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DEDICATION

Through the researchers’ efforts, this research study is wholeheartedly and proudly

dedicated to the people who serve as inspirations. From family to classmates, to the teachers and

students who extended their help in the making of this study.

also, they dedicated this research paper to Mrs. Jennifer Raquion, who

constantly guided and taught them and selflessly shared her knowledge to make this study even

better.

To the faculty of Business and Management Philippine Christian University, Dasmarinas

Campus. Above all, to our God Almighty who showered His blessings, especially for the strength,

courage, patience, wisdom, time, and guidance in the realization of this study.

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ACKNOWLEDGEMENT

This research could not have been possible without the help and participation of the

people whose names may not all be enumerated. Their contributions are sincerely appreciated

and gratefully acknowledged. However, the group would like to express their deep appreciation,

particularly to the following:

Dr. Jennifer B. Raquion for her guidance and kind support during the conduct of this

research.

To all relatives, friends, and others who in one way or another shared their support either

morally, financially, or physically, thank you.

Above all, to the Great Almighty, the author of knowledge and wisdom, for his countless

love and blessings.

We thank you.

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TABLE OF CONTENTS

Dedication………………………………………………………………………………….i

Acknowledgment .................................................................................. ................ ii

Table of Contents ................................................... ............................................. iii

List of Tables………………………………………………………………………………v

List of Figures……………………………………………………………………………..vi

Chapter 1: The Problem and Its Background

Introduction ……………………………………………………………………………….1

Statement of the Problem…………………………………………………………….….3

Hypothesis………………………………………………………………………………...3

Significance of the Study…………………………………………………………….…..4

Scope and Limitations……………………………………………………………….…..4

Definition of Terms…………………………………………………………………….….5

Chapter 2: Review of Related Literature

Local Literature…………………………………………………………………………...6

Foreign Literature……………………………………………………………………….10

Local Studies…………………………………………………………………………….13

Foreign Studies……………………………………………………………………….…14

Synthesis………………………………………………………………………………...18

Theoretical Framework……………………………………………………………..….19

Conceptual Framework………………………………………………………………...20

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Chapter 3: Research Methodology

Research Design………………………………………………………………………..22

Population and Sampling………………………………………………………………23

Research Instruments…………………………………………………………………..23

Data Gathering Procedure…………………………………………………………......26

Statistical Treatment of Data…………………………………………………….……..26

Bibliography……………………………………………………………………….……..28

Appendices……………………………………………………………………………….31

Appendix A: Curriculum Vitae

iv
List of Tables

Title/s Pages

Table 1: Distribution of Respondents……………………………………………………..….18

Table 2: Test Result Interpretation…………………………………………………………....19

Table 3: Rating Scale…………………………………………………………………………...20

v
List of Figure

Figure 1: Conceptual Framework………………………………………………………………20

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CHAPTER 1

The Problem and Its Background

Introduction

Reading is the oral interpretation of written language. It is a process of giving meaning to

the printed word symbols. It is through reading that an individual gain knowledge and information

about the past and the present events happening in a place. Through reading, an individual learns

a variety of information that can benefit him. It is also through reading that man widens his horizon

to get away from the bondage of ignorance and be successful in whatever endeavors he wants

to pursue. Also, skills in reading enable individuals to benefit from educational activities and fully

participate in the social and economic activities in which they participate (N’ Nambi, 2005) N’ Nambi

K.A. (2005). Guide to teaching reading at the primary school level. Paris: UNESCO.

Reading is considered as the most important basic tool to learn all fields of study. In order

to learn other subject areas offered in school, it is essential that a student be able to read and

comprehend what he reads. However, it is sometimes a very difficult task for the teachers to teach

pupils to be a reader, that is being, able to read with comprehension. It is unfortunate that there

are students who have trouble reading. This scenario in the classroom, often left students reading

attitudes and interests, as well as their self-confidence to decline. This will result in limited learning

and some other problems such as an inferiority complex, dropping out of school, and the right to

further one’s education. In this regard, it is the very reason why struggling readers lack the drive

to read often and will not become interested in reading due to the difficulty in attaining the

necessary skills.

In fact, many of the pupils today, specifically those in the intermediate level are very poor

when it comes to reading. It is pointed out that these students have a very weak foundation during

their early years in school. This is also coupled with some other factors such as teachers’ factor,

parental support, and reading disability that may hinder the ability of the child to read.

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It is perceived that a successful reading program must not only develop children who can

read but also children who do read. For students to be interested in reading, they must have a

favorable attitude toward it. Students with a positive attitude to reading may develop a desire to

read more and learn more. On the contrary, it is observed that students with a negative attitude

towards reading may have a low level of reading interest and a reading level behind their usual

grade level and age. On the other hand, teachers as well should have a positive attitude towards

reading, since all teachers are considered reading teachers. They have a great influence on their

students to become readers.

In this context, the Department of Education has implemented various programs to

improve the pupils' reading attitude, ability, and reading interest. Foremost of these programs is

ECARP (Every Child a Reader Program) which was implemented in 2005. This program aims to

make every child a reader by the end of Grade 3. ECARP was further given attention to by the

President in this Ten Point Educational Agenda which targets every child to be a reader after

Grade 1, which is more challenging on the part of Grade 1 teacher. As revealed in the results of

the annual reading inventory of the Phil. IRI, there is still a considerable number of elementary

pupils who belong to the frustrated level as compared to the number of pupils who belong to the

instructional and independent reading level.

This prompted the researchers that as a reading teacher, it is a big challenge to improve

the reading level of pupils to become independent readers. To realize this a proposed school-

based reading enhancement program was formulated. The proposal focused on the result of the

attitude of the pupils and teachers towards reading.

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Statement of the Problem

This study aims to find out the reading attitude, interest, and reading level of the

respondents.

Specifically, it sights to answer the following questions:

1. What is the performance level of Grade 3 pupils in Reading for the school year 2023-

2024?

2. What is the level of pupils’ attitude in reading in terms of:

2.1. recreational reading

2.2. academic reading

3. What is the level of the pupil’s interest in reading?

4. Are there significant relationships in the following:

4.1. pupils’ reading level and pupil’s attitude in reading;

4.2. pupil’s reading level and pupil’s interest in reading;

4.3. pupil’s attitude in reading and pupils' interest in reading?

5. Based on the findings, what school-based reading enhancement program can be

proposed?

Hypothesis

1. There is no significant relationship between:

1.1. pupils’ reading level and pupil’s attitude in reading;

1.2. pupils’ reading level and pupils interest in reading;

1.3. pupils’ attitude in reading and pupils’ interest in reading?

3
Significance of the Study

This study is significant for the following:

Learners. They will know their attitude towards reading. This will help them improve their attitude

towards reading and eventually improve their reading level which will be tantamount to improve

in achievement level.

Teachers. The finding of the study will provide them with basic data on the attitude of the learners.

Out of this data, they can make interventions on improving the reading attitude and reading level

of their pupils.

School Heads. They will have information on how they perform their duties and functions as

instructional leaders. Also, this will guide them to address their weaknesses and improve their

strength.

Parents. They will be motivated to get involved in the reading activities of their children once they

have information about the reading attitude of their children.

Scope and Limitation of the Study

The study revolves around the reading level, attitude toward reading, and interest in

reading of Grade 3 pupils and its relationship among the given variables.

It will be conducted in Alfonso Central School, Division of Cavite for the School Year 2023-

2024. It involves all Grade 3 pupils of the said school.

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Definition of Terms

The following terms will be defined operationally for a clear understanding of the different

concepts used in the study.

Academic Reading. Refers to the reading attitude subscale that explored students’ attitudes

towards reading books in free time and acquiring books to read in free time. It states the learned

characteristics that influence whether pupils like or dislike reading activities which can be

influenced by teachers, peers, parents, available reading resources, and facilities.

Interest in Reading. Refers to the willingness and enthusiasm of the pupils towards reading.

Reading Level. Refers to the level wherein the pupils’ reading skills are assessed and evaluated.

Reading levels in the study were categorized into frustration level, instructional level, and

independent level.

Recreational Reading. Refers to the reading attitude scale that focuses on reading as a school

task.

School-Based Enhancement Program. Refers to the program being formulated by the

researcher with the main objective of improving the attitude and reading level of the learners.

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CHAPTER 2

Review of Related Literature

Local Literature

Reading Makes up twenty-five percent of a totally macro-skilled human, the

seventy-five being writing, listening, and speaking. As an activity, reading is considered one of the

most fascinating and enriching things man has discovered (Santiago, 2010). A balanced reading

has four components: developmental, functional, remedial/corrective, and recreational/leisure.

Villanueva and Delos Santos (2008) outlined six processes in reading:

The first, reading as a physiological process. Reading involves both an organic or

physiological process and mental or cognitive processes or simply called neuro-physiological in

nature. In this process, the most basic step is for the eyes to see, identify and recognize the

printed word or images (illustration, diagram, picture).

The second, reading as a cognitive process. Like the neuro-physiological aspect of

reading, the mental or cognitive process in the perception of meaning, also called comprehension,

is also complex. There are two basic steps in reading comprehension and these are: a) the

extraneous process that creates a stimulus on the visual centers of the brain, and (b) the

fusion/interpretation/construction of meaning by the mind out of the stimuli.

The third, reading as a communication process. As a communication process, humans

use language as a code system to communicate. And as there are diverse languages, there are

diversities in the code system or symbol system as devised and used by man. In language, there

are certain characteristics that can evoke effective and positive reactions in man. These five

guidelines of language are a) concrete; b) simple; c) adapted; d) forceful; and e) vivid.

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The fourth, reading as skill/skill. Reading consultant Grace Goddel of New York, developed

a priceless concept of devising a reading skill ladder. This skill ladder is specific and covers mainly

reading activities and these happen while students are in school. The skill ladder is composed of

the following skills: 1) basic sight words; 2) using phonetic analysis; 3) using structural analysis;

4) using contextual clues; 5) vocabulary building; 6) finding the main idea; 7) finding the supporting

details; 8) inferring meanings; 9) classifying and organizing facts; 10) using parts of the book; 11)

using dictionary; 12) using the encyclopedias and other reference books; 13) borrowing library

books for research and enjoyment; 14) starting your private library collection; 15) exposure to

reading from mass media; and 16) reading from the internet.

The fifth, reading as a psycho-social process. Reading is a social activity that engages

humans in the world. It is also purposeful social communication, as it involves all facts of life from

what is private to what is official, from what is personal to one what is public. Imagine the load of

messages we would miss without reading-personal e-mails and letters, newspapers and

commentaries, government documents, agency plans, etc.

The last, reading as a process of development. There is agreement that reading as a

process of development involves a program for acquiring and developing reading concepts and

skills. This is based on the perception the periods or stages in developing reading skills coincide

with the developmental stages of individual growth.

According to Marquez, et al. (2009). The basic and progressive stages of reading generally

serve as a guide in determining the reading skills of a particular child or of the whole class. They

added however that not all children pass through the same stages simultaneously and possess

all the same skills. Therefore, an individual reader may be identified in terms of his readiness,

skills, and own pace. There are five main stages of literacy development that relate to both reading

and writing.

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The first stage is the emergent readers. Generally, ranges from 2 to 7 years old. They

begin to familiarize themselves with the concepts of print related to directionally, one-to-one

correspondence between the spoken and written word, and the value of picture clues to the main

meaning of a story.

The second stage is the early readers. They begin to rely more heavily on the printed text

than on the pictures in the book. Most often they begin to develop word recognition strategies

such as monitoring, searching, crosschecking, and self-correction. This type of reader also begins

to develop a data bank of sight words that allows them to read with increased speed as they are

read more often in phrases rather than single words.

The third stage is the transitional readers. They make the leap into fluent reading as they

are generally able to read in meaningful phrases with a comfortable pace and appropriate voice

intonation. They are able to enumerate the four-cueing system in their reading with little disruption

to meaning and flow.

The fourth stage is the self-extending readers. Readers progress into independence in the

fourth developmental stage. They often read a variety of textual genres and use reading as a tool

for gaining new knowledge or building upon existing knowledge.

The fifth is advanced readers. They are those readers who have attained a level of mastery

of reading. They are generally over the age of 9 and have become proficient in reading and

comprehending various text sources. They enjoy reading and use reading as means of gaining

knowledge. They can also read fluently and can interpret text at both concrete and inferential

levels.

Delfin (2011) emphasizes that it is reality that many teachers have problems motivating

their students to read, however, there are also helpful ways teachers can improve the reading

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skills among students. Acquiring needed reading skills relevant to their personal and academic

goals is the aspiration of the teacher. Thus, teachers need to create classroom activities that will

encourage students to read. Delfin (2011) suggested some tips on how to make reading

meaningful for children.

Firstly, let your student catch you reading. This is what we call modeling. As a teacher, we

had to lead the example.

Secondly, make reading a part of your classroom task. When students are required to read

while they are in class, this becomes part of their routine.

Thirdly, organize a book fair in your classroom. Invite students to bring whatever reading

materials they have at home. This will not only give the teacher an idea of what students are

reading at home but also allow students to share and exchange their reading materials with their

classmates.

Fourth, create storytelling and book talk sessions among students. As students share their

stories in class, many will be inspired to read so they can either tell their story or do a book talk in

class based on what they have finished reading.

Fifth, encourage your students to have a reading diary. When students monitor their

reading, this will give them fulfillment in knowing they have read a number of books/stories

already.

Lastly, compliment your student after reading. The best way to encourage students to read

is to catch them reading so you can give flattering remarks to support their reading preferences.

According to Arellano (2008), the first basic step in teaching children to read is the

presentation of graphic symbols. This provides special practice in learning to recognize graphic

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symbols or the written forms of word concepts. As the teacher repeats the basic sentence pattern

containing the word to be mastered visually, he writes the word on the chalkboard for the children

to look at during class drills.

The teacher then leads the pupils to repeat the word aloud, directing them to look carefully

at its written form and calling their attention to the different letters or sounds written with words.

By using flashcards and other association devices, he gives further recognition practice in order

to help the children learn to remember.

Foreign Literature

Soysal and Taskin (2022) stated that accurate and effective reading depends on several

variables such as the continuation of the reading activity at a certain speed, the understanding of

what is read at a certain level and having a positive attitude towards reading. (Smith and Li, 2020)

attitude towards reading mainly depends on learners' psychological state of mind and emotions.

Anderson (1988) Kan, Akbas (2005), and Kadıoğlu-Ateş and Afat (2019), the attitude is a

psychological construct that is regarded as an important and critical predictor of an individual's

behaviors with its cognitive, affective, and behavioral dimensions.

Regarding the importance of these factors in supporting students' reading skills. Many

studies have researched reading interests. Fahrurrozi, Rachmadtullah, and Hasanah (2020)

explained that reading comprehension and reading interest has a correlation with each other since

the individuals’ feeling of wanting to know is needed in comprehending literature. Hence, the

ability to comprehend reading materials would be significantly improved when students have an

interest and willingness to read and explore.

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Dadzie (2008) describes reading as the ability to understand words contained in a

document and make use of the knowledge for personal growth and development. This implies

making meaning out of recorded information either printed or non-printed in the life of an

individual. People read for different reasons and purposes, some of which include pleasure,

leisure, relaxation, information, and for knowledge. Reading is the identification of symbols and

the association of appropriate meaning with them. It requires identification and comprehension.

Comprehension skills help the learner understand the meaning of words in isolation and in context

(Palani, 2012). He believes reading is a process of thinking, evaluating, judging, imagining,

reasoning, and problem-solving.

In addition, Palani (2012) describes reading as an essential tool for knowledge transfer

and the habit of reading as an academic activity that increases skills in reading strategies. To

know about the world and its environment, a child helps himself by reading books, newspapers,

and other magazines. Once the child has been taught to read and has developed a love for books,

he can explore for himself the wealth of human experiences and knowledge through reading.

Children, who miss the opportunity of getting in touch with books in their early stages of life, find

it hard to acquire good reading habits in their later years (Deavers, 2000).

Issa et al (2012) further explain that reading is usually associated with books as only the

written words provide a complete picture of the act or reading. It means that through reading, the

individual can build or fix things, enjoy stories, discover what others believe, and develop ideas

or beliefs of their own. Thus, reading provides the key to all forms of information necessary for

our day-to-day survival and growth.

It follows them that if you are in the practice of reading regularly without thinking about it

because of the permanence of its continuity, one can conclude that good reading habits have

been formed. This is because a habit is formed unconsciously when an individual does something

many times and becomes part and parcel of such a person’s life. Incidentally, many students do

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not belong in the category of those with good reading habits. Their poor or bad reading habits

could partly be held responsible for the generally poor performance that the school systems

usually record in both internal and external examinations.

According to Al-Nafisah and Al-Shorman (2009), reading experts believe that reading

interests play a very important role in reading instruction and improvement. Furthermore, helping

students learn through reading requires an understanding of their interests and abilities. Interest

is a powerful psychological factor in learning. Moreover, the individual’s reading interests are

considered one of the major factors that determine what s/he reads, not to mention the importance

of one’s attitude toward reading.

The importance of capitalizing on reading interests stems from the fact that there is a

relationship between reading interests and reading comprehension. Reading experts claims that

when interest is high, students read materials that are above their proficiency levels. Books that

are high in interest may be reacted to as appropriate in difficulty even when these are above the

students’ reading levels by two or more grade levels. In contrast, when the interest is low, students

often rate books as too hard even when they are below their reading levels. Hence, any proper

evaluation of the student’s reading comprehension should consider the interest factor and its

influence on performance.

Allen (2013) cited the idea of Henk & Mckenna (2004), Mathewson (1994), NICHID (2000),

and Wigfield & Asher (1984) that describe the importance of reading as paramount to success in

education and research indicated a correlation between positive attitudes towards reading and

success in reading. Based on Mathewson’s affective model (1994) the decision to read is affected

by attitude, motivation, and physical feelings. Once a child makes the decision and begins to read,

their ability (or lack of it) to comprehend and attend to the next and their physical feeling will

contribute to the recall, reflection, and application of the text. These things all affect the child’s

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attitude, motivation, and physical feelings, which can lead to the decision to read more or stop

reading.

Local Studies

Orencia (n.d.) conducted research that examined the effects of a whole language-inspired

literature-based reading program on pupils’ reading comprehension and attitudes toward reading.

The study employed a naturalistic research design to uncover the usefulness of such a program

in improving children’s reading comprehension and attitudes. Results of the study showed that

the program had a positive impact on pupils’ comprehension and attitudes toward reading. Factors

believed to have contributed to their improved comprehension were: a) the regular independent

activities, b) the engagement activities, c) the learner-centered classroom environment, d) the

broader view of reading underlying the program, and e) the teacher’s regular demonstrations of

reading strategies and the daily reading activities.

Furthermore, Orencia (n.d.) asserted that attitudes were evidently enhanced by the

supportive learning atmosphere, the many varied and interesting activities, the presence of

literacy centers, the teacher’s daily reading aloud of stories, the pupils’ regular opportunities to

read self-selected reading materials and activities, and the use of high-quality children’s literature.

Guyos (2013) reported the findings of her study that show the reading interests of pupils.

The result reported that the top five material preferences are storybooks, joke books, comics,

magazines, and song lyrics; their top five genre preferences are horror/ghost, comedy, adventure,

mystery, and animal-related stories, their top five topic/subject preferences have to do with fantasy

characters, arts, people/characters who have done some cool or amazing things, animals and

sports figures; and their top three preferred places for reading are library (in school), bedroom (at

home) and while traveling (in the community).

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In the study of Bayan (2006) about the effectiveness of four remedial reading schemes

namely Hook-on Books (HOBS), Fifteen Minute Reading Fun (FMRF), Drop Everything and Read

(DEAR), and Uninterrupted Sustained Silent Reading (USSR) on the reading ability of Grade 6

pupils revealed that it improved the ability of respondents in terms of word recognition and reading

comprehension.

Visconde (2011) found out in her study that reading interest, goal orientation and learning

style had a significant impact on the reading comprehension strategy of the respondents involved

in her study. Regarding reading interest, it was revealed that most of the respondents preferred

fiction over non-fiction. The majority read magazines, while scholarly journals were the least

among the choice of reading materials. She asserted that it is not surprising among college

students that magazines were the most read materials since they serve as recreation for students

since they provide a variety of topics that could cater to their interests and not take much of their

time.

Meanwhile, the study of Velasco (2012) about the relationship between reading readiness,

comprehension level, and academic performance of the respondents revealed that reading

readiness is significantly related to the comprehension level, reading readiness was also

significantly related to academic performance, and comprehension level was also significantly

related to academic performance.

Foreign Studies

According to Seitz (2010), students will have a positive attitude to reading provided that

their interest and reading needs will be addressed and given attention to, so that they may develop

love and interest in reading. Students should be given reading-related activities to motivate them

to read not just for recreation but also for academic purposes. She concluded that recreation but

also for academic purposes. She concluded that students exhibited a positive attitude toward

reading, citing some findings about student choice of what reading materials to read. Students’

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choice of reading materials will result to show student interest and thus they will pay closer

attention, persist for longer periods of time for reading, learn more, and enjoy their involvement to

a greater degree than individuals who are not free to choose what reading materials to read.

According to McKool (2007). And Nippold et al (2005) by participating in leisure reading,

one could increase his or her “vocabulary development. Fluency, comprehension, and their

general intellectual development” and add that when children read for pleasure, they “involuntarily

and unconsciously improve their language skills”. Leisure reading also helps broaden the readers’

experiences and general knowledge. Leisure reading has also been shown to correlate with a

steady rise in test scores, another measurement of academic success.

Clark & Foster (2005) found out that pupils generally held positive attitudes toward reading

– agreeing with statements that reading is important and disagreeing with statements that reading

is boring, hard, or for girls rather than boys. Reading attitude fulfills a pivotal role in the

development of lifelong reading skills (Lazarus & Callahan, 2000). Clark & Foster (2005) found

out that boys tended to hold more negative attitudes toward reading than girls. Both boys and

girls rated themselves to be equally proficient readers.

Black (2006) indicated in the results of his study that older students’ attitudes towards

recreational reading (in primary school) are not significantly different from younger students’

attitudes. Female students, however, show more positive attitudes to recreational reading than

male students. Older students’ attitudes towards academic reading are more negative overall and

female students showed significantly more positive attitudes than their male peers. Students’

choice of texts varied across the year levels with the most preferred reading materials being

chapter books, children’s magazines, and comics.

In terms of year level Black’s (2006) results showed that Year 5 students (mean 30.96)

present with the most positive recreational reading attitudes, followed by Year 1 students (mean

30.50). Year 6 students (mean 28.68) present with the least positive recreational reading attitudes.

15
Year 1 students (mean 30.50) have a more positive attitude towards recreational reading than

Year 2 students (mean 29.17) and year 5 students (30.96) were more positive for each year from

year 2 (mean 29.17) through to year 5 (mean 30.96). Lukhele (2013) investigate the relationships

between attitudes to reading, reading ability, vocabulary, and academic performance. The data

were gathered and triangulated from an attitude questionnaire, an author and magazine

recognition test, as well as from reading comprehension and academic tests. Performance of 84

first- and third-year students studying for a Primary Teacher’s Diploma at a college in Manzini,

Swaziland. The results suggest and reading ability, there is some relationship between reading

ability and academic performance. The statistical analyses further indicate a relationship between

the reading and vocabulary ability of the participants. The findings have grave implications

regarding attitudes to reading, reading ability, and academic performance for a professional cadre

that is expected to be influential in the Academic lives of impressionable primary school children

in an English as Second Language (ESL) context.

Hester and Ray (2005) investigated how Sustained Silent Reading (SSR) influenced the

reading achievement and attitude of a group of fourth-grade students from a predominantly

migrant community. The thirty-seven students were split into two groups (20 in the experimental

group-Class A and 17 in the control group-Class B). Each student was administered the Word

Recognition and Silent Reading Comprehension subtests of the Diagnostic Assessments of

Reading (DAR) and a portion of an attitude survey as the study pretest. Then 15 minutes of SSR

was added to Class A-the experimental group-for the 14-week study. Both groups participated in

the same reading program, which included 30 minutes of Accelerated Reading (a program that

requires students to maintain records of reading and take a test after completing each book). At

the end of the study, each student was again administered the Word Recognition and Silent

Reading Comprehension subtests of the Diagnostic Assessments of Reading (DAR) and a portion

of an attitude survey as the study pretest. Both groups did improve in attitude and achievement;

16
however, class A (experimental group) showed a significant increase in attitude and greater

growth in achievement than class B (control group), although not enough to be considered

significant. Perhaps with a longer study, the importance of providing time for students to read for

pleasure during the school day would be significantly illustrated.

According to Rumbold (2006) reading enjoyment and attainment is often believed to be a

given (for an overview of reading for pleasure and its link to reading in general. Indeed, studies

have reported a strong positive relationship between the two (OECD, 2010), with young people

who read for enjoyment doing better in reading tests than their peers who do not enjoy reading.

There is also evidence that reading enjoyment is related to specific attainment facets, such as

text comprehension and grammar (as cited in Clark and De Zoysa, (2011).

Clark and De Zoysa (2011) also cited some studies that have again shown that lower-

attaining pupils hold more time negative attitudes toward reading compared with their higher-

attaining peers. The most recent PIRLS (Twist et al., 2007) also showed that, on average, 10-

year-old pupils at the high level of the index of positive attitudes toward reading had substantially

higher reading achievement scores than those at the medium or low levels. At least for reading at

this age, it seems that positive attitudes and high achievement in reading go hand in hand.

Al-Nafisah and Al-Shorman (2009) investigate the reading of Saudi EFL teacher-college

students' reading Interests in English, the obstacles hindering their reading efforts, the persons

who help them choose their reading materials, the factors which determine their choice of reading

materials and the reasons why they read. The statistical analysis of the questionnaire returned

revealed 460 students have a wide range respondents of reading interests, the top of which are

stories, adventure books, books about religion, magazines about the internet, newspaper world

events, magazines about computers, magazines about new advances in technology, sports

magazines, newspaper local interests, newspaper sports sections, books about the internet,

17
picture magazines, books about computers, novels, poetry, and plays. On the other hand, they

are found to dislike books about economics.

According to Baas (2015) while studies have been conducted to highlight intervention

strategies that will help struggling readers, very few of these empirical studies have used middle

school-aged students as participants. And among those studies which have, the results were

based solely on quantifiable data: the opinions of the classroom teachers who work with these

students daily cannot be found in these or any of the empirical studies. The p purpose of his study

is to fill this gap by offering a space for middle school English language arts teachers to share

effective intervention strategies that they use in their classrooms to help struggling readers. Semi-

structured interviews were conducted using open-ended questions with seven middle school

English language arts teachers. Phone interviews were transcribed and e-mail interviews were

printed for the purpose of reading and analyzing the data. Selective and simultaneous coding was

used to begin categorizing the data. Through analysis of these categories, five themes emerged

as types of interventions these participants found to be effective: thinking-based, sensory-based,

interest-based, teacher-based, and student-based. All these strategies can be used in conjunction

with independent reading.

Synthesis

The concepts, ideas, beliefs, and information regarding reading, reading skills, reading

habits attitudes, and interests were comprehensively discussed and explained by Santiago

(2010), Villanueva and Delos Santos (2008), Marquez, et al. (2009). Delfin (2011), and Arellano

(2008). Their insights and reactions provided the present study with valuable inputs that can serve

as a basis or point of reference in determining the level of the aforementioned variable presented

above.

18
The additional inputs and information presented by Dadzie (2008), Palami (2012), Issa et

al. (2012), and Allen (2013), further provided a clearer understanding of reading interest, reading

attitude, reading abilities, reading level/achievement, and factors affecting reading and reading

motivation in which this research aimed to investigate and studies upon.

On the other hand, the parallel studies of Orencia (n.d.), Bayan (2006) and Baas (2015),

and Guyon (2011) tackled the effect of reading programs and intervention on reading

comprehension and attitudes toward reading provided some valuable ideas regarding the

formulation of enhancement program this study aimed to proposed, developed, and implemented.

Meanwhile the study of Seitz (2010), Visconde (2011), Velasco (2012), Clark and Foster

(2005), Black (2006), Lukhele (2013), Hester and Ray (2005), and Al-Nafisah and Al-Shorman

which discussed the relationship between, reading attitude, reading ability, reading interest,

reading achievement were in conformity with the present study. The methodologies and results

from these studies guided this research in attaining and answering the problems raised as well

as the objectives to be realized and resolved.

Theoretical Framework

As stated by Patterson and Darlshawn (2017), reading attitude plays a vital role in the

academic achievement of students. This thesis reports findings from a study of how parents'

reading attitudes and habits may influence their children's reading attitudes and habits. Students

and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United

States participated in this study. Participants completed a survey that examined participants'

reading attitudes and habits. Results from this study showed minor similarities between the

reading attitudes of parents and their children. However, there were more significant similarities

between the reading habits of parents and their children.

19
(Kush et al., 2005; Yamashita, 2004, 2013), Reading attitude is an affective domain

(McKenna et al., 2012). which includes feeling, thought, belief, and intention. These constituents

make up the basic construction of meaning.

Grabe, 2009; Yamashita (2013), It is assumed that regular reading activity can positively

influence reading attitude and motivation and that a positive attitude towards reading supports

reading achievement in the future.

Conceptual Framework

The conceptual framework of this study is anchored on the system approach of input,

process, and output as shown in Figure 1 below.

INPUT PROCESS OUTPUT

1. PhilIRI Results 1. Data Gathering A proposed School-Based


2. Pupils’ Reading Attitude 2. Presentation, Analysis, Enhancement Program
2.1 recreational and Interpretation of Data
reading 3. Development of a
2.2 academic reading Proposed School-Based
3. Pupil’s Interest in Reading Enhancement
Reading Program
4. Pupil’s Reading Level

FEEDBACK

Figure 1. Conceptual Framework on the Proposed School-Based Reading Enhancement

Program

Figure 1 shows the system approach used in the study. The inputs involve the following:

(1) PhilIRI results; (2) pupils’ attitude in reading toward recreational reading, and academic

reading (3) pupils’ interest in reading and (4) pupil’s reading level.

20
The process involves the following: (1) data gathering; (2) presentation, analysis, and

interpretation of data; (3) development of a proposed school-based reading enhancement

program, and the output is the proposed school-based reading enhancement program.

21
CHAPTER 3

Research Design

The study used a descriptive research method. According to McCombes (June 2023),

descriptive research aims to describe a population, situation, or phenomenon accurately and

systematically. It can answer what, where when, and how questions, but not why questions.

A descriptive research design can use a wide variety of research methods to investigate

one or more variables. It is the obtaining of information which includes the common means of the

use of questionnaires, personal interviews with the aid of a study guide or interview schedule, and

observation, either participatory or not.

Furthermore, descriptive research is designed for the investigator to gather conditions. In

addition, information about present existing descriptive research involves the collection of data in

order to test the hypothesis or to answer questions concerning the current status of the subject of

the study. Finally, the descriptive study determines and reports the way things are. It has no control

over what is, and it can only measure what already exists.

22
Population and Sampling

Table 1 shows the population and sampling of the respondents.

TABLE 1

Distribution of Respondents

Section No. of Pupils Sample %

Sampaguita 21 21 100

Ilang-Ilang 29 29 100

Rosal 30 30 100

Gumamela 27 27 100

Santan 27 27 100

Total 134 134 100

The table shows that the Grade 3 class is composed of five sections namely Sampaguita

with 21 pupils, Ilang-ilang with 29 pupils, Rosal with 30 pupils, Gumamela with 27 pupils and

Santan 27 with pupils with a total of 134. One hundred percent or a total of 134 pupils are the

respondents of the study.

Research Instruments

The Philippine Informal Reading Inventory (Phil-IRI) is an assessment test that has been

validated as the instrument used to determine the reading level of the respondents. The Phil- IRI

is an informal measure of comprehension, and vocabulary, within context. Phil-IRI can assess the

child's use of word identification strategies provide different levels of questions to find the reading

comprehension of the pupils. These are arranged in the order of difficulty as a) literal questions

whose answers are explicitly stated/given in the story; b) interpretative in which the questions

required the children to read between the line to find the answer and is not directly stated in the

test; c) critical in which the questions elicit analysis, synthesis, judgment in the context of the

23
author's point of view as well as the reader's point of view; d) these are questions that draw away

from the visualizing things based on his own scheme. a child with his own way of visualizing things

based on his own scheme.

To determine their comprehension level in the five passages, the Phil-IRI will be used. In

this test, there are 5 passages with 5 questions that follow the choices in each passage. There

are no multiple choices to avoid guessing the answers. Test results will be interpreted as follows:

TABLE 2

Test Result Interpretation

Level Number of questions correctly Overall scores of 5 selections

Independent 4-5 correct answers 20-25

Instructional 3 correct answers 15-19

Frustration 2 and below correct answers 1-14

Two sets of questionnaires will be use to gather data and to utilize in the study. The first

questionnaire will use the Elementary Reading Attitude Survey (ERAS) designed by McKenna

and Kear (1990). This attitude survey will be utilized by public elementary teachers to assess the

reading attitude of their pupils. ERAS is composed of two subscales namely a) recreational

reading; and b) academic reading.

The following scale will be used to measure the level of reading attitude of the

respondents:

24
TABLE 3

Reading Attitude Rating Scale

Numerical Weights Range of Score Descriptive Level

4 3.50 - 4.00 Most Positive

2.50 2.50 – 3.49 More Positive

2 1.50 - 2.49 Less Positive

1 1.00 - 1.49 Less Positive

The second questionnaire is an adopted questionnaire about interest in reading by Ramos

(2005). The questionnaire was revised to suit the existing condition of the respondents and the

place of the study where it was conducted.

The following scale will be used to measure the level of interest in reading of the

respondents:

TABLE 3

Reading Interest Rating Scale

Numerical Weights Range of Score Descriptive Level

5 4.50 5.00 Very Highly Interested

4 3.50 4.48 Highly Interested

3 2.50 - 3.49 Moderately Interested

2 1.50 – 2.49 Less Interested

1 1.00 1.49 Not Interested

25
Data Gathering Procedure

For the first step, the researchers will seek the approval of the district supervisors which are

Dr. Arvin A. Marinduque, and Dr. Rey M. Guansing. The researchers will provide letters addressed

to them. After the approval of the said supervisors, the researchers will distribute the

questionnaires to the teachers concerned with the permission of school principals. By then, the

researchers may collect the answered questionnaires as well as the results of the Phil-IRRI post-

test. The researchers will tabulate the data which will be subject to statistical tests for

interpretation.

Statistical Treatment of Data

1. Weighted mean will be applied to assessed the reading attitude and reading interest of the

respondents.

The formula of Weighted Mean:


∑xw ∑xw
Wx = =
∑w N

Where:

Wx = the weight mean

w = the weight of x

∑xw = the sum of the weight of x

∑w = the sum of weight of x

N = ∑w

1. Ranking. This reinforces the percentage to show the proportional importance of an item

considered. It was applied to determine the rank of the different criteria included in each

variable.

2. Frequency and percentage were applied to determine the number of respondents as well

as the frequency of the different reading attitude levels and levels of reading interest.

26
The formula of Percentage (%) is:

P =f/n x 100

Where:

P = Percentage

f = frequency which is the number of times a certain variable was chosen

n = total number of respondents

3. Chi-Square test for Dependent Samples. The Chi-Square test is the most important and

most used method in statistical tests. The purpose of the Chi-Square test is to know the

difference between an observed frequency and an expected frequency (Uriarte and

Punzalan, 2002). This test sometimes is also used to test the differences between two or

more observed data. Its value can be calculated by using the given observed frequency

and expected frequency.

This Chi-Square is denoted by x² and the formula is given as:

(0 – E) ²
x² = ∑
E

Where:

O = Observed frequency

E = Expected frequency Σ = Summation

X2 = Chi-Square value

This will use to determine the significant relationship between reading level, reading attitude,

and reading interest.

27
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students diagnosed with learning disabilities. Reading Psychology, 21, 271-282.

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and academic performance amongst primary teacher trainees in Swaziland. Reading &

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Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of

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30
Appendix A

Curriculum Vitae

31
ROANABEL C. BAWAR
591 Marahan 1
Alfonso, Cavite
Phone: 0998-924-0325
Email: roana.bawar@gmail.com

EDUCATION

Bachelor of Secondary Education, 2017


Major in English
Polytechnic University of the Philippines- Alfonso Campus

TEACHING EXPERIENCE

Victorious Christian Montessori Inc., 2016-2017


Alfonso, Cavite

Kaypaaba Elementary School, 2022


General Emilio Aguinaldo, Cavite

Castaños Elementary School, 2022 – Present


Castaños Lejos, Gen. E. Aguinaldo, Cavite

RELEVANT SKILLS

Illustrator, Adobe Software


Knowledgeable in MS Office
MITCHELL MARIE A. MIRANDA
103 De Guia Street Barangay IV,
Magallanes, Cavite
Phone: 09056900227
Email: mitchell1998miranda@gmail.com

EDUCATION

Bachelor of Elementary Education, 2019


Major in General Education
Cavite State University-Naic Campus

TEACHING EXPERIENCE

Joshoel Academy Incorporation, 2019-2021


Bacoor, Cavite

Magallanes Elementary School, 2022


Magallanes, Cavite

Caluangan Elementary School, 2022


Magallanes, Cavite

Castaños Elementary School, 2023 – Present


Castaños Lejos, Gen. E. Aguinaldo, Cavite

RELEVANT SKILLS

Knowledgeable in MS Office
LYCA MAE B. DE TAZA
099 A. Dalusag
Gen. Emilio Aguinaldo, Cavite
Phone: 0963-717-2643
Email: detazalycamae@gmail.com

EDUCATION

Bachelor of Secondary Education, 2019


Major in Mathematics
City College of Tagaytay

TEACHING EXPERIENCE

Castaños Elementary School, 2022 – Present


Castaños Lejos, Gen. E. Aguinaldo, Cavite

RELEVANT SKILLS

Knowledgeable in MS Office
RENNA FAITH N. MOJICA
253 Balite Road
Upli, Alfonso, Cavite
Phone: 0908-625-2511
Email: faithmojica2@gmail.com

EDUCATION

Bachelor of Secondary Education, 2017


Major in English
Polytechnic University of the Philippines- Alfonso Campus

TEACHING EXPERIENCE

Victorious Christian Montessori Inc., 2016-2020


Alfonso, Cavite

Pantihan II Elementary School, 2021


Maragondon, Cavite

Alfonso Central School, 2022 – Present


Poblacion V, Alfonso, Cavite

RELEVANT SKILLS

Knowledgeable in MS Office
DIANNE GRACE V. INCOGNITO
Purok 2, Castaños Lejos
General Emilio Aguinaldo, Cavite
Phone: 0968-593-2389
Email: diannegraceincognito0822@gmail.com

EDUCATION

Bachelor of Elementary Education


General Education
Cavite West Point College 2018

Bachelor of Science in Nursing


Adventist University of the Philippines 2004-2008

TEACHING EXPERIENCE

Alfonso Central School


Local School Board
Alfonso, Cavite
2019-Present

RELEVANT SKILLS

Knowledgeable in MS Office
MAE KHA M. REYES
Real St. Brgy. Castanos Cerca
Gen. E. Aguinaldo, Cavite
Phone: 0910-782-4228
Email: reyesmaekha26@gmail.com

EDUCATION

Bachelor of Secondary Education, 2017


Major in English
Polytechnic University of the Philippines- Alfonso Campus

Diploma in Computer and Electronics Technology


System Institute Tagaytay

TEACHING EXPERIENCE

Petal Preparatory School Inc., July 2023 – Present


Brgy Castanos Cerca, Gen. E. Aguinaldo, Cavite

RELEVANT SKILLS

Editor, Adobe Ps
Knowledgeable in MS Office

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