ACTION RESEARCH

TRENTO CENTRAL ELEMENTARY SCHOOL

Addressing Reading Comprehension Among Students at Trento Central

Elementary School

CHARLES ANGELO K. DELA VEGA

Emelyn F. Sagrado

Instructor
 ABSTRACT

This action research aims to address the significant reading

comprehension challenges faced by students at Trento Central Elementary

School. Many students, despite being able to read fluently, struggle to

understand and retain the material they encounter, which hinders their

academic performance. This study seeks to identify the root causes of these

difficulties, such as gaps in vocabulary, limited reading strategies, or lack of

engagement, and implement targeted instructional interventions to address

them. Through strategies such as the use of graphic organizers, reciprocal

teaching, guided reading, and vocabulary-building exercises, the research

will evaluate the impact of these methods on improving students'

comprehension skills. By implementing these strategies in a structured,

systematic manner, the research will measure changes in students' reading

comprehension through pre- and post-test assessments, classroom

observations, and student-teacher feedback. The results of this study aim to

provide actionable insights for educators, demonstrating effective methods

for enhancing reading comprehension that can be integrated into daily

instruction. Ultimately, this research will contribute to the broader effort of

fostering academic success by improving literacy and reading skills at Trento

Central Elementary School, with potential for adapting these approaches for

use in other schools facing similar challenges.

ACKNOWLEDGEMENT
Gratitude is extended to Trento Central Elementary School for allowing the

opportunity to conduct this action research. The full cooperation of the

school administration, faculty, and students has been invaluable in the

successful completion of this study. The commitment and support from all

staff members made the research process smoother and more effective, and

their dedication to improving the students’ learning experience is deeply

appreciated.

Sincere thanks are also given to Lemuel S. Dela Vega and Lalaine K. Dela

Vega, whose constant encouragement, guidance, and sacrifices have been a

great source of inspiration. Their unconditional love and support provided the

strength needed to carry this research forward, and their belief in the

importance of education continues to motivate and drive success.

A special thanks to the students of Trento Central Elementary School who

participated in this study. Their enthusiasm, effort, and dedication were

essential in achieving the goals of this research. Without their willingness to

engage in the interventions, the research would not have reached its

potential.

Acknowledgement is also given to the families and community members

whose support indirectly helped in the realization of this research. Their

encouragement and positive influence on the participants’ learning process

are truly appreciated.

Finally, thanks are extended to all those who contributed in any form to the

completion of this action research. Whether through moral support, sharing

ideas, or offering practical help, every contribution has been crucial in the

success of this study.

 CONTEXT AND RATIONALE

Reading comprehension is important to keep in mind because

attending to the meaning of the massage is just as important as attending to

the linguistic forms (Labrozzi, 2014). It is a complex cognitive process where

the reader’s prior knowledge and experiences serve central roles in the

interpretation of the text Babapour et al (2018). However, despite its

importance, many students face challenges in this area, impacting their

overall academic performance and future educational opportunities.

Observations have revealed that a significant number of students in Grade 6

Bonifacio struggle with reading comprehension. This struggle manifests in

various ways, such as difficulties in understanding texts, poor performance in

related assessments, and lack of engagement in reading activities. Several

factors could contribute to these challenges, including limited access to

reading materials, lack of motivation, inadequate instructional strategies,

and potential socio-economic barriers. This action research seeks to address

reading comprehension issues among Grade 6 students in Jacinto class at

Trento Central Elementary School.

My approach at Trento Central Elementary School specifically in Grade VI

Bonifacio learners involves personalized assessment or implement strategy

to cater the specific needs of each student when it comes to Reading

Comprehension. It aims to investigate the root causes of these difficulties

and implement targeted interventions to enhance students' comprehension

skills. Gani, Yusuf, and Susiani (2016), reading comprehension is a

complicated, cognitive, meaning constructing process which involves the

interaction of the reader, the text, and the context.

Furthermore, the study is set within the context of a diverse classroom

where students exhibit varying levels of reading ability and face different

challenges in understanding and interpreting texts. Readers who have

trouble understanding what they read encounter issues regularly (Snowling,

Hulme, & Nation, 2020). By conducting this research, we seek to diagnose

the specific barriers to effective reading comprehension, such as limited

vocabulary, lack of background knowledge, or insufficient reading strategies.

 INNOVATION, INTERVENTION, AND STRATEGY

To help improve the reading comprehension of Grade 6 - Bonifacio

students at Trento Central Elementary School, Researcher proposed using a

simple and effective strategy called Reading Buddy Groups. This approach

involves students working together in small groups to better understand

what they read by using four key activities: predicting, questioning,

clarifying, and summarizing. Reading Buddy Groups change the way reading

is usually taught by having students take an active role in their learning. In

small groups, students lead discussions and help each other understand the

text. This makes learning more engaging and interactive. The Researcher

assess the students' current reading comprehension levels. Each student will

take turns leading the group through the four activities: Predicting: Guessing

what the text will be about. Questioning: Asking questions about the text.

Clarifying: Discussing parts of the text that are confusing. Summarizing:

Summarizing the main points of the text. Monitor Progress: The Researcher

regularly check students’ progress with quick assessments and adjust our

approach as needed. By using Reading Buddy Groups, Reasercher aim to

make reading more understandable and enjoyable for the students. This

strategy is straightforward, and with consistent practice, it will help students

develop better reading comprehension skills.

 ACTION RESEACH QUESTIONS

1. What strategies can teachers employ to improve reading

comprehension?

2.What instructional strategies are most effective in improving reading

comprehension?

3. How does the use of differentiated reading materials influence

reading comprehension?

ACTION RESEARCH METHODS

This part of the study presents the participants and other sources of data

information, data gathering methods, and analysis plan that use for this

study.

a.) Participants and/or other Sources of Data and Information

The participants in this study were consist of Grade-VI section Bonifacio

students at Trento Central Elementary School. Specifically, the students

struggling with reading comprehension. These students would be the

primary subjects of the study. Additionally, teachers and parents/guardians;

teachers who directly teach reading or language arts, as they have first-hand
insights into students' reading abilities and challenges. Parents or guardians

who can provide information on students' reading habits at home, their

attitudes towards reading, and any additional support they provide.

b.) Data Gathering Methods

Research tools will be employed to provide a comprehensive view of the

factors affecting students' reading comprehension. The researcher used tools

like running records, fluency checks, and comprehension quizzes for ongoing

progress monitoring. These tools provide frequent, detailed insights into

students' reading abilities, it helps to identify areas where students are

struggling and adjust instruction accordingly. Second, systematic classroom

observations will be conducted to gather qualitative data on student

engagement, reading strategies, and comprehension levels during reading

activities. The researcher will use checklists and anecdotal records to

document their findings, providing a rich, detailed picture of students'

reading behaviors. Lastly, analyzing school records related to attendance

and academic performance will help identify any correlations between these

factors and reading comprehension. This data can highlight external factors

that might be influencing students' reading abilities.

 DISCUSSION OF RESULTS AND REFLECTION

The process of addressing reading comprehension issues among students at

Trento Central Elementary School highlighted several key findings related to

both the challenges and successes of implementing targeted interventions.

Through various strategies and innovations, the research sought to identify

effective ways to improve comprehension and meet the diverse learning

needs of students.

Key Findings:

1. Reading Challenges Identified:

o One of the initial findings was the varied nature of the reading

comprehension challenges faced by students. Some students

struggled with basic decoding, while others faced difficulties with

deeper comprehension, such as understanding main ideas,

making inferences, and retaining information. This disparity

pointed to the need for differentiated instructional strategies,

which were subsequently implemented.

2. Effective Strategies:

o The reciprocal teaching method, which emphasizes teacher-

student interaction and collaborative reading, was found to be

 particularly beneficial in engaging students and helping them

understand complex texts. Students reported feeling more

confident when they were able to discuss the text in groups.

o Peer reading sessions also had a noticeable positive effect.

Pairing stronger readers with those who struggled helped create

a supportive learning environment. Peer explanations and

discussions encouraged comprehension and allowed for active

participation, even for struggling readers.

o Technology-based interventions, including interactive e-

books and reading apps, were particularly engaging for students.

These tools allowed for adaptive learning, giving students

immediate feedback and interactive support that traditional

print-based activities could not provide.

3. Differentiated Instruction:

o Differentiated instruction was critical in addressing the varied

needs of the students. Teachers adapted lesson plans to suit

different reading levels within the classroom. This included

modifying texts, adjusting reading tasks, and providing additional

support for students with learning difficulties. The flexibility in

teaching methods enabled more students to progress at their

own pace.

4. Formative Assessments:
 o Regular formative assessments provided valuable data on

student progress. By checking comprehension at regular

intervals, teachers were able to adjust instruction and target

specific areas of difficulty. This continuous feedback loop helped

track both individual and class-wide progress, allowing for

immediate intervention where necessary.

5. Student Motivation and Engagement:

o Student feedback indicated that the interventions were

successful in boosting their motivation to read. The active,

collaborative nature of reciprocal teaching and peer sessions,

along with the use of technology, made reading more enjoyable.

The increased engagement helped to improve overall

comprehension, as students were more willing to participate in

reading activities and were able to see the relevance of the

tasks.

Reflection

The action research process at Trento Central Elementary School revealed

not only the importance of strategic interventions but also the need for

ongoing reflection and adaptability throughout the process.

Challenges Encountered:

1. Time Constraints:
 o One challenge was the limited time available for implementing

and evaluating the various strategies. The school schedule had

to be adjusted to allow time for additional reading sessions and

assessments, which required collaboration from both teachers

and administrators. Despite these adjustments, the intervention

periods were still relatively short to fully gauge the long-term

effects of the strategies.

2. Student Variability:

o While differentiated instruction allowed for personalized support,

the range of reading abilities in the classroom presented

challenges. Some students made rapid progress with the

interventions, while others showed slower improvement. This

variability highlighted the importance of continuous

differentiation and the need for individualized strategies for

struggling readers.

3. Teacher Buy-in:

o While many teachers were receptive to the new strategies,

others initially struggled with the changes in instructional

methods. Teachers’ comfort levels with using technology in the

classroom varied, and some required additional professional

development. Over time, however, teachers reported greater

confidence in using reciprocal teaching and technology, and

 collaboration among the faculty increased as they shared

insights and best practices.

Insights for Future Practice:

1. Long-Term Integration:

o Moving forward, it will be important to consider how these

interventions can be integrated into long-term teaching practices

at Trento Central Elementary School. The use of reciprocal

teaching, peer reading, and technology-based tools should

become part of the regular reading curriculum.

2. Professional Development:

o The importance of professional development for teachers was

evident throughout the study. Teachers who received additional

training in technology integration, differentiated instruction, and

reading comprehension strategies were more successful in

implementing the interventions effectively. Continued support

and training will be crucial in ensuring sustained success in

addressing reading comprehension.

3. Student-Centered Approach:

o The research emphasized the value of a student-centered

approach, where student feedback and engagement guided the

modifications to teaching strategies. This approach fosters a

sense of ownership over learning, which can significantly boost

 motivation. Future interventions should continue to prioritize the

needs, preferences, and input of students to enhance their

reading comprehension.

4. Scalability and Adaptation:

o This action research demonstrated that the interventions used at

Trento Central Elementary School could be adapted to other

classrooms or schools with similar challenges. The strategies that

worked well with these students, especially technology

integration and differentiated instruction, can be scaled to

support a wider range of students in diverse contexts.

5. Sustaining Student Engagement:

o One of the most significant outcomes of this study was the

positive impact on student engagement. Sustaining this level of

motivation and interest in reading will be an ongoing challenge,

but it can be supported by continuously introducing new reading

materials, interactive tools, and diverse learning activities that

maintain students’ curiosity and enthusiasm for reading.

Conclusion:

The action research project at Trento Central Elementary School revealed

that addressing reading comprehension requires a multifaceted approach,

including tailored interventions, the use of technology, differentiated

instruction, and ongoing reflection and assessment. Through these

strategies, students made noticeable improvements in their reading

comprehension skills, and teachers gained valuable insights into how best to

support diverse learners.

While challenges remain, particularly with time constraints and variability in

student progress, the study has laid the groundwork for future improvements
in reading instruction. Continued innovation, professional development, and
student-centered practices will be crucial in ensuring that reading
comprehension continues to improve and that all students at Trento Central
Elementary School are equipped with the skills necessary for academic
success.

ACTION PLAN

The action plan for addressing reading comprehension at Trento Central

Elementary School will be structured around clear, achievable goals and

organized into actionable steps. This plan will incorporate effective

interventions, innovative strategies, and continuous monitoring of progress.

The ultimate goal is to improve students’ reading comprehension abilities

through a systematic, data-driven approach.

Goal:

To enhance the reading comprehension skills of students at Trento Central

Elementary School by implementing targeted interventions, innovative

strategies, and regular assessments, ensuring all students develop the ability

to understand, interpret, and analyze texts effectively.

Steps in the Action Plan

Step 1: Identify and Assess Initial Reading Comprehension Levels

Timeframe: 2 weeks

Objective: Establish baseline reading comprehension levels for each

student.

 Action:

o Conduct a pre-assessment using a reading comprehension test

to evaluate students’ abilities to understand and interpret text.

o Administer surveys to teachers and students to gather insights

about specific reading challenges.

o Observe classroom reading sessions to identify areas where

students struggle (e.g., vocabulary, main ideas, inferences).

 Outcome:

o Baseline data on reading comprehension levels for all students.

o A clear understanding of the challenges faced by different

students in terms of comprehension.

Step 2: Implement Interventions and Reading Strategies

Timeframe: 8 weeks

Objective: Introduce various strategies and interventions tailored to

students' needs.

 Action:

o Reciprocal Teaching: Implement reciprocal teaching, where

students take on the role of teacher and actively engage in

discussions about texts, asking questions, predicting content,

and clarifying meanings.

o Peer Reading Sessions: Pair strong readers with struggling

readers to engage in collaborative reading activities.

o Differentiated Instruction: Create reading materials that are

appropriate for students at different reading levels. Modify texts,

questions, and assignments based on individual students' needs.

o Technology Integration: Introduce digital reading tools (e.g.,

e-books, reading apps) that provide interactive support, quizzes,

and immediate feedback.

 Outcome:

o Increased student engagement and participation in reading

activities.

o Improved understanding of reading texts through collaborative

efforts and digital resources.

Step 3: Monitor Progress and Provide Formative Assessments

Timeframe: Ongoing, bi-weekly assessments

Objective: Continuously monitor students’ comprehension progress to

identify areas for further intervention.

 Action:

o Administer short comprehension quizzes every two weeks to

assess students' progress.

o Use classroom observations and one-on-one conferences to

gather qualitative data on students’ engagement, understanding,

and areas needing further attention.

o Record teacher notes on each student’s improvement or areas of

difficulty.

 Outcome:

o A detailed progress report for each student, showing how their

comprehension skills have developed over time.

o Identification of areas where additional support is needed or

where certain strategies need to be adjusted.

Step 4: Teacher Collaboration and Professional Development

Timeframe: Ongoing, monthly sessions

Objective: Provide teachers with the knowledge and skills needed to

effectively implement reading comprehension strategies.

 Action:
 o Organize monthly teacher workshops on effective reading

comprehension strategies and the use of technology tools in the

classroom.

o Facilitate collaborative planning sessions where teachers can

share experiences, challenges, and solutions related to reading

comprehension.

o Encourage peer observations to promote best practices and

innovation in teaching.

 Outcome:

o Teachers will feel more confident and skilled in using various

teaching strategies to improve reading comprehension.

o A collaborative teaching environment where best practices are

shared and used across the school.

Step 5: Collect Feedback and Reflect on the Interventions

Timeframe: End of the intervention phase (after 8 weeks)

Objective: Gather feedback on the effectiveness of the interventions and

strategies to identify areas of success and potential adjustments.

 Action:

o Conduct focus group discussions with students to gather

qualitative feedback about the interventions they found most

helpful (e.g., peer reading, reciprocal teaching, digital tools).

 o Ask teachers to reflect on their experiences and the strategies

they found most effective in improving student comprehension.

o Review formative and summative assessment results to analyze

student progress.

 Outcome:

o A comprehensive reflection on the strengths and weaknesses of

the intervention strategies.

o A clear understanding of what works and what needs to be

modified or expanded upon for future cycles of intervention.

Step 6: Adjust and Refine Interventions Based on Data

Timeframe: 2 weeks after collecting feedback

Objective: Refine and modify strategies based on feedback and assessment

data.

 Action:

o Revise lesson plans and interventions based on the feedback

from students and teachers. For instance, if students struggled

with a specific reading comprehension skill, the lesson plan could

be adjusted to focus more on that skill.

o Introduce new reading strategies if certain interventions were

less effective.

o Incorporate additional resources, such as guided reading groups

or more interactive digital tools.

  Outcome:

o A refined and personalized reading program that better

addresses students’ unique needs.

o Increased student satisfaction and engagement with improved

comprehension outcomes.

Step 7: Final Evaluation and Reporting

Timeframe: 2 weeks (end of the semester)

Objective: Evaluate the overall success of the intervention strategies and

document the results.

 Action:

o Administer a post-assessment on reading comprehension to

measure the impact of the interventions.

o Collect final surveys from students and teachers to assess the

effectiveness of the strategies and the overall improvement in

student comprehension.

o Compile all data and reflections into a final report, including

recommendations for future action.

 Outcome:

o A final evaluation of the intervention’s success, including

evidence of improved reading comprehension.

 o A report with data-driven recommendations for sustaining or

expanding the intervention program at Trento Central

Elementary School.

Key Resources Needed:

 Reading comprehension test tools and formative assessment

materials.

 Access to technology (tablets, computers, e-books, apps) for

interactive reading activities.

 Teacher training materials and external professional development

resources.

 Collaboration time for teachers (workshops, planning sessions).

Expected Outcomes:

 Improved Reading Comprehension: Students will show measurable

improvement in their ability to understand and analyze texts, as

evidenced by pre- and post-assessments.

 Increased Engagement: Students will be more motivated to

participate in reading activities, particularly those involving technology

and peer collaboration.

  Teacher Empowerment: Teachers will feel better equipped to

address diverse reading levels and integrate new strategies into their

classroom practices.

 Sustained Progress: With regular reflection and adjustments, the

reading comprehension program will continue to improve and adapt to

the evolving needs of students.

This action plan provides a structured approach to improving reading

comprehension at Trento Central Elementary School. By utilizing targeted

strategies, ongoing assessment, and teacher collaboration, the school can

create a positive and effective learning environment that enhances reading

skills for all students.

 REFERENCES

Babapour, M., Ahangari, S., & Ahour, T. (2018). The effect of shadow reading

and collaborative strategic reading on EFL learners ’ reading comprehension

across two proficiency levels. Innovation in Language Learning and Teaching,

0(0), 1–13. https://doi.org/10.1080/17501229.2018.1465059

Gani, S. A., Yusuf, Y. Q., & Susiani, R. (2016). Progressive outcomes of

collaborative strategic reading to EFL learners Kasetsart Journal of Social

Sciences Progressive outcomes of collaborative strategic reading to EFL

learners. Kasetsart Journal of Social Sciences, 37(3), 144–

149.

https://doi.org/10.1016/j.kjss.2016.08.004

Labrozzi, R. M. (2014). The effects of textual enhancement type on L2 form

recognition and reading comprehension in Spanish.

https://doi.org/10.1177/1362168814561903

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding

dyslexia: Past, present and future. Oxford Review of Education, 46(4), 501–

513. https://doi.org/10.1080/03054985.2020.1765756.

Solomons, L. D. (2023). Multimodal modelling of self-directed reading

comprehension strategies in the Foundation Phase to improve

comprehension skills [PhD Thesis, North-West University (South Africa).].

https://repository.nwu.ac.za/handle/10394/42231.

Khalilova, K. (2023). MASTERING READING COMPREHENSION: A VITAL SKILL

FOR ACADEMIC SUCCESS. Академические Исследования в Современной

Науке, 2(23), 83–89.

 FINANCIAL REPORT

Cost Category Description Estimated Cost

Research Material Books, journals for literature 150
review, methodology development,

and printing/photocopying costs.

Educational Reading comprehension books, 200

Material educational software, and other

resources for student

interventions.

Incentives for Incentives (e.g., certificates, 100

Participants small prizes) to motivate and

recognize student participation.

Administrative Office supplies, transportation, 100

Costs communication, and
 miscellaneous expenses for

organizing

Contingency Funds Set aside funds to address 150

unexpected expenses during

the research project.

Total Estimated Costs Total of all the above costs for 700
conducting the research project.