Ar Erhaser 08-05

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
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-
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?
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
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
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.
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
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
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
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
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
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
Region V
Pili West District
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
PERPETUA PILAR B. MORATA LEA LILIA N. MARCELO
School Phil-IRI Coordinator Principal I
Region V
Pili West District
Project ERHASER
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
MARIA JEAN M. BORRE CRISTITA L. FAJARDO LEA LILIA N. MARCELO
Sch.Guidance Coordinator Sch.Nutrition Coordinator Principal I
Region V
Pili West District
Project ERHASER
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?
reading during free time
in the classroom?
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?
your parents for help in
reading?
10 How often do you try
reading new words taught
by your teachers?
Region V
Pili West District
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.

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.
Region V
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 ______________________
__________________________
DEPARTMENT OF EDUCATION
Region V
Pili West District
June 29, 2018
SUSAN S. COLLANO
Assistant Schools Division Superintendent
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:
AMANCIO V. DOBLON SUSAN. S. COLLANO, CESO VI
PublicSchools District Supervisor Schools Division Superintendent
Region V
Pili West District
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
SUSAN S. COLLANO, CESO VI
Assistant Schools Division Superintendent
CHAIRMAN
Region V
Pili West District
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
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
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
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
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
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
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,
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
-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
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].
LEA LILIA N. MARCELO AMANCIO V. DOBLON, Ph. D.

Principal I Public Schools District Supervisor
Region V
Pili West District
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
26
27
27
29
30

PERPETUA PILAR B. MORATALEA LILIA N. MARCELO
School Phil-IRI CoordinatorPrincipal I
Region V
Pili West District

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
MARIA JEAN M. BORRE CRISTITA L. FAJARDO LEA LILIA N. MARCELO
Sch.Guidance Coordinator Sch.Nutrition CoordinatorPrincipal I
Region V
Pili West District

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
24
25
26
27
27
29
30

Region V
Pili West District

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.
NO. Always Oftentimes Sometimes Once Never
reading in school during
noontime?
reading during free time
in the classroom?
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?
your teachers for help in
reading?
your parents for help in
reading?
10 How often do you try
reading new words taught
by your teachers?
Region V
Pili West District

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

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

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.
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?
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?
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?
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?

Region V
Pili West District
NOON TIME READING PROGRAM: A HABIT FORMING STRATEGY

Table 5.PRETEST/POST-TEST- Summary of the Survey on the Reading Habits and Attitudes Towards
Noontime Reading
PRETEST POST-TEST
No. Name of Pupil PRETEST POST-TEST Attitude Attitude Towards
Reading Habits Reading Habits Towards the the Program
Program
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
MARIA JEAN M. BORRELEA LILIA N. MARCELO
School Guidance Coordinator Principal I

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Department of Education

TITLE: Project ERHASER

RESEARCHER: LEA LILIA N. MARCELO

I. CONTENT AND RATIONALE

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

the discipline that can be inculcated from the reading program.

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

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

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

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

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

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

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,

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

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

II. ACTION RESEARCH QUESTIONS

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:

c. Parents’ educational attainment

after Project ERHASER?

the attitudes towards reading of the identified non-readers?

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

progress report will be monitored particularly by the school head.

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

the questions in the language best understood by the pupils.

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

administrator and teachers to provide targeted programs and interventions to enhance

through Project ERHASER.

attitude, and confidence in reading.

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

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

IV. ACTION RESEARCH METHODS

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

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

the facilitators for the Project ERHASER.

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

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

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

c. DATA ANALYSIS PLAN

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

frequency count will be used.

used to interpret the computed data:

Very Good 3.50 – 5.0

Good 2.50 – 3.44

Poor 1.00 – 2.44

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