Professional Documents
Culture Documents
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
more enjoyable and motivating, a great number of non-readers still looms inside the
classrooms. Researches show and prove that some of the reasons for the prevalence of
non-readers are poor reading habits, poverty, and lack of time for home studies due to
home chores. With the presented situations and in order to address the concern on non-
With the inadequacies at home, the school can alleviate the imbalance and
unproductive time for reading by institutionalizing the habit of noon-time reading which,
eventually, can lead to further improvement of reading skills and comprehensions and
contribute to the realization of the DepEd mission and vision. Thus, a step by step
development of their full potential may start from the sustained habit of reading out of
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Learning how to read and comprehend written texts is an important aspect of
literacy and this idea can be extended to reading in a second language. As observed by
Gagné et al.(1993), such knowledge on how to read involves the execution of a set
of componential processes both at the lower level, such as decoding and literal
manner, some aspects of the process need to be automatized, for instance, word
decoding and literal comprehension. Duffy (2009) regards the ability to read fluently as
a skill, that is, skilled readers must not “stop frequently to correct miscues.”
process is an activity carried out by the reader in his attempt to get the meaning of a
written material. Reading as a product is an ability or skill achieved by the reader which
material the reader must, of course, process a good reading act in the reading process.
Citobroto (1982) also agrees that the process of reading consists of two steps.
He believes that reading is not only combining letters into syllable, syllables into word,
words into sentences and so on, but the first step of reading is that the reader should
“The behavior and the work of an individual is based on habit to a great extent.
Everyone forms, improves, or changes habits in the course of study, while practicing a
profession or playing sport, in driving a car, in home activities. Habits are the highest
quicker and smoother in proportion to one's conscious practice and regular self-
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
checking. Thus, knowledge of the essentials and regularity of the process of habit
formation is of practical importance not only for a teacher, but for everyone, particularly
1969)
fundamental skill necessary to function and serve society. As Proverbs 22:6 says
“Train up a child in the way he should go: and when he is old, he will not depart
from it. This action research will be beneficial to the pupils, parents, teachers,
administrators, and other researchers as it will provide essential basis for the
This action research initiative aims to improve the reading habits and attitudes
towards reading of the 30 non-readers in Palestina Elementary School this school year
a. Family income
b. Parents’ occupation
d. Nutritional status?
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
2. What are the reading habits of the identified non-readers before and
3. What are the attitudes of non-readers towards reading before and after
Project ERHASER?
4. What is the effect of the Project ERHASER on the reading habits and
Expected Outputs.
Project ERHASER is a noontime reading program where the teachers will utilize
technology in the reading practices for non-readers. Moreover, the identified 30 pupils
will be exposed more into intensive reading practices utilizing books, big books,
laminated learning materials, and interactive devices until such time that noontime
reading becomes a habit at school and at home. Attendance will be checked and
the noon-time reading program will be implemented starting August 2018 to October
2018. This will be conducted every school day from 12NN to 1PM at the school’s
covered court. This will be facilitated by the selected five (5) teachers who have
experience, together with one teacher who has been trained for the reading recovery
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
program. Thirty non-readers from Grades II-VI based on the Phil-IRI results in July
2018 will be subjected to this research. Relative to this, a survey on the reading habits
and attitudes towards the noontime reading program will be conducted before and after
the intervention. Furthermore, the teachers who will administer the survey will translate
Project Non-Readers (NR). This activity will involve identification of pupils who
are considered non-readers using the Phil-IRI Test. This will help the school
the reading abilities of these pupils by improving the reading habits and attitudes
Project Basa Ko Recite Ko. This will involve providing innovative reading
materials to the identified pupils. They will read aloud onstage the selections in the
reading materials during the noontime reading program. This will develop habit, positive
Project Unawa Ko Sulat Ko. In this activity, the participating pupils will rewrite
the selections they have read through dictations of the Project ERHASER Team. This
will enhance not only the oral reading skills, but also the writing and listening skills of the
pupils.
ERHASER, there will be an awarding and celebration activity every Friday of the week
with simple nutritious meals (i.e., dessert, candies, fruit) to serve as a motivation and
inspiration that will promote the Tender Love and Care values to the pupils. In addition
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
to this, a video presentation of their weeklong activities will be shown to the group while
enjoying their meals. Furthermore, to enhance their reading habits and attitudes with a
sense of accomplishment, they will receive the following awards (in form of
ribbons):
Souvenir items will be distributed to the 30 pupil participants during the closing
ceremonies which will be conducted on the last day of the implementation of the Project
ERHASER.
discussing the answers to the four research questions posted. This section presents in
detail the way the action research will be conducted. It covers the sampling techniques,
data collection, ethical issues, and plan for data analysis which will all fall under the
research methods.
The participants of this study will be the identified 30 non-readers from Grades II-
VI. Purposive sampling will be used to determine the non-readers using the Phil-IRI test
results. During the implementation of the program, five (5) teachers will be assigned as
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
b. Data Gathering Method
For question number 1: To determine the profile of the participants, forms will
be distributed to class advisers to solicit data relative to the family income, parents’
non-readers.
and after the implementation of the program, a survey questionnaire measuring the
reading habits and attitudes towards reading, results of the survey on reading habits
and attitude towards reading before and after the program will be compared.
For question number 2. To process and analyze data on the reading habits of
the participants, mean and weighted mean will be utilized. The following scale will be
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
For question number 3. To process and analyze data on the attitude of the
participants toward reading, mean and weighted mean will be utilized. The following
the reading habits and the attitude towards reading, results of the survey before and
after the implementation of the program will be compared. The significant difference of
the results will be measured using t-test and the effect size will be computed using
Cohen’s d-test.
PRE-IMPLEMENTATION PLAN
Step 1: DIAGNOSING –
identifying and defining the
problem.
Consultative conferences May-June Pupils, parents, -School Memo
2018 teachers, -Minutes
barangay -Pictures
officials, school -Action Research
head Proposal
Step 2: ACTION PLANNING-
Considering alternative
courses of action
Consult with the concerned June-July SEPS- Minutes/Notes of
division officials regarding the 2018 Research, consultation and
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
intention/plan to conduct the SGOD officials planning meeting;
research logbook of
attendance
IMPLEMENTATION PLAN
Orient teacher facilitators for 1st week of Researcher and School memo and
the Project ERHASER tasks August Project minutes
and expectations 2018 ERHASER School Designation
Team
Organize the noontime reading 2nd Week of Researcher and School Memo
class for the Project August Project Attendance Sheet
ERHASER 2018 (11am - ERHASER
12n) Team; 30
identified non-
readers
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Administration of survey 2nd week of Researcher and Results of the survey
questionnaires for reading August Project
habit and attitude towards 2018 ERHASER
reading of the identified 30 Team
non-readers
Implementation of the August 13, Researcher and Attendance Sheet
intervention; (Conduct of 2018 to Project Daily/Weekly/
Project ERHASER, a daily October 19, ERHASER Narrative Progress
noontime reading program) 2018 Team; 30 Report
-Follow the schedule for identified non- Pictorial Report
noontime reading with the readers
following sub-activities:
(Every
“Project Unawa Ko Sulat Tuesday and
Ko” Thursday)
Step 4: EVALUATING-
Studying the consequences
of an action
Conduct of the last stage of 3rd week of Researcher, Survey results
data gathering among the 30 October Project Data from the
pupil respondents 2018 EHRASER team interview/FGD
(Administration of post-survey and 30 pupil
questionnaires) and teacher participants
facilitators (Interviews/
Focused Group Discussions)
Prepare and submit action Last week Researcher and Accepted Action
research write-up of October Project Research Write-up
2018 ERHASER team
Convey results of the study to Last week Researcher and Minutes of Meeting
the stakeholders for possible of October Project
benchmarking 2018 ERHASER
team,
stakeholders
Research dissemination- As Researcher Certificate as
presentation to research forum scheduled presenter, TO,
communication
Utilization/Improvement of the Researcher and Utilized strategy
studied innovation in the other teachers Improved program
succeeding school year
The following items are the details of the possible expenses which can facilitate
the implementation of this action research proposal:
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
VII. PLANS FOR DISSEMINATION AND UTILIZATION
Research Dissemination Plan – The proponent will present the result of this
action research to stakeholders during conferences, meetings and assemblies after the
be promoted to other schools within the district or division. If given the chance to
present the results of this action research during any appropriate research forum, the
Data Utilization Plan – Data from this initiative will be used in crafting project
proposal which will form part of the 2019 and 2020 Annual Implementation Plan. The
herein results will be used to determine if the noontime program will be continued.
VIII. REFERENCES
DepEd Order No. 14, s. 2018 – Policy Guidelines on the Administration of the
Revised Philippine Informal Reading Inventory
DepEd Order No. 4, s. 2016 – Amendment to DepEd Order No. 43, s. 2015
(Revised Guidelines for the Basic Education Research Fund)
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
DATA GATHERING TOOLS
Project ERHASER
(Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Table 1.Result of Phil-IRI PRETEST (For the 30 Selected Non-readers)
No. Name of Grade & Phil-IRI Oral Name of Class Signature
Pupil Section Reading Level Adviser
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
27
29
30
Prepared by: Noted by:
PERPETUA PILAR B. MORATA LEA LILIA N. MARCELO
School Phil-IRI Coordinator Principal I
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
DATA GATHERING TOOLS
Project ERHASER
(Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Table 2.Part I – SURVEY QUESTIONNAIRE on Family Profile (For the 30 Selected Non-readers)
Family Profile NutritionalS
Name of Family Income Parents/Guardians Parents/Guardians tatus
N0
Pupil Occupation Educ. Attainment
Mother Father Total Mother Father Mother Father
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
27
29
30
Prepared by: Noted by:
MARIA JEAN M. BORRE CRISTITA L. FAJARDO LEA LILIA N. MARCELO
Sch.Guidance Coordinator Sch.Nutrition Coordinator Principal I
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
DATA GATHERING TOOLS
Project ERHASER
(Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Direction: Check the number of your choice for each reading habit that best describes yourself.
QUESTION READING HABITS 1 2 3 4 5
NO. Always Oftentimes Sometimes Once Never
1 How often do you practice
reading in school during
noontime?
2 How often do you practice
reading during free time
in the classroom?
3 How often do you practice
reading with your
classmates?
4 How often do you read at
home?
5 How often do you look for
the meaning and spelling
of new words
encountered?
6 How often do you read
aloud in front of
classmates?
7 How often do you read in
the library nook in your
room or school?
8 How often do you ask
your teachers for help in
reading?
9 How often do you ask
your parents for help in
reading?
10 How often do you try
reading new words taught
by your teachers?
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
Project ERHASER
(Enhancing Reading Habits and Attitudes of Slow Elementary Readers
Direction:Check the number of your choice for each reading attitude that best describes yourself.
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
DEPARTMENT OF EDUCATION
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
SUSAN S. COLLANO
Assistant Schools Division Superintendent
Division of Camarines Sur
Freedom Sports Complex
San Jose, Pili, Camarines Sur
Madam:
May I humbly submit for evaluation and approval of the Schools Division Research Committee (SDRC) an
action research entitled: Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers) in
Palestina Elementary School, Pili West District, this division.
1. For the Pupils: This will set an example that for one to become readers, he should devote extra time to
reading, a habit-forming one.
2. For the Parents/Community: This will inspire parents that even in times of difficulties and hardships, the
school as a whole exerts extra effort and time to pay concern for their children to become readers, improve their
school performance, and eventually, become productive citizens.
3. For the Teachers and Administrator: This will be considered as a gesture of sincere commitment to serve
and partake in the desire of the DepEd and our country to elevate the reading standards and contribute to nation’s
progress, if this intervention is found to be effective.
4. Other researchers/schools. Duplication and benchmarking can be practically done thru modeling for a
widespread implementation and improvement of reading and learning.
5. High Schools- “Erasing”elementary non-readers will make teaching in the high school or K-7-12 easier,
more enjoyable, productive, and meaningful.
If the SDRC approves the above-cited research, may Palestina Elementary School undertake the same as per
work plan, and, in the future, with our prayers for it to become institutionalized as an effective intervention for
improved reading and learning.
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
AMANCIO V. DOBLON SUSAN. S. COLLANO, CESO VI
PublicSchools District Supervisor Schools Division Superintendent
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
APPROVAL SHEET
Was evaluated and approved by the Schools Division Research Committee (SDRC)
Given this _____ day of __________ 2018 at DepEd Schools Division Office of
Camarines Sur, Freedom Sports Complex, San Jose, Pili, Camarines Sur
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
SUSAN S. COLLANO, CESO VI
Assistant Schools Division Superintendent
CHAIRMAN
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
more enjoyable and motivating, a great number of non-readers still looms inside the
classrooms. Researches show and prove that the culprit for the prevalence of non-
readers are poor reading habits, poverty, and lack of time for home studies due to home
chores.With the presented situations and in order to address the concern on non-
one.
With the inadequacies at home, the school can alleviate the imbalance and
unproductive time for reading by institutionalizing the habit of noon-time reading which,
eventually, can lead to further improvement of reading skills and comprehensions and
contribute to the realization of the DepEd mission and vision. Thus, a step by step
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
development of their full potential may start from the sustained habit of reading out of
This action research aims to determine the impact of noontime reading program
Elementary School.
a. Family income
b. Parents’ occupation
d. Nutritional status?
program?
literacy and this idea can be extended to reading in a second language. As observed by
Gagné et al.(1993), such knowledge on how to read involves the execution of a set
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
of componential processes both at the lower level, such as decoding and literal
some aspects of the process need to be automatized, for instance, word decoding and
literal comprehension. Duffy (2009) regards the ability to read fluently as a skill, that is,
process is an activity carried out by the reader in his attempt to get the meaning of a
written material. Reading as a product is an ability or skill achieved by the reader which
material the reader must, of course, process a good reading act in the reading process.
Citobroto (1982) also agrees that the process of reading consists of two steps.
He believes that reading is not only combining letters into syllable, syllables into word,
words into sentences and so on, but the first step of reading is that the reader should
“The behavior and the work of an individual is based on habit to a great extent.
Everyone forms, improves, or changes habits in the course of study, while practicing a
profession or playing sport, in driving a car, in home activities. Habits are the highest
quicker and smoother in proportion to one's conscious practice and regular self-
checking. Thus, knowledge of the essentials and regularity of the process of habit
formation is of practical importance not only for a teacher, but for everyone, particularly
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
pedagogically, and a conscientious pupil must often compensate the shortcomings of
1969)
fundamental skill necessary to function and serve, society. As Proverbs 22:6 says
“Train up a child in the way he should go: and when he is old, he will not depart from it.”
Pupils. This will set an example that for one to become readers, he should
and hardships, the school as a whole exerts extra effort and time to pay concern for
their children to become readers, improve their school performance, and, eventually,
commitment to serve and partake in the desire of the DepEd and our country to elevate
the reading standards and contribute to nation’s progress, if this intervention is found to
be effective.
done thru modeling for a widespread implementation and improvement of reading and
learning.
Expected Outputs.
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
2. Improved reading habits
2019.
Specifically, this will involve identified non-readers from Grades II-VI based on
the Philippine Informal Reading Inventory (Phil-IRI) Test as per DepEd Order No. 14, s.
A. METHODOLOGY:
This section presents in detail the way the action research will be conducted. It
covers the sampling techniques, data collection, ethical issues, and plan for data
noon-time reading program will be introduced for three (3) months starting July to
September 2018. This will be conducted every school day from 12NN to 1PM at the
school’s covered court. This will be facilitated by the selected teachers who have
experience, together with one teacher who has been trained for the reading recovery
program. At least 30 non-readers from Grades II-VI as per Phil-IRI results in July 2018
will be subjected to this research. Relative to this, a survey on the reading habits and
attitudes towards the noontime reading program will be conducted before and after the
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
intervention. Furthermore, the teachers who will administer the survey will translate the
In the noon-time reading program, the teachers will utilize technology in the
reading practices for non-readers. Moreover, they will be exposed more into intensive
reading practices utilizing books, big books, and interactive devices until such time that
noontime reading becomes a habit at school and at home. Attendance will be checked
B. SAMPLING DESIGN
The subject of this study will the identified non-readers from Grades II-VI.
Purposivesampling will be used to determine the non-readers using the Phil-IRI result.
a. DATA COLLECTION
This study will use Phil-IRI test, questionnaires, interviews, and some readings to
verify the validity of some responses. The questionnaires to be used will have three
parts, namely:Part I, whichwill solicit answers on the profile of the subject;Part II, will be
composed of questions to describe the reading habits of non-readers; Part III will
determine the attitude of the subject towards the noon-time reading program. The Part
II and Part III of the questionnaires will be administered before and after the
C.ETHICAL ISSUES
The proponent of this action research will observe ethical standards relative to
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
securing the parental consent, and observing appropriate assignment for involved
teachers. Moreover, a request for a permit to conduct research will be secured from the
concerned DepEd officials with due consideration to the significance and expected
quantitative analysis will be conducted. The results before and after the conduct of the
noon-time reading program will be compared to determine the effectsof the intervention
on the pupils.
IX. WORKPLAN
July 2018 -Conduct of Phil-IRI test (oral Pupils, teachers, -Phil-IRI Results
reading) parents, barangay -List of Non-
-Identify the Non-readers for the officials, school readers for the
reading program head reading program
-Administration of survey -Result of Survey
questionnaires of reading habits of the identified
of identified non-readers non-readers
-Interviews -Summarized
-Focused Group Discussions result for
FGD)( interviews
-Interpretations and analyses of -School Memo for
gathered data the FGD
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
-Organize the noontime reading -Data
class interpretations and
-Identify and orient teacher analysis
facilitators -Noon-timereading
organization
-School memo for
the teacher-
facilitators and
other committees
for the reading
program with the
corresponding
tasks
IMPLEMENTATION PHASE
July- Conduct of noontime reading Pupils, teachers, -Attendance Sheet
September program school head, -Daily/Weekly/
2018 -Follow the mechanics for barangay officials, Progress Report
noon-time reading LGU-Pili, DepEd with filled out
Officials questionnaire
POST-IMPLEMENTATION
September Conduct of Phil-IRI test (oral Pupils, teachers, -Phil-IRI Post
2018 reading) parents, barangay Reading Results
Administration of survey officials, school -Post Survey of
questionnaires head, DepEd the reading
Interviews officials habits
Focused Group Discussions Questionnaires
Interpretations and analyses of -Memo on FGD
gathered data -Data gathered
Preparation and submission of and interpretation
research report -Disseminated
Dissemination of research research
results/findings findings/results
Submission of Action Research -Submitted Action
Write-up Research Write-up
X. COST ESTIMATES
The results of this action research will be used to determine if the noon-time
DepEd Order No. 14, s. 2018 – Policy Guidelines on the Administration of the
Revised Philippine Informal Reading Inventory
DepEd Order No. 4, s. 2016 – Amendment to DepEd Order No. 43, s. 2015 (Revised
Guidelines for the Basic Education Research Fund)
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
26
27
27
29
30
Table 2.Part I – SURVEY QUESTIONNAIRE on Family Profile (For the 30 Selected Non-readers)
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
24
25
26
27
27
29
30
Prepared by: Noted by:
MARIA JEAN M. BORRE CRISTITA L. FAJARDO LEA LILIA N. MARCELO
Sch.Guidance Coordinator Sch.Nutrition CoordinatorPrincipal I
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
Table 3.Result of Phil-IRI Oral Reading POST-TEST (For the 30 Selected Non-readers)
No. Name of Grade & Phil-IRI Oral Name of Class Signature
Pupil Section Reading Level Adviser
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
24
25
26
27
27
29
30
Direction: Check the number of your choice for each reading habit that best describes yourself.
QUESTION READING HABITS 1 2 3 4 5
NO. Always Oftentimes Sometimes Once Never
1 How often do you practice
reading in school during
noontime?
2 How often do you practice
reading during free time
in the classroom?
3 How often do you practice
reading with your
classmates?
4 How often do you read at
home?
5 How often do you look for
the meaning and spelling
of new words
encountered?
6 How often do you read
aloud in front of
classmates?
7 How often do you read in
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
the library nook in your
room or school?
8 How often do you ask
your teachers for help in
reading?
9 How often do you ask
your parents for help in
reading?
10 How often do you try
reading new words taught
by your teachers?
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
Direction: Check the number of your choice for each reading attitude that best describes yourself.
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Prepared by: Noted by:
PERPETUA PILAR B. MORATALEA LILIA N. MARCELO
School Phil-IRI Coordinator Principal I
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
6. Which do you Big books _________ 6. What keep you a. Hang-over from
prefer to read? Small books _______ from reading at watching late
Big books or school? night
small books “telenovelas”
b. Cannot
understand the
reading
lessons/activities
c. The desire to
play
d. Lack of Interest
e. Lack of energy
due to empty
stomach
7. Do you prefer to Yes __________ 7. What keep you a. Home chores
read colorful No ___________ from reading at b. Watching
books? home? “telenovelas”
instead reading
c. No books
d. Lack of Interest
e. Lack of energy
due to empty
stomach
8. Do you borrow Yes __________ 8. What makes
books? No ___________ you
disinterested in
reading?
9. Do you read long Yes __________ 9.
stories? No ___________
10. Do you like Yes __________ 10.
noontime tutorial No ___________
reading in
school?
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
Department of Education
Region V
Division of Camarines Sur
Pili West District
PALESTINA ELEMENTARY SCHOOL
Palestina, Pili, Camarines Sur
Table 5.PRETEST/POST-TEST- Summary of the Survey on the Reading Habits and Attitudes Towards
Noontime Reading
(For the 30 Selected Non-readers)
PRETEST POST-TEST
No. Name of Pupil PRETEST POST-TEST Attitude Attitude Towards
Reading Habits Reading Habits Towards the the Program
Program
1
2
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
27
29
30
Prepared by: Noted by:
MARIA JEAN M. BORRELEA LILIA N. MARCELO
School Guidance Coordinator Principal I
Project ERHASER (Enhancing Reading Habits and Attitudes of Slow Elementary Readers)
Proponent: Lea Lilia N. Marcelo