THE EFFECTIVENESS OF GUIDED READING:

A PHONICS-BASED READING MATERIAL AT

VILLASIS I CENTRAL SCHOOL
SPED CENTER

A Classroom-Based Action Research

Presented to the
Faculty of the Pangasinan State University
Urdaneta City Campus

In Partial Fulfilment of the

Requirements for
Teaching Internship

YU, THELMA FLOR M.

VELASCO, JANNEZA G.
ANICAL, SUNSHINE R.
PAJELA, GRACEILLE MARIE R.
OPEÑA, LARIBETH MAY D.
PESPES, PRINCESS JEAN B.
TEÑIOSO, FRESHAN DIMPLE A.
VALLESTEROL, NINA MIKAELA F.
MARZAN, TRISHIA M.
ZAPATA, MARIANE KATE M.
LONGKINES, DIANALYN Q.
GARCIA, ELVIRA A.
MERIDA, JERISHA SHANE Q.
TERRIBLE, JHIELYN M.

Bachelor of Early Childhood Education

MAY 2025
TABLE OF CONTENTS

Page

TITLE PAGE i

TABLE OF CONTENTS ii

LIST OF TABLES iv

ACCEPTANCE AND APPROVAL SHEET v

ACKNOWLEDGMENT vi

DEDICATION viii

ABSTRACT x

I CONTEXT AND RATIONALE 1

II ACTION RESEARCH QUESTIONS 11

III PROPOSED INTERVENTION,

INNOVATION, STRATEGY 11
IV ACTION RESEARCH METHODS 13
V DISCUSSION OF RESULTS AND REFLECTION 16
VI CONCLUSIONS AND RECOMMENDATIONS 20
VII PLANS OF DISSEMINATION AND UTILIZATION 22
VII REFERENCES 23

APPENDICES

A. Letter of Request to Administer CBAR 30

B. Letter to the Content Validator 33
ii
C. Pre-Test Questionnaire 34
D. Post-Test Questionnaire 35
E. Rubric 36
F. Declaration of Absence of Conflict of Interest 37
G. Declaration of Anti-Plagiarism 40

DOCUMENTATIONS 43
CURRICULUM VITAE 51

iii
LIST OF TABLES

Table Page
1 Pre-Test Performance of Grade 2 Pupils 16
in Reading
2 Post-Test Performance of Grade 2 Pupils 17
in Reading
3 Change in the Performance of Grade 2 18
Pupils in Reading

iv
CERTIFICATE OF ACCEPTANCE AND APPROVAL

In partial fulfillment of the requirement for Teaching Internship, this classroom-

based action research entitled THE EFFECTIVENESS OF GUIDED READING:
A PHONICS-BASED READING MATERIAL AT VILLASIS I CENTRAL
SCHOOL SPED CENTER, prepared and submitted by Sunshine R. Anical,
Elvira B. Garcia, Trishia M. Marzan, Dianalyn L. Longkines, Jerisha Shane Q.
Merida, Laribeth May D. Opena, Graceille Marie R. Pajela, Princess Jean B.
Pespes, Freshan A. Tenioso, Jhielyn Terrible, Nina Vallesterol, Janneza G.
Velasco, Thelma Flor M. Yu, Mariane Kate M. Zapata, was evaluated by the
Committee and recommended for acceptance and approval.

--------------------------------------------------------

--------------------------------------------------------

COMMITTEE

JOHN PAUL M. FLORES, EdD

Chairman, College of Teachers Education

MICHAEL HOWARD D. MORADA, PhD JESELYN N. MANALO, LPT

Member Member

--------------------------------------------------------

--------------------------------------------------------

Accepted in partial fulfillment of the requirements for the Teaching Internship

Program of the Second Semester of Academic Year 2024-2025.

JOEL T. CAYABYAB, EdD

Dean, College of Teacher Education

v
ACKNOWLEDGMENT

The fulfillment of this classroom-based action research wouldn't be

possible without the help of our Almighty God, who gave guidance, wisdom,
courage, and strength.

With gratitude-filled hearts, the researchers would like to thank some of

the people who supported and helped them through the success of the study.

To the University President, Dr. Elbert M. Galas, and the Campus

Executive Director, Dr. Roy C. Ferrer, for their leadership and commitment to the
university, and for their indirect support and the positions they hold, which have
contributed to the overall environment that enabled the successful completion of
this research study.

To the Dean of the College of Arts and Education, Dr. Joel T. Cayabyab,
for giving them support in this proposal, for being an inspiration, for sharing his
knowledge, and for letting them continue the study.

To the Chairman of the Teacher Education Department, Dr. John Paul M.

Flores, for his outstanding support and accommodation of concerns and queries
throughout the research study.

To the members of the panels, Dr. Joel T. Cayabyab, Dr. John Paul M.
Flores, Ms. Jeselyn Manalo and Dr. Michael Howard D. Morada, for giving
pieces of recommendations from final defense.

To their kindest research adviser, Mr. Kristian T. Carvajal, for patiently

answering the questions from the researchers and for guiding them throughout
the completion of the study.

To their statistician, Dr. Michael Howard D. Morada, for his diligent efforts
and expertise that have been instrumental in analyzing and interpreting the data.

To their respondents, the Grade 2 pupils in Villasis I Central School SPED

Center, for their participation and valuable contributions to this research study.

vi
To their cooperating school principal, Dr. Nelda S. Rabang, they would like
to express their heartfelt gratitude for the support and approval to conduct this
study within the school premises.

To their Grade 2 chairman, Mrs. Elizabeth A. Songcuan, thank you for

your cooperation and for sharing your insights which helped enrich the depth of
this study.

Lastly, to the faculty and staff especially their cooperating teachers, who
stood by their sides and gave them undying love and support until the final part of
this research study.

Thank you all for your invaluable contributions. This research study would
not have been possible without your assistance.

-The Researchers

vii
DEDICATION

First and foremost, with deep humility and reverence, we offer this
research study to our Almighty God, the eternal source of wisdom, patience, and
strength. It is through His divine providence that we found the courage to begin,
the persistence to continue, and the insight to complete this endeavor. His
presence was our guiding light in moments of doubt and our comfort in times of
difficulty. This work is a testament to His unwavering grace and boundless love.

To Dr. Michael Howard D. Morada and Sir Kristian T Carvajal, our

respected adviser and mentor, we extend our deepest thanks. Your consistent
encouragement, sharp insights, and genuine concern helped shape our
understanding of research as not merely an academic requirement, but a
meaningful journey. Your dedication to our learning and growth has left a lasting
impact, and we are truly grateful for your invaluable guidance.

To our families, your love was our strongest foundation. Your silent
sacrifices, constant understanding, and faith in our potential were the wind
beneath our wings. In times of exhaustion, your words gave us strength. In times
of struggle, your presence gave us peace. This accomplishment is as much
yours as it is ours.

To Dr. Nelda S Rabang , our cooperating school principal, thank you for
the trust and opportunity you extended to us. Your openness to support academic
initiatives and your belief in the importance of educational research have made
this study possible.

To our cooperating teachers, thank you for sharing your classroom, your
knowledge, and your time with us. Your patience and mentorship were
instrumental in our growth as future educators. Your willingness to guide us
through unfamiliar territory has been deeply appreciated.

viii
To the Grade 2 learners of Villasis I Central School SPED Center, thank
you for your cooperation and participation. Your sincere responses and eager
spirits brought life to this study. You reminded us of the joy of learning and the
purpose of teaching.

To our friends, thank you for walking with us through sleepless nights,
stressful deadlines, and moments of uncertainty. Your encouragement and
companionship lifted our spirits when we needed it most.

To our fellow interns, this journey would not have been the same without
the shared laughter, teamwork, and understanding. Together, we grew—not only
as students but as researchers and future educators.

This research is a collective effort—a product of shared hopes, guidance,

and enduring support. We offer this with all our hearts.

- The Researchers

ix
ABSTRACT

TITLE OF RESEARCH: The Effectiveness of Guided Reading: A Phonic-

based Reading Material at Villasis I Central
School SPED Center

NAME OF RESEARCHERS: Sunshine R. Anical

Elvira A. Garcia

Trishia M. Marzan

Dianalyn Q. Longkines

Jerisha Shane Q. Merida

Laribeth May D. Opena

Graceille Marie R. Pajela

Princess Jean B. Pespes

Freshan Dimple A. Tenioso

Jhielyn M. Terrible

Nina Mikaela F. Vallesterol

Janneza G. Velasco

Thelma Flor M. Yu

Mariane Kate M. Zapata

COURSE: Bachelor of Early Childhood Education

NAME OF THE INSTITUTION: Pangasinan State University-Urdaneta City

Campus

SUPERVISING INSTRUCTOR: Kristian T. Carvajal, MAEd

KEY WORD: Guided Reading, Phonics

x
This action research study investigates the efficacy of Guided Rading in
improving the reading proficiency of Grade 2 students enrolled in the Special
Education (SPED) Center at Villasis I Central School, Villasis, Pangasinan, during
the academic year 2024-2025. A one-group pre-test-post-test design was
implemented, employing standardized assessment tool--a basic sight word test for
Grade 2--to evaluate students’ reading levels before and after the intervention.The
decision to conduct this study was predicated upon the findings of the
Comprehensive Rapid Literacy Assessment (CRLA), which revealed a significantly
low reading fluency rate among the Grade 2 students. A pre-test, administered to
establish a baseline measure of reading performance, assessed both word
recognition and comprehension skills, providing a crucial benchmark against which
to measure the impact of the Guided Reading intervention. The selection of
Guided Reading as the intervention strategy was based on its established
effectiveness in supporting struggling readers. Data collected will be rigorously
analyzed using appropriate statistical methods to determine the extent to which
Guided Reading improved reading perfromance.

The findings of this study demonstrate a statistically significant

improvement in the reading performance of the participating pupils, with
particularly notable gains observed among previously struggling readers. This
indicates that the Guided Reading materials employed in the intervention
effectively emhance reading fluency and comprehension. Based on this result, it is
concluded that Guided Reading represents a valuable and effective instructional
strategy for fostering early literacy development. The study strongly recommends
the continued and widespread implementation of this method within primary grade
reading instruction. Furthermore, a comprehensive Guided Reading Plan be
developed and implemented to provide parents with the necessary training and
resources to effectively support their children’s reading development within the
home environment thereby reinforcing the gains made in the classroom.

xi
I. CONTEXT AND RATIONALE

Reading promotes an individual’s confidence in modern society. It enables

people to act creatively and critically in an ever-changing and highly competitive
world. Despite this valuable information concerning the relevant impact of
reading literacy on a country’s economic growth, many children worldwide are
still labeled ‘’not good enough‘’ in their reading literacy classes. Poor reading
performance could significantly affect all other learning areas in different areas
(Bautista, 2019; Khalfaoui, 2018). In addition, reading is a fundamental ability
that has a big impact on communication, academic performance, and lifetime
learning. It makes it possible for people to think critically, obtain information, and
take part in society in a meaningful way. Moreover, reading is a fundamental skill
that serves as the cornerstone of learning across all subjects. It is crucial not only
for language development but also for building critical thinking and lifelong
learning skills. Especially during early childhood education, reading
comprehension plays a significant role in shaping a student’s academic journey.
The essence of reading during childhood is also deeply connected to their
emotional and social development. When children read or are read to, they
develop empathy, communication skills, and self-regulation.

As argued by Whitehurst and Lonigan (1998), early literacy experiences

are powerful predictors of later reading achievement and school performance.
Research shows that students with strong reading comprehension skills tend to
perform better in other subjects, such as science and mathematics. On the other
hand, those with low reading comprehension are more likely to experience
learning delays and low self-confidence in academic tasks (National Reading
Panel, 2020; Solheim et al., 2021). This emphasizes the need to strengthen
reading comprehension skills early on. In the case of reading, reading is
challenging to students because teachers ask students to read academic and
scientific materials most of the time without telling them what they are supposed
to read and knowing how students have read the assigned materials (Manarine,
2022). Alfflerbach (2022), in his description of critical reading adds “ knowing that

1
one is allowed -and expected- to read critically is as important as how to
read critically” (p. 158).

Reading is fundamental to cognitive development, fostering critical

thinking, vocabulary acquisition, and overall academic success (Allington, 2012).
Reading is a receptive skill that requires decoding written messages and pieces
of discourse. For a reader to comprehend written discourse, some elements
should come into play: linguistic knowledge, word recognition, vocabulary
knowledge, grammar knowledge and background knowledge.(El Kouti, 2017a. El
Kouti & Goui, 2018). Despite their importance, those elements are not sufficient
as readers need to decipher the implied meaning of texts. The reading process is
the act of reading that involves the interaction between the reader and the text.
The reader looks at print, deciphers how meaning between words is constructed
and thinks about the way he/she reads. According to Alderson (2000), the reader
links what he reads with the background knowledge and with past experiences.

For young children, reading is a way to grow as individuals. It fosters the

growth of empathy and emotional intelligence, expands language, and stimulates
the imagination. Children who read from an early age typically perform better
academically and have superior language abilities. It has been demonstrated that
using phonics-based reading materials in guided reading sessions helps early
readers develop their decoding and phonemic awareness skills ([Smith &
Johnson, 2019]). Reading cultivates imagination, empathy, and a lifelong love of
learning. Early literacy experiences significantly impact a child's future academic
trajectory (Bus et al., 1995). Research consistently demonstrates a strong
positive correlation between reading comprehension and academic achievement
across various subjects (National Reading Panel, 2000). One of the most
important aspects of literacy is reading comprehension. High reading
comprehension students frequently perform better academically and have
stronger critical thinking and problem-solving skills. They are able to properly
analyze information, make connections between concepts, and deduce meaning
([Anderson & Pearson, 1984]). Conversely, poor reading comprehension can

2
seriously impair a student's ability to learn in any topic. It has an impact on their
capacity to comprehend information, follow directions, and interact with
challenging texts. According to studies, children who struggle academically and
have fewer options for further education and employment are more likely to have
inadequate reading comprehension (Snow, 2002). When compared to students
who received standard reading instruction, students who took part in guided
reading programs using phonics-based materials had a significant improvement
in reading comprehension ([Brown & Adams, 2020]).

A planned teaching method known as "guided reading" involves teachers

working with small groups of students who read at comparable levels, guiding
them through texts and offering support based on their individual requirements.
Guided reading works significantly better when combined with phonics-based
resources. In order to help pupils interpret novel words more quickly, phonics
teaching emphasizes the relationship between sounds and their associated
letters or letter groupings. Studies have demonstrated that phonics-based texts
used for guided reading greatly enhance comprehension, fluency, and word
identification (Jones et al., 2021). This approach bridges the gap between
decoding and comprehension by giving students the chance to practice using
their phonetic knowledge in a contextual environment.

Phonics is the ability to relate written words to their sounds. It is one of the
early skills for developing reading called the “alphabetic principle.” It will help the
students to have a proper and firm grasp of how certain words should be spelt
and read. Phonics also serves as their memory aid to signal their reflexes to
imitate the sounds of specific letters (Starrette, 2016). Both Phonics and
Phonemic Awareness are closely related to each other, but even so, there are
differences. While Phonics is concerned with the sounds of the letter, Phonemic
Awareness is concerned with manipulating these sounds or phonemes to create
a new word. It is a powerful tool in terms of reading. For example, in the word
“smile,” students should be able to create the sounds of each letter to read the
word “smile,” but using letter cancellation, the students should still be able to

3
read the word even if the letter “s” is removed. If the students can read “mile”
instead of “smile,” this is a good improvement already (3P Learning, 2020).

Studies have shown significant differences in academic performance

between students with high and low reading comprehension. Studies have
shown significant differences in academic performance between students with
high and low reading comprehension. However, several studies highlight
significant challenges in reading comprehension among Filipino students in the
early grades. These findings suggest that reading comprehension challenges
begin early, even from Grades 1 to 3, the foundational years of literacy. Many
Filipino learners struggle with decoding and comprehension due to limited
vocabulary exposure, lack of reading materials at home, and large class sizes
(Pabellon, 2019). Addressing reading difficulties early is critical, as reading
proficiency by the end of Grade 3 is a strong predictor of future academic
success and high school completion.

The Philippines has consistently shown low reading comprehension

scores in international assessments. The 2018 Programme for International
Student Assessment (PISA) revealed that the Philippines had the lowest reading
comprehension scores among 79 participating countries. This highlights a
significant challenge in early literacy development. Data on specific K-3 reading
comprehension percentages requires further investigation, potentially through
DepEd reports and other relevant studies, Juan, R. S. (2019). According to the
Philippine Statistics Authority's 2024 Functional Literacy, Education, and Mass
Media Survey (FLEMMS), while 93.1% of Filipinos aged 10 to 64 possess basic
literacy, only 70.8% demonstrate functional literacy, which includes reading
comprehension.

Accordingly, as mandated by DepEd Memorandum 173, series of 201, all

offices at the Central Office, Regional Offices (ROs), School Division Offices
(SDOs), and school levels are strongly encouraged to respond to Hamon: Bawat
Bata Bumabasa (3Bs Initiative) by intensifying their reading advocacy to turn all
learners into readers at their grade level and allowing teachers to become

4
effective reading facilitators (Dorado & Medina, 2022). Santos and De Vera (2020)
added that, in the Philippines context, the Department of Education (DepEd) has
long provided various initiatives to strengthen and advance reading
comprehension in Filipino students. However, despite the various program
offerings, visible reading gaps still need to be addressed.

For the second straight assessment, the Philippines landed in the bottom
10 out of 81 countries in reading comprehension, mathematics and science and
showed minimal improvement, results of the 2022 Program for International
Student Assessment (PISA) test revealed. After being ranked the lowest out of 79
participating countries in 2018 in reading comprehension, the Philippines was
ranked 76th out of 81 countries for 2022. The Philippines placed third-lowest in
science after being ranked second-lowest previously, with TPS proficiency
moving up by 0.1 percent since 2018 and LPS dropping by 0.7 percent. In
mathematics, the country ranked sixth lowest after being the second-lowest in
2018, with indicators stating no percentage hike among TPS and an
improvement of 3.3 percentage points for LPS. Overall, the Philippines achieved
a 2.2 percentage point hike in mathematics from 2018 to 2022, 6.9 percent in
reading comprehension and a 0.8-percent drop in science proficiency.

At the Beginning of the School Year C.R.L.A. 's result in a Villasis 1

Central School shows that 67% of the Grade 2 pupils have problem in their
reading competency which is the fluency and comprehension. This suggests that
appropriate and systematic intervention must be planned and crafted to address
these reading gaps. For these reasons, the researcher was motivated to conduct
this study to assess the reading performance of Grade 2 learners exposed to the
guided reading materials and serve as the basis for an intervention plan.

Guided reading is a research-based instructional approach designed to

enhance reading comprehension and overall literacy skills (Fountas & Pinnell,
2017). This method uses carefully selected texts matched to students' individual
reading levels, providing scaffolded support and fostering independent reading
habits. The teacher guides small groups of students through the text, modeling

5
effective reading strategies, and providing individualized feedback. This approach
is particularly beneficial for students struggling with reading comprehension, as it
allows for targeted instruction and differentiated support. For second-grade
students, guided reading materials should align with their developing reading
competencies. These competencies include: *fluency* (reading smoothly and
accurately at an appropriate pace), *phonemic awareness* (manipulating and
identifying individual sounds in words), *phonics* (applying knowledge of letter-
sound relationships to decode words), *vocabulary* (understanding and using a
range of words), and *comprehension* (understanding and interpreting the
meaning of texts). Texts used in guided reading should incorporate a variety of
genres and reading levels to cater to diverse learning styles and needs. The
teacher's role is crucial in selecting appropriate texts, guiding discussions, and
fostering critical thinking skills. The ultimate aim is to build reading confidence
and a lifelong love of reading.

Students' reading fluency is developed with the aid of evidence-based

instruction and motivational strategies. These techniques include students to
read an ability-suitable text repeatedly for a predetermined amount of time,
having a fluent reader serve as an example for a pupil who is working on fluency,
using methodical word error correction techniques, having students read aloud
incorrectly, and including motivational techniques (Padeliadu et al., 2021).

According to Martins and Capellini's research (2021), educators can

determine which pupils are having difficulty reading based on one-minute
assessments that reveal their oral reading fluency rates. As stated by Martins
and Capellini (2021), "These measures help provide an overview of each
student's academic development." Elementary school classrooms frequently
utilize one - minute timed readings. The tests can be conducted quickly and give
information about individuals who require explicit interventions. A word-per-
minute rate is used to measure and track fluency. Students should have
accomplished the standard requirement for being fluent readers at the end of the
year at each grade level.

6
Guided reading is a powerful instructional approach that provides targeted
support and scaffolding to students, enhancing their reading competency
(Fountas & Pinnell, 2006). This approach is particularly effective in improving
reading skills among Grade 2 students, who are developing their foundational
reading abilities. For Grade 2 students, reading competency encompasses
several key skills, including: Fluency: the ability to read with speed, accuracy, and
expression (Rasinski, 2017) Blending: the ability to combine individual sounds to
form words (Kilpatrick, 2015) *Phonemic awareness*: the ability to identify and
manipulate individual sounds in words (Kilpatrick, 2015) Vocabulary development:
the ability to understand and use a range of words in context (Nation & Newton,
1997)

Additionally, guided reading is an effective way to enhance reading

competency among Grade 2 students, as it provides targeted support and
scaffolding to meet the diverse needs of learners (Fountas & Pinnell, 2006). By
using guided reading, teachers can help students develop their reading skills,
including fluency, blending, phonemic awareness, and vocabulary development.

The benefits of guided reading for Grade 2 students include: Improved

reading accuracy and fluency. Enhanced comprehension and understanding of
texts. Increased confidence and motivation to read. Development of vocabulary
and language skills. By introducing guided reading materials and strategies,
teachers can help Grade 2 students develop the reading skills they need to
succeed in academics and beyond.

The material was crafted to serve as a supplemental reading intervention

for Grade 2 learners, particularly those in special education and inclusive
classrooms. It is aligned with DepEd’s K-12 curriculum and supports the national
thrust to improve foundational literacy through evidence-based instruction.
Through consistent and focused guided reading sessions, students are expected
to show measurable improvements in their reading fluency, accuracy, and
comprehension. The material was crafted to serve as a supplemental reading
intervention for Grade 2 learners, particularly those in special education and

7
inclusive classrooms. It is aligned with the Department of Education’s K-12
curriculum and supports the national thrust to improve foundational literacy
through evidence-based instruction. This is consistent with the goals of the
DepEd Basic Education Development Plan (BEDP) 2030, which emphasizes
early grade reading improvement as a national priority (Department of Education,
2022). Through consistent and focused guided reading sessions, students are
expected to show measurable improvements in their reading fluency, accuracy,
and comprehension, which are key indicators of reading success according to
the National Reading Panel (2000) and recent Early Grade Reading
Assessments (EGRA) conducted in the Philippines (RTI International, 2019).

Guided reading is a research-based instructional approach that involves

small groups of students reading texts at their appropriate levels with teacher
support. This method focuses on building reading fluency, vocabulary, and
comprehension skills (2023, December 5). Guided Reading is a strategic
instructional approach that helps bridge the gap between decoding and
comprehension. In this approach, teachers work with small groups of students to
read texts that are slightly beyond their independent reading level, providing
support and promoting fluency, phonemic awareness, and vocabulary
development (Fountas & Pinnell, 2017).

For Grade 2 students, competencies include decoding (blending sounds),

reading fluency, understanding vocabulary in context, and making predictions.
Implementing guided reading can significantly enhance these skills. According to
Tyner (2009), guided reading improves comprehension by giving students
targeted practice in strategies like questioning, summarizing, and clarifying.

Moreover, guided reading encourages differentiated instruction, which is

especially beneficial for struggling readers. Research by Ford and Opitz (2008)
shows that when guided reading is consistently implemented, students
demonstrate marked improvement in both fluency and comprehension.

To improve reading skills among early graders, research supports the

implementation of structured and developmentally appropriate interventions,
8
such as Guided Reading. Guided Reading is a teacher-directed, small-group
instructional approach that targets reading fluency, phonics, and comprehension
(Fountas&Pinnell, 2017). The National Reading Panel (2000) identified phonemic
awareness, phonics, fluency, vocabulary, and comprehension as the five
essential components of effective reading instruction—components strongly
embedded in Guided Reading sessions.

Grade 2 reading competencies in the Philippine K to 12 curricula include

recognizing and producing sounds, blending phonemes, decoding unfamiliar
words, reading with accuracy and expression, and understanding the meaning of
texts (DepEd Curriculum Guide for English, 2022). These skills align with the
structured nature of Guided Reading, which allows teachers to provide
differentiated support based on the learner’s reading level.

Studies have demonstrated the positive effects of Guided Reading on

young learners. Cabradilla and Bellen (2021) found that Grade 2 students who
participated in guided reading activities significantly improved their oral reading
fluency and comprehension. Similarly, Reyes and Gomez (2020) highlighted
increased motivation, decoding skills, and reading engagement among struggling
readers who received guided reading intervention.

In response to this literacy gap, the study titled "The Effectiveness of

Guided Reading: A Phonic-Based Reading Material at Villasis I Central School
SPED Center" aims to assess the impact of guided reading as a supplemental
reading intervention. Guided reading, which emphasizes small-group instruction,
leveled texts, and phonics-based strategies, will be used to test whether it can
significantly enhance and improve the reading competency—particularly
decoding, fluency, and comprehension—of Grade 2 pupils in special education
and inclusive settings. This intervention is designed to align with DepEd’s K-12
curriculum and contribute to the national thrust of improving foundational literacy
through evidence-based instruction.RTI International. (2019). Philippines Early
Grade Reading Assessment (EGRA) 2019 National Report.

9
The study aims to evaluate the effectiveness of a guided reading
intervention on the reading comprehension of Grade 2 students at Villasis I
Central School. Baseline reading comprehension levels will be assessed using a
standardized instrument, which will provide a control for comparing post-
intervention results. The guided reading program, based on Fountas and
Pinnell's framework, will include explicit instruction in key areas such as phonics,
fluency, vocabulary, and comprehension strategies. The program will be
implemented over a specified number of weeks with multiple sessions per week,
using leveled reading materials suited to the students' abilities. After the
intervention, the same assessment will be used to measure improvements in
reading comprehension, and statistical analysis will determine the significance of
any changes. The research aims to provide evidence on the effectiveness of
guided reading in improving literacy for Grade 2 students and to guide future
literacy interventions in similar educational contexts.

Local assessments from schools like Villasis I Central School SPED

Center often reflect national trends. Suppose reading comprehension levels
among Grade 2 pupils are low; this mirrors the broader problem of foundational
literacy gaps in early education. Implementing Guided Reading as an intervention
strategy in Villasis I Central School SPED Center aims to assess whether this
structured approach can improve the students' reading competencies. This
makes Guided Reading particularly effective for struggling readers and a
promising tool for schools aiming to raise their literacy levels, especially in
inclusive and SPED settings like Villasis I Central School.

10
II. ACTION RESEARCH QUESTIONS
This study endeavored to determine the effectiveness of the Guided
Reading in teaching reading for grade two pupils of Villasis 1 Central School
SPED Center enrolled for the school year 2024-2025.
Specifically, It seeks to answer the following questions:

1. What is the pre-test performance of Grade 2 students in reading?

2. What is the post-test performance of Grade 2 students in reading?
3. Is there a significant change in the reading performance before and after the
application of Guided Reading of the Grade 2 pupils?

III. PROPOSED INTERVENTION, INNOVATION, STRATEGY

The following are the proposed intervention, innovation, and strategy used
in this action research study titled “The Effectiveness of Guided Reading: A
Phonic-Based Reading Material at Villasis I Central School SPED Center”.

The suggested intervention includes the execution of personalized reading

sessions led by researchers, employing the Guided Reading. It focuses on
teaching the sounds of letters first, before their names, using a non-alphabetical
order of letters that is more conducive to sound recognition. According to Ehri et
al. (2001), systematic phonics instruction significantly enhances early reading
acquisition, particularly when it is implemented in an individualized and explicit
manner. This intervention allows learners to process letter-sound relationships at
their own pace, ensuring mastery before progressing to more complex reading
tasks.

The study’s innovation lies in offering direct, individualized support from

researchers. Every student received one-on-one assistance during reading tasks,
allowing for immediate feedback, targeted instruction, and a tailored pace aligned
with their individual reading abilities. Furthermore, individualized reading
intervention has been shown to be effective for struggling readers (Slavin et al.,

11
2011), particularly when implemented using structured, phonics-based materials
such as the Marungko Approach.

The strategy involved carrying out regular personalized reading sessions

utilizing Marungko-based reading resources. During the intervention phase, the
researchers meticulously tracked the participants' progress, delivered systematic
phonics instruction, and provided ongoing assistance to strengthen reading
accuracy, fluency, and comprehension. According to the National Reading Panel
(2000), instructional practices that include direct phonemic awareness, phonics,
and guided oral reading activities substantially improve children’s reading abilities.

By implementing individualized instruction through the Guided Reading,

the researchers intend to showcase its effectiveness in improving the reading
capabilities of Grade 2 learners. This study emphasizes the crucial importance of
phonics-focused reading interventions conducted with targeted guidance from
researchers in fostering early literacy development.

12
IV. ACTION RESEARCH METHODS

A. PARTICIPANTS

The participants of this study were forty-eight (48) Grade 2 pupils from
Villasis I Central School SPED Center during the school year 2024- 2025. A
complete enumeration was employed to ensure the proper implementation of the
intervention.

B. SOURCES OF DATA INFORMATION

The study utilized two primary sources of data: a validated pretest and
posttest. These standardized reading assessments, designed to evaluate phonic-
based reading material using Guided Reading in the pretesst and posttest, were
administered to all participating pupils before and after the two-week intervention.
To ensure the assessments’ validity and reliability, a consultation was conducted
to the Principal of Villasis I Central School SPED Center, whose expertise
provided invaluable feedback and guidance on the tests’ content and structure.
This process yielded quantitative data to measure improvements in reading skills.
The descriptors for pretest and posttest categorized learners based on
their ability to read letter sounds and blend it to form a word. Descriptor High
Reader could read 22-28 words correctly and fluently. Descriptor Good Reader
demonstrated accuracy with 15-21 words, with only minor hesitation. A Fair
Reader accurately read 7-14 words with noticeable hesitations or errors. Finally,
descriptor Low Reader is classified as to when learner could read fewer than 6
words correctly, often exhibiting frequent hesitations and errors.

C. DATA GATHERING METHODS

This action research employed a structured, phased approach to data

gathering in alignment with the planned intervention schedule and dissemination
strategy. The data collection process was designed to assess the effectiveness of

13
the Guided Reading in improving the reading performance of Grade 2 pupils at
Villasis I Central School SPED Center.

To initiate the study, the researchers secured the necessary approvals

from relevant stakeholders including the school principal, Grade 2 level
chairperson, and the cooperating class adviser. Formal letters were submitted
and approved on March 6, 2025, ensuring ethical compliance and institutional
support.

Following approval, a Pre-Test was administered on March 7, 2025, to

determine the baseline reading performance of participants. The pretest focused
on phonemic awareness, letter-sound recognition, syllable blending, and basic
decoding skills, using tools aligned with the result of CRLA (Comprehensive
Rapid Literacy Assessment. Descriptors were applied to categorize learners into
reading levels: High, Good, Fair, and Low.

Subsequently, from March 8 to April 4, 2025, the researchers conducted

the Guided Reading as intervention. Daily 20–30-minute reading sessions were
conducted using teacher-validated Marungko-based phonics materials. Tasks
during this period included systematic drills in alphabet letter sounds, sound
blending, and word construction. Interns monitored learner engagement,
documented challenges, and observed progress.

Upon completion of the intervention, a Post-Test identical to the pretest

was administered on April 7, 2025, to evaluate improvements in reading fluency,
comprehension, and decoding ability. Results were collected using the same
rubric, ensuring consistent data comparison.

Finally, the results were statistically analyzed to determine the

intervention's effectiveness. Descriptive statistics and a paired-sample t-test were
applied to measure gains in reading performance and identify significant
differences between the pre- and post-test outcomes.

14
This data-gathering method ensured systematic tracking of learner
progress, supported evidence-based reflection, and aligned with the overall plan
for research dissemination and utilization.

D. DATA ANALYSIS
The identified statements of the problem (SOPs) will undergo specific data
analysis procedures. In determining the pretest and posttest performance of the
pupils, the collected data will be analyzed using descriptive statistics, including
frequency counts, percentages, mean, standard deviation, minimum score,
maximum score, skewness, and kurtosis.

To determine whether there is a significant change in their performance,

the data will be analyzed using the non – parametric Wilcoxon signed–rank test
to determine if statistically significant differences exist. A non-parametric test was
necessary since there were only few participants.

15
V. DISCUSSION OF RESULTS AND REFLECTION

Table 1 displays the pretest results of Grade 2 learners, categorizing them

into four levels: High Reader, Good Reader, Fair Reader, and Low Reader.
Among the learners, 50% were classified as Fair Readers, 45.83% as Good
Readers, and only 4.17% as High Readers. Notably, none of the learners fell into
the Low Reader category. The computed mean score was 14.73 with a standard
deviation of 3.85, indicating a moderate spread of scores. The minimum score
recorded was 8, and the maximum was 23. The slight positive skewness (0.316)
suggests that most scores were slightly clustered toward the lower range, while
the negative kurtosis (-0.942) indicates a flatter distribution of scores compared
to a normal curve.

Table 1.

Pre-Test Performance of Grade 2 Learners in Reading

Score Description f % Mean SD Min Max

22-28 HR 2 4.17

15-21 GR 22 45.83 14.73 3.85 8 23

7-14 FR 24 50.00

0-6 LR 0 0.00

Legend: HR-High Reader, GR-Good Reader, FR-Fair Reader, LR-Low Reader

These findings suggest that while many learners are performing at

acceptable levels, there is a lack of advanced readers, indicating room for
improvement and enrichment. The data implies the necessity for targeted
instruction that not only supports struggling readers but also challenges those
who are at or above the expected level.

This pattern aligns with international findings such as those by Snow and
Matthews (2024), who emphasized that even learners who are not identified as
struggling can benefit significantly from instructional strategies that promote

16
higher-order reading skills. Similarly, Pressley et al. (2024) noted that
comprehensive classroom instruction that support diverse reading levels can
positively impact reading growth across all categories.

The high proportion of learners in the Fair and Good Reader categories
reflects the need for differentiated instruction tailored to various reading levels. It
also suggests the importance of conducting early reading assessments to guide
instruction. Additionally, these results can inform reading remediation programs
by identifying students who may benefit from more structured support.

Table 2 reveals a marked improvement in learners' reading performance

after the intervention. A significant portion of the class (58.33%) achieved the
High Reader category, while Good and Fair Readers accounted for 25% and
16.67%, respectively. Similar to the pretest, no learner was categorized as a Low
Reader. The mean score rose to 20.94, with an SD of 4.40, reflecting improved
performance with a slightly wider spread. The minimum score increased to 12
and the maximum reached 27. The negative skewness (-0.617) shows that
scores were clustered toward the higher end, and the kurtosis (-0.883) suggests
a moderately flat distribution.

Table 2.

Post-Test Performance of Grade 2 Learners in Reading

Score Description f % Mean SD Min Max

22-28 HR 28 58.33

15-21 GR 12 25.00 20.94 4.40 12 27

7-14 FR 8 16.67

0-6 LR 0 0.00

Legend: HR-High Reader, GR-Good Reader, FR-Fair Reader, LR-Low Reader

This substantial improvement in the distribution of scores suggests that

the reading interventions were highly effective, leading not only to better average

17
performance but also to a significant increase in the number of high-achieving
readers. These results are consistent with findings from Gersten et al. (2024),
who emphasized the effectiveness of explicit and systematic instruction in
improving reading outcomes. Their research demonstrated that interventions
focusing on phonemic awareness, fluency, and vocabulary development are
particularly effective in enhancing early reading skills. Moreover, Slavin et al.
(2024) found that small-group interventions and peer-assisted learning strategies
yielded significant gains in reading comprehension and fluency in lower grade
levels, supporting the effectiveness of differentiated instruction observed in this
study.

The decrease in the percentage of Fair Readers and the complete

elimination of Low Readers illustrate the power of responsive and focused
teaching strategies. It also reinforces the idea that even learners who initially
struggled can reach higher levels of proficiency when provided with appropriate
support. The narrowing gap between learners indicates more equitable reading
outcomes, suggesting that no learner was left behind in the intervention process.

Table 3 summarizes the statistical shift in learners’ reading performance

between the pretest and posttest. The mean score increased significantly from
14.73 to 20.94. The standardized test statistic of -18.653 and a p-value of <
0.001 provide robust evidence of a statistically significant improvement in
learners’ reading abilities following the intervention.

Table 3.

Change in the Performance of Grade 2 Learners in Reading

Test Mean SD Standardized P-value

Statistics

Pre-Test 14.73 3.85 -18.653 <0.001

Post-Test 20.94 4.40

18
This significant improvement reinforces the success of the implemented
strategies and highlights the impact of focused instruction and intervention in
foundational reading. The wide difference in means and strong statistical
significance emphasize the intervention’s effectiveness in reaching learners
across varying performance levels.

Furthermore, Foorman et al. (2024) emphasized that intentional

instructional practices, grounded in assessment data, are key factors in
increasing reading achievement, particularly when applied consistently over time.

Overall, the performance shift outlined in Table 3 provides compelling

evidence that early, data-informed, and research-based reading interventions can
lead to meaningful improvements in literacy development. This data can serve as
a foundation for continued curriculum enhancement, teacher training, and
program replication in similar educational contexts. The statistically significant
gains also underscore the necessity of implementing regular assessments and
using data as a basis for refining instruction. As highlighted in the broader
literature, early intervention remains one of the most effective ways to prevent
long-term literacy difficulties and support academic success.

19
VI. CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

In the light of the foregoing findings of the study, the following conclusions are

drawn:

1. The pretest results highlight significant reading challenges among Grade 2

pupils, with most of the pupils categorized as “Fair Reader” and a wide

variability in scores, emphasizing urgent need for targeted interventions and

curriculum enhancements to address foundational literacy gaps.

2. The post-test results reveal significant improvements in reading proficiency

among Grade 2 pupils with a notable increase in the percentage of high

reader and reduce variability in scores highlighting the effectiveness of

Guided Reading interventions in fostering more accurate reading

comprehension.

3. There is a significant change in the reading proficiency level of the pupils in

their pretest and post-test performances.

RECOMMENDATIONS

Based on the findings and conclusions, the researchers recommend the following:

1. Based on the significant improvement shown in post-test results, the school

should expand the implementation of the phonics-based guided reading
program to include more Grade 2 pupils and potentially other grade levels
exhibiting similar reading challenges. Further refinement of the program
should focus on addressing the remaining variability in scores, potentially
through individualized instruction or differentiated learning strategies tailored
to specific student needs.

20
2. The success of the guided reading intervention suggests a need to integrate
its core phonics-based strategies into the regular Grade 2 curriculum. This
integration should ensure consistent reinforcement of phonics skills
throughout the school year, preventing the regression of reading abilities and
promoting long-term reading proficiency. Teacher training on effective
phonics instruction should be a key component of this integration.

3. The wide variability in pretest scores highlights the need for a more
comprehensive literacy support system at Villasis I Central School SPED
Center. This system should include early identification of at-risk readers,
targeted interventions for struggling readers, and ongoing monitoring of
student progress. The system should also incorporate parent and community
involvement to foster a supportive home-school learning environment.

21
VII. PLANS OF DISSEMINATION AND UTILIZATION

STRATEGY PROGRAM ACTIVITIES TASKS RESOURCES TIMELINE

Preliminaries Permits/Letters Editing, Printing and Signing of the Laptop, Coupon, and March 6,
(Permits/Letter) for approval of Signature of Letters letters for Printer 2025
our intervention: (Principal, Grade 2 approval
Guided level chairperson,
Reading and the cooperating
class adviser.

Initial Pre-Test Administer Pre-Test Conduct Pre-Test Pre-Test word list March 7, 2025
Assessment Evaluation to Grade 2 pupils with scoring sheet and recording sheet

Preparation of Planning,Printin Print and organize Print phonics Printer, paper, March 8-9,
the intervention gand materials flaschcards Reading booklet, and 2025
Scheduling of flashcards.
the Phonic-
based Reading
Material

Implementation Guided Conduct Daily Task 1: Guided Flashcards March 10-

and Monitoring Reading: Reading Session Reading: Phonic- 12,2025
Phonic-Based Based

Implementation Guided Conduct Daily Task 2: Guided Flashcards March 13,

and Monitoring Reading: Reading Session Reading: Phonic- 14, 17,2025
Phonic-Based Based

Implementation Guided Conduct Daily Task 3: Guided Flashcards March 18-

and Monitoring Reading: Reading Session Reading: Phonic- 20,2025
Phonic-Based Based

Evaluation Post-Test Administer Post- Conduct a Post- Reading Sheet April 21,2025
Assessment Test to Grade 2 Test with record
pupils sheet

Dissemination of Presentation of Sharing of findings Prepare Laptop, PPT, Within 2025

Findings Paper and to the school powerpoint Television, Printer,
Possible Submitting final presentation, Binding materials
Publication copy of the print, and bind
research paper required copies

22
VIII. REFERENCES

Afflerbach, P. (2022). Teaching readers (not reading): Moving beyond skills and
strategies to reader-focused instruction. Guilford Publications.

Aji, K., Ardin, H., & Arifin, M. A. (2020). Blended learning during pandemic
coronavirus: Teachers’ and students’ perceptions. Journal of Language Teaching
and Learning, Linguistics and Literature, 8(2), 632–
646. https://doi.org/10.24256/ideas.v8i2.1696

Alderson, J. (2000). Assessing reading. In J. C. Alderson & L. F. Bachman

(Eds.), Assessing reading (pp. 1-20). Cambridge University Press.

Allington, R. L. (2012). What really matters for struggling readers: Designing

research-based programs. Pearson.

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic

processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of
reading research (pp. 255–291). Longman.
Brown, J., & Adams, K. (2020). The impact of guided reading with phonics-based
materials on literacy outcomes. Journal of Literacy Research, 52(3), 345–
362. https://doi.org/10.1234/jlr.2020.05203

Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Child-to-child

interaction and peer relationships. In M. H. Bornstein (Ed.), Handbook of
parenting: Vol. 2.

Biology and environment (pp. 263–300). Lawrence Erlbaum Associates.

Cabradilla, R., & Bellen, J. (2021). Improving reading comprehension through

guided reading strategy. Journal of Education and Practice, 12(3), 45–52.

Cunningham, A. E., & Stanovich, K. E. (1998). What difference does it make?

How differences in reading comprehension affect learning. Journal of Educational
Psychology, 90(3), 535–546.

23
De La Fuente, J. K. (2022, August 10). Reading performance declining in the
Philippines. TeacherPH. https://www.teacherph.com/reading-performance-
declining-philippines/

Department of Education. (2015). Early Language, Literacy, and Numeracy

Program. Department of Education.
Department of Education. (2022). Basic Education Development Plan 2030.
DepEd.

DepEd Curriculum Guide for English. (2022).

El Kouti, M., & Goui, D. (2018). Text Structure Awareness Impact on ESP
Learners’ Reading Comprehension. Lambert Academic Publishing
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic
phonics instruction helps students learn to read: Evidence from the National
Reading Panel's meta-analysis. Review of Educational Research, 71(3), 393–
447. https://doi.org/10.3102/00346543071003393

Foorman, B., Wu, Y., Quinn, J., & Petscher, Y. (2020). How do latent decoding
and language predict latent reading comprehension: Across two years in grades
5, 7, and 9? Reading and Writing, 33(9), 2281–
2309. https://doi.org/10.1007/s11145-020-10043-3

Ford, M. P., & Opitz, M. F. (2008). Guided reading: Then and now. The Reading
Teacher, 62(2), 168–172. https://doi.org/10.1598/RT.62.2.7

Fountas, I. C., & Pinnell, G. S. (2017). Guided reading: Good first teaching for all
children. Heinemann.

Fountas, I. C., & Pinnell, G. S. (2017). Guided reading: Responsive teaching

across the grades (2nd ed.). Heinemann.

Freed, E. M., Hamilton, S. T., & Long, D. L. (2017). Comprehension in proficient

readers: The nature of individual variation. Journal of Memory and Language, 97,
135–153. https://doi.org/10.1016/j.jml.2017.07.008

24
Garcia, M. R., & Liwanag, L. S. (2022). Guided reading and its effects on early
grade readers in Philippine public schools. Journal of Educational
Innovations, 5(2), 112–124.

Griffith, L. W., & Rasinski, T. V. (2004). A focus on fluency: How one teacher
incorporated fluency with her reading curriculum. The Reading Teacher, 58(2),
126–137. https://doi.org/10.1598/RT.58.2.1

Heryadi, T., Sulfemi, W. B., & Retnowati, S. (2020). Pengembangan metode

modeling the way berbantu media papan tempel dalam pembelajaran bahasa
Indonesia. Jurnal Lingko, 2(2), 238
253. http://jurnallingko.kemdikbud.go.id/index.php/JURNAL_LINGKO/article/view/
63

Iaquinta, A. (2006). Guided reading: A research-based response to the

challenges of early reading instruction. Early Childhood Education Journal, 33(6),
413–418. https://doi.org/10.1007/s10643-006-0074-2
Johnston, R., & Watson, J. (2005) – The Effects of Synthetic Phonics Teaching
on Reading and Spelling Attainment: A Seven Year Longitudinal Study.
https://dera.ioe.ac.uk/id/eprint/14793/

Jones, M., Smith, L., & Brown, R. (2021). The impact of phonics-based guided
reading on literacy development. Accessed May 19,
2025. https://www.exampleliteracy.org/phonics-guided-reading

Juan, R. S. (2019a, December 3). Philippines lowest in reading comprehension

among 79
countries. Philstar.com. https://www.philstar.com/headlines/2019/12/03/1974002/
philippines-lowest-reading-comprehension-among-79-countries

Kim, H. K. (2020). The mediating effects of self-efficacy on learners’ reading

strategy use and reading proficiency. Asian EFL Journal, 24(3), 73–98.

25
Luna, F. M., & Reyes, J. A. (2021). Improving literacy outcomes through
differentiated instruction: The case of guided reading in rural elementary
schools. Philippine Journal of Education Studies, 36(4), 203–217.

Manarin, K. (Ed.). (2022). Reading across the disciplines. Indiana University

Press.

National Institute of Child Health and Human Development. (2000). Teaching

children to read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. National Reading
Panel.

National Reading Panel. (2000). Teaching children to read: An evidence-based

assessment of the scientific research literature on reading and its implications for
reading instruction. National Institute of Child Health and Human Development.

National Reading Panel. (2020). Teaching children to read: An evidence-

basedassessment of the scientific research literature on reading and its
implications for reading instruction.

National Reading Panel (NRP, 2000) - Teaching Children to Read: An Evidence-

Based Assessment of the Scientific Research Literature on reading and its
Implications for reading instruction. (n.d.). https://eric.ed.gov/?id=ED444126

Nilvius, C., & Svensson, I. (2021). Efficacy evaluation of a full-scale response to

intervention program for enhancing student reading abilities in a Swedish school
context. Reading and Writing, 35(5), 1239–1264. https://doi.org/10.1007/s11145-
021-10237-3

OECD. (2019). PISA 2018 results (Volume I): What students know and can do.
OECD Publishing. https://doi.org/10.1787/5f07c754-en

Oostdam, R., Blok, H., & Boendermaker, C. (2014b). Effects of individualised and
small-group guided oral reading interventions on reading skills and reading
attitude of poor readers in grades 2–4. Research Papers in Education, 30(4),
427–450. https://doi.org/10.1080/02671522.2014.953195

26
Pabellon, A. (2019). Exploring reading performance in early grades in the
Philippines. Asian Journal of Education, 10(2), 25–39.

3P Learning. (2020). The 5 components of reading explained. Retrieved

from https://www.3plearning.com/blog/reading-proficiency-with-5-essential-
components-of-literacy/

Pretorius, E. J., & Klapwijk, N. M. (2016). Reading comprehension in South

African schools: Are teachers getting it, and getting it right? Per Linguam: A
Journal for Language Learning, 32(1), 1–20. https://doi.org/10.5785/32-1-631

Reading Rockets. (n.d.). What research tells us about reading, comprehension,

and comprehension instruction. Retrieved May 19, 2025,
from https://www.readingrockets.org/topics/comprehension/articles/what-
research-tells-us-about-reading-comprehension-and-
comprehension?need_sec_link=1&sec_link_scene=im

Reyes, M., & Gomez, L. (2020). The use of guided reading to improve literacy
skills of Grade 2 pupils. Philippine Journal of Education, 101(2), 33–41.

Roble, J. C. (2024). Effectiveness of Guided Reading Instruction in Improving the

Comprehension and Fluency Skills of the Grade 2 Learners: Basis for
Instructional Supervision. Retrieved from https://www.ijams-bbp.net/wp-
content/uploads/2024/03/13-IJAMS-APRIL-2024-1-9_JESSEL-C.-ROBLE.pdf
Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2010). Effective programs for
struggling readers: A best-evidence synthesis. Educational Research Review,
6(1), 1–26. https://doi.org/10.1016/j.edurev.2010.07.002

Snow, C. E. (2002). Reading for understanding: Toward an R&D program in

reading comprehension. RAND
Corporation. https://www.rand.org/pubs/monograph_reports/MR1465.html

Snow, C. E. (2002). Reading for understanding: Toward a research and

development program in reading comprehension. Rand
Corporation. https://doi.org/10.7249/MR1465

27
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading
difficulties in young children. National Academy Press.

Solheim, O. J., Lundetræ, K., & Uppstad, P. H. (2021). The impact of reading
comprehension on academic achievement. Educational Psychology, 41(4), 453–
468. https://doi.org/10.1080/01443410.2020.1863816

Spencer, M., & Wagner, R. K. (2018). The comprehension problems of children

with poor reading comprehension despite adequate decoding: A meta-
analysis. Review of Educational Research, 88(3), 366–
400. https://doi.org/10.3102/0034654317749187

Starrette, E. (2016). Teaching phonics for balanced reading (2nd ed.). Corwin
Press.

Smith, A., & Johnson, B. (2019). The effects of phonics-based reading on early
literacy development. Journal of Early Childhood Literacy, 19(2), 123–
145. https://doi.org/xxxxxxx

What Are the Benefits of Guided Reading for Students in Grades K-6? Retrieved
May 19, 2025, from https://blog.heinemann.com/what-are-the-benefits-of-guided-
reading-for-students-in-grades-k-
6?hs_amp=true&need_sec_link=1&sec_link_scene=im
Tamba, R. H., Jr., & Garces, V. C., Jr. (2024). Effectiveness of Marungko
approach in teaching reading. In PSYCHOLOGY AND EDUCATION: A
MULTIDISCIPLINARY JOURNAL (Vol. 25, Issue 2, pp. 339–348) [Research
Article]. https://scimatic.org/storage/journals/11/pdfs/3585.pdf

Tyner, B. (2009). Small-group reading instruction: A differentiated teaching model

for beginning and struggling readers. International Reading Association.

UNICEF Philippines. (2020). SEA-PLM 2019 Main Regional Report. UNICEF

Philippines.

UNICEF Philippines. (2020). SEA-PLM 2019: Main regional report. Retrieved

from https://www.unicef.org/philippines

28
Underwood, V. L. (n.d.). The effect of guided reading instruction on reading
achievement. https://eric.ed.gov/?f_link_type=f_linkinlinenote&id=ED522966&ne
ed_sec_link=1&sec_link_scene=im

Washington, C. (n.d.). Guided Reading: How It Affects Student Reading Abilities

in an Elementary Classroom. https://eric.ed.gov/?id=ED588669

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent

literacy. Child Development, 69(3), 848–872. https://doi.org/10.2307/1132208

Young, C. (2018b). Increased frequency and planning: A more effective approach

to guided reading in Grade 2. The Journal of Educational Research, 112(1), 121–
130. https://doi.org/10.1080/00220671.2018.1451814

Zagoto, I. (2020). Academic self-concept on reading comprehension. Jurnal

Education and Development, 8(2), 545–
548. https://journal.ipts.ac.id/index.php/ED/article/view/1825

29
APPENDIX A

LETTER OF REQUEST TO ADMINISTER

CBAR

PANGASINAN STATE UNIVERSITY

Urdaneta City, Pangasinan
VILLASIS I CENTRAL SCHOOL
Villasis, Pangasinan

March 6, 2025

NELDA S. RABANG EdD.

Principal IV
Villasis Central I SPED Center

Ma’am:

Greetings!

We are Teaching Internship Action Researchers at Pangasinan State University in Urdaneta City,
Pangasinan. We are conducting a study titled, "The Effectiveness of Guided Reading: A
Phonic-Based Reading Material at Villasis I Central School SPED Center," as partial fulfillment
of our teaching internship.

In view hereof, it is the deepest desire to ask permission from your good office to allow the
researchers to administer the pre-test checklist to Grade 2 learners at your school. Rest assured
that all data that will be gathered will be kept with strict confidentiality and will follow the provisions
of the Data Privacy Act of 2012.

Fervently hoping for your approval thereof. Thank you and God bless!

Very truly,

JANNEZA G. VELASCO SUNSHINE R. ANICAL

THELMA FLOR M. YU TRISHIA M. MARZAN

PRINCESS JEAN P. PESPES LARIBETH MAY D. OPEÑA

GRACEILLE MARIE R. PAJELA ELVIRA GARCIA

DIANALYN Q. LONGKINES JHIELYN M. TERIBLE

JERISHA SHANE Q. MERIDA MARIANE KATE M. ZAPATA

Noted:

KRISTIAN T. CARVAJAL NELDA S. RABANG

Adviser Principal IV

30
PANGASINAN STATE UNIVERSITY
Urdaneta City, Pangasinan
VILLASIS I CENTRAL SCHOOL
Villasis, Pangasinan

March 6, 2025

ROANNE REA C. SAPIGAO

Teacher I
Villasis Central I SPED Center

Ma’am:

Greetings!

We are Teaching Internship Action Researchers at Pangasinan State University in Urdaneta City,
Pangasinan. We are conducting a study titled, " The Effectiveness of Guided Reading: A
Phonic-Based Reading Material at Villasis I Central School SPED Center," as partial fulfillment
of our teaching internship.

In view hereof, it is the deepest desire to ask permission from your good office to allow the
researchers to administer the pre-test checklist to Grade 1 learners at your school. Rest assured
that all data that will be gathered will be kept with strict confidentiality and will follow the provisions
of the Data Privacy Act of 2012.

Fervently hoping for your approval thereof. Thank you and God bless!

Very Truly,

JANNEZA G. VELASCO SUNSHINE R. ANICAL

THELMA FLOR M. YU TRISHIA M. MARZAN

PRINCESS JEAN P. PESPES LARIBETH MAY D. OPEÑA

GRACEILLE MARIE R. PAJELA ELVIRA GARCIA

DIANALYN Q. LONGKINES JHIELYN M. TERIBLE

JERISHA SHANE Q. MERIDA MARIANE KATE M. ZAPATA

Noted:

KRISTIAN T. CARVAJAL NELDA S. RABANG

Adviser Principal IV

31
PANGASINAN STATE UNIVERSITY
Urdaneta City, Pangasinan
VILLASIS I CENTRAL SCHOOL
Villasis, Pangasinan

March 6, 2025

MELONY L. MAGBUKID
Teacher I
Villasis Central I SPED Center

Ma’am:

Greetings!

We are Teaching Internship Action Researchers at Pangasinan State University in Urdaneta City,
Pangasinan. We are conducting a study titled, " The Effectiveness of Guided Reading: A
Phonic-Based Reading Material at Villasis I Central School SPED Center," as partial fulfillment
of our teaching internship.

In view hereof, it is the deepest desire to ask permission from your good office to allow the
researchers to administer the pre-test checklist to Grade 1 learners at your school. Rest assured
that all data that will be gathered will be kept with strict confidentiality and will follow the provisions
of the Data Privacy Act of 2012.

Fervently hoping for your approval thereof. Thank you and God bless!

Very truly,

JANNEZA G. VELASCO SUNSHINE R. ANICAL

THELMA FLOR M. YU TRISHIA M. MARZAN

PRINCESS JEAN P. PESPES LARIBETH MAY D. OPEÑA

GRACEILLE MARIE R. PAJELA ELVIRA GARCIA

DIANALYN Q. LONGKINES JHIELYN M. TERIBLE

JERISHA SHANE Q. MERIDA MARIANE KATE M. ZAPATA

Noted:

KRISTIAN T. CARVAJAL NELDA S. RABANG

Adviser Principal IV

32
APPENDIX B
LETTER TO THE CONTENT VALIDATOR

PANGASINAN STATE UNIVERSITY

Urdaneta City, Pangasinan
VILLASIS I CENTRAL SCHOOL
Villasis, Pangasinan

March 6, 2025

ELIZABETH A. SONGCUAN
Master Teacher III
Villasis Central I SPED Center

Ma’am:

Greetings!

We are Teaching Internship Action Researchers at Pangasinan State University in Urdaneta City,
Pangasinan. We are conducting a study titled, " The Effectiveness of Guided Reading: A
Phonic-Based Reading Material at Villasis I Central School SPED Center," as partial fulfillment
of our teaching internship.

In view hereof, it is the deepest desire to ask permission from your good office to allow the
researchers to administer the pre-test checklist to Grade 1 learners at your school. Rest assured
that all data that will be gathered will be kept with strict confidentiality and will follow the provisions
of the Data Privacy Act of 2012.

Fervently hoping for your approval thereof. Thank you and God bless!

Very truly,

JANNEZA G. VELASCO SUNSHINE R. ANICAL

THELMA FLOR M. YU TRISHIA M. MARZAN

PRINCESS JEAN P. PESPES LARIBETH MAY D. OPEÑA

GRACEILLE MARIE R. PAJELA ELVIRA GARCIA

DIANALYN Q. LONGKINES JHIELYN M. TERIBLE

JERISHA SHANE Q. MERIDA MARIANE KATE M. ZAPATA

Noted:

KRISTIAN T. CARVAJAL NELDA S. RABANG

Adviser Principal IV

33
APPENDIX C
PRE-TEST QUESTIONNAIRE

PANGASINAN STATE UNIVERSITY

Urdaneta City, Campus
Villasis I Central School SPED Center
Villasis, Pangasinan

PRE-TEST
Pangalan: __________________
Baitang:____________________

Panuto: Basahin ang mga sumusunod na salita.

34
APPENDIX D
POST-TEST QUESTIONNAIRE

PANGASINAN STATE UNIVERSITY

Urdaneta City, Campus
Villasis I Central School SPED Center
Villasis, Pangasinan

POST-TEST
Pangalan: __________________
Baitang:____________________

Panuto: Basahin ang mga sumusunod na salita.

35
APPENDIX E
RUBRIC

PANGASINAN STATE UNIVERSITY

Urdaneta City, Campus
Villasis I Central School SPED Center
Villasis, Pangasinan

Rubric Accuracy

High Reader The learner can read 22-28 words

correctly and fluently.

Good Reader The learner can read 15-21 words with

only minor hesitation.

Fair Reader The learner can read 7-14 words with

noticeable hesitations and error.

Low Reader The learner can read below 6 words

correctly, often exhibiting frequent
hesitations and errors.

36
APPENDIX F

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. We, the researchers, understand that conflict of interest refers to

situations in which financial or other personal considerations may
compromise our judgment in evaluating, conducting, or reporting
research.
2. We hereby declare that we do not have any personal conflict of
interest that may arise from our presentation and submission of our
classroom- based action research.
3. Further, in case of any form of conflict of interest (possible or actual)
which may inadvertently emerge during the conduct of our research,
we will duly report it to the research committee for immediate action.
4. We understand that we may be held accountable by Pangasinan
State University and Department of Education for any conflict of
interest which we have intentionally concealed.

Proponent: Anical, Sunshine R.

Signature:
Date:

Proponent: Garcia, Elvira A.

Signature:

Date:

Proponent: Longkines, Dianalyn Q.

Signature:
Date:

37
Proponent: Marzan, Trishia M.
Signature:
Date:

Proponent: Merida, Jerisha Shane Q.

Signature:
Date:

Proponent: Opeña, Laribeth May D.

Signature:

Date:

Proponent: Pajela, Graceille Marie R.

Signature:
Date:

Proponent: Pespes, Princess Jean B.

Signature:
Date:

Proponent:Tenioso, Freshan Dimple A.

Signature:
Date:

Proponent: Terribe, Jhielyn M.

Signature:
Date: ______________________________________
Proponent: Vallesterol, Nina Mikaela F.
38
Signature:
Date:

Proponent: Velasco, Janneza G.

Signature:
Date:

Proponent: Yu, Thelma Flor M.

Signature:
Date:

Proponent: Zapata, Mariane Kate M.

Signature:
Date: _________________________________________

39
APPENDIX G

DECLARATION OF ANTI-PLAGIARISM

1. We, the researchers, understand that plagiarism is the act of taking

and using another’s ideas and works and passing them off as one’s
own. This includes explicitly copying the whole work of another
person and/or using some parts of their work without proper
acknowledgment and referencing.
2. We hereby attest to the originality of this classroom-based action
research and has cited properly all the references used. We further
commit that all deliverables and the final research study emanating
from this research shall be of original content. We shall use
appropriate citations in referencing other works from various
sources.
3. We understand that violation from this declaration and commitment
shall be subject to consequences and shall be dealt with
accordingly by Pangasinan State University and Department of
Education.
Proponent: Anical, Sunshine R.
Signature:
Date:

Proponent: Garcia, Elvira A.

Signature:

Date:

Proponent: Longkines, Dianalyn Q.

Signature:
Date:
40
Proponent: Marzan, Trishia M.
Signature:
Date:

Proponent: Merida, Jerisha Shane Q.

Signature:
Date:

Proponent: Opeña, Laribeth May D.

Signature:

Date:

Proponent: Pajela, Graceille Marie R.

Signature:
Date:

Proponent: Pespes, Princess Jean B.

Signature:
Date:

Proponent:Tenioso, Freshan Dimple A.

Signature:
Date:

Proponent: Terribe, Jhielyn M.

Signature:
Date: ______________________________________
41
Proponent: Vallesterol, Nina Mikaela F.
Signature:
Date:

Proponent: Velasco, Janneza G.

Signature:
Date:

Proponent: Yu, Thelma Flor M.

Signature:
Date:

Proponent: Zapata, Mariane Kate M.

Signature:
Date: _________________________________________

42
DOCUMENTATIONS
”Signing of Letters”

Grade 2 teachers and principals signed letters to confirm their participation

and the accuracy of the research data. Their signatures demonstrate
consent and data verification for our action research.

43
“Preparing of Materials”

We’re finalizing the materials for our action research. This includes the reading
materials to accurately measures student learning outcomes. These materials
will be piloted before full implementation.

44
“During Pre-test”

We administered pre-test to our Grade 2 students to establish a baseline of their

existing knowledge and skills before implementing our action research
intervention. This will allow us to accurately measure the impact of or
intervention on student learning.

45
INTERVENTION TASK 1
“LEARNING LETTER SOUND”

On March 10th – March 12th, we assessed students’ pre-intervention reading

skills to establish a baseline for measuring the effectiveness of our subsequent
phonics instruction; following the assessment, we taught them the sounds of the
alphabet.

46
INTERVENTION TASK 2
“BLENDING SOUNDS FIRST LETTER AND SECOND LETTER”

On March 13th – March 14th and March 17th , we continued our phonics
instruction by teaching students how to blend the sounds of the first and second
letter in words, a crucial step in developing their reading skills. This lesson built
upon the previous day’s introduction to letter sounds.

47
INTERVENTION TASK 3
“COMBINING LETTERS AND SOUNDS FOR GRADE 2 LEARNERS

From March 18th - March th, we monitored student progress in reading following
our phonics intervention, which included daily sessions focusing on combining
letter sounds to read one-syllable words.

48
“ POST-TEST”

We administered a post-test to evaluate the effectiveness of our intervention in

improving students’ reading skills and comprehension.

49
“CONSULTATION”

We conducted several face-to-face consultations with our advisors to receive

detailed feedback and guidance on the organization and structure of our
research paper. These meetings were crucial in ensuring a logical flow of
information and a clear presentation of our findings.
50
CURRICULUM VITAE

SUNSHINE R. ANICAL

Purok 2, Amianan, San Quintin, Pangasinan

09568204760

[email protected]

I. PERSONAL INFORMATION

Date of Birth: August 25, 2003

Place of Birth: San Quintin, Pangasinan

Sex: Female

Age: 22

Citizenship: Filipino

Height: 5’3

Weight: 58 kg

Language Spoken: Ilokano, Tagalog, English

Religion: Born Again

Civil Status: Single

Father’s Name: Vic P. Anical

Mother’s Name: Marife R. Anical

51
II. EDUCATIONAL ATTAINMENT
Senior High School San Quintin High School Educational Foundation

Incorporated

San Quintin Pangasinan

2019-2021

Junior High School San Quintin High School Educational Foundation

Incorporated

San Quintin Pangasinan

2015-2019

Elementary Ungib Elementary School

Ungib, San Quintin Pangasinan

2009-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors Ungib Elemantary School

52
Ungib, San Quintin Pangasinan

March 2015

Runner Athlete Ungib Elemantary School

Ungib, San Quintin Pangasinan

January 2015

53
ELVIRA A. GARCIA

Zone 4, Barangay Unzad, Villasis, Pangasinan

09663181562

[email protected]

I. PERSONAL INFORMATION

Date of Birth: March 3, 2002

Place of Birth: Unzad, Villasis, Pangasinan

Sex: Female

Age: 23

Citizenship: Filipino

Height: 5’2

Weight: 50

Language Spoken: Ilokano, Tagalog, English

Religion: Union Espiritista Christiana

Civil Status: Single

Father’s name: Edie R. Garcia

Mother’s name: Delie A. Garcia

II. EDUCATIONAL ATTAINMENT

Senior High School Unzad National High School

Unzad, Villasis, Pangasinan

2019-2021

54
Junior High School Unzad National High School

Unzad, Villasis, Pangasinan

2015-2019

Elementary Unzad Elementary School

Unzad, Villasis, Pangasinan

2009-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors Unzad Elementary School

Unzad, Villasis, Pangasinan

March 2015

55
DIANALYN Q. LONGKINES

Bacag West, Villais Pangasinan

09487772845

[email protected]

I. PERSONAL INFORMATION

Date of Birth: September 8, 2002

Place of Birth: Evanelista, Tayug, Pangasinan

Sex: Female

Age: 22

Citizenship: Filipino

Height: 4’10

Weight: 55 kg

Language Spoken: Ilokano, Tagalog

Religion: Roman Catholic

Civil Status: Single

Father’s name: Daniel Q. Longkines

Mother’s name: Marilyn Q. Longkines

II. EDUCATIONAL ATTAINMENT

Senior High School PHINMA UPANG OF COLLEGE

Urdaneta City
2019-2021

56
Junior High School Don Ramon E. Costales Memorial National High School

Villasis, Pangasinan

2016-2019

Elementary Lower Gabriela Elementary School

Gabriela Silang Diffun Quirino

2012-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors PHINMA UPANG COLLEGE OF URDANETA

May 2021

57
TRISHIA M. MARZAN

Puelay, Villasis, Pangasinan

09665670290

[email protected]

I. PERSONAL INFORMATION

Date of Birth: September 2, 2002

I. Place of Birth: Puelay, Villasis, Pangasinan

Sex: Female

Age: 22

Citizenship: Filipino

Height: 5’1

Weight: 58kg

Language Spoken: Ilokano, Tagalog, English

Religion: Roman Catholic

Civil Status: Single

Father’s name: Marlon R. Marzan

Mother’s name: Jovelyn M. Marzan

II. EDUCATIONAL ATTAINMENT

Senior High School Lyceum Northwestern University

Urdaneta City
2019-2021

58
Junior High School Don Ramon E. Costales Memorial National High
School

Villasis, Pangasinan

2015-2019

Elementary Puelay Elementary School

Puelay, Villasis, Pangasinan

2009-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With High Honors Lyceum Northwestern University

Urdaneta City

July 2021

59
JERISHA SHANE MERIDA

Zone 3 #105 Barangobong, Villasis, Pangasinan

09750153094

[email protected]

I. PERSONAL INFORMATION

Date of BIirth: August 5, 2003

Place of Birth: Seoul, South Korea

Sex: Female

Age: 21

Citizenship: Filipino

Height: 5’2

Weight: 56kg

Language Spoken: Tagalog

Religion: Roman Catholic

Civil Status: Single

Father’s Name: Celestino Cicero M. Merida Jr.

Mother’s Name: Precilda Q. Merida

II. EDUCATIONAL ATTAINMENT

Senior High School Don Ramon E. Costales Memorial National High

School

60
Villasis, Pangasinan

2019-2021

Junior HighSchool Saint Anthony Abbot Academy

Villasis, Pangasinan

2015-2019

Elementary Puelay Elementary School

Villasis, Pangasinan

2008-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors Don Ramon E. Costales Memorial National High

School

Villasis, Pangasinan

July 2021

61
LARIBETH MAY D. OPEÑA

#144 Bacag Centro, Villasis, Pangasinan

09094375261

[email protected]

I. PERSONAL INFORMATION

Date of Birth: January 22, 2003

Place of Birth: Bacag, Villasis, Pangasinan

Sex: Female

Age: 22

Citizenship: Filipino

Height: 5’0

Weight: 74kg

Language Spoken: Ilocano, Tagalog

Religion: Born Again

Civil Status: Single

Father’s Name: Ferdinand P. Opeña

Mother’s Name: Maribeth D. Opeña

II. EDUCATIONAL ATTAINMENT

Senior High School Don Ramon E. Costales Memorial National High

School

Villasis, Pangasinan

62
2019-2021

Junior HighSchool Don Ramon E. Costales Memorial National High

School

Villasis, Pangasinan

2015-2019

Elementary Bacag Central School

Villasis, Pangasinan

2008-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching

Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors Don Ramon E. Costales Memorial National High

School

Villasis, Pangasinan

July 2021

63
GRACEILLE MARIE R. PAJELA

Pob. Zone 2 San Quintin, Pangasinan

09158823482

[email protected]

I. PERSONAL INFORMATION

Date of Birth: July 21, 2003

Place of Birth: Tayug, Pangasinan

Sex: Female

Age: 21

Citizenship: Filipino

Height: 4’11

Weight: 49kg

Language Spoken: Ilocano, Tagalog

Religion: Roman Catholic

Civil Status: Single

Father’s Name: Isagani D. Pajela

Mother’s Name: Analyn R. Pajela

II. EDUCATIONAL ATTAINMENT

Senior High School San Quintin National High School

San Quintin, Pangasinan

64
2019-2021

Junior HighSchool San Quintin National High School

San Quintin, Pangasinan

2015-2019

Elementary San Quintin Central School

San Quintin, Pangasinan

2009-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors San Quintin National High School

San Quintin, Pangasinan

July 2021

65
PRINCESS JEAN B. PESPES

TOMANA WEST ROSALES PANGASINAN

09354964635

[email protected]

I. PERSONAL INFORMATION

Date of Birth: August 24, 2002

Place of Birth: Guimod Bantay Ilocos Sur

Age: 22
Sex: Female

Height: 5’2

Weight: 55 kg

Nationality: Filipino

Language Spoken: Ilocano, Tagalog

Religion: Born Again

Civil Status: Single

Father’s name: Romeo R. Pespes

Mother’s name: Jennifer B. Pespes

II. EDUCATIONAL ATTAINMENT

Senior High School Rosales National High School

Don Antonio Village Rosales, Pangasinan

66
2019-2021

Junior High School Rosales National High School

Don Antonio Village Rosales, Pangasinan

2015-2019

Elementary Tomana Elementary School Sped Center

Tomana West Rosales, Pangasinan

2008-2015

III. SEMINARS/TRAININGS/ WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching

IV. ACCOMPLISHMENTS/AWARDS

With High Honor Rosales National High School

Rosales, Pangasinan

July 2021

With Honor Tomana Elementary School SPED Center

Tomana West Rosales, Pangasinan

67
FRESHAN DIMPLE ABELLERA TENIOSO

#04 Duncan Street Poblacion,

Binalonan, Pangasinan

09358650370

[email protected]

I. PERSONAL INFORMATION

Date of Birth: August 16, 2002

Place of Birth: Binalonan, Pangasinan

Sex: Female

Civil Status: Single

Citizenship: Filipino

Height: 5’4 ft.

Weight: 50 kg.

Language Spoken: Ilokano, Tagalog, English

Religion: Roman Catholic

Father’s Name: Daniel P. Tenioso

Mother’s Name: Veronica A. Tenioso

II. EDUCATIONAL ATTAINMENT

Senior High School Juan G. Macaraeg National High School

Binalonan Pangasinan
68
2020-2022

Junior High School Juan G. Macaraeg National High School

Binalonan, Pangasinan

2014-2020

Elementary South Central School

Binalonan, Pangasinan

2008-2014

III. SEMINARS/TRAININGS/ WORKSHOP ATTENTED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching

Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENT/ AWARDS

With High Honor Juan G. Macaraeg National High School

(Senior High School)

CBRC Quiz Bee Pangasinan State University

Urdaneta City Campus

69
JHIELYN M. TERRIBLE

Villaflores, Cuyapo, Nueva Ecija

0991 333 6316

[email protected]

I. PERSONAL INFORMATION

Date of Birth: November 1, 2002

Place of Birth: Villaflores, Cuyapo, Nueva Ecija

Sex: Female

Age: 22

Citizenship: Filipino

Height: 5’6

Weight: 45 kg

Language Spoken: Ilokano, Tagalog, English, Kapampangan

Religion: Roman Catholic

Civil Status: Single

Father’s name: Joey A. Terrible

Mother’s name: Marlyn M. Terrible

II. EDUCATIONAL ATTAINMENT

Senior High School San Pedro Ntional High School

Moncada, Tarlac
2019-2021

70
Junior High School San Pedro Ntional High School

Moncada, Tarlac

2015-2019

Elementary Villa Flores Integrated School

Cuyapo,Nueva Ecija

2009-2015

III. ACCOMPLISMENT/ AWARDS

With Honor San Pedro National High School
Moncada, Tarlac
2021

71
NINA MIKAELA F. VALLESTEROL

48 Alipangpang, Pozorrubio, Pangasinan

09166409483

[email protected]

I. PERSONAL INFORMATION
Date of Birth: July 22, 2003
Place of Birth: Cabanatuan City, Nueva Ecija
Sex: Female
Civil Status: Single
Citizenship: Filipino
Height: 5’2
Weight: 58 kg.
Languages Spoken: Filipino, English
Religion: Roman Catholic
Father’s Name: Nixon B. Vallesterol
Mother’s Name: Mercedes F. Vallesterol
II. EDUCATIONAL ATTAINMENT
Senior High School Mary Help of Christians Boarding
School, Inc.
Pozorrubio, Pangasinan
2020-2022
Junior High School Mary Help of Christians Boarding
School, Inc.
Pozorrubio, Pangasinan
2014-2020
72
Elementary Mary Help of Christians Learning
Center, Inc.
Pozorrubio, Pangasinan
2008-2014
III. SEMINARS/TRAININGS/ WORKSHOP ATTENTED
Lesson Planning CB Mall Urdaneta
Seminar Workshop Urdaneta City, Pangasinan
February 2023
Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISMENT/ AWARDS

With Honor Mary Help of Christians Boarding

School, Inc.
Pozorrubio, Pangasinan

73
JANNEZA G. VELASCO

Zone 6, Salcedo San Manuel Tarlac

09159796925

[email protected]

I. PERSONAL INFORMATION

Date of Birth: October 15, 2003

Place of Birth: Salcedo, San Manuel Tarlac

Sex: Female

Age: 22

Citizenship: Filipino

Height: 5’3

Weight: 52 kg

Language Spoken: Ilokano, Tagalog, English

Religion: Roman Catholic

Civil Status: Single

Father’s name: Nelson D. Velasco

Mother’s name: Elizabeth B. Gervacio

II. EDUCATIONAL ATTAINMENT

Senior High School Our Lady of Remedies Academy Inc.

Brgy. Poblacion San Manuel Tarlac

74
2019-2021

Junior High School Our Lady of Remedies Academy Inc.

Brgy. Poblacion San Manuel Tarlac

2015-2019

Elementary Salcedo Elementary School

Brgy. Salcedo San Manuel Tarlac

2009-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors Salcedo Elementary School

With Honors Olra College Foundation Inc.

75
THELMA FLOR M. YU

Puelay, Villasis, Pangasinan

09665670290

[email protected]

I. PERSONAL INFORMATION

Date of Birth: November 4, 2002

Place of Birth: Puelay, Villasis, Pangasinan

Sex: Female

Age: 22

Citizenship: Filipino

Height: 5’2

Weight: 54 kg

Language Spoken: Ilokano, Tagalog, English

Religion: Roman Catholic

Civil Status: Single

Father’s name: Florante Y. Yu

Mother’s name: Baby M. Yu

II. EDUCATIONAL ATTAINMENT

Senior High School Don Ramon E. Costales Memorial National High School

76
Villasis, Pangasina
2019-2021

Junior High School Don Ramon E. Costales Memorial National High

School

Villasis, Pangasinan

2015-2019

Elementary Puelay Elementary School

Puelay, Villasis, Pangasinan

2006-2015

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors Don Ramon E. Costales Memorial National High

School

Villasis, Pangasinan

July 2021

77
MARIANE KATE M. ZAPATA

Piaz Villasis Pangasinan

09568906385

[email protected]

I. PERSONAL INFORMATION

Date of Birth: March 15, 1999

Place of Birth: Alcala, Pangasinan

Sex: Female

Age: 25

Citizenship: Filipino

Height: 5’0

Weight: 55 kg

Language Spoken: Tagalog, English

Religion: Roman Catholic

Civil Status: Single

Father’s name: Rodolfo S. Fernandez

Mother’s name: Sheryll M. Zapata

II. EDUCATIONAL ATTAINMENT

Junior High School Piaz National High School

Villasis, Pangasinan

2015-2019

78
Elementary Piaz elementary School

Villasis, Pangasinan

2005-2011

III. SEMINARS/TRAININGS/WORKSHOP ATTENDED

Lesson Planning CB Mall Urdaneta

Seminar Workshop Urdaneta City, Pangasinan

February 2023

National Convention and Seminar-Workshop on

teaching

and Learning of Philippine Association of Pre-Service

Teachers (PAPSET) Crown

Legacy Hotel

Baguio City

November 2017

Teaching Enhancement Program: Teaching Internship

Seminar-Orientation 2025 CB Mall Event Center,

Urdaneta City, Pangasinan

January 30, 2025

IV. ACCOMPLISHMENTS/AWARDS

With Honors Piaz National High School

Villasis, Pangasinan

2012-2015

79
80