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INTRODUCTION

Rationale of the Research

Reading is an extremely complex process that no one can explain

satisfactorily. Those who are interested in reading have their fundamental diverse

views which results from two different schools of psychology: behaviorism and

cognitivism. In relation to these, most models of reading are partial in that they

are concerned with specific aspects (for example, perceptual or cognitive),

stages (beginning or skilled reading), or modes (oral or silent reading). They do

not attempt to account for all aspects of the reading process. There has been no

single model that can be called the most acceptable.

Comprehension is the reason for reading. Good readers are both

purposeful and active and have the skills to absorb the text they read, analyze it,

make sense of it, and make it their own. To be able to accurately comprehend a

passage, students need to decode what they read, make connections between

what they read and what they already know and think deeply about what they

have read. (Ifeoma,2016:10). Identifies comprehension as “the process of

receiving language, listening, or reading input. Comprehension is the ability to

take in information, analyze it in its respective segments, and come up with an

understanding of the input in a cohesive and accurate manner. Brown (2007).

However, in recent years, considerable research effort has focused on a

conceptual model.
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Adekoya and Arau in Ifeoma (2016:11) believe that many bilingual

students fail to comprehend what they read in the school situation because they

lack the vital reading strategies necessary to acquire knowledge and general

information from text. Comprehension also means building up meaning from

words; it is central both to academic and lifelong learning.

According to Snow (2002), reading comprehension is the process of

simultaneously extracting and constructing meaning through interaction, and

involvement with written language. It consists of three elements: the reader, the

text and the activity or purpose for reading. It is a process in which readers filter

understanding through the lens of their motivation, knowledge, cognitive abilities,

and experiences.

Schramm (2008:231) states reading comprehension is an active process

to construct the meaning and the understanding about the text. to do this, there

are two ways readers should do. First, good readers will quickly reject the

irrelevant information and find what he/she is looking for, second, it is enough to

comprehend the gist of the text only, but more detailed comprehension is

necessary.

According to Gilani, et al (2012:85) states that reading is a difficult process

which the ability to read real word in isolation or in context with comprehension.

Readers should be able to comprehend the context in many different content

areas they need the ability to construct meaning from written language by

manipulating, construction, and translating text.

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Similarly, Peregoy & Boyle (2007:69) states that reading is a set of skills

that involves making sense and deriving meaning from the printed words. It

means that, for getting comprehension from the text students must have ability to

cultivate their minds. Then students should be able to find meaning by analyzing

information that they need in the text.

Objective of the Study

This study aims to identify the learning competencies of grade 3 pupils

and the teaching strategies of grade 3 teachers along reading development.

Specifically, this study will seek to answer the following questions:

1. What are the learning competencies used in the reading instruction?

2. What are the teaching strategies used in teaching reading?

3. What are the challenges encountered in teaching reading among

grade 3 pupils?

4. What innovative instructional material may be proposed to improve

reading among grade 3 pupils?

Assumptions

There is significant difference in the performance of grade 3 pupils who

are given innovative instruction materials in the reading instruction.

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Literature Review

The notion of schema and related concepts results from the development

of research in cognitive science where the importance of background knowledge

in language comprehension is found to exist.

Rumelhart (1980:34) points out that A schema theory is basically a theory

about knowledge. It is a theory about how knowledge is represented and about

how that representation facilitates the use of knowledge in particular ways.

According to schema theories, all knowledge is packaged into units. These units

are the schemata. Embedded in these packages of knowledge is, in addition to

the knowledge itself, information about how this knowledge is to be used. A

schema, then, is a data structure for representing the generic concepts stored in

memory. In relation to the definition above, McCormick & Pressley (1997:62-63)

define schemata as generalized knowledge about objects, situation, and events.

Activation of schema, according to them, can dramatically affect

comprehension, inferences, attention allocation, and memory of what is read.

The title of passage can also activate schemata. Related to reading, according to

schema theory, a text only provides directions for readers as to how they should

retrieve or construct meaning from their own previously acquired knowledge. The

previously acquired knowledge is called the reader’s background knowledge, and

its structures are called schemata (Rumelhart, 1980).

Then, based on this theory, comprehending a text is an interactive

process between the reader’s background knowledge and the text. Efficient

comprehension, then requires the ability to relate the textual materials to one’s
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own knowledge. Comprehending words, sentences, and entire texts involves

more than just relying on one’s linguistic knowledge (Carrell & Eisterhold,

1988:76).

The process of interpretation is guided by the principle that every input is

mapped against some existing schema and that all aspects of that schema must

be compatible with the input information. This principle results in two basic

modes of information processing: bottom-up and top-down. Bottom-up

processing is evoked by the incoming data, while the features of data enter the

system with the best fitting, bottom-up schemata. In this mode schemata are

hierarchically organized, starting from the most general at the top to the most

specific at the bottom.

Silberstein (1987:28-33) discusses reading instruction as reflected during

the twenty-five-year’s publication of the journal English Teaching Form (1962 –

1987). She divides the reading instruction into three periods of development: (i) a

decade of questioning (1962 – 1973), (ii) reading and psycholinguistics (the

1970s), and (iii) interactive reading (the 1980s). During the first period, there was

a substantial debate over the role of reading instruction in language classrooms,

that is, on the utility of audiolingual in which the written texts were used as grist

for an oral mill. A major transformation in the conceptual model of reading had

already begun with the publication of Goodman’s (1967), article Reading: A

Psycholinguistic Guessing Game. During the 1970s, the impact of this view on

second language.
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Theoretical Framework

The study is based on the theory advocated by Nate Jorgensen (2005) in

which he stated that a theory of instruction demonstrated a comprehensive

approach to instruction, with a slight focus on learner collaboration toward

understanding. The 4 instructional methods – gain attention, present information,

provide practice materials, provide feedback – point toward effective and efficient

instructional approaches, regardless of content or context.

He further stressed that this theory is recommended for use in most

instructional situations and should be especially useful in instructional situations

with more than one learner. Even though the theory leans toward cooperative

learning, the comprehensive nature of this theory even allows it to be used for

situations that do not appear to accommodate cooperative learning.

The purpose of this theory is to provide direction in helping people to

learn, understand and/or apply a predetermined set of principles, concepts

and/or procedures. The theory is designed to be prescriptive and to promote

effective, efficient, and appealing instruction. While many instructional theories

are focused to a particular field or learning context, this theory is designed to be

comprehensive; this theory can be used for most instructional situations.

Theoretical Paradigm

Below is the theoretical paradigm of the study. It shows the relationship of

the following: a. gain attention present information; b. provides practice materials,

provide feedback; and c. point toward effective and efficient instructional

approaches.
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PRACTICE
GAIN ATTENTION
MATERIALS/FEED
AND PRESENT
BACK
INFORMATION

POINT TOWARD
EFFECTIVE AND
EFFICIENT
INSTRUCTIONAL
APPROACHES

Figure 1. Theoretical Paradigm

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Conceptual Framework

In order to guide and to conceptualize the flow of the study the input-

process-output (IPO) model was adopted.

Figure 2 reflects the Conceptual Framework Model in developing

innovative Instructional Materials in the delivery of reading instruction. The

conceptual paradigm of the study will be formulated as shown in figure 1. The

paradigm will use an Input-Process-Output (IPO) Model in the research process.

The Input signifies the learning competencies of the subject to be taught

for grade 3 pupils. Also, the teaching strategies used by the teachers in the

reading instruction.

The process includes the assessment of performance of the pupil’s using

pre-test and post-test. It will also include the challenges encountered in teaching

reading to grade 3 pupils.

The output is the interpretation of the result and findings. It will also

present the innovative instructional materials that will be proposed to aid the

delivery of teaching instruction in reading development.

Conceptual Paradigm

Below is the Conceptual paradigm of the study. The study will use Input-

Process-Output (IPO) Model in the research process. It shows the relationship of

the following: a. learning competencies used in the reading instruction; b.

teaching strategies used in teaching reading; challenges encountered in teaching

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reading among grade 3 pupils; and innovative instructional material may be

proposed to improve reading among grade 3 pupils.

INPUT PROCESS OUTPUT

 Learning  Challenges
 Innovative
competencies encountered
instructional
in
used in the teaching
material may
reading reading
be proposed
among
instruction; b. grade
to improve
3 pupils
teaching reading Feed
back
strategies used in among
teaching reading grade 3
pupils
 Teaching
strategies used in
teaching reading

Figure 2. Conceptual Paradigm

Scope and Delimitation of the Study

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This research will be conducted to Grade 3 teachers teaching reading and

100 pupils in Daraga North Central School, Albay Division for school year 2022-

2023. The first group of respondents will be the teachers while the second group

will be composed of pupils.

Significance of the Study

The result of this study will be beneficial to the following:

Researchers. The study will benefit future researchers who are

conducting research studies and a useful source of related study for similar

researchers in the future.

School Administrators. The demands of the pupils and teachers for

attaining the academic excellence by developing innovative instructional

materials will be given more time and effort to be materialize and implemented.

They will also understand the needs of the teachers to be provided with more

comprehensive trainings and programs.

Faculty. The findings of this study will help them identify the skills or

aspects of the problem-solving that need to be emphasized or strengthened.

They will be more effective in teaching reading development using

innovative instructional materials which are especially designed for the needs of

pupils in understanding the subject.

Future Researcher. The findings of this study may encourage the interest

of other researchers to conduct similar studies in other schools aiming for the

purpose of providing assessment of the existing innovative instructional materials

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in reading development which lead them in achieving the goals of education such

as quality, excellence, and dynamic lifelong learning.

Pupils. These materials may help them better understand difficulties met

since they will be given illustrative examples and provide them many

opportunities to participate and respond. They will discover their strengths and

capabilities to develop their own techniques in developing reading skills. They will

be trained to be flexible and to cope easily on different learning process and

experience.

Definition of Terms

The following terminologies are defined operationally and conceptually:

Assessment is an evaluation of the faculty and experts of the quality or

worth of the available innovative instructional materials.

Content is the collection of competencies provided by the syllabus in

English.

Evaluation is the last part of the lesson proper where the faculty gives the

assessment such as experiences and quizzes.

Experts are the teachers with Master’s degree who have at least ten

years of teaching experience.

Faculty are the teachers who have less than ten years of teaching

experience.
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Innovative Instructional Materials are the instructional materials, with

clearly defined objectives, learning activities as well as feedback and evaluation

with the use of innovative communication tools.

Objectives are purpose, goal of the ICT-Based Instructional Materials.

Oraganization is the manner of sequencing of topics in teaching reading

development.

Pretest is the multiple-choice test covering the lessons in English which

the learner took before the instructional materials were administered. This test

will be given to pupils to determine whether they are sufficiently prepared for a

course study.

Post-test is the test administered after the utilization of the innovative

instructional materials and this is the same test administered in the pretest.
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METHODOLOGY

Research Design

The study will use the descriptive design of research which is according to

Jacobs (2007), is an ongoing process based on many taken together, lead to

generalization about problems and the development of theories. Furthermore, it

is the systematic application of a family of methods employed to provide

trustworthy information about problems which involves collecting data to test

hypothesis or to answer questions about the opinions of people on some topic or

issues.

Research Instrument

The following instrument will used to answer the problems, issues and

other concerns that would like to address in the study.

The study will use the survey and checklist to collect data and information

necessary for this study. The questionnaire will be disseminated to Grade 3

teachers and pupils. This will be validated using the Likert Scale. The other set of

questionnaire checklist will be disseminated to grade 3 teachers and experts to

assess the validity and acceptability of the innovative Instructional material as to

objectives, content, usefulness, and organization.

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Data Gathering Procedures

The researcher will seek permission from the Schools Division

Superintendent of DepEd Albay Division to conduct the said undertaking. After

approval, a letter will also send to the school district supervisor to conduct the

study.

The researcher will provide questionnaires to the respondents. Similarly,

an observation will be initiated to identify the academic performance of learners

with regards to reading development and the performance of grade 3 teachers in

an actual school setting. Subsequently, an interview will be conducted with the

respondents to gather data and to validate and analyze the data gathered.

Respondents of the Study

The respondents of this study will be composed of ten (10) grade 3

teachers and one hundred fifty 150) pupils in Grade 3 Level in Daraga North

Central School. The needed data will be obtained from a range of sources. The

answer to the questionnaires from the respondents will be the source in

formulating the objectives, content, and performance standards including the

assessment of academic performance in reading development.

Teachers and pupils in grade 3 will serve as the key respondents of the

study. Their answers to the questionnaire and responses in an interview will

gauge in identifying the reading development of the pupils and the performance

of grade 3 teachers.
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Observations coming from the respondents will also serve as key sources

of data.

Sampling Technique

The study will be composed of ten (10) grade 3 teachers and one hundred

fifty (150) pupils in Grade 3. Both respondents are purposively selected. The

study will be conducted within Daraga North Central school, Division of Albay.

The study will be useful with the aid of school stakeholders in support of reading

development among learners.

Research Locale/Study Site

The study will be conducted in Daraga North Central School, Division of

Albay. Furthermore, Daraga North Central School will be the site of the study and

ten (10) grade 3 teachers and one hundred fifty (150) pupils in Grade 3 Level are

expected to be the respondents as preferred.

Data Analysis Plan

In the analysis and interpretation of the data collected, the researcher will

use Likert Scale:

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A 4-point Likert Scale will be use below:

Range Description

3.50 – 4.00 Highly Achieved

2.50 – 3.49 Very Satisfactory

1.50 – 2.49 Satisfactory

1.00 – 1.49 Not Satisfactory

Percentage. Percentage was used to establish or to compare the

proportion of frequencies of responses to the total number of responses.

Percentage was computed by dividing the frequency of the category by the total

number of respondents multiplied by one-hundred (100).

The percentage formula used is:

P = f x 100

where:

P = percentage

f = frequency

N = number of respondents

100 = constant
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Weighted Mean. The mean scores of the respondents in the different

variables were obtained using the formula:

WM = TWF

where: WM = weighted mean

TWF = total frequency

N = number of the respondents

The following scales were used as derived from the instrument:

Scale Verbal Interpretation

4 Very Much of a Problem

3 A Problem

2 Slightly a Problem

1 Not a Problem

To compute the relationship of the variables involved and to test

their significance, Pearson’s r was used.

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REFERENCES

Carrel, P.L. & Eisterhold, J.C. (1988). Schema theory and ESL Reading
Pedagogy. In Patricia L. Carrel, et al. (Eds.). Interactive
Approaches to Language Reading. Cambridge: Cambridge
University Press.

Carrel, P.L. (1987). A View of Written Text as a Communicative Interaction:

Implications for Reading in a Second Language. In Joanne Devine,
et al. (Eds.). Research in Reading in English as a Second
Language. Cambridge: Cambridge University Press.
Clarke, M.A. & Silberstein, S. (1979). Toward a Realization of Psycholinguistics
Principles in the ESL Reading Class. In Ronald Mackay, et al. (eds.).
Reading In a Second Language. Rowley, Massachusetts: Newbury
House Publisher, Inc.
Denies, L., McKenna, M.C. & Miller, J.W. (1989). Project READ: s: Effective
Design for Content Area Reading. Journal of Reading, 22(6).
Goodman, K.H. (1967). Reading: A Psycholinguistic Guessing
Game. Journal of the Reading Specialist, 6, 126-35

Greenwood, J. (1981). Comprehension and Reading. In Gerry Abbot, et al. (eds.)

The Reading of English as an International Language: A Practical
Guide. pp. 35-47. Glasgow: William Collins Sons and Co. Ltd.

Grellet, F. (1987) Developing Reading Skills. Cambridge: Cambridge University

Press.

Harris, A. J. & Sipay, E. R. (1984). How to Increase Reading Ability. Seventh

Edition. New York: Longman Lee, J.F. & vanPatten, B. (1995).
Making Communicative Language Teaching Happen.
New York: McGraw-Hill, Inc.

Mueller, A.M. & Tiffany, D.A. (n.d.). English as a Second Language, Secondary
Scope and Sequence (9- 12). Iowa City: Iowa Community School
District.
Omaggio, A.C. (1986). Teaching Language in Context: Proficiency-Oriented
Instruction. Boston, Massachusetts: Heinle & Heinle Publisher, Inc.

Papalia, A. (1987). Interaction of reader and text. In Wilga M. Rivers. (Ed.).

Interactive Language Teaching. Cambridge: Cambridge University
Press.
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IMPROVE READING DEVELOPMENT USING INNOVATIVE

INSTRUCTIONAL MATERIAL

An Undergraduate Research Presented to the

Faculty of Daraga Community College, Daraga, Albay

In Partial Fulfillment of the Requirements for the

Degree Master Bachelor of Elementary Education (BEED)

by

MONICA R. CAPEÑA

JENNYLYN S. ARANETA

2022
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