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Department of Education

Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

TITLE: Project ERHASER


(Enhancing Reading Habits and Attitudes
of Slow Elementary Readers)
(AN ACTION RESEARCH)

RESEARCHER: LEA LILIA N. MARCELO


Principal I
School/Station: Palestina Elementary School
Palestina, Pili, Camarines Sur
Contact Number: 09292419373

I. CONTENT AND RATIONALE


Even with the advent of multi-media technology and applications to make reading

more enjoyable and motivating, a great number of non-readers still looms inside the

classrooms. Researches show and prove that some of the reasons for the prevalence of

non-readers are poor reading habits, poverty, and lack of time for home studies due to

home chores. With the presented situations and in order to address the concern on non-

readers, the proponent has envisioned noontime reading as a habit-forming strategy.

With the inadequacies at home, the school can alleviate the imbalance and

unproductive time for reading by institutionalizing the habit of noon-time reading which,

eventually, can lead to further improvement of reading skills and comprehensions and

contribute to the realization of the DepEd mission and vision. Thus, a step by step

development of their full potential may start from the sustained habit of reading out of

the discipline that can be inculcated from the reading program.

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Learning how to read and comprehend written texts is an important aspect of

literacy and this idea can be extended to reading in a second language. As observed by

Gagné et al.(1993), such knowledge on how to read involves the execution of a set

of componential processes both at the lower level, such as decoding and literal

comprehension, and also at the higher level, such as inferential comprehension

and comprehension monitoring. For reading comprehension to occur in a fluent

manner, some aspects of the process need to be automatized, for instance, word

decoding and literal comprehension. Duffy (2009) regards the ability to read fluently as

a skill, that is, skilled readers must not “stop frequently to correct miscues.”

Reading can be considered as a product and as a process. Reading as a

process is an activity carried out by the reader in his attempt to get the meaning of a

written material. Reading as a product is an ability or skill achieved by the reader which

can be measured(Hafni,1981). In order to achieve or to get the meaning of a written

material the reader must, of course, process a good reading act in the reading process.

Citobroto (1982) also agrees that the process of reading consists of two steps.

He believes that reading is not only combining letters into syllable, syllables into word,

words into sentences and so on, but the first step of reading is that the reader should

look at group of words, which he calls it as recognition process.

“The behavior and the work of an individual is based on habit to a great extent.

Everyone forms, improves, or changes habits in the course of study, while practicing a

profession or playing sport, in driving a car, in home activities. Habits are the highest

form of human adaptability to established purposes and environment. Habit formation is

quicker and smoother in proportion to one's conscious practice and regular self-

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
checking. Thus, knowledge of the essentials and regularity of the process of habit

formation is of practical importance not only for a teacher, but for everyone, particularly

as those who instruct us are themselves inadequately equipped psychologically and

pedagogically, and a conscientious pupil must often compensate the shortcomings of

his teacher. Habit forming is influenced by numerous different factors.” (Pietrasinski,

1969)

Thus, it is important to develop reading habit among pupils since reading is a

fundamental skill necessary to function and serve society. As Proverbs 22:6 says

“Train up a child in the way he should go: and when he is old, he will not depart

from it. This action research will be beneficial to the pupils, parents, teachers,

administrators, and other researchers as it will provide essential basis for the

effectiveness of the proposed intervention program, which is the Project ERHASER.

II. ACTION RESEARCH QUESTIONS

This action research initiative aims to improve the reading habits and attitudes

towards reading of the 30 non-readers in Palestina Elementary School this school year

2018-2019. Specifically, it will seek to answer the following questions:

1. What is the profile of the identified non-readers in Palestina Elementary

School in terms of the following:

a. Family income

b. Parents’ occupation

c. Parents’ educational attainment

d. Nutritional status?

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
2. What are the reading habits of the identified non-readers before and

after Project ERHASER?

3. What are the attitudes of non-readers towards reading before and after

Project ERHASER?

4. What is the effect of the Project ERHASER on the reading habits and

the attitudes towards reading of the identified non-readers?

Expected Outputs.

1. Improved reading habits of 30 identified non-readers from poor to good.

2. Improved attitude of the 30 identified non-readers towards reading from

negative attitude to positive attitude.

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

Project ERHASER is a noontime reading program where the teachers will utilize

technology in the reading practices for non-readers. Moreover, the identified 30 pupils

will be exposed more into intensive reading practices utilizing books, big books,

laminated learning materials, and interactive devices until such time that noontime

reading becomes a habit at school and at home. Attendance will be checked and

progress report will be monitored particularly by the school head.

To improve the reading habits of non-readers in Palestina Elementary School,

the noon-time reading program will be implemented starting August 2018 to October

2018. This will be conducted every school day from 12NN to 1PM at the school’s

covered court. This will be facilitated by the selected five (5) teachers who have

experience, together with one teacher who has been trained for the reading recovery

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
program. Thirty non-readers from Grades II-VI based on the Phil-IRI results in July

2018 will be subjected to this research. Relative to this, a survey on the reading habits

and attitudes towards the noontime reading program will be conducted before and after

the intervention. Furthermore, the teachers who will administer the survey will translate

the questions in the language best understood by the pupils.

Under this project, the following sub-projects shall be implemented:

Project Non-Readers (NR). This activity will involve identification of pupils who

are considered non-readers using the Phil-IRI Test. This will help the school

administrator and teachers to provide targeted programs and interventions to enhance

the reading abilities of these pupils by improving the reading habits and attitudes

through Project ERHASER.

Project Basa Ko Recite Ko. This will involve providing innovative reading

materials to the identified pupils. They will read aloud onstage the selections in the

reading materials during the noontime reading program. This will develop habit, positive

attitude, and confidence in reading.

Project Unawa Ko Sulat Ko. In this activity, the participating pupils will rewrite

the selections they have read through dictations of the Project ERHASER Team. This

will enhance not only the oral reading skills, but also the writing and listening skills of the

pupils.

Project Performans Ko Bida Ako. During the conduct of the Project

ERHASER, there will be an awarding and celebration activity every Friday of the week

with simple nutritious meals (i.e., dessert, candies, fruit) to serve as a motivation and

inspiration that will promote the Tender Love and Care values to the pupils. In addition

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
to this, a video presentation of their weeklong activities will be shown to the group while

enjoying their meals. Furthermore, to enhance their reading habits and attitudes with a

sense of accomplishment, they will receive the following awards (in form of

ribbons):

a. Bida Ako Sa Pagbasa

b. Bida Ako Sa Pagsulat

c. Bida Ako Sa Pag Speling

d. Bida Ako Sa Pakikinig.

e. Bida Ako Sa Atendans

Souvenir items will be distributed to the 30 pupil participants during the closing

ceremonies which will be conducted on the last day of the implementation of the Project

ERHASER.

IV. ACTION RESEARCH METHODS

This action research will employ descriptive-qualitative method of research in

discussing the answers to the four research questions posted. This section presents in

detail the way the action research will be conducted. It covers the sampling techniques,

data collection, ethical issues, and plan for data analysis which will all fall under the

research methods.

a. Participants and/or Other Sources of Data and Information

The participants of this study will be the identified 30 non-readers from Grades II-

VI. Purposive sampling will be used to determine the non-readers using the Phil-IRI test

results. During the implementation of the program, five (5) teachers will be assigned as

the facilitators for the Project ERHASER.

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
b. Data Gathering Method

For question number 1: To determine the profile of the participants, forms will

be distributed to class advisers to solicit data relative to the family income, parents’

occupation, parents’ educational attainment, and nutritional status of the identified 30

non-readers.

For question number 2: To determine the reading habits of participants before

and after the implementation of the program, a survey questionnaire measuring the

reading habits will be administered before and after the program.

For question number 3: To determine the attitudes of the non-readers towards

reading, a survey questionnaire measuring the attitude towards reading will be

administered before and after the program.

For question number 4: To determine the effect of Project ERHASER on the

reading habits and attitudes towards reading, results of the survey on reading habits

and attitude towards reading before and after the program will be compared.

c. DATA ANALYSIS PLAN

For question number 1. To analyze data on the profile of the participants,

frequency count will be used.

For question number 2. To process and analyze data on the reading habits of

the participants, mean and weighted mean will be utilized. The following scale will be

used to interpret the computed data:

Very Good 3.50 – 5.0

Good 2.50 – 3.44

Poor 1.00 – 2.44

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
For question number 3. To process and analyze data on the attitude of the

participants toward reading, mean and weighted mean will be utilized. The following

scale will be used to interpret the computed data:

Very Good 3.50 – 5.0

Good 2.50 – 3.44

Poor 1.00 – 2.44

For question number 4. To determine the effect of the Project ERHASER on

the reading habits and the attitude towards reading, results of the survey before and

after the implementation of the program will be compared. The significant difference of

the results will be measured using t-test and the effect size will be computed using

Cohen’s d-test.

V. ACTION RESEARCH WORKPLAN AND TIMELINES

Activities Timeline Persons Means of


Involved Verification

PRE-IMPLEMENTATION PLAN

Step 1: DIAGNOSING –
identifying and defining the
problem.
Consultative conferences May-June Pupils, parents, -School Memo
2018 teachers, -Minutes
barangay -Pictures
officials, school -Action Research
head Proposal
Step 2: ACTION PLANNING-
Considering alternative
courses of action
Consult with the concerned June-July SEPS- Minutes/Notes of
division officials regarding the 2018 Research, consultation and

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
intention/plan to conduct the SGOD officials planning meeting;
research logbook of
attendance

Organize Project ERHASER July 2018 Researcher and School Memo


Team of five (5) reading Project Attendance and
teachers ERHASER team Minutes

Submit action research for July-August Researcher and Approved Action


checking and approval 2018 Project Research Proposal
ERHASER
Team

Inform both the concerned August Researcher and Minutes of the


stakeholders of the study to be 2018 Project meeting with the
conducted- its nature and ERHASER Project ERHASER
target output; solicit the Team, Team, concerned
group’s commitment to support concerned stakeholders
the conduct of the research stakeholders

IMPLEMENTATION PLAN

Step 3: TAKING ACTION-


Selecting a course of action
Identify the 30 Non-readers 1st week of Researcher, List of Non-readers
using the results of the Phil-IRI August class advisers for the Project
Test conducted in July 2018 2018 and Project ERHASER
(Project NR) ERHASER
Team

Orient teacher facilitators for 1st week of Researcher and School memo and
the Project ERHASER tasks August Project minutes
and expectations 2018 ERHASER School Designation
Team

Organize the noontime reading 2nd Week of Researcher and School Memo
class for the Project August Project Attendance Sheet
ERHASER 2018 (11am - ERHASER
12n) Team; 30
identified non-
readers

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Administration of survey 2nd week of Researcher and Results of the survey
questionnaires for reading August Project
habit and attitude towards 2018 ERHASER
reading of the identified 30 Team
non-readers
Implementation of the August 13, Researcher and Attendance Sheet
intervention; (Conduct of 2018 to Project Daily/Weekly/
Project ERHASER, a daily October 19, ERHASER Narrative Progress
noontime reading program) 2018 Team; 30 Report
-Follow the schedule for identified non- Pictorial Report
noontime reading with the readers
following sub-activities:

“Project Basa Ko Recite (Every


Ko” Monday and
Wednesday)

(Every
“Project Unawa Ko Sulat Tuesday and
Ko” Thursday)

“ Project Performans Ko (Every Friday)


Bida Ako”

Step 4: EVALUATING-
Studying the consequences
of an action
Conduct of the last stage of 3rd week of Researcher, Survey results
data gathering among the 30 October Project Data from the
pupil respondents 2018 EHRASER team interview/FGD
(Administration of post-survey and 30 pupil
questionnaires) and teacher participants
facilitators (Interviews/
Focused Group Discussions)

Organize/Process gathered 3rd week of Researcher, Organized/Processed


data using appropriate October Project Data
research/statistical tools 2018 EHRASER team
Step 5: SPECIFYING
LEARNING – Identifying
general findings
Analysis of generated data 3rd week of Researcher, Analyzed research
October Project data
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
2018 EHRASER team Findings,
conclusions, and
recommendations

POST IMPLEMENTATION PLAN

Prepare and submit action Last week Researcher and Accepted Action
research write-up of October Project Research Write-up
2018 ERHASER team
Convey results of the study to Last week Researcher and Minutes of Meeting
the stakeholders for possible of October Project
benchmarking 2018 ERHASER
team,
stakeholders
Research dissemination- As Researcher Certificate as
presentation to research forum scheduled presenter, TO,
communication
Utilization/Improvement of the Researcher and Utilized strategy
studied innovation in the other teachers Improved program
succeeding school year

VI. COST ESTIMATES

The following items are the details of the possible expenses which can facilitate
the implementation of this action research proposal:

Activities/Strategies Item Quantity Unit Price Total Price


Preparation of materials Printing and 2 sets (60 P60.00 P120.00
and implementation of reproduction pages)
innovation/interventions Laminating 1ream 438.00 438.00
film
Ribbons 240 pcs 5.00 1,200.00
Meals 315 servings 10.00 3,150.00
Souvenir 30 sets 50.00 1,500.00
school items
Data gathering, Coupon ½ ream 65.00 65.00
interpretation of data bond long
gathered and preparation
of completed research
report
TOTAL P6,473.00
Fund Source: SCHOOL PTA AND OTHER DONATIONS

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
VII. PLANS FOR DISSEMINATION AND UTILIZATION

Research Dissemination Plan – The proponent will present the result of this

action research to stakeholders during conferences, meetings and assemblies after the

implementation of the program. Furthermore, if proven to be effective, this program will

be promoted to other schools within the district or division. If given the chance to

present the results of this action research during any appropriate research forum, the

proponent is more than willing to share the findings of this study.

Data Utilization Plan – Data from this initiative will be used in crafting project

proposal which will form part of the 2019 and 2020 Annual Implementation Plan. The

herein results will be used to determine if the noontime program will be continued.

VIII. REFERENCES

DepEd Order No. 14, s. 2018 – Policy Guidelines on the Administration of the
Revised Philippine Informal Reading Inventory

DepEd Order No. 4, s. 2016 – Amendment to DepEd Order No. 43, s. 2015
(Revised Guidelines for the Basic Education Research Fund)

ZbigniewPietrasiński. Habit Forming, In book: The Art of Learning. DOI:


10.1016/B978-0-08-012019-5.50009-8

Developing Critical Reading Skills For Information And Enjoyment. Available


from: https://www.researchgate.net/publication/325470900_DEVELOPING_CRITICAL_
READING_SKILLS_FOR_INFORMATION_AND_ENJOYMENT [accessed Jul 01 2018].

Untangling reading strategies and reading skills in an ESL textbook. Available


from: https://www.researchgate.net/publication/325370502_Untangling_reading_
strategies_and_reading_skills_in_an_ESL_textbook [accessed Jul 01 2018].

Prepared by: Noted by:

LEA LILIA N. MARCELO AMANCIO V. DOBLON, Ph. D.


Principal I Public Schools District Supervisor

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
DATA GATHERING TOOLS

Project ERHASER
(Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Table 1.Result of Phil-IRI PRETEST (For the 30 Selected Non-readers)
No. Name of Grade & Phil-IRI Oral Name of Class Signature
Pupil Section Reading Level Adviser
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
27
29
30
Prepared by: Noted by:
PERPETUA PILAR B. MORATA LEA LILIA N. MARCELO
School Phil-IRI Coordinator Principal I

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
DATA GATHERING TOOLS

Project ERHASER
(Enhancing Reading Habits and Attitudes of Slow Elementary Readers)

Table 2.Part I – SURVEY QUESTIONNAIRE on Family Profile (For the 30 Selected Non-readers)
Family Profile NutritionalS
Name of Family Income Parents/Guardians Parents/Guardians tatus
N0
Pupil Occupation Educ. Attainment
Mother Father Total Mother Father Mother Father
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
27
29
30
Prepared by: Noted by:
MARIA JEAN M. BORRE CRISTITA L. FAJARDO LEA LILIA N. MARCELO
Sch.Guidance Coordinator Sch.Nutrition Coordinator Principal I

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
DATA GATHERING TOOLS

Project ERHASER
(Enhancing Reading Habits and Attitudes of Slow Elementary Readers)

Table 3. PRE-SURVEY/POST-SURVEY- Individual Survey on the Reading Habits Towards


Noontime Reading (For the 30 Selected Non-readers)

Direction: Check the number of your choice for each reading habit that best describes yourself.
QUESTION READING HABITS 1 2 3 4 5
NO. Always Oftentimes Sometimes Once Never
1 How often do you practice
reading in school during
noontime?
2 How often do you practice
reading during free time
in the classroom?
3 How often do you practice
reading with your
classmates?
4 How often do you read at
home?
5 How often do you look for
the meaning and spelling
of new words
encountered?
6 How often do you read
aloud in front of
classmates?
7 How often do you read in
the library nook in your
room or school?
8 How often do you ask
your teachers for help in
reading?
9 How often do you ask
your parents for help in
reading?
10 How often do you try
reading new words taught
by your teachers?
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

DATA GATHERING TOOLS

Project ERHASER
(Enhancing Reading Habits and Attitudes of Slow Elementary Readers

Table 4. PRE-SURVEY/POST-SURVEY- Individual Survey on the Reading Attitudes Towards


Noontime Reading (For the 30 Selected Non-readers)

Direction:Check the number of your choice for each reading attitude that best describes yourself.

QUESTION READING HABITS 1 2 3 4 5


NO. Strongly Agree Undecided Strongly Disagree
Agree Disagree
1 I enjoy reading with my
teacher at noontime to
make me a reader, or a
better one?
2 I enjoy reading during free
time.
3 I prefer playing in my free
time.
4 When I find difficulty in
reading, I resort to playing
and talking with
seatmates.
5 I am intimidated in
reading long stories.
6 I do not read books at all.
7 I am more excited in
watching telenovelas than
reading
8 During reading time, I feel
sleepy.
9 I find reading boring.
10 I prefer doing home
chores or working in
school than reading.

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur

Freedom Sports Complex, San Jose, Pili, Camarines Sur

ACTION RESEARCH PROPOSAL EVALUATION FORM


(as contained in DepEd Order No. 16, s. 2017)

TITLE: Project ERHASER (Enhancing Reading Habits and


Attitudes of Slow Elementary Readers)

RESEARCHER: LEA LILIA N. MARCELO


Principal I, Palestina Elementary School

MAIN CRITERIA SUB-CRITERIA % SCORE REMARKS


Rationale of the Action Context 15
Research Proposed intervention, 15
(30 points) Innovation, Strategy

Action Research Minimum of three 30


Questions research questions
(30%)

Action Research Participants and/or 10


Methods other Sources sof Data
(30%) and Information
Data Gathering 10
Method
Data Analysis Plan 10

Action Research Work Includes interventions, 5


Plan and Timelines innovations and
(5 points) strategies

Cost Estimates With specific items 5


(5%) and expenses

TOTAL SCORE 100%


Evaluation Result:
(Check one only)

______ Approved Evaluated by:


______ Disapproved Signature ___________________________
______ Conditional Approved Printed Name ________________________
______ Need some revision on Date Evaluated ______________________
__________________________

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
DEPARTMENT OF EDUCATION
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

June 29, 2018

SUSAN S. COLLANO
Assistant Schools Division Superintendent
Division of Camarines Sur
Freedom Sports Complex
San Jose, Pili, Camarines Sur

Madam:

May I humbly submit for evaluation and approval of the Schools Division Research Committee (SDRC) an
action research entitled: Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers) in
Palestina Elementary School, Pili West District, this division.

The above research poses the following significance:

1. For the Pupils: This will set an example that for one to become readers, he should devote extra time to
reading, a habit-forming one.
2. For the Parents/Community: This will inspire parents that even in times of difficulties and hardships, the
school as a whole exerts extra effort and time to pay concern for their children to become readers, improve their
school performance, and eventually, become productive citizens.
3. For the Teachers and Administrator: This will be considered as a gesture of sincere commitment to serve
and partake in the desire of the DepEd and our country to elevate the reading standards and contribute to nation’s
progress, if this intervention is found to be effective.
4. Other researchers/schools. Duplication and benchmarking can be practically done thru modeling for a
widespread implementation and improvement of reading and learning.
5. High Schools- “Erasing”elementary non-readers will make teaching in the high school or K-7-12 easier,
more enjoyable, productive, and meaningful.

If the SDRC approves the above-cited research, may Palestina Elementary School undertake the same as per
work plan, and, in the future, with our prayers for it to become institutionalized as an effective intervention for
improved reading and learning.

Thank you. God bless.


Prepared by:

LEA LILIA N. MARCELO


Principal I/Proponent

Noted by: APPROVED:

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
AMANCIO V. DOBLON SUSAN. S. COLLANO, CESO VI
PublicSchools District Supervisor Schools Division Superintendent

Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

APPROVAL SHEET

This is to certify that the research entitled Project ERHASER


(Enhancing Reading Habit and Attitude
of Slow Elementary Readers)

Location Palestina Elementary School


Pili West District, Division of Camarines Sur

By Researcher LEA LILIA N. MARCELO


Principal I
Of office/School/District Palestina Elementary School
Pili West District

Was evaluated and approved by the Schools Division Research Committee (SDRC)

Given this _____ day of __________ 2018 at DepEd Schools Division Office of
Camarines Sur, Freedom Sports Complex, San Jose, Pili, Camarines Sur

ELMER V. TENA, Ph. D. JOSEPHINE C. DOROIN, Ph. D.


Administrative Officer IV Senior Education Program Specialist
Budget Planning and Research
Committee Member Committee Member

WILLIAM A. VILLARE, Ed.D. SUENO S. LUZADA, JR.


Education Supervisor I Chief Education and Program Supervisor
School Governance and Operation Division School Governance and Operation Division
Committee Member Committee Member

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
SUSAN S. COLLANO, CESO VI
Assistant Schools Division Superintendent
CHAIRMAN

Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

I.TITLE: NOONTIME READING PROGRAM: A HABIT-FORMING


STRATEGY FOR NON-READERS IN PALESTINA
ELEMENTARY SCHOOL
(AN ACTION RESEARCH)

II.RESEARCHER: LEA LILIA N. MARCELO


Principal I
School/Station: Palestina Elementary School
Palestina, Pili, Camarines Sur
Contact Number: 09292419373

III. BACKGROUND OF THE STUDY


Even with the advent of multi-media technology and applications to make reading

more enjoyable and motivating, a great number of non-readers still looms inside the

classrooms. Researches show and prove that the culprit for the prevalence of non-

readers are poor reading habits, poverty, and lack of time for home studies due to home

chores.With the presented situations and in order to address the concern on non-

readers, the proponent has envisioned to make noontime reading to be a habit-forming

one.

With the inadequacies at home, the school can alleviate the imbalance and

unproductive time for reading by institutionalizing the habit of noon-time reading which,

eventually, can lead to further improvement of reading skills and comprehensions and

contribute to the realization of the DepEd mission and vision. Thus, a step by step

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
development of their full potential may start from the sustained habit of reading out of

the discipline that can be inculcated from the reading program.

IV. STATEMENT OF THE PROBLEM

This action research aims to determine the impact of noontime reading program

as a habit-forming strategy to improve the reading skills of pupils in Palestina

Elementary School.

Specifically, this research aims to answer the following questions:

1. What is the profile of the identified non-readers in Palestina Elementary

School in terms of the following:

a. Family income

b. Parents’ occupation

c. Parents’ educational attainment

d. Nutritional status?

2. What are the current reading habits of the identified non-readers?

3. What is the attitude of non-readers towards noon-time reading

program?

4. What is the effect of the noon-time reading program on the reading

habits and the oral reading skills of the identified non-readers?

V.REVIEW OF RELATED LITERATURE

Learning how to read and comprehend written texts is an important aspect of

literacy and this idea can be extended to reading in a second language. As observed by

Gagné et al.(1993), such knowledge on how to read involves the execution of a set

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
of componential processes both at the lower level, such as decoding and literal

comprehension, and also at the higher level, such as inferential comprehension

and comprehensionmonitoring. For reading comprehension to occur in a fluent manner,

some aspects of the process need to be automatized, for instance, word decoding and

literal comprehension. Duffy (2009) regards the ability to read fluently as a skill, that is,

skilled readers must not “stop frequently to correct miscues.”

Reading can be considered as a product and as a process. Reading as a

process is an activity carried out by the reader in his attempt to get the meaning of a

written material. Reading as a product is an ability or skill achieved by the reader which

can be measured(Hafni,1981). In order to achieve or to get the meaning of a written

material the reader must, of course, process a good reading act in the reading process.

Citobroto (1982) also agrees that the process of reading consists of two steps.

He believes that reading is not only combining letters into syllable, syllables into word,

words into sentences and so on, but the first step of reading is that the reader should

look at group of words, which he calls it as recognition process.

“The behavior and the work of an individual is based on habit to a great extent.

Everyone forms, improves, or changes habits in the course of study, while practicing a

profession or playing sport, in driving a car, in home activities. Habits are the highest

form of human adaptability to established purposes and environment. Habit formation is

quicker and smoother in proportion to one's conscious practice and regular self-

checking. Thus, knowledge of the essentials and regularity of the process of habit

formation is of practical importance not only for a teacher, but for everyone, particularly

as those who instruct us are themselves inadequately equipped psychologically and

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
pedagogically, and a conscientious pupil must often compensate the shortcomings of

his teacher. Habit forming is influenced by numerous different factors.” (Pietrasinski,

1969)

Thus, it is important to develop reading habit among pupils since reading is a

fundamental skill necessary to function and serve, society. As Proverbs 22:6 says

“Train up a child in the way he should go: and when he is old, he will not depart from it.”

VI. SIGNIFICANCE OF THE STUDY

This action research is designed and would be beneficial to the following:

Pupils. This will set an example that for one to become readers, he should

devote extra time to reading, a habit-forming one.

Parents/Community. This will inspire parents that even in times of difficulties

and hardships, the school as a whole exerts extra effort and time to pay concern for

their children to become readers, improve their school performance, and, eventually,

become productive citizens.

Teachers/Administrators. This will be considered as a gesture of sincere

commitment to serve and partake in the desire of the DepEd and our country to elevate

the reading standards and contribute to nation’s progress, if this intervention is found to

be effective.

Other researchers/schools.Duplication and benchmarking can be practically

done thru modeling for a widespread implementation and improvement of reading and

learning.

Expected Outputs.

1. Improved reading level, particularly in sight reading

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
2. Improved reading habits

3. Institutionalized noon-time reading habit in the current and succeeding years

4. Developed confidence in reading

5. Reduced number of non-readers

VII.SCOPE AND LIMITATIONS:

This action research will be conducted at Palestina Elementary School, SY 2018-

2019.

Specifically, this will involve identified non-readers from Grades II-VI based on

the Philippine Informal Reading Inventory (Phil-IRI) Test as per DepEd Order No. 14, s.

2018. This will be conducted from July to September 2018.

VIII. RESEARCH DESIGN

A. METHODOLOGY:

This section presents in detail the way the action research will be conducted. It

covers the sampling techniques, data collection, ethical issues, and plan for data

analysis which will all fall under the research design.

To improve the reading habits of non-readers in Palestina Elementary School, a

noon-time reading program will be introduced for three (3) months starting July to

September 2018. This will be conducted every school day from 12NN to 1PM at the

school’s covered court. This will be facilitated by the selected teachers who have

experience, together with one teacher who has been trained for the reading recovery

program. At least 30 non-readers from Grades II-VI as per Phil-IRI results in July 2018

will be subjected to this research. Relative to this, a survey on the reading habits and

attitudes towards the noontime reading program will be conducted before and after the

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
intervention. Furthermore, the teachers who will administer the survey will translate the

questions in the language best understood by the pupils.

In the noon-time reading program, the teachers will utilize technology in the

reading practices for non-readers. Moreover, they will be exposed more into intensive

reading practices utilizing books, big books, and interactive devices until such time that

noontime reading becomes a habit at school and at home. Attendance will be checked

and progress report will be monitored particularly by the school head.

B. SAMPLING DESIGN

The subject of this study will the identified non-readers from Grades II-VI.

Purposivesampling will be used to determine the non-readers using the Phil-IRI result.

a. DATA COLLECTION

This study will use Phil-IRI test, questionnaires, interviews, and some readings to

verify the validity of some responses. The questionnaires to be used will have three

parts, namely:Part I, whichwill solicit answers on the profile of the subject;Part II, will be

composed of questions to describe the reading habits of non-readers; Part III will

determine the attitude of the subject towards the noon-time reading program. The Part

II and Part III of the questionnaires will be administered before and after the

conduct of the noon-time reading program. Informal interviews will also be

conducted to validate responses in the questionnaires.

C.ETHICAL ISSUES

The proponent of this action research will observe ethical standards relative to

the implementation process specifically withholding the identities of the subject,

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
securing the parental consent, and observing appropriate assignment for involved

teachers. Moreover, a request for a permit to conduct research will be secured from the

concerned DepEd officials with due consideration to the significance and expected

output of this study.

D. PLAN FOR DATA ANALYSIS

After collection of data, appropriate statistical tools such as frequency count

and averageswill be used to process the responses of the subject.Qualitative and

quantitative analysis will be conducted. The results before and after the conduct of the

noon-time reading program will be compared to determine the effectsof the intervention

on the pupils.

IX. WORKPLAN

Please see the attached file for the Workplan

Timeline Activities Persons Means of


Involved Verification
PRE-IMPLEMENTATION
May-June -Consultative conferences Pupils, parents, -School Memo
2018 -Proposal writing teachers, -Minutes
barangay officials, -Pictures
school head -Action Research
Proposal

July 2018 -Conduct of Phil-IRI test (oral Pupils, teachers, -Phil-IRI Results
reading) parents, barangay -List of Non-
-Identify the Non-readers for the officials, school readers for the
reading program head reading program
-Administration of survey -Result of Survey
questionnaires of reading habits of the identified
of identified non-readers non-readers
-Interviews -Summarized
-Focused Group Discussions result for
FGD)( interviews
-Interpretations and analyses of -School Memo for
gathered data the FGD

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
-Organize the noontime reading -Data
class interpretations and
-Identify and orient teacher analysis
facilitators -Noon-timereading
organization
-School memo for
the teacher-
facilitators and
other committees
for the reading
program with the
corresponding
tasks

IMPLEMENTATION PHASE
July- Conduct of noontime reading Pupils, teachers, -Attendance Sheet
September program school head, -Daily/Weekly/
2018 -Follow the mechanics for barangay officials, Progress Report
noon-time reading LGU-Pili, DepEd with filled out
Officials questionnaire

POST-IMPLEMENTATION
September Conduct of Phil-IRI test (oral Pupils, teachers, -Phil-IRI Post
2018 reading) parents, barangay Reading Results
Administration of survey officials, school -Post Survey of
questionnaires head, DepEd the reading
Interviews officials habits
Focused Group Discussions Questionnaires
Interpretations and analyses of -Memo on FGD
gathered data -Data gathered
Preparation and submission of and interpretation
research report -Disseminated
Dissemination of research research
results/findings findings/results
Submission of Action Research -Submitted Action
Write-up Research Write-up

X. COST ESTIMATES

Resources Budget Source Budget


1.Reproduction of test MOOE, PTA, and other P10,000.00
materials and sources
questionnaires
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
2. Miscellaneous expenses Other sources
5,000.00
TOTAL P15,000.00

XI. ACTION PLAN

The results of this action research will be used to determine if the noon-time

reading program will be continued. Furthermore, if proven to be effective, this program

will be promoted to other schools within the district or division.

XII. LIST OF REFERENCES

DepEd Order No. 14, s. 2018 – Policy Guidelines on the Administration of the
Revised Philippine Informal Reading Inventory

DepEd Order No. 4, s. 2016 – Amendment to DepEd Order No. 43, s. 2015 (Revised
Guidelines for the Basic Education Research Fund)

ZbigniewPietrasiński. Habit Forming, In book: The Art of Learning. DOI:


10.1016/B978-0-08-012019-5.50009-8
Developing Critical Reading Skills For Information And Enjoyment. Available
from: https://www.researchgate.net/publication/325470900_DEVELOPING_CRITICAL_
READING_SKILLS_FOR_INFORMATION_AND_ENJOYMENT [accessed Jul 01 2018].

Untangling reading strategies and reading skills in an ESL textbook. Available


from: https://www.researchgate.net/publication/325370502_Untangling_reading_
strategies_and_reading_skills_in_an_ESL_textbook [accessed Jul 01 2018].

Prepared by: Noted by:

LEA LILIA N. MARCELO AMANCIO V. DOBLON, Ph. D.


Principal I Public Schools District Supervisor

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

DATA GATHERING TOOLS

NOONTIME READING PROGRAM: A HABIT FORMING STRATEGY


FOR NON-READERS IN PALESTINA ELEMENTARY SCHOOL

Table 1.Result of Phil-IRI PRETEST (For the 30 Selected Non-readers)


No. Name of Grade & Phil-IRI Result Name of Class Signature
Pupil Section Adviser
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
26
27
27
29
30

Prepared by: Noted by:


PERPETUA PILAR B. MORATALEA LILIA N. MARCELO
School Phil-IRI CoordinatorPrincipal I
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

DATA GATHERING TOOLS

NOONTIME READING PROGRAM: A HABIT FORMING STRATEGY


FOR NON-READERS IN PALESTINA ELEMENTARY SCHOOL

Table 2.Part I – SURVEY QUESTIONNAIRE on Family Profile (For the 30 Selected Non-readers)

Family Profile NutritionalS


Name of Family Income Parents/Guardians Parents/Guardians tatus
N0
Pupil Occupation Educ. Attainment
Mother Father Total Mother Father Mother Father
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
24
25
26
27
27
29
30
Prepared by: Noted by:
MARIA JEAN M. BORRE CRISTITA L. FAJARDO LEA LILIA N. MARCELO
Sch.Guidance Coordinator Sch.Nutrition CoordinatorPrincipal I
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

DATA GATHERING TOOLS

NOONTIME READING PROGRAM: A HABIT FORMING STRATEGY


FOR NON-READERS IN PALESTINA ELEMENTARY SCHOOL

Table 3.Result of Phil-IRI Oral Reading POST-TEST (For the 30 Selected Non-readers)
No. Name of Grade & Phil-IRI Oral Name of Class Signature
Pupil Section Reading Level Adviser
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
24
25
26
27
27
29
30

Prepared by: Noted by:


PERPETUA PILAR B. MORATALEA LILIA N. MARCELO
School Phil-IRI Coordinator Principal I
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

DATA GATHERING TOOLS

NOONTIME READING PROGRAM: A HABIT FORMING STRATEGY


FOR NON-READERS IN PALESTINA ELEMENTARY SCHOOL

Table 4.PRETEST/POSTEST- Individual Survey on the Reading Habits Towards


Noontime Reading
(For the 30 Selected Non-readers)

Direction: Check the number of your choice for each reading habit that best describes yourself.
QUESTION READING HABITS 1 2 3 4 5
NO. Always Oftentimes Sometimes Once Never
1 How often do you practice
reading in school during
noontime?
2 How often do you practice
reading during free time
in the classroom?
3 How often do you practice
reading with your
classmates?
4 How often do you read at
home?
5 How often do you look for
the meaning and spelling
of new words
encountered?
6 How often do you read
aloud in front of
classmates?
7 How often do you read in
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
the library nook in your
room or school?
8 How often do you ask
your teachers for help in
reading?
9 How often do you ask
your parents for help in
reading?
10 How often do you try
reading new words taught
by your teachers?
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

DATA GATHERING TOOLS

NOONTIME READING PROGRAM: A HABIT FORMING STRATEGY


FOR NON-READERS IN PALESTINA ELEMENTARY SCHOOL

Table 5.PRETEST/POSTEST- Individual Survey on the Reading Attitudes Towards


Noontime Reading
(For the 30 Selected Non-readers)

Direction: Check the number of your choice for each reading attitude that best describes yourself.

QUESTION READING HABITS 1 2 3 4 5


NO. Strongly Agree Undecided Strongly Disagree
Agree Disagree
1 I enjoy reading with my
teacher at noontime to
make me a reader, or a
better one?
2 I enjoy reading during free
time.
3 I prefer playing in my free
time.
4 When I find difficulty in
reading, I resort to playing
and talking with
seatmates.
5 I am intimidated in
reading long stories.
6 I do not read books at all.
7 I am more excited in
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
watching telenovelas than
reading
8 During reading time, I feel
sleepy.
9 I find reading boring.
10 I prefer doing home
chores or working in
school than reading.

QUES- ON READING CHOICES QUEST ON READING CHOICES


TION -TION
HABITS ATTITUDES
NO. NO.
What kind of a. Sports What do you a. Reading
1. books do you like b. Science Adventure 1. enjoy most in b. Watching TV
most to read? c. Action Drama your free time? c. Playing
d. Comedy d. Sleeping
e.Others ________ e. Eating
2. In the order of No. 1 ______________ 2. In the order of No. 1 ___________
preference, which No. 2 ______________ preference, No. 2 ___________
is no.1, 2, 3, 4, 5 No. 3 ______________ which is no.1, No. 3 ___________
you like most and No. 4 ______________ 2, 3, 4, 5 you
least to read in No. 5 ______________ like most to do No. 4 ___________
No. 1? in your free No. 5 ___________
time in No. 1?
3. How much time a. None 3. Why do you Answer:
do you spend b. One hour or less prefer your _______________
reading any c. Two hours answer in No.
books in No. 1 d. Three hours 1?
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
daily? e. More than three
hours
4 What time of the a. Before classes 4 What do you do a. Stop reading
day do you prefer b. During classes when you find b. Talk to
to read? c. Noontime in the difficulty in seatmates
school reading c. Sleep
d. After going home d. Feel lazy to go
e. Before going to sleep to school
e. Eating
5. How often do you a. None 5. Are you Yes __________
read at the library b. Once a day intimidated in No ___________
or inside the c. Twice a day reading
classroom d. Thrice a day long stories?
everyday e. Many times
whenever there is
a chance to do
so?
5. Can you retell Yes _____ 5. Do you find Yes __________
any book/s that No. _____ reading boring? No ___________
you have read?
6. Which do you Big books _________ 6. What keep you a. Hang-over from
prefer to read? Small books _______ from reading at watching late
Big books or school? night
small books “telenovelas”
b. Cannot
understand the
reading
lessons/activities
c. The desire to
play
d. Lack of Interest
e. Lack of energy
due to empty
stomach
7. Do you prefer to Yes __________ 7. What keep you a. Home chores
read colorful No ___________ from reading at b. Watching
books? home? “telenovelas”
instead reading
c. No books
d. Lack of Interest
e. Lack of energy
due to empty
stomach
8. Do you borrow Yes __________ 8. What makes
books? No ___________ you
disinterested in
reading?
9. Do you read long Yes __________ 9.
stories? No ___________
10. Do you like Yes __________ 10.
noontime tutorial No ___________
reading in
school?

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Prepared by: Noted by:
PERPETUA PILAR B. MORATALEA LILIA N. MARCELO
School Phil-IRI Coordinator Principal I

QUES- ON READING CHOICES QUEST ON READING CHOICES


TION -TION
HABITS ATTITUDES
NO. NO.
What kind of a. Sports What do you a. Reading
1. books do you like b. Science Adventure 1. enjoy most in b. Watching TV
most to read? c. Action Drama your free time? c. Playing
d. Comedy d. Sleeping
e.Others ________ e. Eating
2. In the order of No. 1 ______________ 2. In the order of No. 1 ___________
preference, which No. 2 ______________ preference, No. 2 ___________
is no.1, 2, 3, 4, 5 No. 3 ______________ which is no.1, No. 3 ___________
you like most and No. 4 ______________ 2, 3, 4, 5 you
least to read in No. 5 ______________ like most to do No. 4 ___________
No. 1? in your free No. 5 ___________
time in No. 1?
3. How much time a. None 3. Why do you Answer:
do you spend b. One hour or less prefer your _______________
reading any c. Two hours answer in No.
books in No. 1 d. Three hours 1?
daily? e. More than three
hours
4 What time of the a. Before classes 4 What do you do a. Stop reading
day do you prefer b. During classes when you find b. Talk to
to read? c. Noontime in the difficulty in seatmates
school reading c. Sleep
d. After going home d. Feel lazy to go
e. Before going to sleep to school
e. Eating
5. How often do you a. None 5. Are you Yes __________
read at the library b. Once a day intimidated in No ___________
or inside the c. Twice a day reading
classroom d. Thrice a day long stories?
everyday e. Many times
whenever there is
a chance to do
so?
5. Can you retell Yes _____ 5. Do you find Yes __________
any book/s that No. _____ reading boring? No ___________
you have read?

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
6. Which do you Big books _________ 6. What keep you a. Hang-over from
prefer to read? Small books _______ from reading at watching late
Big books or school? night
small books “telenovelas”
b. Cannot
understand the
reading
lessons/activities
c. The desire to
play
d. Lack of Interest
e. Lack of energy
due to empty
stomach
7. Do you prefer to Yes __________ 7. What keep you a. Home chores
read colorful No ___________ from reading at b. Watching
books? home? “telenovelas”
instead reading
c. No books
d. Lack of Interest
e. Lack of energy
due to empty
stomach
8. Do you borrow Yes __________ 8. What makes
books? No ___________ you
disinterested in
reading?
9. Do you read long Yes __________ 9.
stories? No ___________
10. Do you like Yes __________ 10.
noontime tutorial No ___________
reading in
school?

Prepared by: Noted by:


PERPETUA PILAR B. MORATALEA LILIA N. MARCELO
School Phil-IRI Coordinator Principal I

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur

DATA GATHERING TOOLS

NOON TIME READING PROGRAM: A HABIT FORMING STRATEGY


FOR NON-READERS IN PALESTINA ELEMENTARY SCHOOL

Table 5.PRETEST/POST-TEST- Summary of the Survey on the Reading Habits and Attitudes Towards
Noontime Reading
(For the 30 Selected Non-readers)

PRETEST POST-TEST
No. Name of Pupil PRETEST POST-TEST Attitude Attitude Towards
Reading Habits Reading Habits Towards the the Program
Program
1
2

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
27
29
30
Prepared by: Noted by:
MARIA JEAN M. BORRELEA LILIA N. MARCELO
School Guidance Coordinator Principal I

Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo