Republic of the Philippines

DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
(078) 304-3855 region2@deped.gov.ph DepEDRO2
https://region2.deped.gov.ph
Schools Division Office of Cauayan City

SIGHT WORDS SNAKES AND LADDER PUZZLES (SWSLP):

A Tool in Improving Word Recognition of Grade II in Maligaya
Elementary School

RHODALYN N. REYES
Master Teacher I
Maligaya Elementary School

I. Context and Rationale

Effective word-recognition strategies permit children to quickly and

automatically translate the letters or spelling patterns of written words into speech

sounds so that they can identify words and gain rapid access to their meanings

(Vandervelden & Siegel, 1997).

The most consistent and successful way for children to learn word recognition

is to expose them over and over to text that contains these words, particularly text

that is not especially challenging to comprehend.

One of the key aspects of teaching reading is teaching word recognition, both

by sight and sound. There are a number of strategies that teachers can employ to get

students to recognize words.

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 1

 Children nowadays have more time to play than to have their time to read

their books. That is why they are behind when it comes to reading comprehension

because recognizing words itself, they cannot do.

One of the major problems encountered by Grade- 2 teachers of Maligaya

Elementary School in reading especially on comprehension is the inability of the

pupils to recognize word. This situation led to the late start of intended lesson for

Grade 2 wherein the teacher should be able to teach on how to recognize the words

first. One of the solutions perceived to address this problem is the conduct of

remedial classes with the support of instructional materials. But it does not satisfied

all the needs for the pupils to read.

The result of School-Based Reading Assessment of Grade 2 pupils showed

that the most number of pupils were under the frustration and non reader level. As

specified by the past three years data on School Based Reading Assessment of the

school it showed that in School Year 2016-2017, out of 51 pupils tested there were

10 non reader, 18 frustrations, 12 instructional and 11 independent. In School Year

2017-2018, out of 41 pupils tested, there were 5 non readers, 14 frustrations, 12

instructional and 12 independent. Then in School Year 2018-2019, out of 43 pupils

tested there were 15 nonreaders, 15 pupil falls under frustration, 6 pupils instructional

and only 7 pupils are under independent level. These result showed that most of the

pupils of Grade 2 in Maligaya Elementary School cannot read and recognized word.

Based on the result of the Pre- Reading Assessment conducted on July 19,

2019, out of 51 Grade 2 pupils 21 are nonreaders, 24 are under frustration and 6 is

under instructional level. Therefore 41% of the total pupils failed in word recognition.

This means that their reading level performance is very poor and needs to improved.

II. Action Research Questions

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 2

 This study aims to determine the effectiveness of Sight Words Snake and

Ladder Puzzle (SWSLP) as a tool used to improve pupil’s word recognition of Grade

2 pupils at Maligaya Elementary School-Main

1. What is the reading level of Grade II pupils before the implementation of

project SWSLP?

2. What is the reading level of Grade II pupils after the implementation of

project SWSLP?

3. Is there a significant difference in the pretest and posttest results before

and after the implementation of the project SWSLP?

III. Proposed Intervention

With the presented scenario, the researcher opted to create an

intervention/tool to improve the word recognition skills of Grade 2 pupils of Maligaya

Elementary School-Main.

The intervention will be named PROJECT SWSLP (Sight Words Snakes and

Ladders Puzzle). SWSLP is an intervention that helps pupils develop their word

recognition skills while playing.

Sight Words Snakes & Ladders Puzzle is a twist on the classic Chutes & Ladders

board game, incorporating some reading into the game play. The game gives

children many opportunities for sight words repetition, while the board game format

keeps it fun and engaging.

This game works best with pupil that are already familiar with the Snakes &

Ladders game. Trying to learn both the game and the words at the same time can be

too much, particularly for younger children.

The game is most fun when played in a small group of 2-4 players, but the pupil

himself can also play the game.

The game requires just a few basic items: a game board, game pieces, and a die.

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 3

  Snakes & Ladders Board

 Printer

 Cardstock paper

 Scissors

 Tape

 Game Pieces (checkers, coins, blocks, etc.)

 Die

To make the Snakes & Ladders board, print out a Snakes & Ladders board and

print it on four sheets of cardstock paper. Trim the edges off the four sheets and tape

them together with clear tape. Using tape allows the board to be folded for easy

storage in your sight words file when not in use.

Play the game as you would regularly play Snakes & Ladders. But when the

pupil/player moves their game piece to a new spot, they must read each word along

their path in order to progress. If they are unable to read one of the words, then they

stop on that word until their next turn.

The pupil begins by placing their game pieces on the START square. The first

player rolls the die and moves forward that number of spaces. On each space the

player needs to say the word written on the space in order to keep moving. If they

don’t know a word or can’t say the word in less than 10 seconds, then their turn stops

and we do a quick correction to help them learn the word.

If a pupil/player rolls a number that lands them at the bottom of a ladder and they

get the word correct, they may “climb” to the square at the top of the ladder. If a

pupil/player rolls a number that lands them on the head of a snake, then they “slide”

down to the square at the snake’s tail.

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 4

 The game finishes when all the players get to the FINISH square, with the first

pupil/player to the end being declared the winner. You do not have to roll an exact

number to finish the game.

In using SWSLP, the students will be more active in the class especially in

reading. They enjoyed playing the game and at the same time they learned to

recognize the word as they roll the dice. This intervention will be done thrice a week.

Monday, Wednesday and Friday during their Remedial Period at 10:35-11:25 for

seven (7) consecutive weeks. Vocabularies build up while playing this game. Upon

completing the intervention program respondents will receive a certificate of

recognition for the most improved pupils.

Researcher believes that providing learners with a reading strategy instruction

which focuses on teaching reading strategies that can help them become strategic

readers and inculcate in their young mind the love for reading as they play as well as

to increase the awareness of the pupils on the importance of reading.

The researcher will be the direct implementer and provider for the materials to

be used in the implementation of the program and the school head is free to monitor

and evaluate the program if it is properly conducted and effective.

II. Action Research Methods

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

The proposed research will be conducted among the Grade II pupils in

Maligaya Elementary School. There will be 45 pupil-respondents, 25 males and 20

females who will undergo in this intervention program which will be conducted during

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 5

the remedial reading class at exactly 10:35-11:25 in the morning, daily during school

days.

The data to be utilized in the study is based on the School-Based Reading

Pre and Post test results.

B. Data Gathering Methods

The researcher will use descriptive quantitative method in the conduct of the

intervention program. Varied Activities using sight words for the pre-test and post-

test will be used to assess the word recognition of the pupils. The researcher will

utilize the School-Based Reading Assessment to get the reading profile of the Grade

II pupils of Maligaya Elementary School. Sight Words Snakes and Ladders Puzzle

(SWSLP) will be employed to improve the word recognition of the pupils. The result

of the reading pre-test conducted by the researcher will be compared to the result of

the post-test. The researcher will get the difference of the pre-test mean score and

post-test mean score to establish the percentage of increase.

C. Ethical Issues

After the approval of this action research proposal, the proponent will

immediately prepare a letter of request for the School Principal thru proper channels

requesting the conduct of the said program. A copy of the pretest results will be

requested from the reading coordinator for farther reference.

Parents will be informed and asked for their support in the conduct of the

intervention by giving them an agreement form to make some follow-up to their

childrens’ progress. This will make them also realize their role as parents in

educating their children and partners in promoting the academic welfare of their

children.

Authors mentioned and publications that were used in the conduct of the

research study will be properly acknowledged.

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 6

 D. Data Analysis Plan

To analyze the pretest and posttest result of the intervention Sight Words

Snakes and Ladders Puzzle (SWSLP) among the Grade II pupils of Maligaya

Elementary School. The researcher will tally the pretest and post test scores and will

be statistically treated using mean and standard deviation.

Paired samples t-test will be employed to know the effectiveness and if

whether there is a significant difference in the reading performance of pupils as to the

pre-test and posttest in the intervention program

On the other hand, Eta-squared - will be applied to measure the effect size of

the differences between the mean scores of pupils. The data will be tabulated and

analyzed using Statistical Package for Social Sciences (SPSS). Eta squared will also

be interpreted using Cohen’s guidelines.

0.20 – small effect

0.50 – moderate effect

0.80 and above – large effect

V. Action Research Work Plan and Timelines (SPATres)

Strategies Progra Activities Task Resources

m Physical Material Financia Timeline
l
Improve Sight 1.Make 1. Write/Prepare Researcher Supplies 200.00 October
the word Words proposal and the research School head (Bond 2019
recognitio Snakes seek proposal Division paper, (Second
n of Grade and permission to 2. Submit letter Research paper Week)
2 Pupils in Ladders authorities and proposal to Committee fastener,
Maligaya Puzzle the school folder,
Elementary principal and computer
School Division ink)
Research Letter
Committee

3.Incorporate
suggestions and
recommendation
s from the
Division
Research
Committee for

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 7

 approval
2. Identification 1. Administer the Researcher Bond Paper, 300.00 October,2
of learners pre-reading Respondent folders, 019
who will assessment s fastener (Third
undergo 2.Consolidate Week)
remediation result and submit
a copy
3. Parents’ -Call a meeting Researcher Copy of 100.00 October,2
Orientation -Discuss the School head proposal 019
program Parents’ (Third
-Solicit support in Respondent Week)
the s
implementation
of the program
4.Schedule of 1. Prepare a Researcher Bond Paper, 200.00 October,2
Activities schedule of School head folders, 019
remediation to be fastener (Third
approved by the Week)
school head
5.Search and - download, Researcher Supplies 2,000 October,
reproduction relevant reading (Bond 2019
needed materials paper, (Last
materials for - Collate and paper week)
the reproduce fastener,
implementatio reading folder,
n of the materials computer
intervention - Prepare the list ink)and
program of needed Instructional
materials materials
- Procurement of (loose
materials sheets)
Tarpaulin
(1220x2440
)
6.Implementati - Initiate and Researcher Documentat 1,900 Nov.-
on of the establish data Respondent ions, December
research/Cond gathering s Instructional 2019
uct instrument Experts Materials,
intervention - Prepare the Certificates
program classroom, and
learning Tarpaulin
materials, pupils
progress tracking
chart, and
attendance
record
- conduct the
STAR to the
respondent of the
study
- Gather data
relevant to the
approved
research
proposal
-Recognize
pupils progress
7.Conduct post Prepare post Prepare post Bondpaper 375.00 December
reading reading reading folder 2019
assessment assessment test assessment (Second
test Week)
8.Consolidatio Consolidate and Bondpaper 385.00 December
n of result prepare summary folder 2019
of result (Second
Week)
9.Result - Analyze and Researcher Supplies 1,500.00 January,

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 8

 Analysis and interpret Experts (Bond 2020
Interpretation gathered data paper, (First
of Result - Formulate paper Week)
conclusions and fastener,
recommendation folder,
s computer
- Seek experts ink)
advise Forms and
- Edit/proofread documents
output
- Encode/print
outputs
Finalization of Print full blown Researcher (Bond 300.00 January,
full blown action research paper, 2020
action paper (Last
fastener, Week)
folder, )
Submission - Submit Furnish Supplies 1,300.00 February ,
and outputs and (Bond 2020
dissemination other documents paper,
to the principal’s paper
office and to the fastener,
Division Office for folder,
acknowledgemen computer
t ink)
- Communicate Forms and
results of the Documents
research to
school
administrators,
parents, and
teachers
- disseminate the
results of the
research to the
Division office
and other
elementary
schools
- Recommend
STAR for
utilization

VI. COST ESTIMATES

This research will be conducted at a minimal cost. The expenditures

are more on the reproduction of materials to be utilized by the clienteles. Certificates

will be provided by the researcher and no incentive will be given to the researcher

who will conduct this program since it is mainly the researcher’s task to look into

solutions that will arrest pupils’ problem in the classroom.

COST ESTIMATES
Activities Item Description/ Quantity Unit Unit Cost Total Amount
Particulars
Crafting of Bond paper A4 1 ream 175.00 175.00
Research Fastener 5 Pc 2.00 10.00
Proposal Folder 6 Pc 5.00 30.00

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 9

 Ink (colored) 3 Bottle 250.00 750.00
Ink (black) 1 Bottle 250.00 250.00
Parents’ Printing of Fliers 15 Pc 5.00 75.00
Orientation
Print Ink (colored) 3 Bottle 250.00 750.00
learning/ Ink (black) 2 Bottle 250.00 500.00
reading Bond paper short 3 ream 175 525.00
materials Bond paper long 2 ream 175 350.00
including Fastener 1 Box 50.00 50.00
certificate Folder 20 Pc 5.00 100.00
Soft Binding Soft Bind 15 Set 50 750
of Reading
Materials
Photocopy of Photocopy 200 Pc .50 100.00
Reading
Materials
Reproduction Tarpaulin for the SLP 4 Pc 100 2,000.00
of Reading
Materials
Print and Bond paper A4 1 ream 175.00 175.00
submit full
blown action
research
Disseminate Hard Bound 10 Pc 150.00 1,500.00
the findings Printing of Fliers 100 Pc 5.00 500.00
to the
Division,
District,
School and
other
elementary
schools
TOTAL 8,560.00

VII. PLANS FOR DISSEMINATION AND UTILIZATION

Resources
Tim
Strategies Program Activities Task Materi Financia
Physical eline
al l
Improve In Sight Words Furnish Furnish Research Copy 1750.00 Jan
word Snakes and school school er of the uary
recognition Ladders heads of heads of School result 202
of Grade II Puzzle other other head 0
Pupils in elementary elementary
Maligaya schools a schools a
Elementary copy of the copy
School result Utilize the Research
result as er/teacher
basis for s
improvemen
t for wider
use

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 10

VIII. REFERENCES

https://sightwords.com/sight-words/games/snakes-ladders/#overview

https://lincs.ed.gov › readingprofiles › MC_Word_Recognition

https://www.theclassroom.com/activities-teach-word-recognition-43791.html

(Vandervelden & Siegel, 1997).

FM-SGO-RES-003 Rev. 00 Action Research Proposal Template 11