ENHANCING THE READING ABILITIES OF GRADE 3 LEARNERS

USING SCAFFOLDING APPROACH

TERESA CACANINDIN-ARQUITOLA
Sta. Rita Elementary School- La Union
DepED Division of La Union
Abstract
In the current study, the Scaffolding Approach was employed experimentally to enhance the reading skills
of Grade 3 students at Sta. Rita Elementary School during the academic year 2022-2023. The research involved all
26 students in the grade. Over a span of three months, these students engaged in reading activities from Monday to
Thursday, utilizing teacher-created resources designed for Grade 3. The teacher-researcher collected data through
pre-tests and post-tests using the Functional Literacy Assessment Tool (FLAT), employing a Quasi-Experimental
One Group Design. The results demonstrated a significant improvement in reading skills with the approach used,
recommending its adoption for Grade 3 students in various schools.

Keywords: FLAT, Scaffolding, educational intervention, teacher-generated resources, adopted materials

I. Introduction
Reading is a pivotal gateway to learning, serving as the primary means to access the vast realm of knowledge
documented in written form. It plays a central role in comprehending educational content and ideas, making it an
essential subject in the curriculum. As Fletcher Janis (2019) notes, reading skills enable students to grasp both the
literal and conceptual aspects of educational materials.
Recognizing the importance of reading, the Department of Education declared November as the National
Reading Month and initiated various programs to address reading challenges. The Every Child a Reader Program
(ECARP) has been implemented, aiming to assess students' reading levels using tools like the Philippine Informal
Reading Inventory (PhilIRI) to design effective reading instruction. Despite these efforts, national assessments
indicate suboptimal achievements in English, Math, and Science, often attributed to gaps in reading comprehension
(Sadongdong Martin, 2019).
The La Union Schools Division supports the Department of Education's Learning Recovery through the School-
Based Reading Program, outlined in Division Memorandum No. 176 dated August 31, 2022. This program seeks to
enhance students' reading abilities by implementing strategies like the 5-minute Reading Time/Session as part of the
daily lesson plan. Reading Recovery, designed for students struggling with reading, focuses on individualized
support to promote reading and writing skills.
Based on the July 2022 reading assessment using FLAT and Phil-IRI materials, the majority of Grade 3 Avocado
students (24 out of 26) fell into the Frustration Level category, with varying reading proficiencies. These challenges
prompted the researcher to undertake action research to bolster the reading skills of these Grade 3 students using the
Scaffolding Approach with 5-minute Reading Activities.
2. Research Questions
This study aims to enhance the reading abilities of Grade 3 students at Sta. Rita Elementary School using the
Scaffolding Approach. In particular, its focus is on addressing the subsequent inquiries:

1. What are the reading abilities of Grade 3 students during the pretest and posttest before and after the
intervention?
2. Is there a significant difference in the reading abilities of Grade 3 students during the pretest and posttest
before and after the intervention?
3. What are the meaningful learning experiences of the students with respect to the Scaffolding Approach?
3. Methodology
3.1 Research Design
The study included 26 Grade 3 Avocado students at Sta. Rita Elementary School for the academic year 2022-
2023. The research focused on implementing the Scaffolding Approach through the "Five Minutes Reading
Activities" component of the Reading Recovery Plan under "Every Teacher is a Reading Teacher." Pretest data was
collected in December 2022, with monthly progress monitoring using FLAT, culminating in a posttest in April 2023
3.2 Participants
The participants of this study will be the twenty-six (26) Grade 3-Avocado learners of Sta. Rita Elementary
School, School Year 2022-2023.
The study will focus on the implementation of the Scaffolding Approach through the use of Five Minutes
Reading Activities of the Reading Recovery Plan under “Every Teacher is a Reading Teacher”.
The Pre-test data will be conducted on December 2022 and every month thereon, the progress of the learners will
be monitored using the Functional Literacy Assessment Tool (FLAT). The final or the posttest will be taken on the
5th month or on April, 2023.

3.3 Intervention
The study proposed the use of the Scaffolding Approach to improve students' reading proficiency. Scaffolding
involves instructional techniques aimed at guiding students towards a deeper understanding and greater
independence in learning. In this study, the researcher adopted the scaffolding technique introduced by Alber
(2014), which involves breaking learning into manageable chunks and providing support for each chunk. For
example, students are guided through vocabulary, text chunking, and reading comprehension.

The intervention consisted of daily activities related to the day's lesson, aligning with the competencies for the
subject matter. Since most students were at the Phrase Level, the teacher-researcher implemented the Scaffolding
Approach through Five Minutes Reading Activities, encompassing word reading, phrases, sentence reading, and
paragraph reading with comprehension checks. The intervention extended over three to five months, starting in
December 2022 and concluding in April 2023

3.4 Instrumentation and Data Collection

The study used FLAT pretest and posttest results. Pretesting was conducted before the intervention, with weekly
assessments to monitor progress. FLAT for grade level 3 served as the primary instrument for assessing students'
reading performance.

3.5 Data Analysis

The research employed a One Group Design pretest-posttest approach, using the Grade 3 Avocado students as
the intervention group. The Functional Literacy Assessment Tool (FLAT) for grade level 3 was used to assess
reading performance before and after the Scaffolding Approach. Additionally, the Scaffolding approach involved
materials like Self-Learning Modules (SLMs), Developing Power, and Let’s Get Better in English to support the
intervention.

4. Results/Findings
4.1 Reading Ability of Grade 3 Learners in their Pre-test and Posttest

Variables x Reading Ability Equivalent

Pre-test 3.42 Phrase Level
Post-test 5.08 Story level
Table 1 presents the reading ability of Grade 3 learners in their pre-test. It can be gleaned from the table that the
computed mean for the reading ability of the learners in pre-test was 3.42 transcribed as Phrase Level.
4.2 Significant Difference on the Reading Ability of Grade 3 Learners between the Pre-test and Post- test
Variables x Mean t-value t-critical Remarks
Difference
Pre-test 3.42 1.66 11.32* 2.66 Significant
Post -test 5.08
Table 2 presents the comparative analysis on the reading ability of Grade 3 learners between their pre-test and post-
test conducted before the study and after the study ends on April 2023.

5. Discussion
5.1 Level of the Reading Ability of Grade 3 Learners in their Pre-test and Posttest
The analysis of the pre-test data revealed a mean reading ability score of 3.42, corresponding to the "Phrase
Level." This finding indicates that Grade 3 learners had the capacity to comprehend and extract meaning from
groups of words or phrases within a text. They were in the process of learning to consider the words and sentences
surrounding a phrase to decode its intended meaning. This heightened contextual awareness not only contributed to
improved comprehension but also enabled them to appreciate the subtleties and nuances within a text. It is worth
noting that this initial proficiency level aligns with observations made by Blackburn in 2009, who highlighted the
challenges faced by a growing percentage of students unable to develop competent reading skills at their grade level.
These challenges often arose from intimidating instructional activities that hindered their learning.
In contrast, the post-test results indicated a mean score of 5.08, categorizing the learners' reading ability as the
"Story Level." This shift signifies that learners' phrase reading ability had evolved positively. They demonstrated a
growing recognition of key phrases, an enhanced understanding of context, and an emerging sense of tone and
emotion within texts. Consequently, they were on a clear trajectory toward becoming more proficient readers.
Moreover, it can be deduced that these learners had attained a basic level of reading fluency, enabling them to read
more smoothly and with improved comprehension. The data also revealed a notable increase of 1.66 in the reading
ability of students, as they transitioned from the initial "Phrase Level" to the more advanced "Story Level." This
substantial improvement underscores the positive impact of the Scaffolding Approach on Grade 3 learners' reading
abilities.
Furthermore, the alignment of these findings with the work of Ness et al. (2013) is noteworthy. Their research
emphasizes the significant contributions of various stakeholders in a reading program, which played a pivotal role in
enhancing student performance in reading. This aligns with the mission of the Department of Education (DepEd) to
ensure that every learner becomes a proficient reader, highlighting the importance of collaborative efforts and
effective strategies in achieving this educational objective.

5.2 Significant Difference on the level of the reading abilities on the Pre and Post Test Assessment
The significance of the findings is evident when examining the table, as the computed t-value stands at 11.32,
surpassing the critical threshold of 2.66 (11.32 > 2.66). This compelling statistical result demonstrates a substantial
difference in the reading abilities of learners between their pre-test and post-test when utilizing the Scaffolding
Approach. Consequently, the Scaffolding Approach proves highly effective in improving the reading abilities of
Grade 3 learners.
This outcome aligns with the study conducted by Rachel in 2002, which emphasized the engagement of learners
through the scaffolding approach. Furthermore, the students' positive perceptions of scaffolding instruction mirror
the findings of Dewi and Muzammil, who focused on the metacognitive strategy component of scaffolding,
illustrating its efficacy in enhancing learners' reading skills. It becomes clear that when teachers are increasingly
aware of the benefits of employing scaffolding and effectively communicate with learners, the outcomes are notably
positive, contributing to improved reading abilities among Grade 3 students.

5.3 Significant Learning Experiences Towards Scaffolding Approach

The experiences of learners with the scaffolding approach have been predominantly positive. Their growing
confidence, reduced frustration, heightened motivation, and a sense of ownership in their learning journey all
indicate that the scaffolding approach is an effective and learner-centered method for enhancing reading abilities.
This approach not only enhances their reading skills but also fosters a positive attitude toward learning and personal
growth.
When learners were asked about their significant learning experiences with the Scaffolding Approach, the
following responses emerged:
“Sa tulong ng scaffolding approach, natuto na akong magbasa ng mahihirap na salita. Kaya tuwang tuwa
ako.”

“Kayang kaya ko ng bumasa ng mga mahahaba at mahihirap na salita. Dahil ito sa tulong ng tinatawag
na Scaffolding approach.

Sa pamamagitan ng scaffolding approach, nakakabasa na ako. Isa itong napakalaking achievement para
sa aking sarili.

Isa sa mga kinatatakutan ko ang magbasa ng mga salitang hindi familiar sa akin. Pero sa pamamagitan ng
approach na ito, naeengganyo n akong magbasa para mas lalong matuto.

These responses underscore the positive experiences that learners commonly have when utilizing the scaffolding
approach to enhance their skills and knowledge. This method provides learners with a well-structured, personalized,
and supportive path for skill development. It not only builds their skills but also cultivates a constructive mindset
toward learning, nurturing a genuine passion for lifelong education and personal growth.
6. Conclusion
The Scaffolding Approach has proven to be a highly effective and valuable method for enhancing the reading
abilities of Grade 3 learners. The results of this study clearly demonstrate the significant positive impact of this
approach on students' reading proficiency.
This study's findings align with prior research and educational principles that emphasize the importance of
scaffolding strategies in engaging learners and fostering a constructive learning environment. The positive learning
experiences and responses from students further confirm the approach's efficacy in nurturing a passion for education
and skill development.
In conclusion, the Scaffolding Approach emerges as a powerful tool for educators to elevate the reading abilities
of Grade 3 learners. Its gradual skill development, personalized support, and focus on independence make it an
inclusive and effective intervention material. By thoughtfully implementing this approach, educators can
significantly enhance students' reading comprehension and overall literacy skills, paving the way for a brighter
educational future for these young learners.

References:

Cristobal, L(2019) Literacy in the Philippines: The Stories behind the Numbers
https:www.literacyworldwide.org.blog.literacy.
Deped Memoramdum 173 s.2019
Division Memorandum No.176 s 2022
Effective-Teaching-and-Learning:scaffolding.revisited:oxford-Review-of-Education:Vol.22,No.1-(tandfonline.com)
Fletcher Janis.,L.G (2019,July 26).learning disabilities
https://www.ncbi.nlm.nlh.gov/pme/articles/PMC3079378.

Lyon,R.G(2019) Reading Disabilities:Why do some children have Difficulty Learning to Read??

http://www.education.gov.sk.ca/reading-difficulties,.16

Reading comprehension Rationale (weebly.com)

Sadongdong Martin,A.C. (2019,December 25) Deped order school to “intensify” reading Advocacy.Manila Bulletin