READING LOG STRATEGY: BASES FOR READING INTERVENTION IN

DISTANCE LEARNING

A Research Proposal
Presented to
Dr. Francisco G. Ladaga
Davao del Sur State College (DSSC)

In Partial Fulfillment
Of the Requirements for 503
Methods of Research

__________________________

By

EMILY ANN V. CATALAN

June 2022
 ii
TABLE OF CONTENTS

TITLE PAGE………………………………………………………………i

TABLE OF CONTENTS……………………………………………….ii

CHAPTER
I. THE PROBLEM……………………………………………………

Introduction…………………………………………………..1

Statement of the Problem………………………………3

Scope and Delimitation…………………………………..3

Significance of the Study……………………………….4

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature……………………………………………6
Related Studies……………………………………………….8

Conceptual Framework………………………………...12

Hypotheses……………………………………………………13

Definition of Terms………………………………………..13

III.METHODOLOGY

Research Design………………………………………….14

Research Locale…………………………………………..15
 Iii
Research Respondents……………………………………………….. 15

Research Procedure…………………………………………………….16

Research Instrument……………………………………………………18

Data Gathering Procedure……………………………………………21

Statistical Treatment…………………………………………………….21

REFERENCES.....................................................................

APPENDICES

A. Survey Questionnaire………………………………………
 1

Chapter I

THE PROBLEM

Introduction

In the Philippines, DepEd Memorandum No.182,S,2012 stipulates the

implementation of the National Reading Program “Every Child A Reader Program”
(ECARP).This aims at fostering a reading culture among learners and inculcate in each of
them the love for reading and making a reading a shared experience.(De Lara,2012).
Pursuant to DepEd Memorandum No.173,s,2019 signed by Secretary Leonor
Briones: all DepEd personnel are mandated to strengthen the “Every Child A Reader
Program” under the 3B’s initiative “Bawat Bata Bumabasa” program. Appertaining to
this directive, Secretary Briones instructed everyone to intensify the advocacy for
reading at the classroom-based through the renewed commitment of every teacher to
make every child a reader at his/her grade level.
On the other hand, literacy advocacy had been a challenge for all teachers in
Davao del Sur this School year 2021-2022. Recognizing the importance of reading as a
foundation of learning all school whether large or small, in an urban, suburban, or rural
setting, your student will be benefit from ongoing instruction and practice that enable
them to meet the literacy demands of college career and good citizenship.
It is obvious to note that Covid-19 has severely imparted education practices,
especially those related to reading, as we enter 2020-2021 school year, teachers,
students, and parents will embark on a new journey with unforeseeable challenges.
With these new challenges, it’s more important than ever that teacher and parents
collaborate to help their children progress without delay.
2
 Parent-teacher connectedness helps improve children’s academic success,
increase parent efficacy and most importantly reduce stress and anxiety levels of
teacher and parents. The new academic year is traditionally a time for schools to keep
parents actively involved in their child’s learning. It is important to make them aware of
the different ways they can contribute, whatever their background and skills, and
whatever time they can spare.
Reading Log is a tool it much like a journal, except that it describes every book or
article you read. There are many benefits to using reading logs in schools. In primary
grades, reading log can helps students practice rereading. Rereading improves fluency.
Rereading and using reading logs strengthens comprehension and it can be fun too.
(Susan Wilhelm,2021). A reading log is a document use to keep up with your child’s
reading. It typically tracks the amount of time spent reading or the number of pages
read.(Ashley, Crowe,2022).
The purpose of this study was to determine the impact of reading log strategy on
the reading fluency of Grade 1 learners of Manga Central Elementary School.
 3

Statement of the Problem

This action research aims to answer the following queries, as follows:

1. What is the EGRA test result of Grade 1 learners without the intervention
program?

2. What is the EGRA test result of Grade 1 learners with the use of the
intervention program?

3. What is the mean gain rating of Grade 1 learners between traditional methods
and with reading log methods?

4. Is there a significant difference between the results of the test using traditional
technique and using a reading log tool in reading outcomes of the learners? 

Scope and Delimitation

This study focus on Reading log as reading intervention in distance learning,

Reading log will be used as intervention in Reading. In order to attain the institutional
vision and mission of Manga Central Elementary School reading log is a felt need, and is
seen to be a relevant and timely undertaking that can address the learning gaps among
the identified struggling readers who have low comprehension level.
The researcher will conduct the study at Manga Central Elementary School, Which
is located at Manga, Matanao, Davao del Sur. Effective Parent-teacher partnership is
fundamental towards the realization of this institutional goals.
 4
The respondents of this study will be the Grade 1 learners who were officially enrolled in
Manga Central Elementary School. The total sample sizes will be composed of 2 sections
with the total of 40 students, one section (20 students) will be exposed with the use of
Reading Log known as the experimental group and the other one will be exposed to the
traditional method which is also known as control group (20 students). This study will
be implemented during third quarter for the school year 2021-2022.

Significance of the Study

Reading achievement is positively influenced by the amount of time spent reading
books. Setting aside time for reading during schools with teachers as reading models,
must be a priority in all classrooms. This allows for the possibility of positive reading
habits to develop. Reading is probably the most worthwhile activity students can be
doing. As part of independent work time, many teachers now encourage and expect
students to read (Routman, 1992).
The teachers role changes from one of initiating, modeling, and guiding to one
and providing and then observing, acknowledging and responding (Mooney, 1990
pp.72-73). In addition to daily time set aside for in-class reading, home-school
independent reading program are part of the balance reading program (Routman,
1992). Students are expected to read voluntarily outside of school. Most of the students
seem to get “hooked” on reading through daily independent reading. My goal is for
books to become a relevant and pleasure part of every child’s life. it is important not to
stress the number of books read because book vary in length and difficulty. However,
when beginning independent reading logs for the first time, it is helpful to record the
time students spent in reading.
The results of this study will help teachers and administrators give information
and guide them about other method that can be used in teaching reading to students.
This research is to verify the effectiveness of reading logs. I am hopeful to find positive
 5
results from my students and parents participation with the logs. My ultimate goal is to
find an increase in reading motivation and comprehension from my low achieving
students as well as my high achieving students.
This study will provide useful and effective data for Manga Central Elementary
teachers involve with the challenge of enhancing reading.
 6
Chapter II

REVIEW OF RELATED LITERATURE STUDIES

This chapter discusses the related literature and studies utilized by the researcher
for the development of the study. This chapter also includes the conceptual framework
and definitions of terms.

Related Literature

Reading Log

DiSibio and Savitz (1983), researched the domino effect of illiteracy concluding it
could be halted if students are given opportunity early in life to develop a positive
attitude toward reading. Research supports the notion that reading interests lead to
knowledge, which leads, in turn, to increased comprehension. Several successful
reading programs in schools across the country provide interesting reading materials
and facilitate discussion groups and other reading activities. Reading attitudes prevalent
in the home environment have great influence on the children's attitudes, but the major
responsibility still rests with teachers, who must represent models of positive reading
habits. Routman (1988) writes that a Balanced Reading Program includes the following
components: reading aloud, shared reading, guided reading, independent reading, and
language opportunities to respond critically and thoughtfully. Each of these components
or approaches is part of the on going reading program through the grades. Shared
reading, guided reading, and or independent reading are sometimes missing from local
reading programs. One of the most important parts of the literature program is the wide
reading students are encouraged to do. Observations together with a wide body of
research evidence, clearly affirm that the amount of reading children do greatly affects
7
their growth in reading. (Clark, 1976, Fader, 1982, Koeller, 1981). The number of books
read positively affects reading comprehension and attitude. Therefore, the classroom as
well as school libraries must provide access to large numbers of quality books, and each
child must be encouraged to read a substantial amount of material in and out of school.
Melton's study evaluated the practice of sustained silent reading on the reading
comprehension and word recognition skills of twelve third and fourth grade students
with learning disabilities. The intervention involved ten minutes daily of silent sustained
reading over a six month period in the context of thirty mites daily of reading instruction
from a learning support teacher. Students also recorded on a log their response to their
reading and, once a week, talked about and shared their books. Six control subjects
received the same amount of reading instruction without silent sustained reading. A
significant level of change was noted for the experimental group in reading words in
context and comprehending reading material at both the implicit and explicit levels. No
significant change was noted in word recognition.
Calkins (1977) describes two teachers who use independent reading time to help
students build literate lives. The teachers feel talk is important in classrooms, but so is
time for sustained silent reading known as SSR. The article focuses on observing the
student as readers, watching for challenges they encounter as they compose lives as
readers, and go on to encourage habits that work for them.
Because “educators all over the world hold widely different views about how best
to teach students to read” (Elley, 1992, p. 15), a study was charged to look at reading
literacy levels around the world. Elley conducted his study about reading literacy
between 1990-1991, and involved 32 school systems in 32 different countries. Elley
collected from over 9,000 schools, 10,000 teachers and 210,000 students (Elley, 1992,
p.4) by examining the naturally occurring differences and similarities between countries
when learning is happening. Elley (1992), the author of the first booklet “How In The
World Do Students Read?” agreed that reading is a “serious, difficult process, requiring
8
hard work and disciplined effort” (p.77). Elley’s study looked at the “average
achievement levels in reading literacy” (p.2) and broke down information further into
gender, home background, native language and more.

Researching the practices of reading logs is important because many teachers use
them without any real reason except for accountability of students reading at home. I
want to look into what reading logs are really doing to students. Is reading at home
helping their skills inside the classroom? My thesis will explore the thoughts of teachers
and students and spotlight their opinions on how reading logs are used as well as other
ways teachers support student reading.
There is research that teachers use reading logs for “holding their students
accountable for their reading” (Sanden, 2014, p.169). Sanden (2014) knew that the only
way her “students would improve their reading abilities was for them to read
consistently and often.” (p.45). While reading consistently and often has proven that
students become better readers, is there a specific reason reading logs are used as a
way to keep track of that reading? Do teachers use logs for accountability? Do they use
logs to understandtheir student as a reader?
“Research indicates that simplified analyses do not help teachers develop their own
reading model, nor do they highlight and lead to understanding of the issues concerned
with the evaluation of individual readers” (Long, 1985 as cited in Goodman, Watson, &
Burke, 2005, p.7). With this in mind, are reading logs used to keep students accountable
for reading at home and are teachers using logs because they are an easy form or
assessment? Do teachers actually spend time counting minutes, reading summaries, and
searching for correct uses of vocabulary? Do reading logs utilize the modern student’s
use of multiliteracies as discussed by Johnston (2016)? If reading logs do not give the
teacher any insight into what the student can or cannot do, why are we using them?

9
Typically they are “weekly assignments in place to keep my students accountable for the
reading they completed outside of class” (Sanden, 2014, p.45).
However, who is to say that students are completing the work as they say they do on
paper.

Related Studies

Reading in class versus reading at home. Taylor, Frye and Maruyam studied
195 students in grades 5-6 in 1990 and investigated the times spent reading at school
and at home and how that related to students’ reading achievement. The results of this
study concluded that “time spent reading in the classroom contributes significantly to
growth in reading achievement” (p.358) and that the study was “unable to provide
support for the idea that time spent reading at home contributes to reading
achievement gains” (p.360). Taylor et al., (1990) discuss the many factors that could
have been the result of not being able to see gains from reading at home, including the
lack of teacher support and students’ difficulty in remembering what they read and how
long they read for. Reading at home can be challenging because sometimes parents who
are listening to their students read “think they do not need any specific literacy training
to do this at home” (Glasgow & Farrell, 2007, p.135). Successful teacher literacy
practices are the focus of Glasgow and Farrell’s 2007 book to help educators become
involved with current literacy practices. Literacy teachers need to encourage parent
involvement and give specific instruction needs to teach parents “what they should do
rather than leaving it to chance” (p.135) in order to be successful at having their
students read at home. Students reading in class are making more achievement gains
and their home reading is not necessarily supporting them in the best possible way and
creating a positive learning environment. A positive learning environment is important
to foster the love of reading for students. Teachers create a surrounding that
10
encourages reading inside of a classroom, which can make students more successful
readers. If their home life is not supportive of their literacy practice, students are less
likely to gain achievement in reading.

Reading outside class. There is another argument thatreading at home “did not
contribute significantly to students' growth in readingachievement” (Taylor et al., 1990,
pg. 357) which means that reading at home and keeping track of it with a reading log is
not necessarily helping readers become better.
There is more of a debate “that the minutes of reading per day during reading class
variable contributed significantly to students' reading achievement” (p. 357) because
the atmosphere in the classroom is fostering a love and opportunity for reading. That
affection for reading doesn’t automatically happen at home because the absence of
teacher scrutiny could allow students to misrepresent their actual time when filling out
reading logs (Taylor et al., 1990). The problem is that students need a teacher’s support
in order to succeed, and that doesn’t happen at home.
Teachers like Karen Walenta (2013) motivate their students into thinking reading
logs are the best way reading can be recorded, and that it is important to record it in the
first place. “Today we learned that powerful readers keep and analyze reading logs,”
stated Walenta (2013) on her Reading Log Blog. She also goes on to discuss that
“research shows the more reading the students do…the stronger readers they will
become” which became her proof that reading logs were making her students become
better readers. A reading log “offers a two-way communication with parents about their
child’s reading and is also used as a way of training them in how to help their child take
the next step” (Lockwood, 2008, p.74). In order to train parents, there must be
conferences, observations with each personal family, training sessions and Lockwood

11
(2008) suggests 25 communicating with parents through whole school and individual
support meetings. The issue with this is having the time to train and meet with each
family in order to provide the support the student needs at home in order to grow
academically without teacher’s
support.
Preparation for adult life. Bobbit (1924) argued, “Education is primarily for
adult life, not for child life. Its fundamental responsibility is to prepare for the fifty years
of adulthood, not for the twenty years of childhood and youth” (p. 8). Bobbit was a
professor, writer and specialized in the field of building effective curriculum. If Bobbit is
right, then how does the reading curriculum we are currently teaching fit into that
category of preparing students for their adult lives? He goes on to discuss the objectives
of education and how they must prepare men and women for every kind of activity that
will create a well-rounded adult life, and that “everything should be done with a view to
this purpose; and that nothing should be included which does not serve this purpose”
(pp.7-8). So what part of the reading curriculum are we teaching that doesn’t serve a
purpose to our students? Which parts do serve a purpose and how do we know?
Dewey (1929) argues that there is no way to teach students to prepare for the
future because no one knows what that future will look like. Why would we waste our
time preparing for the unknown instead of teaching students basic skills that they can
use no matter what the approaching world will look like? School is a community and
“education, therefore, is a process of living and not a preparation for future living” (p.
35). When it comes to preparing students for adulthood, are we doing that by requiring
reading logs? Maxine Greene

12
Independent Variable Dependent Variable

Student Learning
Reading Log Outcome
(Experimental Group)
-pre-test
Student who will exposed - post test
to reading log strategy Figur
e 1. Conceptual Mean Gain score
- Control Group Framework
- -Students who will
be exposed to
traditional or
lecture method

13
Hypothesis of the study

The study be tested at the 0.05 level of significance.

H0: There is no significant difference between the learning outcomes of the
traditional approach and using Reading log strategy in learning to read.
Ha: There is significant difference between the learning outcomes of the traditional
approach and using Reading log in learning to read.

Definitions of Terms
For clarity, specificity and clearer understanding about the content of the study,
the following terms are defined conceptually and operationally.
Reading log- is much like a journal, except that it describes every book or article you
read.
Control Group. It refers to a group of people set to be the standards or reference for the
comparison with an experimental group. In this study, it pertains to the students who
will be taught using the traditional way of teaching.
Experimental Group.it refers to a group of participants who are exposed to the variable
under study to determine the effect of an event, situation or techniques. In this study it
pertains to the students who will be taught using reading log.
Pre-test. A preliminary test administered to determine students preparedness,
understanding and knowledge to any educational experience.
Post-Test. A test given after a lesson or a course of study, administered to determine
what the students have learned and acquired.

14
Chapter III

METHODOLOGY
 This chapter presents the research design, the locale of the study, the
respondents, research instrumentation, data gathering procedure and the statistical
treatment used in the data analysis.

Research Design

The researcher will use experimental design known as the pretest and post- test non-
equivalent groups design to find out the effect of Reading Log to the reading
development of Grade 1 learners of Manga Central Elementary School will be given only
two groups are involved in the study. This design is of the most widespread designs
used in educational research which involves the experimental group and the control
group.
The diagram below presents the experimental design of the study:

Pretest Post test

G1 (Experimental) 01 x 02

G2 (Control) 03 04

Figure 2. Research Design

15

Where:

01 refers to the pre-test scores of the experimental group

02 refers to the post-test scores of the experimental group
 03 refers to the pre-test scores of the control group
04 refers to the post-test scores of the control group
X refers to the treatment used in the experimental group

Research Locale

This study will be conducted at Manga Central Elementary School situated at

Manga, Matanao Davao del Sur. The researcher chose MCES as a locale for the study
because it has a standardized quality of education.

Research Respondents

The respondents of the study will be the two sections of Grade 1 learners enrolled
in the school year 2021-2022 at Manga Central Elementary School at Manga, Matanao
Davao del Sur. One group of students will be exposed to Reading Log and the other
group of students will be exposed to traditional method of teaching. These two classes
are both heterogeneous. The respondents will be selected using purposive sampling
technique.

16

Table 1. Distribution of Respondents

 N n

Experimental Group 40 40

Control Group 40 40

Total 80 80

Research Procedure

Experimental Group Reading Log

Preparation of Session Plan Pre-test Post test

Control Group Traditional Method

Figure 4. Research Procedure

Two sections will be used in the study. The first group is designated as the experimental

group and the second is the control group. The experimental group and the control group

will be given the pre-test at the start of the study and the post- test at the end of the study.

The Experimental Group

The first group will be taught with topics about reading using the traditional

method together with the reading log method. The experimental group will be oriented

17

about what reading log is and how to use it. The researcher will act as a facilitator to the

experimental group throughout the duration of the experiment.

 The pretest will be conducted before the experiment. Every class session thereafter will

cover the planned reading materials to be used and will be observed if students mastered

the reading competency.

In the teaching f the experimental group, the following steps will be followed; first

the teacher will present the reading materials to the class. Next, after the reading

materials will be taught, the researcher will orient what reading log is and how to use it.

The Control Group

The control group will be taught using the traditional or conventional method of

teaching. This grou will be given the same reading materials as that of the experimental

group. The researcher will act as the facilitator of this group throughout the coverage of

the study but she will not use reading log,after the required reading session post-tetst will

administered.

The following procedures will b undertaken:

1. Foremost, obtain permission from the District Supervisor to conduct the study.

2. Furnish the principal of Manga Central Elementary School.

3. An orientation of external partners, this will be done inorder to give them time to

prepare ahead of the schedule. This will include the activities to be undertaken, the

approach to be used and the learning tools that they are to bring to enhance learners’

learning.

18

Research Instrument
 The study will use (4) instruments namely: Achievement test (pre-test and post-test),

reading log and survey Questionnaire.

I. Achievement test /EGRA test is used to get the needed data. An Early Grade Reading

Assssment (EGRA) is test students take that can measure their skill at both pre-reading

and reading subtasks. This test was administered as pretest-post- test.

II. Reading Log This tool is a monitoring tool which was used by the researcher to

ensure that both classes took up will be monitored. This reading log will utilized in each

learner to track the reading progress of the learner by filling up the template in consist of

reading title, name of learners, Parents signature and parents feedback/remarks.

III. Survey Questionnaire

The other instrument that will be used in this study is a survey questionnaire. The

questionnaire is crafted by the researcher that aims to determine the factors that made

reading log an effective reading intervention.

19
The following scale is based on DepEd order no. 73 s. 2012 k-12 assessment and levels

of proficiency. This will be used to describe the mastery level of the students.

Equivalent Level of proficiency Qualitative Interpretation

Numerical value Description

90%-100% Advanced 28 and above The students exceeds the

core requirements in
terms of Knowledge,
skills, and
understandings, and can
transfer them
automatically and
flexibility through
authentic performance
tasks.
The student has
developed the
85%-89% Proficient 26-27 fundamental knowledge
and skills, and core
understanding, and can
transfer them indepently
through authentic
performance tasks.

The student has

80%-84% Approaching 24-25 developed the
fundamental knowledge
Proficiency and skills, and core
understandings, with
little guidance from the
teacher and /or with
some assistance from
peers, can transfer these
through authentic
performance tasks.

75%-79% Developing 22-23 The student possesses

the minimum knowledge
and skills, and
 understanding, but needs
help throughout the
performance of tasks.
The student struggles
with his/her
74% and below Beginning 21% below understanding:
prerequisite and
fundamental knowledge
and / or developed
adequately to aid
understanding.

Figure 5. DepEd’s Levels of Proficiency

Data Gathering Procedure

The following procedures will understaken:

1. Foremost, obtain permission from the District Supervisor to conduct the study.

2. Furnish the principal of Manga Central Elementary School, a copy of the

endorsement of the District Supervisor and a cover letter on the subject of the study in

order to solicit her support and cooperation.

3. An orientation among the External Partners-tutor-Volunteer will be conducted. This

will be done in order to give them to prepare ahead of the schedule. This will include the

activities to be undertaken, the approach to be used and the learning tools that they are to

bring to enhance learners; learning.

21
4. The matrix of activity will be provided for their reference regarding their schedules

and the activities undertaken.

5. Before the conduct of the learners Reading Comprehension pretest will be

administered using the EGRA instrument to gauge the reading ability of Grade 1 learners.

6. For 6 straight weeks from May3-2022-June 11, 2023 the teacher-parent collaboration

partnership will assist the conduct of remedial reading instruction among the 40 learners.

7. On the 6th week, the quality of learners’ knowledge will be gauge through the

administration of reading comprehension post test.

The pretest and post test mean score rating will be tabulated and exposed to statistical

tool.

Statistical Treatment

To determine if there is a significant difference in the pre-test scores of the

experimental group and the control group in terms of Reading Log and the learning

outcomes of the students, t-test for independent sample will be used.

To determine if there is a significant difference between pre-test and post-test of

experimental group in terms of : Reading Log strategy and learning outcomes of the

students, t-test for independent sample will be used.

To determine if there is a significant difference between pre-test and post test scores

of control group in terms of: Reading Log strategy and learning outcomes of the students

t-test for independent sample will be used.

21
 To determine if there is a significant difference between the students’ learning

outcomes of the experimental group and control group, t-test for independent sample

will be used.

To determine if there is a significant difference between the Reading Log strategy

and learning outcomes of the students in the experimental group and control group, t-test

for independent sample will be used.

22
 REFERENCES

Elmore, R. 2013. School-Community Partnership: Towards Institutional

Improvement. Washington, DC NGA CENTER FOR BEST PRACTICE

Heferves, R.A. 2012. Effects of School-Community Partnership: National Printing

Press. Metro Manila.

Taylor, B, Frye, B.,& Maruyama, G. (1990) Time spent reading and reading growth

American Educational Research Journal .22 (2),357

Davis, s. (2014) Rethinking Reading logs, Reading Teacher 68 (1),45

doi:10.1002/trtr,1295

Lookwood,M. (2008) Promoting Reading for pleasure in the primary schools,

London ,UK: SAGE

APPENDIX

Survey Questionnaire
 Direction: Below are the statements that determine the perception that you have in using Reading

log strategy in learning Reading. Please give your honest rating of the effectiveness of Blended Learning

Strategy in each statement by checking (/) the box that corresponds to your answer, using the scale

below.

Scale Verbal Interpretation Qualitative Description

Reading Log is effective at about 81%-
5 Very Highly Effective
100%.
Reading Log is effective at about 61%-
4 Highly Effective
80%.
Reading Log is effective at about 41%-
3 Moderately Effective
60%.
Reading Log is effective at about 21%-
2 Less Effective
40%.
Reading Log is effective at about 1%-
1 Least Effective
20%.

Learning Reading 5 4 3 2 1
1. Reading log help me in identifying letters
and names
2. Reading log supports me to learn for my
individual needs
3. Reading log improves my decoding skills
4. Reading Log improves my comprehension
skills
5. Reading log affects my attitudes for reading
positively
6. Reading log motivates me to inculcate the
love of reading
7. Reading log increases my communication
power of mathematics
8. Reading Log impoves my reading fluency
9. Reading log support my remembering skills
10. Reading log support my understanding of
languages
11. Reading log promotes my reading speed