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552.Increasing Reading Comprehension of Grade 4 Students Through Fluency-Based Interventions Statement of the Problem The issue of reading comprehension in schools is common and is undeniably a pressing matter that needs to be attended to. It has been a critical concern for schools because reading comprehension appears to be a unique problem that it remains unresolved despite the efforts of scholars to improve the reading status of students. Hence, to help address the problem in reading comprehension of students, the researchers of this study have decided to innovate and implement oral reading fluency. The purpose of implementing such strategy is to improve the reading comprehension of students who are under frustration level. Specifically it sought to answer the following:
- What is the socio-demographic profile of the respondents in terms of: 1.1 Sex; 1.2 Age; 1.3 Socio-economic Status; 1.4 Residency;
- What are the factors affecting the reading comprehension of Grade 4 Students?
- Do the effects of fluency-based interventions on reading comprehension vary among different subgroups of Grade 4 students, such as students with diverse learning needs or different levels of initial reading proficiency?
- What are the perceptions and experiences of Grade 4 students regarding the fluency-based interventions, and how do these perceptions relate to changes in reading comprehension?
- How do teachers perceive the effectiveness of fluency-based interventions in improving the reading comprehension of Grade 4 students, and what challenges or opportunities do they encounter during implementation?
- What is the long-term impact of fluency-based interventions on the reading skills and academic achievement of Grade 4 students as they progress to higher grade levels?
- How can fluency-based interventions be adapted and improved to address the specific reading comprehension needs of Grade 4 students in diverse educational settings?
One thing also that can be considered why children are having difficulties in reading comprehension is absenteeism, primarily due to the distance of the school from their homes. Some parents need more financial capacity to send their children to school. Some parents just enrolled their child in school to avail 4Ps claims for students and could not teach their child reading because they do not even know how to read. This is so disappointing to know. The 4P’s program beneficiaries should be regularly monitored in part of the Department of Education to ensure the fund is not wasted. At some point, aside from the Department of Education, the Department of Social Welfare and Development should also improve its implementation to ensure that the beneficiaries of 4P’s are expanding the assistance they receive to the things they should be spending. A public school teacher handling 30-plus students in one classroom is not a cushy job, particularly in elementary grades with many non-readers and others who have just started practicing to learn reading. The ratio of teacher-students in a classroom is one thing that needs to consider for improvement to provide quality learners at the end of the school year. It is because children need full attention in the classroom from their teachers. The teachers need to spend time with their students individually to teach and assess their student’s difficulties. Besides, there is a rule in the Department of Education that teachers cannot give “failing grades” to children, or else the teacher shall take the responsibility for the failure of their students. So, teachers used to pass their students even though they could not move to the following year’s level because they did not take responsibility for their failed students in their subject. In this context, it is better to read the “no read, no pass” policy (Llego, 2014).
Reading comprehension in elementary grade is just part of English subject. The students were given a short story to read, and later, the teacher assessed what the students had comprehended about what they read. In some cases, the students sound like they are reading fluently the text given to them but cannot answer when asked about what they read. Similarly, problems with decoding abilities can make it difficult for youngsters to read smoothly and accurately, affecting their understanding. If they expend all their mental energy attempting to pronounce words, they may not have the cognitive resources to comprehend. Third, a lack of interest and motivation can impact comprehension. Suppose a youngster is uninterested in the topic of a text or does not understand its connection to their life. In that case, they may only partially engage with the material and fail to retain fundamental knowledge. Teachers and parents can help children who struggle with comprehension by giving targeted instruction and practice in vocabulary development, decoding abilities, and strategies for increasing reading engagement and motivation. Some things can be improved, like growing vocabulary, changing reading speed, and utilizing multiple senses. An extensive vocabulary is especially crucial for reading comprehension because it allows readers to understand the meanings of words in a text. Readers can increase their vocabulary by reading widely across genres and themes, seeking definitions of uncommon words, and using vocabulary-building applications or games. Adjusting the reading pace can also help improve understanding. Some texts may take slower, careful reading to comprehend fully, but others can be read more rapidly. Readers can experiment with different reading speeds to find the one that suits them best. The reader can use what he knows to grasp the material he is reading. For example, a large vocabulary- understanding the meanings of many words can help someone understand a wide variety of
comprehending what they read. Many teachers and parents will confirm that reading problem exacts a period. Reading comprehension requires mental work to keep thoughts, motivation, concentration, and good study strategies. Comprehension is the main component of studying reading. Teaching reading comprehension strategies to pupils at all levels is complex. Teachers need a deep understanding of the text and its context and a good knowledge of the methods. Learning at home during the epidemic presented enormous obstacles for teachers, students, and parents. The deterioration in reading comprehension skills among students is apparent (Ganaden, 2022). However, teachers are doing their best to implement solutions to the problem. The government of the Philippines implemented programs to address this pressing matter of reading problems for children and in response to the need for the teaching and learning process during the pandemic was just started. One of which is the DepEd Order No 45 s. 2022 or Every Child a Reader Program, a national program with its goal that every child will be a reader by the time they finish Grade Three. Similarly, DepEd NCR established a campaign called “National Capital Region: Championing Reading,” with the slogan “NCR to SOAR,” to address the issue of non-readers and low academic performance in classrooms. It attempts to revive teachers’ and students’ enthusiasm for reading while enhancing academic performance. This initiative aims to improve mentors’ English language skills through enjoyable reading experiences, promote a rich reading environment in schools, and improve students’ overall academic achievement. This curriculum is an excellent first step in building a pool of readers in the classroom to improve their reading and comprehension abilities. The Department of Education swore to continue implementing reforms to improve the country’s education quality. Since comprehension is fundamental in learning, DepEd focused on students’ reading proficiency. In 2019, DepEd launched the “Hamon: Bawa’t Bata Bumasa” to
address literacy gaps among learners. In 2020, DepEd used Research O’clock to address the concerns in reading literacy. The DepEd aimed to uplift the education standard with these programs, which could also give better results in future international assessments. William Teale and Elizabeth Sulzby created the term “Emergent Literacy” to highlight the relationship between a growing child and literacy information from the environment and home literacy practices and experiences. Emergent literacy starts before the formal academic experiences of the child; it includes concepts about reading and writing before the actual schooling, and it is acquired through the informal and spontaneous learning experiences of the child with significant adults, primarily the parents, caregivers, and other significant adults. Boulhrir (2017) found that students who grew up in literacy-rich environments are motivated readers. This indicates that early literacy exposure to children could lead to a positive attitude toward reading. Students from low-income backgrounds who do not have a supportive family and school environment that encourages a growth mindset are likelier to have lower reading comprehension scores in the PISA 2018 (Cruz, 2021). This suggests that factors beyond just socioeconomic position can also play a significant role in shaping students’ academic outcomes. Students with a growth mindset tend to be more resilient and motivated in their learning, which can lead to better academic performance over time. It may be necessary to provide targeted interventions at the family and school levels, to support students from low- income backgrounds in developing a growth mindset and improving their reading comprehension skills. This could include initiatives to promote parental involvement in education, such as parent-teacher conferences and workshops, and programs to provide students with additional support and resources, such as tutoring or mentoring programs. Addressing the multiple factors contributing to educational disparities, including socioeconomic
Ganaden, A. S. (2022, May 12). Learners’ reading skills during the pandemic. Sulong Udyong.http://www.udyong.gov.ph/index.php? option=com_content&view=article&id=11240:learners-reading-skills-during-the- pandemic&catid=90&Itemid= Lerner, J. (2000). Learning disabilities: Theory, diagnosis and teaching strategies (8th Ed.). Houghton Mifflin Company. Llego, M. A. (2014). DepED NCR no read, no pass policy may shock you. TeacherPH. https://www.teacherph.com/deped-ncr-no-read-no-pass-policy-may-shock-you/ #NO_READ_NO_PASS_POLICY Mule, K. (2014). Types and causes of reading difficulties affecting the reading of English language: A case of grade 4 learners in selected schools in Ogong circuit of Namibia [Doctoral dissertation, UNAM University of Nambia]. http://hdl.handle.net/11070/ PISA (Programme for International Student Assessment) (2019). \Ropero, G. (2019, December 5). Why Pinoy students ranked last in reading comprehension survey. ABS-CBN News. https://news.abs cbn.com/news/12/05/19/why-pinoy-students- ranked-last-in-reading-comprehension-survey
