APPENDIX

BIBLIOGRAPHY

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Daley, E. (2010). Are they ready? An investigat ion of the reading

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 83

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Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension.

Scientific Studies of Reading, 11, 357-383.

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All About Learning Press. Retrieved 5 September 2017, from
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Children's Reading Skill: A Five-Year Longitudinal Study. Retrieved 3
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Stanovich, Keith & Cunningham, Anne. (1998). What reading does for the mind.
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framework, New York, UNICEF.

What Research Tells Us About Reading, Comprehension, and Comprehension

Instruction. (2017). Reading Rockets. Retrieved 3 March 2017, from
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Educational Psychology, 89, 420-432.https://doi.org/10.1037/0022-
0663.89.3.420
 85

LETTER OF PERMISSION

THE SCHOOL PRINCIPAL

Manukan East Central School
Dapitan City

Dear Sir,

Praised be Jesus and Mary!

The undersigned is a MAED Candidate of St. Vincent’s College Incorporated,

Dipolog City. The title of my research study is “READING READINESS OF
GRADE I PUPILS AND ITS EFFECT ON THEIR PERFORMANCE IN
THE TOOL SUBJECTS, BASIS: FOR A PROPOSED READING
PROGRAM.”

In this connection, I would like to ask your permission to collect data from the
subjects of my research study. The target respondents are the Grade 1 pupils. A
survey questionnaire will be given to the teachers to determine the reading
readiness of the pupils. I would also request the assistance of the teachers in the
distribution of the said instrument.

Rest assured that your office will be given a copy of the outcome of this research
study.

Thank you very much.

Respectfully yours,

MERRY DOLL O. ESOLANA

Researcher
 86

QUESTIONNAIRE

A. Please provide information about your pupil on the blank space.

Name of pupil ____________________________

Gender: Please put a check on the box.  Male  Female

Quarterly Grade: First Second

Filipino __________ __________
English __________ __________
Math __________ __________
Araling Panlipunan __________ __________

B. Reading Readiness: Please check the appropriate box.

Your student should display letter knowledge.

 Your child can recite the alphabet song.
 Your child recognizes the capital letters. If you ask your child to point to an
M, he can do it.
 Your child recognizes the lowercase letters.

Your student should display print awareness.

 Your child knows the proper way to hold a book.
 Your child understands that books are read from cover to back.
 Your child understands that sentences are read from left to right.
 Your child knows that words on the page can be read.

Your student should display listening comprehension.

 Your child is able to retell a familiar story in his own words.
 Your child can answer simple questions about a story.
 Your child asks questions (Why did the elephant laugh?) during read-
alouds.

Your student should display phonological awareness.

 Your child can rhyme. If you say bat, your child can come up with a
rhyming word like hat.
 Your child understands word boundaries. If you say the sentence Don’t let
the cat out, your child is able to separate the sentence into five individual
words.
 87

 Your child can clap syllables. If you say dog, your child knows to clap
once. If you say umbrella, your child knows to clap three times.
 Your child can blend sounds to make a word. If you say the sounds sh…
eep, your child responds with the word sheep.
 Your child can identify the beginning sound in a word. If you ask your
child to say the first sound in pig, your child is able to respond with
the sound /p/.
 Your child can identify the ending sound in a word. If you ask your child to
say the last sound in the word jam, your child is able to respond with the
sound /m/.

Your student should display motivation to read.

Use your intuition to understand if your child is motivated to begin reading. The
following are all signs that your child is motivated to read and has achieved the
understanding that reading is fun.
 Does your child enjoy being read to, at least for short periods of time?
 Does your child pretend to read or write?
 Does your child frequently request read-aloud time and show a general
enthusiasm for books?
 88

CURRICULUM VITAE

PERSONAL INFORMATION
Name: MERRY DOLL OMAY ESOLANA
Address: POBLACION, MANUKAN ZAMBOANGA DEL NORTE
Email Address: merrydoll.esolana@deped.gov.ph
Citizenship: FILIPINO
Date of Birth: July 11,1987
Place of Birth: Poblacion, Manukan, Zamboanga Del Norte

EDUCATIONAL BACKGROUND
Graduated Bachelor of Elementary In Education
Saint Estanislao Kostka College 2013
Master of Arts in Education
St. Vincent’s College Incorporated 2017
Earned Units in Early Childhood Edcuation
Jose Rizal Memorial State Univeristy 2015
Earned Units in MA.SPED
Jose Rizal Memorial State University 2019
WORK EXPERIENCE
April 2015 – Present
Elementary School Teacher Handling Transition Program SPED
Manukan East Central School
Division of Zamboanga Del Norte
 89

ELIGIBILITY
Licensed Professional Teacher
Licensure Examination for Teachers (LET)
Pagadian City, Philippines
September 2013
TRAININGS /SEMINARS ATTENDED
 3-Day District Based Training on Inclusive Education Program
 Division Workshop On The Development Of Self Learning Module
(SLMs) for Non-Graded Learners with Disabilities for Quarter 3
and 4
 Introduction to Special Education
 Development of IEP and Distance Learning
 PSC-PSI National Sports Coaching Certification Online Course Level
1 for Region IX & BARMM
SKILLS
Computer Literate
Baking & Cooking