Revised Concept Paper Development

Republic of the Philippines
DAVAO DE ORO STATE COLLEGE

Teacher Education Department
Purok-10 Poblacion, Compostela, Davao de Oro
Concept Paper Development I
Title: Improving Grade 3 Students’ Vocabulary in English Short Stories Using

Semantic Mapping as a Learning Tool
1. My research problem is majority of grade 3 students can read but cannot

comprehend what they have read accurately.
2. The conditions which give rise to my research question are the following: on
year 2022 the Philippines was ranked among the bottom 10 in Program for
International Assessment (PISA) wherein 80 countries participated and yet
Philippine is in the bottom it comes to reading comprehension of the
students which is very alarming since according to Bruggink, M. et al (2022)
reading comprehension is a vital skill to learn in modern days in order to
understand the basic information that being written in medicines, or even in
dealing information online. Similarly, the study conducted by Caraig, R. V., et
al (2022) highlights that in the reading comprehension test among senior
high students 49% of the respondents classified as near mastery level
meaning they cannot totally comprehend the text they had read while the
44% define as poor mastery level meaning they struggle to understand the
word that they had read and the remaining percentage which defined as
mastery level of reader got only 7% of the students. Therefore, the problem
of reading comprehension among students is visible, if in the higher grade
the issue of reading comprehension exists how much more in the field of
elementary students specifically the grade 3 learners?
3. The ideal situation would have been:

Base on the DepEd Memorandum No. 173, s. 2019 paragraph 1 state there
that helping every learner to be proficient reader and develop their reading
skills is supporting the implementation of the K-12 basic education program.
Also, in the paragraph 5 state there that all offices are strongly encouraged
to respond to HUMAN: Bawat Bata Bumabasa (3B’s initiatives by intensifying
their advocacy for reading and by pledging commitment to make every
learner a reader at his/her grade level. In addition, the grade 3 students
should be able to read with fluency and comprehension, moving beyond basic
decoding skills to understanding and interpreting texts.
4. The possible reasons for the discrepancy between 2 and 3

The discrepancy between the 2 and 3 is that in 3 it stated there the expected
outcome/goals that needed to achieve by the learners. In contrast, the
number 2 shows the reality of the student’s performance when it comes to
reading comprehension which is far from what is expected.
5. The following interventions have been done to solve the problem, and the
outcomes were:
No
6. The following facts/findings have been reported in related studies about the
problem
In the recent study conducted by Phala, T. (2023) South Africa are falling
behind and are failing to grasp basic reading literacy skills it is shown in the
studies conducted by the Progress in International Reading Literacy Study
(PIRLS), South African learners performed the worst among the 50 countries that
took part in the assessments. In 2011, the findings revealed that 61% of learners
could not read or write at the appropriate age level. In 2016, it was found that
78% of Grade 4 learners could not read for meaning in any language, and thus
these learners performed at 320 points, which was below the 400 points minimal
benchmark. Since it is visible in their country the researcher tried to address the
issue through conducting a study using qualitative research approach wherein
the participants are 6 learners support teachers and 11 Grade 3 class teachers
were selected, the result shown that in order to support the learners to read with
meaning it is important to consider phonic, flashcards, picture, drill, tactile and
semantic mapping methods that will help to increase their motivation to
understand the word they have read.
Similarly, the issue of learning to read and comprehend is also visible in

Talisay City, Cebu, according to Manguilimotan et al. (2024) there are factors
influencing the reading comprehension skills of Grade 3 students. To examine
the issue the researcher utilized descriptive-correlational design to identify the
elements contributing to reading comprehension challenges among these
learners. A total of 148 Grade 3 students participated, selected through
convenience sampling. Moreover, the findings of the study revealed that reading
comprehension is influenced by interest and motivation, prior knowledge, and
vocabulary knowledge. Therefore, interest, motivation, prior knowledge, and
vocabulary knowledge are noted as affecting reading comprehension, their
relationship to the students’ reading skills was not statistically significant.
Consequently, researchers suggest to implement enhanced reading
comprehension plan to develop reading comprehension skills among grade 3
learners (Manguilimotan.
In addition, the survey conducted by Kerns, G., & Bryan, J. (2020) 4,000
students revealed that nearly 23% of those with "below basic" reading skills in
third grade had not graduated high school by the age of 19. According to them
reading is a fundamental skill that all learners should develop during their early
education, starting in kindergarten and becoming increasingly emphasized in
early Grade 3. At this stage, Grade 3 students are considered beginning readers,
as formal reading instruction is provided progressively. Two key factors in early
reading development are phonological awareness and word recognition. Indeed,
reading with comprehension focusing in vocabulary is a serious matter to give
attention by acknowledging the problem through utilizing teaching strategy like
for instance semantic mapping technique to improve students’ vocabulary
through this it will help to lessen the problem of reading comprehension among
grade 3 students.
7. The following questions about the problem, however, still remain

unanswered:
 If previous studies identified the factors affecting reading
comprehension and strategies to assess students' reading
comprehension, then why do some young learners still struggle to
understand what they have read?
Prepared by:
MELLY Q. CARAL
BEED
REFERENCES:
Phala, T. (2023). Learner support for reading problems in Grade 3 in full-
service schools in the Gauteng province. South African Journal of
Education, 43(1), Article #2144, 10 pages.
https://doi.org/10.15700/saje.v43n1a2144
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity
in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Caraig, R. V., & Quimbo, M. A. T. (2022). Assessing reading comprehension

difficulties in core science subjects of senior high school students in a private
school in Calamba City, Philippines. International Journal of Curriculum and
Instruction, 14(3), 1983-2010.
Kerns, G., & Bryan, J. (2020, January 14). 10 Staggering statistics about
struggling readers and reading growth. Retrieved from
https://www.weareteachers.com/staggering -statisticabout-struggling-
readers-and-reading-growth
Manguilimotan, R. P., Zabala, J. T., Encog, C. A., Padillo, G. G., & Capuno, R.
G. (2024). Factors Affecting the Reading Comprehension Skills of Grade 3
Learners. International Journal of Social Science Research and Review, 7(3),
96-108. https://doi.org/10.47814/ijssrr.v7i3.1930
Bruggink, M., Swart, N., Van der Lee, E., Seger, E., (2022) Putting PIRLS to
Usein Classrooms Acrossthe GlobeEvidence-Based Contributions for
TeachingReading Comprehension in a MultilingualContext. ISBN 978-3-030-
95265-5

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Republic of the Philippines

DAVAO DE ORO STATE COLLEGE

Concept Paper Development I

Title: Improving Grade 3 Students’ Vocabulary in English Short Stories Using

1. My research problem is majority of grade 3 students can read but cannot

3. The ideal situation would have been:

4. The possible reasons for the discrepancy between 2 and 3

Similarly, the issue of learning to read and comprehend is also visible in

7. The following questions about the problem, however, still remain

Caraig, R. V., & Quimbo, M. A. T. (2022). Assessing reading comprehension

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