Preliminaries Docx-Merged
Preliminaries Docx-Merged
Preliminaries Docx-Merged
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
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.
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.
i
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,
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
Above all, to the Great Almighty, the author of knowledge and wisdom, for his countless
We thank you.
ii
TABLE OF CONTENTS
Dedication………………………………………………………………………………….i
List of Tables………………………………………………………………………………v
List of Figures……………………………………………………………………………..vi
Introduction ……………………………………………………………………………….1
Hypothesis………………………………………………………………………………...3
Definition of Terms…………………………………………………………………….….5
Local Literature…………………………………………………………………………...6
Foreign Literature……………………………………………………………………….10
Local Studies…………………………………………………………………………….13
Foreign Studies……………………………………………………………………….…14
Synthesis………………………………………………………………………………...18
Theoretical Framework……………………………………………………………..….19
Conceptual Framework………………………………………………………………...20
iii
Chapter 3: Research Methodology
Research Design………………………………………………………………………..22
Research Instruments…………………………………………………………………..23
Bibliography……………………………………………………………………….……..28
Appendices……………………………………………………………………………….31
iv
List of Tables
Title/s Pages
v
List of Figure
vi
CHAPTER 1
Introduction
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.
1
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
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
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
2
Statement of the Problem
This study aims to find out the reading attitude, interest, and reading level of the
respondents.
1. What is the performance level of Grade 3 pupils in Reading for the school year 2023-
2024?
proposed?
Hypothesis
3
Significance of the Study
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
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-
4
Definition of Terms
The following terms will be defined operationally for a clear understanding of the different
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
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.
researcher with the main objective of improving the attitude and reading level of the learners.
5
CHAPTER 2
Local Literature
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
nature. In this process, the most basic step is for the eyes to see, identify and recognize the
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
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
6
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
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
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.
7
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
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
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
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
8
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
Firstly, let your student catch you reading. This is what we call modeling. As a teacher, we
Secondly, make reading a part of your classroom task. When students are required to read
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
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
9
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
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
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
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
10
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
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
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
11
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
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
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
12
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
broader view of reading underlying the program, and e) the teacher’s regular demonstrations of
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
13
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
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’
14
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.
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
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
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
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
Hester and Ray (2005) investigated how Sustained Silent Reading (SSR) influenced the
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
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
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
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
interest-based, teacher-based, and student-based. All these strategies can be used in conjunction
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
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
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
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
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
Conceptual Framework
The conceptual framework of this study is anchored on the system approach of input,
FEEDBACK
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
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),
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
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
Distribution of Respondents
Sampaguita 21 21 100
Ilang-Ilang 29 29 100
Rosal 30 30 100
Gumamela 27 27 100
Santan 27 27 100
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
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
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
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
The following scale will be used to measure the level of reading attitude of the
respondents:
24
TABLE 3
(2005). The questionnaire was revised to suit the existing condition of the respondents and the
The following scale will be used to measure the level of interest in reading of the
respondents:
TABLE 3
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.
1. Weighted mean will be applied to assessed the reading attitude and reading interest of the
respondents.
Where:
w = the 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
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
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
(0 – E) ²
x² = ∑
E
Where:
O = Observed frequency
X2 = Chi-Square value
This will use to determine the significant relationship between reading level, reading attitude,
27
BIBLIOGRAPHY
Al-Nafisah, K., & Al-Shorman, R. (2009). Saudi EFL students’ reading interests. King Saud
Arellano, R. A. (2008). The Modern Teacher. Manila: In the Grade School, Inc.
Baas, A. (2015). Reading Intervention Strategies for General Education Middle School Students:
Providing a Space for Teachers to Share Effective Methods. Masters Theses. 768.
https://scholarworks.gvsu.edu/theses/768
Black, A-M.L. (2006). Attitudes to reading: An investigation across the primary years (Doctoral
digitaltheses/public/adt-acuvp136.17052007/02whole.pdf.
Clark, C. & De Zoysa, S. (2011). Mapping the interrelationships of reading enjoyment, attitudes,
Clark, C. & Foster, A. (2005). Children’s and Young People’s Reading Habits and Preferences
The who, what, why, where and when. National Literacy Trust
Clark, C. & Rumbold, K. (2006). Reading for Pleasure: A research overview. London: National
Literacy Trust.
Dadzie, P. S. (2008) Reading for Education: The roles of Libraries. Ghana Library Journal Vol. 20.
Deavers, R. (2000) The Effect of Instruction on Early Non-Word Reading Strategies. Journal of
Delfin, C. J. (2011) Leading Students to Read Books. Modern Teacher, Volume LX. November,
2011.
28
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B.
Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, Vol. 3, pp.
Henk, W. A., & McKenna, M. C. (2004). Affective instrument development in literacy contexts. In
Duke, N. K., & Mallette, M. H. (Eds.) Literacy research methods. New York: Guilford Press,
197-226
Hester, R., & Ray, L. (2005). Improving reading achievement and attitudes through sustained
Issa, A. O., Aliyu, M. B., Akangbe, R. B. & Adedeji, A. F.(2012). Reading Interest and Habits of the
No.1, pp 470-486.
Lazarus, B. D., & Callahan, T. (2000). Attitudes towards reading expressed by elementary school
Lukhele, Sibongile B. B.. (2013). Exploring relationships between reading attitudes, reading ability
and academic performance amongst primary teacher trainees in Swaziland. Reading &
Writing. 4. 10.4102/rw.v4i1.28.
Marquez, Casela, & Sadorra. (2009). Developmental Reading. Metro Manila: Lorimar Publishing,
Inc.
Marquez, Casela, and Sadorra, “Developmental Reading,” Lorimar Publishing, Inc. Metro Manila,
2009.
Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R. B.
29
McCombes, S. (2023). Descriptive Research | Definition, Types, Methods & Examples. Scribbr.
https://www.scribbr.com/methodology/descriptive-research/
McKool, S.S. (2007). Factors that influence the decision to read: An investigation of fifth grade
Nippold, M.A., Duthie, J.K., and Larsen, J. (2005). Literacy as a leisure activity: Freetime
preferences of older children and young adolescents. Language, Speech, and Hearing
N'Namdi, K. A. (2005). Guide to Teaching Reading at the Primary School Level. Paris:UNESCO.
Orencia, M. R. (n.d) Enhancing Pupils’ Reading Comprehension And Attitudes Through A Whole
Palani, K. K. (2012) Promising Reading Habits and Creating Literate Social. International
Villanueva, A. & Delos Santos, R. (2008). Development Reading I. Quezon City. Lorimar
Publishing House.
Whetton, C., Ruddock, G. and Twist, L. (2007). Standards in English primary education: the
of Education.
30
Appendix A
Curriculum Vitae
31
ROANABEL C. BAWAR
591 Marahan 1
Alfonso, Cavite
Phone: 0998-924-0325
Email: roana.bawar@gmail.com
EDUCATION
TEACHING EXPERIENCE
RELEVANT SKILLS
EDUCATION
TEACHING EXPERIENCE
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
TEACHING EXPERIENCE
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
TEACHING EXPERIENCE
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
TEACHING EXPERIENCE
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
TEACHING EXPERIENCE
RELEVANT SKILLS
Editor, Adobe Ps
Knowledgeable in MS Office