FINAL ALAJID,MA.ADERLYN B. DC III.pptx Research about Paired Partner

Research About Paired Partner Reading in improving reading comprehension of Grade 5 Pupils

1. PAIRED PARTNER READING IN IMPROVING READING COMPREHENSION Alajid,Ma.Aderlyn B. Pualas Elementary School​ Don Carlos District III Division of Bukidnon

2. RATIONALE Goal: The purpose of this study is to determine an effectiveness of Paired Reading Partner in improving reading comprehension of grade 5 using adaptive learning technologies and exercises to individual pupils needs reading in pair.. Research Gap: For School year 2024-2025 in Pualas Elementary School there were 12 out of 26 Pupils who belong to frustration level and need paired partner strategy in improving their reading comprehension skills. Main Beneficiary: The teacher’s role during paired partner reading is to support students during their interaction with the text and provide reading materials from multimedia instructions and reading resources from booklet

3. RATIONALE Reading comprehension is a critical skill that underpins academic success and lifelong learning. A love of reading opens up a world of knowledge. There is a strong correlation between this skill and learners' academic success. Learners who are deemed proficient readers have a greater understanding of the many reading skills, including vocabulary growth, word choice, style, and culturally informed ethical judgment. Based on the assessment on the PHIL-IRI pretest. Out of 26 pupils 12 are in frustration level based on the PHIL-IRI pretest. The purpose of this study is to determine an effectiveness of Paired Reading Partner in improving reading comprehension of grade 5 using adaptive learning technologies and exercises to individual pupils needs reading in pair.. Paired Reading Partner allows pupils to interact with the teacher and paired partner reading is a flexible option.

4. RESEARCH QUESTIONS 1. What is the reading comprehension level of my Grade V pupils before and after using the Paired Partner Reading ? 2. Is there a significant difference on the reading comprehension level of my Grade V after using Paired Partner Reading ?

5. Hypothesis of the study The hypothesis of this study will be tested at 0.05 level of significance. Ho1 : There is no significant difference on the level of comprehension of my Grade Five pupils after using Paired Partner Reading

6. KEY LITERATURE Paired-partner reading provided students with the opportunity to work on their reading fluency which is directly related to their ability to comprehend. Moats and Davidson (2009) stated, “Paired -partner reading strategy constitute a research-supported, structured way of teaching students to work productively as readingpartners The Leaded Reading Style Scheme Toolkit was used by the researcher in the intensive reading of the learners. The results of this research are congruent with that of Biringkanae (2018), who discovered that reading increased readers' comprehension considerably. According to Praveen & Rajan (2018), learners who read widely do better in school, both in terms of vocabulary development and a respect for the mechanics of written language. Regular reading, according to Stoller et al. (2018), enhances one's language abilities. Extensive reading, according to Andrés (2020), is an effective strategy for improving learners' capacity to grasp what they read.

7. RESEARCH METHODS The research adopted a quantitative pre-experimental design using a one-group pretest–posttest method . This design was chosen to measure the improvement in pupils ’ reading comprehension before and after the implementation of the innovation Paired Partner Reading. Participants : 26 Grade V Pupils from Pualas School,Don Carlos III District, Bukidnon (School Year 20425–2024). Data Collection Tools: The PHIL-IRI Assessment Tool pretest and posttest will be utilized as to determine the reading comprehension level of the participants in this study before and after the implementation of the Paired Partner Reading. Procedure: Conducted a pretest to determine baseline performance; Implemented the Paired Partner Reading through classroom instruction; Administered a posttest to evaluate improvement. Data Analysis: Descriptive statistics ( mean,percentage , standard deviation) and inferential statistics (paired sample t -test) were used to analyze differences in pretest and posttest results.

8. DISCUSSION OF RESULTS AND RECOMMENDATIONS  

9. DISCUSSION OF RESULTS  

10. Conclusion and Recommendation In the implementation of Paired Partner Reading Booklet there was a difference of the respondents reading comprehension level before the conduct of remediation and after The percent of the pretest and the posttest widely shows the effectiveness of Paired Partner Reading , as a tool in the reading remediation of the said study. During pretest 15 got frustration and 12 instructional and 3 independent readers. After the implementation of Paired Partner Reading as an intervention there was a difference in the pupils reading level. Posttest shows that all grade V are readers, only 3 got frustration ,11 for instructional and 16 already become independent in reading level The researcher recommends that teachers adopt the Paired Partner Reading in classroom instruction and that the booklet undergo further validation for reliability and alignment with learning outcomes.

11. Reflection After accomplishing this study, the researcher realized that parent’s attitudes and support for their children’s learning ability contributes a very considerable increase with regards to the enhancement of the reading ability of their children. Parental involvement in their child’s literacy practices positively affects children’s academic performance. Specifically, parental involvement with reading activities at home has significant positive influences not only on reading abilities but also on pupil’s interest in reading, attitudes towards reading and attentiveness in the classroom. Parents make the greatest difference to achievement through supporting their learning in the home. As a teacher, this finding strengthened my belief in using research-based and learner-centered strategies that make reading more understandable and enjoyable.

12. Dissemination and Utilization The research findings will be shared through presentations at school, district, and division conferences and submitted to the district research committee for evaluation and publication. The study will serve as baseline data for developing more contextualized worksheets to enhance students’ performance in Statistics and Probability and may also be published in local and international journals.

13. REFERENCES Baumann, J. (2019). «Vocabulary and reading comprehension: The nexus of meaning.» Handbook of research on reading comprehension. New York: Routledge, pp. 323-246. Comfort, P. (2022). The effect of peer tutoring on academic achievement during practical assessments in applied sports science students. Innovations in Education & Teaching International 48(2), 207-211. http://dx.doi.org/10.1080/14703297.2011.564015 Kasten, B. A. (20120). A peer tutoring model for small school with limited funding and resources. Weikle Eastern Mennonite University, Harrisonburg, USA DepEd Order 36, S. 2002 – Education for all (EFA) 2015 plan preparation. Retrieved from https://www.deped.gov.ph/2002/08/22/do-36-s-2002-education-for-all- efa - 2015-plan-preparation/

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