studies conducted in elementary schools in the Philippines.
III. Research Questions
This study aims to assess the reading skills of grade two pupils on beginning reading in English 2 by empowering parents through a seminar workshop. Specifically, it answers the following questions:
1. What are the strategies and approaches employed by parents in teaching beginning reading in English 2.
2. What is the extent of the use of different strategies/approaches introduced to parents during the seminar-workshop on beginning reading in English?
3. What are the difficulties encountered by the parents in teaching their children on beginning reading in English?
4. What is the level of development of pupils reading skills in English after the seminar workshop conducted for parents?
5. What other modifications could be made by the teachers to help the children learn how to read?
IV. Scope and Limitations
This study will focus on the level of development of pupils’ reading skills in English via a parent seminar workshop on beginning reading in English at Bentuco Elementary School. There are 51 parent participants and 52 pupil respondents, 24 males, and 28 females. Transferred in and transferred out will be excluded from this study. Only the pupils enrolled this school year 2021-2022 whose parents attended the seminar-workshop on beginning reading will be included in this study.
V. Research Methodology
a. Sampling
The respondents will be the 52 grade two pupils of Bentuco Elementary School whose parents had the seminar-workshop on beginning reading in English conducted last March 23-24, 2021. 24 males are 46 percent of the total respondents while 28 females are 54 percent of the total respondents. The 51 parents/guardians will be informed through a letter preferred by the proponent and noted by the principal of the said school.
b. Data Collection
The researcher will be using the activities utilized in the seminar-workshop for parents on beginning reading in English conducted in the school and survey questionnaire as the basis in gathering the data for her respondents. The proponent has chosen appropriate reading tools and activity sheets. It will be used by the researcher to assess the reading skills of the grade two pupils on beginning reading in English. There will be 52 reading activity sheets for the pupil respondents. This will be conducted during the home visitation, and it will fall under the project READS of the school.
c. Ethical Issues
The participants are chosen because they undergo learning how to read through their parents on the conducted seminar workshop on beginning reading in English. This endeavor will help primary teachers to develop intervention among pupils who will fall under fair and poor reading levels.
The pupil respondents will be recruited by the researcher, reading coordinator, grade II teachers, and their consent will also be considered through their affirmation. The identified parent participants will be informed through a letter before the actual conduct of the learning activity sheets and the survey questionnaire. The confidentiality of the study will also be explained to the identified parent participants and pupil respondents. No rights will be violated under the ethics of research.
d. Plan for Data Analysis
Descriptive Research will be used in the conduct of this study because it uses a posttest and survey-questionnaire checklist through a survey-type questionnaire in the collection of data from the pupils and parents who will be the respondents of this study. Descriptive research will be used to describe and assess the development of pupils' reading skills through the parent seminar workshop on beginning reading in English at Bentuco Elementary School. The data will be presented in numerical and tabular format.
The quantifications and qualifications of variables include the following:
To quantify research problem 1 the following was the scaling used:
Numerical Scaling Descriptive Rating
4.51----5.00 Always Utilized
3.51----4.50 Often Utilized
2.51----3.50 Seldom Utilized
1.51----2.50 Sometimes Utilized
1.00----1.50 Never Utilized
To quantify research problem 2 the following was the scaling used:
Numerical Scaling Descriptive Rating
4.51----5.00 Always Utilized
3.51----4.50 Often Utilized
2.51----3.50 Seldom Utilized
1.51----2.50 Sometimes Utilized
1.00----1.50 Never Utilized
To quantify research problem 3 the following was the scaling used:
Numerical Scaling Descriptive Rating
4.51----5.00 Very Serious
3.51----4.50 Serious
2.51----3.50 Less Serious
1.51----2.50 Least Serious
1.00----1.50 Not Serious
To quantify the research problem 4 the following was the scaling used:
Numerical Scaling Descriptive Rating
4.51----5.00 Excellent
3.51----4.50 Very Good
2.51----3.50 Good
1.51----2.50 Fair
1.00----1.50 Poor
The number 5 statement of the problem will be answered by making an intervention plan from the result of the study.
The data to be collected will be tallied, analyzed, and presented in numerical and tabular presentation with the following statistical treatment Frequency count. Used to determine the number of respondents. Percentage. Used to show the equivalent of frequency in percentage. The highest percentage shows the highest number of frequencies and the lowest percentage represents the lowest frequency. The simple formula below was used in getting percentage:
Illustrations are not included in the reading sample
IV. PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
This part presents the data gathered from the sources. Further, this part has the analysis and interpretation of the data generated from the respondents. These were presented by the use of appropriate tables which are sequentially arranged to answer the problems that are being sought by the study.
The presentation of data includes the following: (1). What are the strategies and approaches employed by parents in teaching beginning reading in English (2). What is the extent of the use of different strategies/approaches introduced to parents during the seminar-workshop on beginning reading in English? (3). What are the difficulties encountered by the parents in teaching their children on beginning reading in English? (4). What is the level of development of pupils reading skills in English after the seminar-workshop conducted for parents? (5). What other modifications could be made by the teachers to help the children learn how to read?
I. On the strategies and approaches employed by parents in teaching beginning reading in English 2
The strategies and approaches employed by the parents in teaching beginning reading in English 2 are presented in Table I.
The table shows that the letter sound approach has a weighted mean of 3.2 which was described as seldom utilized. On the Letter name approach, it has a weighted mean of 4.2 which was described as often utilized. On the site word approach, it has a weighted mean of 2.3 which was described as sometimes utilized. On the guided reading approach, it has obtained a weighted mean of 2.8 which was described as seldom utilized. On the repeat and speak approach, it has obtained a weighted mean of 3.3 which was described as seldom utilized.
Overall, among the 5 indicators, the letter name approach got the highest weighted mean which was described as often utilized by the parents in teaching beginning reading in English.
TABLE 1 Strategies and approaches employed by parents in teaching beginning reading in English
Illustrations are not included in the reading sample
Graphical Presentation on the Strategies and Approaches Employed by Parents in Teaching Beginning Reading in English 2
Figure I
II. The extent of the use of different strategies/approaches introduced to parents during the seminar-workshop on beginning reading in English
The extent of the use of different strategies/approaches introduced to parents during the seminar-workshop on beginning reading in English is presented in Table 2.
Based on the table it shows that guided reading employed by parents in teaching beginning reading in English has a weighted mean of 4.6 which was described as always utilized. Of the indicator repeat and speak it has a weighted mean of 4.2 which was described as often utilized. Of the indicator project a word it has obtained a weighted mean of 2.3 which was described as sometimes utilized. On the indicator CVC Words, Phrases, and Sentences it has obtained a weighted mean of 3.8 which was described as often utilized.On the letter sound employed by parents in teaching beginning reading it has a weighted mean of 3.6 which was described as often utilized.
Overall, the guided reading which was employed by parents in teaching beginning reading in English got the highest weighted mean of 4.6 and was described as always utilized.
TABLE 2 The extent of the use of different strategies/approaches introduced to parents during the seminar workshop on beginning reading in English
Illustrations are not included in the reading sample
Graphical Presentation on the extent of the use of different strategies/approaches introduced to parents during the seminar-workshop on beginning reading in English
Figure 2
III. The difficulties encountered by the parents in teaching beginning reading in English
The difficulties encountered by parents in teaching beginning reading in English are presented in Table 3.
Based on the table it shows that 91 percent of the difficulties encountered by parents fall on the conflict of time which has obtained a weighted mean of 4.6 and was described as very serious. On the indicator of poor phonemic awareness, it has a weighted mean of 4.2 which was described as serious. On the indicator of educational attainment, it has a weighted mean of 4.3 which was described as serious. On the indicator limited attention span of the child, it has a weighted mean of 3.8 which was described as less serious. On the indicator of insufficient reading resources, it has a weighted mean of 4.2 which was described as serious. On the indicator of occupational concern, it has a weighted mean of 4.5 which was described as very serious.
Overall, among the difficulties encountered by parents in teaching beginning reading in English, two indicators were described as very serious, conflict of time which obtained a weighted mean of 4.6, and occupational concern which obtained a weighted mean of 4.5.
TABLE 3 Difficulties encountered by parents in teaching beginning reading in English
Illustrations are not included in the reading sample
Difficulties encountered by parents in teaching beginning reading in English
Illustrations are not included in the reading sample
Figure 3
IV. Level of reading ability of pupils in English 2
The difficulties encountered by parents in teaching beginning reading in English are presented in Table 4.
Based on the table it shows that recognizing letter sound has a weighted mean of 4.3 which was described as very good. On the indicator that can recognize letter names, it has a weighted mean of 4.6 which was described as excellent. On the indicator can read basic sight words it has a weighted mean of 4.3 which was described as very good. On the indicator can read CVC words it has a weighted mean of 3.3 which was described as good. On the indicator can read CVC words, phrases, and sentences it has a weighted mean of 3 which was described as good.
Overall, among the indicators recognizing letter names got the highest weighted mean of 4.6 which was described as excellent.
Table 4 Level of reading ability of pupils in English 2
Illustrations are not included in the reading sample
Level of reading ability of pupils in English 2
Illustrations are not included in the reading sample
Figure 4
V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This paper attempted to assess the reading ability of grade 2 pupils after the seminar-workshop conducted to grade one parents using a survey questionnaire and post-assessment for pupil respondents.
1. What are the strategies and approaches employed by parents in teaching beginning reading in English 2?
2. What is the extent of the use of different strategies/approaches introduced to parents during the seminar-workshop on beginning reading in English?
3. What are the difficulties encountered by the parents in teaching their children on beginning reading in English?
4. What is the level of development of pupils reading skills in English after the seminar workshop conducted for parents?
5. What other modifications could be made by the teachers to help the children learn how to read?
Findings
Through the aid of statistical tool employed in this paper, the following were the salient findings,
1. The parent participants employed letter name approach in teaching beginning reading in English.
2. The
3. The conflict of time and occupational concern are the difficulties encountered by parent participants in teaching beginning reading in English.
4. The reading ability of grade 2 pupil participants are good in reading CVC words, phrases, and sentences thereby need constant practice to be excellent.
5. There are varied modifications such as modules, reading booklets that could be made by the teacher to help improve the pupil’s reading skills thereby improving their reading ability.
Conclusions:
1. The parent participants employed letter name approach in teaching beginning reading in English.
2. The
3. The conflict of time and occupational concern are the difficulties encountered by parent participants in teaching beginning reading in English.
4. The reading ability of grade 2 pupil participants are good in reading CVC words, phrases, and sentences thereby need constant practice to be excellent.
5. There are varied modifications such as modules, reading booklets that could be made by the teacher to help improve the pupil’s reading skills thereby improving their reading ability.
VI. Timetable
Illustrations are not included in the reading sample
VII. Cost Estimates
Illustrations are not included in the reading sample
VIII. Plan for Dissemination and Advocacy
In order to reach the goal of this research, an action plan was created. The following are the steps of action to be done.
Illustrations are not included in the reading sample
IX. LIST OF REFERENCES
Biemiller, A. and Boote, C. (2006). “An Effective Method for Building Meaning Vocabulary in Primary Grades. Journal of Educational Psychology, 2006 98(1), 44-62.doi:10.1037/0022-0663.98.1.44
Clcerchia, M. (2022). Teaching Children to Read. Ten Tips for Teaching Reading. http://www.readandspell.com/teaching-children-to-read
Dasaradhi, K., Rayappa, D., Ramakrishna, K. V. S., (2016). “Distance Education System” A Boom to Learners, IJELLH, Indexed, Peer, and Reviewed Journal, Volume IV, Issue III
De Leon, H. (2008). The 1987 Constitution, Science and Technology, Arts, Culture and Sports, Article XIV, Section 2 (2)
Glavic, P. (2020) Identifying the Key Issues of Education for Sustainable Development Education for a Sustainable Future; A Trans-Disciplinary Vision for Concentrated Action, UNESCO
Klavas, A. (1989). Survey of Research on Research of Learning Styles.digitalcommons. com.maine.edu/sehd-facility-publications/76/
Meier, J. (2009). How to Read with a Beginning Reader. https://www.readingrockets.org/art Mixan, M. (2013), IN-DEPTH Study of Vocabulary Development, Reading Improvement. 50(3), 118-120.
Ojo, O. (2003) “New Perspective in English Language Skills”, ImmaculateCity Publishing
Reid Lyon, G. (2022). Why Some Children Have Difficulties in Learning to Read. https://www.readingrockets.org
UNESCO, (2010). Education for Sustainable Future; A Trans-Disciplinary Vision for Concentrated Action
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- Quote paper
- Rhoda Escolano (Author), 2024, Enhancing Early Reading Skills. A Parent Seminar-Workshop Approach, Munich, GRIN Verlag, https://www.grin.com/document/1450648
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