1

CHAPTER 1

BACKGROUND OF THE STUDY

Reading is the act of looking at printed words and

understanding or comprehending what they are saying, or the

act of saying those words out loud or of interpreting those

words. An example of reading is when you look at a book and

the words in it and understand the story. Major purposes for

reading include to learn, to be entertained, or to further

your understanding of something. Some of the advantages of

reading include gaining a deeper understanding of a text,

increasing reading comprehension, expanding your vocabulary,

and improving your own writing skills.

One of the advantages of reading is that it engages

various parts of your brain. When you read, you exercise

your comprehension abilities and your analytical abilities.

It fires up your imagination and stimulates the memory

centers of your mind. It helps recall information as well as

stabilize your emotions. The importance of a reading habit

is that it strengthens mental muscles. Reading is one of the

best mental workouts there is. It’s been found that regular

mental stimulation can slow down and possibly even prevent

diseases like Alzheimer’s and dementia. Reading keeps the

mind agile and young (Harrapa 2020)

 2

The statement above shows that reading is one of the

most important skills in English than an individual must

need to master. It is a toll subject for it is prerequisite

of all learning areas. It serves as a gateway to every

student to learn the different subject because students have

a difficulty in reading, he may encounter also difficulties

in all subject areas.

One of the major concerns among primary grades is the

difficulties in reading. Lack of reading skills may hinder

student’s learning and development. According to Balinbin

(2020), only 29% of grade 5 students in the country are at

the level where they able to read “read a range of everyday

texts, such as simple narratives and personal opinions, and

begin to engage with their meanings. The difficulty in

reading is evident specially among elementary grades.

(Aggabao and Rivera, 2020 pointed out that grade 5 pupils

had difficulties on word recognition and reading

comprehension. They tend to mispronounce English words and

their behavior affects their performance while reading.

Reading as a whole is very important, it is a means of

communication and of information and ideas. Aracelo (1994)

as cited by Panerio (2008) reported that “85% of the things

that people do involve reading”. Individuals read street

 3

signs, advertisements, menus in restaurants and recipes from

cook books, dosage of medicine and others. Moreover, reading

is the foundation of academic success and life learning. One

article from Philippine Star (2010) states that: “The

undeniable fact remains that majority of Filipino students

do not possess the ability and motivation to read. Due to

the fast-evolving world and changing technology, it cannot

be denied that sometimes reading is taken for granted”. The

Programmed for International Student Assessment (PISA)

Results from PISA 2018 revealed that reading is among the

areas that fifteen-year-old students in the Philippines

scored lower than those in majority of the countries and

economies that participated in PISA 2018.

In this study, the researchers want to determine the

effectiveness of utilizing the student achievement in

reading collection program (STAR) in improving the Reading

skills among Grade 5 Learners of Our Lady of the Pillar

College- San Manuel Incorporated.

The difficulty in reading is evident specially among

elementary grade pupils some of them experience unfamiliar

words, mispronunciation, etc.

 4

The STAR structures and practices include: practice

evidence-based reading instruction for intermediate level

learners, conduct diagnostic assessment, develop a daily

STAR routine, plan and deliver instruction in fluency,

grammar, pronunciation, vocabulary, and comprehension.

THEORETICAL FRAMEWORK

Using Structural Equation Modeling, this study examined

the measurement and structural relations of the rate and

accuracy of variables important in early reading: phonemic

blending, letter sounds, phonograms, decoding, single-word

reading, reading comprehension and text reading as well as

reading comprehension among second grade readers. The

effects from phonemic blending fluency and letter sound

fluency to decoding were completely mediated by phonogram

fluency, decoding fluency, single-word reading fluency, and

reading comprehension had direct effects on the text reading

fluency of the second-grade students. In the book of Stages

of Reading Development, Chall described six stages of

development. Stage 0, up to age 6, is a pre reading stage

that is characterized by the growth in knowledge and use of

spoken language. Increasing vocabulary, use of words and

syntax is apparent. Most children also acquire some

 5

knowledge of print at this stage. They may, for example,

learn the names of the letters of the alphabet and learn to

print their own name and some letters not in their names.

Although much of their reading may best be described as

“pretend reading,” most children do learn to hold the book

right-side up and turn the pages. Some may learn to point at

a word. These reading theories support this study upon using

the effects of star collection program in improving the

reading skills of grade 5 pupils.

CONCEPTUAL FRAMEWORK

STAR collection The Workforce Innovation and

Opportunity Act (WIOA) requires that programs provide

students with the appropriate combination and level of

essential components of reading instruction, based on the

results of their individual diagnostic assessment and

ongoing formative assessments. STAR is a nationally

developed professional development reform initiative focused

on building the reading skills of intermediate level adult

learners (i.e., grade level equivalent or GLE 4-8) in the

essential components of reading instruction: fluency, and

vocabulary.
 6

Using STAR COLLECTION PROGRAM will help poor readers to

develop their reading skills and it also boost extrinsic

motivation for them in giving star on their output that

serves as reward. The aim of the study is to investigate the

effects of STAR as an intervention reading program to

improve the reading skills of Grade 5 pupils.

Questionnaires, rubric, and observation forms will be used

in gathering the data. The researchers will conduct a 1

quarter intervention implementing the STAR Instructional

activities and strategies.

The action research Student Achievement in Reading

activities (STARS) was Implemented over an eight-week

period. To gather baseline data and to assess student

progress over the course of the study, Analysis of the data

collected suggests that the students who were put through

the STARS program showed greater gains in reading

comprehension than the students in the control group.

 7

RESEARCH PARADIGM

OUTCOME
PROCESS
Improve
Implementat
ion of
the
student reading
achievement skills of
INPUT
in reading OUTPUT grade 5
Score in program. pupils as
the pre (STAR) a result
reading Score on of
Administrat
assessment ion of pre-
post-test implementa
of grade 5 reading tion of
students assessment student
achievemen
Administrat t in
ion of post
reading
reading
assessment
program
(STAR).
 8

STATEMENT OF THE PROBLEM

This study aims to make an action plan to improve the

reading skills of Grade 5 pupils in Our Lady of the Pillar

College- San Manuel, Inc. through the use of Student

Achievement in reading collection program (STAR).

Specifically, it seeks to answer the following questions.

1. What is the level of reading skills of Grade 5

pupils?

2. How is the reading of Grade 5 after the

implementation of STAR collection program?

3. Is there an improvement in students reading skills

in using the star collection program (STAR)?

4. How can STAR collection strategies be utilized to

develop a reading program for Grade 5 pupils?

ASSUMPTION

This action research aims to improve the reading skills of

the Grade 5 pupils in Our Lady of the Pillar College- San

Manuel, INC. Through STAR COLLECTION PROGRAM the students

 9

will become motivated and it will boost their confidence in

reading. All respondents will cooperate on the STAR

COLLECTION PROGRAM.

SCOPE AND DELIMITATIONS

This action research will be conducted in Our Lady of the

Pillar College- San Manuel, Inc.

The respondents of this action research where the pupils

from Grade 5 during the school year 2021-2022. This action

research is limited to Grade 5 pupils only and is not

conducted to other pupils of the school.

The study will identify the level of reading skills of Grade

5 pupils in Our Lady of the Pillar College- San Manuel, Inc.

through reading assessment. Hence it will describe the

development of students’ reading after implementing the star

collection program. It will be conducted in a quarter-long

intervention in implementing the star collection program in

the classroom.

SIGNIFICANCE OF THE STUDY

The aim of this action research is to investigate the

effects of STAR collection program to improve the reading

 10

skills of grade 5 pupils. This study will benefit the

following:

School- the data created by this study will be used to

inform administrators about the state of students reading

skills, which provide quality education to students and

school.

Students- this action research will help students to develop

their interest toward reading and appreciate the importance

of reading in their daily lives.

Researcher- the result of this action research can serve as

basis for further study on teaching learning activities and

students reading performance.

DEFINITION OF TERMS

Comprehension- is the understanding and interpretation of

what is read. To be able to accurately understand written

materials.

Comprehensive Assessment of Reading Strategies (CARS)- CARS

focuses on the 12 key reading strategies to improve

students' reading ability: finding main ideas, recalling

facts and details, understanding sequence, recognizing

cause and effect, comparing and contrasting, making

predictions, finding word meaning in context, drawing

 11

conclusions and making inferences, distinguishing fact from

opinion, identifying author's purpose, interpreting

figurative language, and summarizing.

ESL student. student whose primary language or languages of

the home, is other than English and would require

additional English language support to develop reading,

writing, listening and speaking skills.

Fluency. Fluency is defined as the ability to read with

speed, accuracy, and proper expression. In order to

understand what they read, children must be able to read

fluently whether they are reading aloud or silently. When

reading aloud, fluent readers read in phrases and add

intonation appropriately.

PISA. the Program for International Student Assessment

(PISA) is an international assessment that measures 15year-

old students' reading, mathematics, and science literacy

every three years.

Reading. it will be used to determine the reading skill of

the respondent before and after the star collection

program.

Vocabulary. the words in a language or a special set of

words you are trying to learn.

 12

Students Achievement in Reading. The STAR (Student’s

Achievement in Reading) vision is to establish structures

and practices at the classroom, program, and state levels

to support evidence-based reading instruction that result

in increased learner outcome.

WIOA. Workforce Innovation and Opportunity Act is a federal

law that helps youth and adults access employment training

and support services.

 13

CHAPTER 2

REVIEW OF RELATED LITERATURE

This review literature being conducted to explore and

know about the reading skills of Grade 5 pupils through star

collection program which has been studied by researcher

during the outbreak Covide-19 pandemic. This review

summarizes some of the existing research on a perceive

utility of the effects of star collection program in

improving the reading skills of grade 5 pupils. All concept

and discoveries presented in this review will be used as a

reference for establishing connections of the studies on the

existing research problem regards to the study.

FOREIGN LITERATURE

Jesson and Limbrick (2014) found that students who

receive Reading Recovery intervention continue to be at risk

and require monitoring by teachers to ensure that their

 14

skills continue to be at par with their peers. As well, a

school focus on literacy, home-school connections and

communication, high levels of literacy expectations for all

students, and collective responsibility by all staff are all

necessary for Reading Recovery students to sustain their

reading skills post-intervention. Martin (2011), a classroom

teacher, observed that families of her students wanted to

help their children academically at home, but were often

frustrated due to lack of skills and understanding how to

help. From this observation, Martin conducted a study to

determine how to remove the barriers that inhibit parental

support of a child’s reading development at home.

She determined that in order for home reading to be

effective, giving parents easy-to understand directives,

academic support, and the necessary tools is essential.

Giving parents specific guidance for homework removes the

barrier that inhibits parental support. For students who

require an even more intensive reading intervention; Reading

Recovery is available in many schools. Reading Recovery is

designed to accelerate a student’s literacy skills. It takes

place through intensive, daily, one-on-one instruction and

includes a nightly home reading component. Daily lessons are

30 minutes in duration and have three sections: (a) Familiar

reading and a running record, (b) alphabet, word work, and

 15

writing, and (c) introducing and reading a new book. Each of

the three segments of a lesson receives equal amounts of

emphasis and time (10minutes.Students selected for Reading

Recovery are in the lowest achieving 20% of grade 1 students

within the school. This is determined through standardized

assessments from an Observation Survey of Literacy

Achievement.

SYNTHESIS

Jesson and Limbrick (2014) found that students who receive

Reading Recovery intervention continue to be at risk and

require monitoring by teachers to ensure that their skills

continue to be at par with their peers. For students who

require an even more intensive reading intervention; Reading

Recovery is available in many schools. Reading Recovery is

designed to accelerate a student’s literacy skills. It takes

place through intensive, daily, one-on-one instruction and

includes a nightly home reading component. Daily lessons are

30 minutes in duration and have three sections: (a) Familiar

reading and a running record, (b) alphabet, word work, and

writing, and (c) introducing and reading a new book.

FOREIGN STUDIES
 16

DeBruin-Parecki et al. (2015) states that reading

enables students to become independent in comprehending

complex text structures while improving their proficiency in

academic and professional skills. Successful readers tend to

have a higher extent of comprehension as they are able to

create connection between different ideas, understand

complex notions and reflect on the information

simultaneously while reading. Hence, educators are required

to implement educational strategies that promote critical

thinking and pre-reading to develop comprehension skills in

students (Javed et al., 2015.Gorsuch et al. (2015) infers

that reading provides input to educators regarding the

extent of language acquisition and proficiency in ESL

learners. However, the major challenge resides in intriguing

learners to engage in reading activities as lack of reading

fluency.

SYNTHESIS

DeBruin-Parecki et al. (2015) states that reading enables

students to become independent in comprehending complex text

structures while improving their proficiency in academic and

professional skills. Successful readers tend to have a

higher extent of comprehension as they are able to create

connection between different ideas, understand complex

 17

notions and reflect on the information simultaneously while

reading.

LOCAL LITERATURE

Although, remediation for struggling readers has been

practiced in the Philippines for decades, its optimization

has reached its prime only through the Department Order (DO)

45, series of 2002– Reading Literacy Program in the

Elementary Schools and DO 27, s. 2005 – Remedial Instruction

Programs in High School of the Philippine Department of

Education (DepEd). However, from the peer review of Gatcho

and Bautitsta (2019), In the Philippines, the problem of

students in reading is a persisting issue. In fact, studies

reveal that the reading problems of Filipino students seemed

to be perennial (Alayon, 2014; Habagat & Rizon, 2012;

Lalunio, 1994; Miguel, 2007; Montalban, 2010; Umali, 2016).

The practice of remedial reading has been in the limelight

for a long time in the Philippine education sector.

 18

In addition, the result of National Achievement Test in

Grade 10 on 2017, the subject area English has a mean

percentage score of 43.01 which indicates a very low score.

Other than that, Programme for International Student

Assessment (PISA) shows that the Philippines scored lowest

among 79 participating countries in reading comprehension.

In the 2018 PISA, reading was the primary subject assessed

among 15-year-old students. The Philippines earned a reading

score of 340, which were about 200 points lower than China

(555) and over 100 points worse than the OECD average (487).

Moreover, the United Nations Educational, Scientific, and

Cultural Organization (UNESCO) claims that Literacy

transitions are linked to educational

advancement, similarly, the formalization and growth of the

educational system, as well as its success in achieving its

core purpose of strengthening students' literacy abilities,

can be ascribed to improved literacy rates in the country.

SYNTHESIS

The Department Order (DO) 45, series of 2002– Reading

Literacy Program in the Elementary Schools and DO 27, s.

2005 – Remedial Instruction Programs in High School of the

Philippine Department of Education (DepEd). However, from

 19

the peer review of Gatcho and Bautitsta (2019), In the

Philippines, the problem of students in reading is a

persisting issue. In fact, studies reveal that the reading

problems of Filipino students seemed to be perennial

(Alayon, 2014; Habagat & Rizon, 2012; Lalunio, 1994; Miguel,

2007; Montalban, 2010; Umali, 2016). The practice of

remedial reading has been in the limelight for a long time

in the Philippine education sector.

LOCAL STUDIES

Reading is an important facet of the literacy

enhancement of an individual. Studies in reading

comprehension and the variables affecting it are considered

important because society gives much importance to reading

and demands higher literacy rates. While there is a plethora

of research on reading motivation among learners, there is a

scarcity of studies that deal with reading motivation among

learners with physical disabilities. Hence, the present

study aimed at investigating the link between the Filipino

deaf learners’ reading motivation and reading activity and

comprehension of English texts. The researchers used Parault

and Williams’ (2010) Reading Activity Questionnaire and

Motivation for Reading Questionnaire (MRQ) as instruments to

answer the research questions. The results of the study

 20

revealed that there is no significant relationship between

reading motivation of deaf learners and their reading amount

and text comprehension. Nonetheless, the study may have

implications for the current deaf bilingual literacy

curricula in local schools, particularly in addressing

Filipino deaf bilinguals’ motivation for reading.

SYNTHESIS

Reading is an important facet of the literacy enhancement of

an individual. Studies in reading comprehension and the

variables affecting it are considered important because

society gives much importance to reading and demands higher

literacy rates. The researchers used Parault and Williams’

(2010) Reading Activity Questionnaire and Motivation for

Reading Questionnaire (MRQ) as instruments to answer the

research questions. The results of the study revealed that

there is no significant relationship between reading

motivation of deaf learners and their reading amount and

text comprehension.
 21

Chapter III

This chapter presents the research design, research

locale, respondents of the study instrumentation,

validation, data gathering procedure, statistics, data

analysis.

RESEARCH DESIGN

This study determines the impact of STAR COLLECTOPN

PROGRAM to improve the reading skills of Grade 5

pupils of OLPC-SMI, INC at District #3 San Manuel, Isabela.

The qualitative research design involves collecting and

analyzing non-numerical data (e.g., text, video, or audio)

to understand concepts, opinions, or experiences. It can be

used to gather in-depth. Insight into a problem or generate

 22

new ideas. (Bhandari prita. 2020. Since this study measured

non-numerical data- a qualitative design is suited. Data

will be gathered twice before and after implication of the

said strategy (STAR COLLECTION PROGRAM). The outcome will be

evaluated through the use of the reading criteria.

RESEARCH LOCALE

The study will be conducted in Our lady of the Pillar

College – San Manuel. The respondents will be observed and

assesed in their houses or any comfortable place that the

respondents will choose to. These respondents will be

observed and asses via online platform (Google meet). The

study will be conducted in the third quarter of the year

2022-2023.

RESPONDENTS OF THE STUDY

The subjects of this action research are the Grade 5

pupils of Our Lady of the Pillar College- San Manuel, Inc.

There are 14 pupils, 5 boys and 9 girls.

 23

INSTRUMENTATION

The researcher will use reading text with questionnaire

for pre-reading assessment and post reading assessment after

the implementation of Student Achievement in reading

collection program (STAR)

The researcher will use a series of reading text

passage with 10 questions to improve the reading skills of

Grade 5 pupils.

The tool that will be used in this study is reading

criteria to determine the level of reading skill of Grade 5

pupils from pre and post reading assessment in terms of

fluency, vocabulary, grammar and pronunciation, in Our Lady

of the Pillar College- San Manuel, Incorporated.

VALIDATION

The researcher will use the reading material and

question of Mrs. Hart's 5TH GRADE CLASSROOM. This reading

material and question is validated because it is use by ST

PATRICK SCHOOL.

DATA-GATHERING PROCEDURE
 24

The researcher will present a letter of approval to the

principal and the resource teacher of Grade 5 pupils in

OLPC-SMI to ask permission to conduct a study under the

school premises.

Researcher will communicate to the resource teacher

about when the program will take place, also to get the link

of the online platform to be used, and to inform parent

about the program.

Student Achievement in Reading Collection Program

Step 1

Researcher will implement the Student Achievement in

Reading Collection program (STAR).

Step 2

Researcher will conduct the Pre-reading assessment for

grade 5 student to determine their current reading level.

The reading skill will be analyzed through the use of

the solom criteria and the scores in their reading quiz.

Step 3

Researcher gives every student a copy of reading

selection (it is a reading manual that can assist in

developing their reading skill.) His/ Her parents will give

 25

a Star in the copy of his/her reading manual every time the

student read and answer the reading material.

Step 4

Researcher will conduct the post-reading assessment for

grade 5 student to determine if there are changes or and to

find out the effectiveness of the student achievement in

reading collection program (STAR).

The reading skill will be analyzed through the use of

the solom criteria and the scores in their reading quiz.

Step 5

Compute the difference in the pre-reading assessment

and post reading assessment.

To find the students’ improvement in their score from

pre-test and post-test by using the formula as follows:

x2 −x1
P = ×100
x1

Where: 

P = Percentage of

x 1 = Pre-test mean score

x 2 = Post-test mean score

100 a constant value

 26

STATISTICAL TREATMENT

Scoring Method (Percentage) 

To assess the comprehension ability of Grade 5 pupils. The

researcher will do the Reading Comprehension test by using

the formula: 

n
S= x 100
N

Where: 

S = students’ score

n = number of correct answers

N = number of test items 

100 is a constant value Mean Score?

Mean Score

To find out the mean score of the students’ test,

the researcher will uses the formula:

 27

Σx
x=
N

Where: 

x = Mean Score

∑X = Total Score 

N  = the Number of Students

To find the students’ improvement in their score from

pre-test and post-test by using the formula as follows:

x2 −x1
P = ×100
x1

Where: 

P = Percentage of

x 1 = Pre-test mean score

x 2 = Post-test mean score

101 a constant value

Calculating the mean score of difference between pre-test

and post-test by using the following formula:

∑D
D=
N

Where: 

D= The mean score of difference

 28

∑D= The total scores of difference between pre-test

and post-test (x2-x1)

N= Total sample

DATA ANALYSIS

A conclusion will determine the changes in the reading

skills of grade 5 pupils. The data will be analyzed by

comparing the pre, and post reading skills of grade 5 In

terms of vocabulary, grammar , fluency, and pronunciation

before and after implementing the student achievement in

reading collection program (STAR) through the use of the

scores according to the criteria.

Numerical Value Description range

5 excellent 18-20

4 Very good 14-17

3 good 10-13

2 fair 6-9

1 poor 0-5
 29

For the comprehension skill statistical treatment is needed.

REFERENCES:

1. https://www.bworldonline.com/filipino-students-

fallingbehind-in-reading-writing-levels-in-southeast-asia/

2.https://harappa.education/harappa-diaries/importance-

ofreading/

3.https://www.scirp.org/journal/paperinformation.aspx?paper

id=109033

4. https://tigertuesday.com/poor-reading-comprehension/

5.https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article

=1062&context=education_masters

6. file:///C:/Users/MICHAEL%20FRANCIS/Desktop/local_media279

6358146674357503.pdf

7. https://www.readingrockets.org/helping/target/

fluency
 30

8. https://www.merriam-webster.com/dictionary/

alphabetic

9.https://study.com/academy/lesson/why-do-we-read-

purposesadvantages.html#:~:text=Some%20of%20the%20advantages

%20of,y our%20understanding%20of%20a%20text.

10.https://study.com/academy/lesson/what-is-

readingdefinition-process.html

11. https://nces.ed.gov/surveys/pisa/

12. https://www.vocabulary.com/dictionary/vocabulary

13.

https://www.readingrockets.org/helping/target/comprehension

14.

https://www.gov.nl.ca/education/files/k12_curriculum_guides

_esl_esl_student.pdf

15.

https://newlearningonline.com/literacies/chapter-15/chall-

on-stages-of-reading-development

16.https://connect.academics.education/index.php/mjselt/

article/view/53?

fbclid=IwAR3fXbi_yMmBrbSDYwMAX0DJl5Og2h2hAGadIsr7iAC2NSmSeFX

QI7_gX3c
 31

17.https://www.researchgate.net/publication/

228251986_Improving_Reading_Skills_by_Encouraging_Children_t

o_Read_A_Randomized_Evaluation_of_the_Sa_Aklat_Sisikat_Readi

ng_Program_in_the_Philippines?

fbclid=IwAR27X_shCQq_SpbXYbKOnXz2TQUU6CHE6EsSpXAx5YZ3vEFENGp

Fdn7OMBg

18.https://www.google.com/url?

sa=t&source=web&rct=j&url=https%3A%2F%2Ffiles.eric.ed.gov

%2Ffulltext

%2FEJ1266182.pdf&ved=2ahUKEwjC68qulOX0AhVUBd4KHQ0NAQ4QFnoECA

UQAQ&usg=AOvVaw0F6jgGA9wRurAJ85zM00_6&fbclid=IwAR296elvlurFc

bAwxtQ-zO5YYBW95_uJO8wo0poUjqZnslkXjNM6JD3YqVU

19. https://link.springer.com/article/10.1007/s11145-010-

9283-6?

fbclid=IwAR3RMwL_JvSEaNP3wocxkr_i7YzQTIZglP768gThioQIiiTL9Qr

X0zYPNmM

20.https://files.eric.ed.gov/fulltext/EJ1230713.pdf?

fbclid=IwAR1T8TsE2jDfiGjELXpiFSzChNZ7P_o92msAUgKg-

yt5a88DZVgL_c89W_k

21.https://link.springer.com/article/10.1007/s11145-010-

9283-6?fbclid=IwAR09a_Hmuw8TkU2P7GJ8rorwsQAONbPmbjJWNz-gSSd-

HkS0WcmK35zeiII
 32

22. https://teachingmattersamy.weebly.com/reward-systems.htm

23,http://mrshart5sps.weebly.com/reading-comprehension.html?

fbclid=IwAR3_XHZ1snuJtSoHVwHj8OvMsPvxvtjkpDC6d1Mqgt-

GAOvALcU89v_M6bU

CRITERIA
33