Beced3 Group 1

CVE COLLEGES, INC.
Page
DEPARTMENT OF TEACHER EDUCATION 1
ADDRESSING THE READING PROGRAM STRATEGIES FOR GRADE 1 PUPILS
OF PAGBILAO WEST ELEMEMTARY SCHOOL THROUGH PROJECT
SPECIALIZED CURRICULUM ASSISTING LEARNERS IN ENHANCING
READING SKILLS (S.C.A.L.E.R.S)
A Research Study Presented to
The Faculty of Teacher Education of
CVE Colleges Inc. Pagbilao, Quezon
In Partial Fulfillment
of the Subject Research in Early Childhood Education (MS19)
Lucila, Ma. Celle M.
Rivarez, Christine Joy R.
Vilela, Joeralyn P .
July 2021
CVE COLLEGES, INC. Page
APPROVAL PAGE
In partial fulfilment for the requirements for the Degree of Bachelor of Early
Childhood Education, this research paper entitled “ADDRESSING THE READING
PROGRAM STRATEGIES FOR GRADE 1 PUPILS OF PAGBILAO WEST
ELEMENTARY SCHOOL THROUGH PROJECT SPECIALIZED CURRICULUM
ASSISTING LEARNERS IN ENHANCING READING SKILLS (S.C.A.L.E.R.S)” has
been prepared and submitted by Ma. Celle M. Lucila, Christine Joy R. Rivarez, and Joeralyn
P. Vilela who are hereby recommended for approval and acceptance.
MR. GILBERT C. ALVA, MA. Ed.

Research Adviser
Approved by the Oral Defense Committee on _________________ with a final rating

of __________________.
________________________
Chairman
___________________________ _________________________
Member Member
================================================================
Accepted in partial fulfilment of the requirements for the degree of BACHELOR OF
EARLY CHILDHOOD EDUCATION.
DR. GENOVEVA A. VERDAGUER

Dean, College of Teacher Education
ACKNOWLEDGEMENT
This research would not have been possible without the guidance and help of several
individuals who in one way or another contributed and extended their valuable assistance in
our preparation and completion of this research.
First and foremost, our utmost appreciation to our Research Adviser, Mr. Gilbert C.
Alva who gave us the opportunity to do this study and for his professional guidance in which
is very useful in the days to come.
To our classmates and educators for their help and guidance to complete and finish
the study, despite the distance, they have thoroughly sent their advice and motivation to give
strength that is truly helpful to us.
We would like to express also our special thanks of gratitude to our beloved family
who supported us morally and financially especially to our beloved parents who are always
ready to support and provide all our needs to finish our study.
Last but not the least the, one above all of us, our Almighty God, for answering our
prayers and for giving us the strength and wisdom, to make this research possible, thank you
so much Dear God.
"Thanks again to all who helped us. God bless us forever!"

DEDICATION
This research is humbly dedicated to our family and friends. A special feeling of
gratitude to our loving parents, whose words of encouragement and give support to our
financial, moral and motivation in fulfilling our dreams and accomplishing this research
successfully.
This research is also dedicated to the person who had been such an inspiration and
motivation to accomplish our work, Mr. Gilbert Alva our research adviser who
wholeheartedly shared his knowledge and experiences that motivated us to finish our study.
We also dedicate our research to tour students, friends and who will need our work
for their future study, so it can help them to have a guide and inspiration to motivate them.
MCML
CJRR
JPV
TABLE OF CONTENTS
Title Page............................................................................................................................1
Approval Sheet..................................................................................................................2
Acknowledgement.............................................................................................................3
Dedication..........................................................................................................................4
Table of Contents..............................................................................................................5
List of Figures...................................................................................................................7
List of Tables.....................................................................................................................8
Abstract..............................................................................................................................9
I. Introduction..........................................................................................................10
II. Research Questions..............................................................................................11
III. Research Hypothesis............................................................................................11
IV. Significance of the Study.....................................................................................12
V. Brief Review of Related Literature and Studies..................................................13
VI. Research Paradigm..............................................................................................18
VII. Scope and Limitations.........................................................................................18
VIII. Research Methodology........................................................................................19
Research Design........................................................................................19
Research Local..........................................................................................19
Respondents of the Study...........................................................................19
Research Instrument...................................................................................20
Data Gathering Procedure..........................................................................20
Statistical Treatment of Data......................................................................21
Ethical Consideration.................................................................................21
IX. Results and Discussion.......................................................................................22
X. Conclusions.........................................................................................................24
XI. Recommendations..............................................................................................24
Appendices........................................................................................................................25
1. References.........................................................................................................26
2. Research Output...............................................................................................27
3. Research Instrument........................................................................................30
4. Letters...............................................................................................................33
5. Curriculum Vitae.............................................................................................34
LIST OF FIGURES
Figure 1. Reading Program Strategies and Reading Proficiency of
Grade 1 Pupils in Pagbilao West Elementary School…………..…………………….. 7

LIST OF TABLES
Table 1. Filipino Grade 1 Reading Proficiency ……………………………………………. 11

ABSTRACT
Name of Researchers : Ma. Celle M. Lucila

Christine Joy R. Rivarez
Joeralyn P. Vilela
Title of Research : Addressing the Reading Program Strategies

for Grade 1 Pupil of Pagbilao West
Elementary School through Project
Specialized Curriculum Assisting Learners in
Enhancing Reading Skills
Research Adviser : Mr. Gilbert C. Alva, MA. Ed.
Date : July 2021
This study aimed to determine the importance of Reading Program Strategies. The
researchers ponders that, reading is one of the most important skills in language learning
process. The students were able to exert the strategies if they are provided to them
appropriately by their school teacher. Therefore, the students are motivated by using these
strategies. To achieve the purpose of the study, the researchers designed an experimental
method for learners as a tool for data collection. The sample of study consists of (75) pupils,
selected from Pagbilao West Elementary School. The findings of the study indicate the result
of reading proficiency level of grade 1 pupils in Pagbilao West Elementary School. In this
case, the schools and facilitators should focus on the enhancement of reading proficiency
level of pupils.
INTRODUCTION
Reading skills are necessary for a person to be able to learn from texts and are
essential for lifelong learning. An effective way to understand texts thoroughly is to use
reading strategies. Students do not usually learn reading strategies incidentally therefore, they
must be taught directly. Hence, teachers should focus on teaching reading strategies (Koch &
Spörer, 2016). On the other hand, the researchers wanted to investigate whether participants
would benefit from the intervention in terms of improving their own reading skills.
Therefore, the intervention that the researchers implemented was designed to determine how
to apply and how to teach reading strategies.
However, not every student acquires reading skills at the same rate. For the reason
that, some students encounter difficulties such as reading proficiency, poor comprehension,
repetitive reading, word repetition and lack of intervention program. This paper will address
the following questions: 1) How can reading proficiency be characterized? 2) What kind of
intervention program will be implemented? 3) What are some of the effective strategies to
use? Therefore, these problems need to examined more in detailed. The problems that the
Project S.C.A.L.E.R.S encountered are, the number of non-readers or not yet ready pupils
reading skills and no mastery of the sounds of the letters.
The Project S.C.A.L.E.R.S aims to employ some of the best strategies for the
students and to seek help from others. Also, to remedy the reading problems, develop reading
skills and finding effective interventions for Grade 1 Pupils of Pagbilao West Elementary
School.
Research Question
The focal point of this study was to address the reading program strategies for
grade 1 pupils of Pagbilao West Elementary School.
Specifically it sought answer to the following questions:
1. What is the reading proficiency level of selected learners before the implementation
of project S.C.A.L.E.R.S?
2. What is the reading proficiency level of selected learners after the implementation of
project S.C.A.L.E.R.S?
3. What are the challenges encountered in the implementation of project S.C.A.L.E.R.S?
4. Is there a significant difference in the reading proficiency level of learners before and
after the implementation of the project S.C.A.L.E.R.S?
Hypothesis
There is no significant difference between the reading proficiency level of the
selected learners before and after the implementation of the Project S.C.A.L.E.R.S.
Significance of the Study
This study is significant to the following Pagbilao West Elementary School:
To the Pupils. The significance of this study to the pupils are they can able to read, literate,
and prepare in the society that requires high-level uses of text.

To the Teacher. The significance of this study is they will be able to easily assess reading
proficiency and teachers bring their expertise to their classroom and shape the minds of
students within their classroom.
Future Teacher. The significance of this study is to identify problems and integrate
informational reading proficiency into their program.
Future Researcher. The significance of this study is to help future researchers to become
more knowledgeable and better analyst in the future.

REVIEW OF RELATED LITERATURE AND STUDIES
According to Mangun 2019 the importance of reading is that we raise our youth to
become skilled readers. Let’s bring back the culture of reading in our homes and classrooms.
Let’s start them young because it helps build strong foundations for their future. Regularly
replace the electronic gadgets with an actual book, the voice over with an actual person
telling a story. Let’s help the country raise smart readers, one child, one book, one home at a
time.
Effectiveness of reading program Reading programs in developed countries, most
programs focus on either improving reading frequency, enhancing reading instruction, or
both. For instance, Friedlander and Goldenberg (2016) found that there was a positive impact
students’ reading achievement when reading programs both gave books and delivered
effective reading instruction. Research evidences show the effectiveness of reading programs
established in developing countries (Friedlander & Goldenberg, 2016)
According to Pagbilao West Elementary School Facilitators the strategies of
PROJECT S.C.A.L.E.R.S are First, is to develop reading materials in line or appropriate to
their reading abilities. Second, is the use of marungko in the development of reading
materials. Third is sending videos for sound recognition and mastery. Fourth is assisting
parents in teaching phonemes or letter sounds. Lastly, is the weekly orientation of parents on
handling their children’s behavior.

According to Keyser 2021, “The more you read, the more things you know. The more
that you learn, the more places you’ll go.” This is a famous quote by Dr Suess. And it’s
100% accurate. The importance of reading skills cannot be stressed enough. As a teacher, I
often find that when I express my concern about a child’s reading ability and comprehension
to parents, particularly at around the age of 10, parents are quite taken aback and I’m greeted
with “but they’re so young, give them a chance.” When a teacher shows concern in this area,
it is with due cause. Reading is fundamental in helping us find and convey information. It’s
an essential skill that’s developed at a very young age. Here’s why reading is beneficial to all
of us, and how the importance of reading comprehension is essential to understanding the
world around us.
Reading proficiency is the essential skill required for academic success, especially
after the third grade. Students are expected to be readers at the end of third grade, so reading
instruction time is diminished or eliminated in favor of other disciplines. From fourth grade
on, most information is derived from written sources: textbooks, notes, online sites, etc.
Consequently, any fourth-grade student who is still at the basic level will struggle with
lessons in science and history, for example. While they will be able to cite details in their
texts, they may not be able to draw conclusions or evaluate the significance of what they are
reading. As these students move up in grade level, the amount of reading will increase, and
the texts will be more complex. Without assistance, these students will struggle and continue
to fall further behind. (Ellen, 2019)

According to Minero (2019), there are better alternatives to round-robin and popcorn
reading: “Of the 30-odd studies and articles I’ve consumed on the subject,” says Todd Finley,
a professor of English education, “only one graduate research paper claimed a benefit to
round-robin reading or its variations.” It simply doesn’t benefit students to have poor fluency
skills and pronunciation modeled, and asking students to take turns reading aloud in front of
the whole class can stigmatize struggling readers. Choral reading—when the teacher and
class read a text aloud together—takes the spotlight off of struggling readers while
encouraging them to participate. Research suggests that it improves reading fluency, expands
vocabulary, and increases students’ confidence.
According to Mullan & Nugent (2019), NEPS has produced a resource that explores
effective teaching in the Early Years, and this resource, A Balanced Approach to Literacy
Development in the Early Years, contains in-depth information about best practice in the
teaching of early literacy skills. This resource also gives an overview of all the elements
needed for effective reading instruction. Teachers working with struggling readers who are at
a very early stage of development, may find some of the resources particularly helpful. It is
acknowledged that Early Years education is crucial for the early development of language
and literacy skills. There have been recent developments in quality-assuring the Early Years
sector in Ireland and the DES Inspectorate now have a particular focus on early literacy in
Early Childhood Care and Education (ECCE) settings. It is clear that the following elements
should all form part of an effective programme. An emphasis on oral language is to include
vocabulary development. Learning of the sight vocabulary. The explicit teaching of
comprehension strategies. To those who struggle to read, there is a risk that the main purpose
of being able to read becomes lost. The desired outcome is that children not only can read,
but want to read. For this reason, reading needs to be motivating and meaningful.
Additionally, metacognition is an important aspect of the learning experience. The goal of
intervention is that the child becomes a constructive learner, learns how to learn and becomes
a self-regulated learner.
According to Aydogmus (2021), Metacognitive reading strategies are used before, during
and after reading, and raise awareness of the reading process. These strategies are crucial for
the individual to be able to regulate their reading processes, to realize and remedy their
deficiencies, and to be effective in the process of reading, comprehending and learning.
Reading strategies enable the individual to become more active in their own reading and
comprehension processes, which, in turn, encourage them to make more informed, conscious
and critical readings and improve their attitudes towards and interest in reading. The aim of
this study is to determine the relationship between prospective teachers' metacognitive
reading strategies and reading motivation. The study also examined whether metacognitive
reading strategies and reading motivation differ in terms of gender, department, academic
success and reader type. The study presents a screening model and has a relational nature.
217 students from different classes and departments were included in the study. Data were
collected using "Metacognitive Reading Strategies Scale" and "Adult Reading Motivation
Scale". Descriptive statistics such as arithmetic mean, standard deviation, and t test,
unidirectional variance analysis and correlation analysis were used to analyze the data. As a
result of the research, it has been determined that there is a positive significant relationship
between pre-service teachers' reading motivations and metacognitive strategy use. In

addition, it was found that the use of metacognitive strategies differed significantly
depending on the department and reader type and reading motivations depending on gender,
academic success and reader type.

FIGURE 1: PARADIGM OF THE STUDY
The major concept of the study was focused on the reading program strategies and
reading proficiency of Grade 1 Pupils in Pagbilao West Elementary School.
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Reading Program Strategies Pre-test
Project S.C.A.L.E.R.S Post-test
Scope and Limitation
The purpose and specific objectives of the study is to address reading skills of among
Grade 1 Pupils. The research design that was used was Quasi-Experimental. The study was
conducted in Pagbilao West Elementary School. The target respondents and participants of
this study were Seventy-five (75) Pupils. The duration of the study was March 19, 2021-June
2021 during which the researchers collected the data.

RESEARCH METHODOLOGY
Research Design
The specific method of research that the researchers used in conducting research is
the Quasi-Experimental method. According to Abraham & MacDonald (2011) stated Quasi-
experimental research is similar to experimental research in that there is manipulation of an
independent variable. It differs from experimental research because either there is no control
group, no random selection, no random assignment, and/or no active manipulation.
Research Locale
The location of the study was in Pagbilao West Elementary School which is located
in Brgy. Mapagong, Pagbilao, Quezon. The study aimed to enhance reading skills among
Grade 1 Pupils in Pagbilao West Elementary School. Student engagement and family
involvement are the school initiatives that contribute to the improvement of learners’
comprehension level. The reason why the researchers chose Pagbilao West Elementary
School as the research environment is that the researchers wanted to identify the reading
skills of pupils among Grade 1.
Respondents of the Study
The respondents of the study were seventy five (75) grade 1 pupils of Pagbilao West
Elementary School in Pagbilao, Quezon during first to third quarter of the school year 2020-
2021.
Research Instrument
The instrument used by the researchers in the collection of data for the completion of
this research was the result of the pre-test and post-test of the grade 1 pupils. A modified
assessment tool adopted from the district reading program was used to determine the reading
level of the pupils. The assessment tool indicated the reading level such as Non-reader (not
yet ready), frustration (reading reader), instructional (beginning readiness) and independent
reader (rapid reader). From the result of the assessment, the unified reading materials crafted
by the district and the school reading materials based from Marungko Approach were used.
The reading materials contained different passages and activities focused on the reading level
of the pupils and enhancement of their performance in reading proficiency and reading
comprehension. A monitoring tool used by the teachers was also considered to determine the
progress of the pupils. The same passages and questions were given before and after the
implementation of the project.
Data Gathering Procedure
The researchers sought permission to the school principal to conduct and gather data
of the school. Upon approval, the researchers gave letter to the school reading coordinator
and grade 1 teachers to ask their consent on the conduct of the research and allow us to be
part of the reading assessment.
Afterwards, the gathered data from the instruments were tallied, tabulated and analyzed
through the aid of the statistician. Based on the interpreted data, conclusions and
recommendations will be made.

Statistical Treatment of Data
To measure the reading proficiency of the pupils, the researchers used Mean, MPS and SD.
To measure if there is significant difference in the performance before and after the
implementation, t-test was used.
Ethical Considerations
The researchers created a letter of permission to the principal and coordinator of
Pagbilao West Elementary School to have informed consent and debriefing regarding the
result of Project S.C.A.L.E.R.S.

RESULTS AND DISCUSSION
The following were the findings revealed in the implementation of the action
research. Seventy five (75) pupils of Pagbilao West Elementary School are the covered of the
study. Table for Filipino Grade 1 was presented, evaluated, analyzed, and interpreted.
TABLE 1. FILIPINO GRADE 1 READING PROFICIENCY

READING
Pretest Post-test
PROFICIENCY
Verbal Verbal
Mean MPS SD Mean MPS SD
Interpretation Interpretation
I-LOVE
1.68 33.60 1.49 Instructional 2.00 40.00 1.63 Instructional
I-FAITH
1.28 25.60 0.98 Frustration 2.68 53.60 1.60 Instructional
I-HOPE
1.39 27.83 0.94 Frustration 2.54 50.77 1.33 Instructional
TOTAL
Frustration Instructional
1.45 29.01 1.14 2.41 48.12 1.52
Legend:
(0 MPS) - Non - Reader
(0.1-33 MPS) - Frustration
(33.1-66 MPS) - Instructional
(66.1-100 MPS) - Independent

Table 1 shows the mean, mean percentage score and standard deviation of the scores
of the pupils in the reading proficiency level of the selected learners before and after the
implementation of Project S.C.A.L.E.R.S.
Based on the table, the pupils in Grade I-LOVE got a mean percentage score of 36.60
in the reading proficiency which means that they have an instructional level. The pupils in
Grade I-FAITH got a mean percentage score of 25.60 in the reading proficiency which means
that they have a frustration level as well as the Grade I-HOPE that got a mean percentage
score of 27.83. For their overall performance in the pretest, they got a mean percentage score
of 29.01 which means that they have a frustration level. This may attributed to their lack of
reading proficiency. The pupil performance in the post-test has improved.
According to Adapon & Mangila (2020), the findings of the study revealed that both
teachers and parents considered the Care for the Non-Readers Program as “Very Effective”
in improving the reading performance of pupils. “Fuller Technique,” “Independent Reading,”
“Directed Reading Thinking Activity,” and “Say Something” were the leading strategies
applied by teachers in the implementation of the program. The majority of the pupils still
belonged to the "Frustration" level. However, there was a significant improvement in pupils’
reading performance for three school years. Teachers encountered "Serious" problems in the
implementation of the program, while the suggested solutions were considered as "Very
Effective." Furthermore, there was no significant difference between the assessments of the
two groups of respondents on the effectiveness of the CNR program.

CONCLUSIONS
Based on the table, the result of the reading proficiency of Grade 1 Pupils in Pretest
and Post-test has improved. Thus, the null hypothesis that, “there is no significant difference
between the reading proficiency level of the selected learners before and after
implementation of the project S.C.A.L.E.R.S” is not accepted. For this reason, there was a
change in the pretest and post-test results.
RECOMMENDATIONS
Based on the result and conclusion of the study the following are hereby
recommended:
1. The schools and facilitators which are even more focus on the enhancement of reading
proficiency level of pupils.
2. Teachers may consider attending seminars and webinars about reading strategies.
3. Similar studies of this kind may be conducted to further confirm the validity and reliability
of the findings of the study.

APPENDICES
Appendix 1
REFERENCES
Abeberese, A. B., Kumler, T. J., & Linden, L. L. (2014). Improving reading skills by
encouraging children to read in school: A randomized evaluation of the Sa Aklat Sisikat
reading program in the Philippines. Journal of Human Resources, 49(3), 611-633.
Almutairi, Nouf Rashdan, "Effective Reading Strategies for Increasing the Reading
Comprehension Level of Third-Grade Students with Learning Disabilities" (2018).
Ellen (2019), “Is Reading Proficiency Really That Important?” Aa Sound English. Inc.
Mangila B. B., Cerilles J. H.(2020) ETERNAL (English Teaching Learning and Research
Journal. Published Online
Marloes M. L., Swart, N. M. , Droop M, Verhoeven L, & De Jong, P. F. (2017)
Developmental Relations Between Reading Comprehension and Reading Strategies.
Published online
https://scholarworks.wmich.edu/dissertations/3247
https://businessmirror.com.ph/2019/12/09/reading-prepares-us-for-life/
Appendix 2
RESEARCH OUTPUT
INTERVENTION PROGRAM FOR ADDRESSING THE READING PROGRAM
STRATEGIES FOR GRADE 1 PUPILS OF PAGBILAO WEST ELEMEMTARY
SCHOOL THROUGH PROJECT SPECIALIZED CURRICULUM ASSISTING
LEARNERS IN ENHANCING READING SKILLS (S.C.A.L.E.R.S)
Rationale
Reading difficulties usually begin as early as kindergarten. Children who have not
mastered reading skills by first grade will continue to fall behind their peers and probably
never catch up without the right interventions. Reading interventions are activities and
strategies that help struggling readers develop their ability to read.
Struggling readers can be students who are not able to decode, or break up, words
into syllables. Through decoding, students sound out unfamiliar words they encounter while
reading. On the other hand, you may have a reader who can decode but cannot comprehend
what they're reading. It's also possible to have a reader who can comprehend and decode, but
whose oral reading is poor. The reader may orally read very slowly, mispronounce many of
the words, or read in monotone without expression. This type of reader has problems with
fluency. In all cases, the use of reading intervention programs, strategies, and activities will
help get the students on track.

Objectives
The objectives of the program are:
1. To develop the reading proficiency of the pupils.
2. Instill to learner’s the ability to decode and comprehend.
3. More focus on the reading development of the pupils.
Strategies
1. Developed reading materials in line or appropriate to their reading abilities
2. Sending videos for sound recognition and mastery
3. Assisting parents on teaching phonemes or letter sounds
4. Weekly orientation on parents on handling their children’s behavior
Plan of Action
1. Techers will provide reading materials that inline to the need of the readers.
2. Assign videos for sound recognition and mastery for learners.
3. Make collaboration with parents and teacher in teaching phonemes
4. Set meetings on parents to know the progress of pupils.

Resources Needed
 Reading materials ( Picture Books )
 Recorded Video Tapes of Phonemes and Letter Sounds
 Audio Books
 Internet Access
Success Indicator
Without the help of these individuals the program would not be possible:
 Principal
 Teachers/Facilitators
 Parents/Caregivers
Appendix 3
RESEARCH INSTRUMENT
The research instrument used by the researcher are the Pre-test and Post-test.
Student post-test
no. Pretest(x) (y) x-y (x-y)2
1 2 4 -2 4
2 2 2 0 0
3 0 4 -4 16
4 0 0 0 0
5 2 4 -2 4
6 2 4 -2 4
7 2 2 0 0
8 0 2 -2 4
9 2 4 -2 4
10 0 0 0 0
11 0 2 -2 4
12 0 2 -2 4
13 2 4 -2 4
14 2 4 -2 4
15 2 2 0 0
16 2 4 -2 4
17 0 2 -2 4
18 2 2 0 0
19 2 2 0 0
20 2 2 0 0
21 2 0 2 4
22 2 2 0 0
23 2 2 0 0
24 4 4 0 0
25 2 4 -2 4
26 2 2 0 0
27 4 4 0 0
28 2 4 -2 4
29 2 2 0 0
30 0 2 -2 4
31 0 0 0 0
32 2 0 2 4
33 2 2 0 0
34 2 2 0 0
35 0 2 -2 4
36 2 0 2 4
37 2 4 -2 4
38 4 2 2 4
39 0 4 -4 16
40 4 0 4 16
41 2 4 -2 4
42 2 4 -2 4
43 0 2 -2 4
44 0 0 0 0
45 4 0 4 16
46 0 4 -4 16
47 0 0 0 0
48 0 2 -2 4
49 2 0 2 4
50 2 2 0 0
51 2 2 0 0
52 2 5 -3 9
53 0 2 -2 4
54 0 2 -2 4
55 0 2 -2 4
56 2 2 0 0
57 0 2 -2 4
58 2 5 -3 9
59 2 5 -3 9
60 2 5 -3 9
61 0 0 0 0
62 2 2 0 0
63 2 4 -2 4
64 2 5 -3 9
65 2 2 0 0
66 2 2 0 0
67 0 4 -4 16
68 0 2 -2 4
69 2 2 0 0
70 2 4 -2 4
71 0 2 -2 4
72 0 0 0 0
73 2 0 2 4
74 0 4 -4 16
75 2 5 -3 9
-74 302
Appendix 4
LETTERS
Lucila, Ma. Celle M.
Rivarez, Christine Joy R.
Vilela, Joeralyn P.
June 4,2021
Ma'am Leah M. Roperez
Subject: Data gathering (Project S.C.A.L.E.R.S)
Dear Ma'am Leah Roperez,

This letter is in regards to Project S.C.A.L.E.R.S. We, the researchers and currently
studying in CVE Colleges Inc are in charge of research and development, and we formerly
requesting permission to access Experimental Data. We are currently collecting data for us to
find solutions to the problems and get the result we want.
We intend to use the data collected, to assist in creating our research, and will be
sharing it with Mr. Gilbert Alva, in accordance with your institutions protocols.
On behalf of my research team, we heartily express our gratitude in examining our
request for data. We assure you that all protocols will be followed, and privacy regulations
adhered to. If you have any questions or concerns, our contact information is 09306242125.
Best regards,
LUCILA, MA. CELLE
RIVAREZ, CHRISTINE JOY
VILELA, JOERALYN
Researchers
MR. GILBERT ALVA

Professor
Ma. Celle M. Lucila

Address: Berana Compound Brgy. Bukal,
Pagbilao Quezon
Contact No.: 09306242125
Email: m023b.lucilama.celle@gmail.com
Skills
Personal Data I
• Communication Skills
Age : 21 years old • Self-motivation
Birth Date : April 29, 2000 • Flexibility
Birth Place : Pagbilao, Quezon
Gender : Female
Citizenship : Filipino Seminars and Training Experience
Religion : MCGI
Height : 5’2  Financial Lliteracy for Quezon
Weight : 47kg Youth
Civil Status : Single  Basic Consumer Rights
and Responsibility
 Language &Literacy Education in the
Educational Background 21st Century ( May 21, 2021)
 “Bridging the Gap: Experiences,
TERTIARY Challenges, and the way ahead of
Bachelor of Early Childhood flexible teaching and learning”
Education (BECED) (April 16, 2021)
CVE College Inc. Pagbilao Quezon
2018-Present Character Reference
SECONDARY
Talipan National High School Gilbert Urciana
Senior High School Teacher
2012-2016
Talipan National High School
Manuel S. Enverga University Pagbilao Quezon. Philippines
Foundation (MSEUF)
2016-2018
PRIMARY
Pagbilao Central Elementary School
Pagbilao Quezon
2006- 2012
Christine Joy R. Rivarez

Address: Purok 3 Brgy. Daungan Pagbilao
Quezon
Contact No.: 09467056478
Email: christinejoyrivarez15@gmail.com
Skills
Personal Data • Communication Skills
• Create, manage and promotes
Age : 21 years old time management, responsibility,
Birth Date : September 16, 1999 self-motivation and teamwork
Birth Place : Lucena City atmosphere
Gender : Female • Use appropriate strategies and
Citizenship : Filipino assessment that can help to
Religion : Roman Catholic planning and teachinHelp student to
Height : 4’9 develop personal and social
Weight : 63kg responsibility.
Civil Status : Single
Seminars and Training Experience
Educational Background  Leadership Concept and Framework
-ASTRA Academy- Isabang, Lucena City
TERTIARY  Work Immersion Training
Bachelor of Early Childhood -ASARCA Group of Company
Education (BECED) , Lucena City
CVE College Inc. Pagbilao Quezon  Financial Lliteracy for Quezon Youth
2018-Present  Basic Consumer Rights and
Responsibility
SECONDARY  Language &Literacy Education in the 21st
Talipan National High School Century
Pagbilao, Quezon  “Bridging the Gap: Experiences,
Challenges, and the way ahead of flexible
2012-2018
teaching and learning”
PRIMARY Character Reference

Pagbilao Central Elementary School Maria Teressa Lucila
Pagbilao Quezon Talipan National High
2006- 2012 School Teacher
Pagbilao Quezon. Philippines
Joeralyn P. Vilela
Address: Tr. 3 Brgy. Del Carmen
Pagbilao Quezon
Contact No.: 09108656446
Email: vilelajoeralyn@gmail.com
Personal Data Skills

Age : 21 years old • Good in Communication
Birth Date : July 19, 1999 • People’s Person
Birth Place : Pagbilao,Quezon • Work Under Pressure
Gender : Female
Citizenship : Filipino Seminars and Training Experience
Religion : Roman Catholic
 Work Immersion at LGU of Pagbilao
Height : 5’4
 Language &Literacy Education in the
Weight : 47kg 21st Century ( May 21, 2021)
Civil Status : Single  “Bridging the Gap: Experiences,
Challenges, and the way ahead of flexible
Educational Background teaching and learning”
(April 16, 2021)
TERTIARY
Bachelor of Early Childhood Character Reference
Education (BECED)
Charene Pancipane
CVE College Inc. Pagbilao Quezon
Senior High School Coordinator
2018-Present Pagbilao National High School
Pagbilao Quezon. Philippines
SECONDARY Contact no. 09453756373
Pagbilao National High School
Pagbilao, Quezon
2016-2018
PRIMARY
Pagbilao East Elementary School
Pagbilao Quezon
2006- 2012

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CVE COLLEGES, INC.

ADDRESSING THE READING PROGRAM STRATEGIES FOR GRADE 1 PUPILS

OF PAGBILAO WEST ELEMEMTARY SCHOOL THROUGH PROJECT

SPECIALIZED CURRICULUM ASSISTING LEARNERS IN ENHANCING

READING SKILLS (S.C.A.L.E.R.S)

A Research Study Presented to

The Faculty of Teacher Education of

CVE Colleges Inc. Pagbilao, Quezon

of the Subject Research in Early Childhood Education (MS19)

Lucila, Ma. Celle M.

Rivarez, Christine Joy R.

MR. GILBERT C. ALVA, MA. Ed.

Approved by the Oral Defense Committee on _________________ with a final rating

Accepted in partial fulfilment of the requirements for the degree of BACHELOR OF

EARLY CHILDHOOD EDUCATION.

DR. GENOVEVA A. VERDAGUER

our preparation and completion of this research.

is very useful in the days to come.

strength that is truly helpful to us.

so much Dear God.

"Thanks again to all who helped us. God bless us forever!"

II. Research Questions..............................................................................................11

III. Research Hypothesis............................................................................................11

IV. Significance of the Study.....................................................................................12

V. Brief Review of Related Literature and Studies..................................................13

VI. Research Paradigm..............................................................................................18

VII. Scope and Limitations.........................................................................................18

VIII. Research Methodology........................................................................................19

Respondents of the Study...........................................................................19

Data Gathering Procedure..........................................................................20

Statistical Treatment of Data......................................................................21

IX. Results and Discussion.......................................................................................22

Figure 1. Reading Program Strategies and Reading Proficiency of

Grade 1 Pupils in Pagbilao West Elementary School…………..…………………….. 7

Table 1. Filipino Grade 1 Reading Proficiency ……………………………………………. 11

Name of Researchers : Ma. Celle M. Lucila

Title of Research : Addressing the Reading Program Strategies

Research Adviser : Mr. Gilbert C. Alva, MA. Ed.

Date : July 2021

to apply and how to teach reading strategies.

reading skills and no mastery of the sounds of the letters.

grade 1 pupils of Pagbilao West Elementary School.

Specifically it sought answer to the following questions:

3. What are the challenges encountered in the implementation of project S.C.A.L.E.R.S?

after the implementation of the project S.C.A.L.E.R.S?

There is no significant difference between the reading proficiency level of the

Significance of the Study

This study is significant to the following Pagbilao West Elementary School:

and prepare in the society that requires high-level uses of text.

students within their classroom.

informational reading proficiency into their program.

more knowledgeable and better analyst in the future.

REVIEW OF RELATED LITERATURE AND STUDIES

Effectiveness of reading program Reading programs in developed countries, most

programs focus on either improving reading frequency, enhancing reading instruction, or

established in developing countries (Friedlander & Goldenberg, 2016)

According to Pagbilao West Elementary School Facilitators the strategies of

PROJECT S.C.A.L.E.R.S are First, is to develop reading materials in line or appropriate to

handling their children’s behavior.

world around us.

to fall further behind. (Ellen, 2019)

vocabulary, and increases students’ confidence.

vocabulary development. Learning of the sight vocabulary. The explicit teaching of