ATTITUDES OF GRADE 2 PUPILS

TOWARDS AT HERMOSA
ELEMENTARY SCHOOL

_______________

A thesis presented
To the faculty of College of Education
BATAAN PENINSULA STATE UNIVERSITY
Dinalupihan, Bataan

_______________

In Partial Fulfillment
Of the Requirements of the
Bachelor of Elementary Education

________________

Rioperio, Maria Teresa L.

De Guzman, Jaycell T.
Odrada, Joshua I.
Reyes, Mikee M.
 APPROVAL SHEET

The research entitled “ATTITUDES TOWARDS READING OF GRADE 2 PUPILS AT

HERMOSA ELEMENTARY SCHOOL,” prepared and submitted by Rioperio, Maria

Teresa L., De Guzman, Jaycell T., Odrada, Joshua I., and Reyes, Mikee M. in partial

fulfillment of the requirements for the course RESEARCH IN ELEMENTARY

EDUCATION has been examined and recommended for acceptance and approval for

ORAL EXAMINATION.

REDENTOR E. BANEZ, MAEd.

Adviser

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with the grade of on the

day of , 2017.

______________________
Chairman

___________________ __________________
Member Member
 ACKNOWLEDGEMENT

The writing of this study has been one of the most significant academic

challenges we have ever had to face. Without the full support, patience and guidance of

the myriad of special people who served as inspiration and strength, this study would not

have been completed. It is to them that we loved our deepest gratitude.

Dr. Glenda C. Magno, their research instructor, for her efforts support, advices,

guidance, valuable comments, suggestions and provisions that benefited her much in the

the completion and success of this study.; who gave her love, care, in doing this research.

Mr. Redentor E. Banez, the research adviser for his encouragement, support,

comments and suggestions given for the completion of this study. His assistance and

encouraging words truly inspired the researchers to continue this research.

Mrs. Adela G. Reyes, the Librarian at Bataan Peninsula State University

Dinalupihan Campus, for being so accommodating in providing the needed materials and

references.

The Grade II pupils of Hermosa Elementary School as respondents, for their

cooperation in answering the questionnaire honestly and truthfully.

To the researcher’s parents and families, for their unending support, appreciation,

prayers, financial assistance in finishing their work.

Above all, to our Almighty God, the ultimate source of blessings in giving the

researchers wisdom, strength, determination and blessings in accomplishing their work.

 THESIS ABSTRACT

Title of Thesis: ATTITUDES TOWARDS

READING OF GRADE II PUPILS
AT HERMOSA ELEMENTARY SCHOOL

Researcher: MARIA TERESA L. RIOPERIO

JAYCELL T. DE GUZMAN
JOSHUA I. ODRADA
MIKEE M. REYES

Adviser: REDENTOR E. BANEZ, MAEd

Institution

Name: BATAAN PENINSULA STATE UNIVERSITY

Kind: STATE UNIVERSITY

Subject Area: RESEARCH IN ELEMENTARY EDUCATION

Degree Completed: BACHELOR OF ELEMENTARY EDUCATION

Major: GENERAL EDUCATION

Rationale

Positive student attitudes toward reading and a healthy reading self-concept are

major objectives of the reading curriculum in most countries. Students who enjoy reading

and who perceive themselves to be good readers usually read more frequently and more
widely, which in turn broadens their reading experience and improves their

comprehension skills.

The purpose of this study is to investigate the different attitudes of the students

toward reading and how it affects their learning. To know or to test what strategies do the

teacher will use to handle the situation that will lead to pupil’s enhancement toward

reading.

Statement of the problem

This study aimed to find out the "Attitudes towards Reading of grade two pupils at

Hermosa Elementary School."

Specifically, it seeks to answer the following:

1. How the profile of the respondents may be described in terms of:

1.1 sex;

1.2 age; and

1.3 combine family income?

2. How may the attitudes of the respondents in reading be described as to;

2.1 oral reading;

2.2 silent reading; and

2.3 group reading?

 3. What is the implication of the findings in the pupils’ learning performance?

Scope and Delimitation

This study is entitled “Attitudes towards Reading of the grade 2 pupils at

Hermosa Elementary School" for the school year 2017-2018.

Included in this study are the profile of the respondent in terms of sex, age, and

combine family income; the attitudes of the respondents in reading as to oral reading,

silent reading, and group reading; and the implication of the findings in the pupils’

learning performance.

This study is limited to all grade two pupils of Hermosa Elementary School

during the school year 2017-2018.

Summary of the Findings

1. Profile of the Respondents

1.1 Distribution of the respondents according to their sex. 38 or 55.88

percent of the respondent came from the male group and 30 or

44.12 percent from the male group.

1.2 Distribution of the respondent according to their age. 34 or 50 percent

of the respondents were 8 years old. 32 or 47.06 percent of the

respondents were 7 years old. 2 or 2.94 percent of the

respondents was 9 years old.

 1.3 Distribution of the respondents according to their family income. 46 or

67.65 percent of the respondents are not aware of their family

income. 12 or 17.65 percent of the respondents have 39,000 below

family income. 6 or 8.82 percent of the respondents have 40,000-

44,000 family income. 2 or 4.5 percent of the respondents have

45,000-49,000.

2. Attitudes of the Respondents in Reading

2.1 Oral Reading. “I like it when our teacher assigns me to read something

to the class.” got the highest weighted mean of 4.19 which is described

as “Usually”.

2.2 Silent Reading. “I understand what I am reading if I need it silently.”

accumulated the highest ranking with a weighted mean of 4.47 and

description of “Always”.

2.3 Group Reading. “I enjoy activities that involve group reading.” ranked

first with a weighted mean of 4.44 and a descriptive rating of “Always”.

3. Implication of the findings to the attitudes of the pupils towards reading.

After interpreting the result from data gathered, it can be implied that the

respondents are having difficulty in oral and group reading in other words the respondents

are having difficulty in understanding the meaning of what they are reading if they read it

aloud or if they read it with others. As an implication, the teacher may use various

strategies, methods and approaches in improving their oral skills in reading and their ability

to socialize through group reading. The teacher may also give more and various samples

of text to practice their oral skills and give more activities that involves group activity to
improve their skills in interacting with others while understanding what are the things they

need to understand.

Conclusions

Based on the data gathered, the following conclusions were drawn by the

researchers.

1. Majority of the respondents is male, 8 years old and majority of the respondents

have family income of lower that 30,000.

2. The attitude of the respondents was in Oral Reading. It ranked first with an overall

average of

3. The outcome of the researcher revealed that in terms of Oral Reading the

respondents like it when their teacher assigns them to read something to the class.

But under the Silent Reading they understand more if what they are reading if they

read it silently or in their own. In terms of Group Reading, they enjoy activities that

involve group reading.

Recommendations

Based on the finding and conclusions drawn the following recommendations have

been made:

1. The parents should give their children knowledge regarding their family income so

that their children will be aware on how to use their money wisely.
 2. The teacher should give more activities that involve oral and group reading so that

the students will improve their skills in reading in terms of oral and group reading.

3. The teacher must know the weaknesses of pupils in reading skills so they will be

able to know what method or teaching strategies are they going to use.

TABLE OF CONTENTS

Title Page ...………………………………………………………………… i

Approval Sheet …………………………………………………………….. ii

Acknowledgement ………………………………………………………… . iii

Abstract …………………………………………………………………….. iv

Lists of Table ………………………………………………………………. xviii

Chapter

1. The Problem and its Setting

Introduction ……………………………………………………

Statement of the Problem ……………………………………...

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

Scope and Delimitation of the Study ………………………….

Notes in Chapter 1 …………………………………………….

2. Theoretical Framework

Relevant Theories ……………………………………………….

Related Literature

a. Foreign Source ………………………………………….

b. Local Source …………………………………………….

 Related Studies

a. Foreign Sources ……………………………………….... 14

b. Local Sources …………………………………………… 17

Theoretical Framework …………………………………………

Conceptual Paradigm of the Study ………………………….

Definition of Terms/Key words …………………………………

Notes in Chapter 2 ……………………………………………….

3. Methods of the Study

Methodology of the study ………………………………………..

Population of the study…………………………………………...

Research Instruments …………………………………………….

Data Processing and Statistical Treatment ……………………….

Notes in Chapter 3 ………………………………………………..

4. Presentation, Analysis and Interpretation of Data

Profile of the Respondents ………………………………………….

 5. Summary, Conclusions and Recommendations

Summary of Findings

Conclusions

Recommendations

Bibliography

Appendices

a. Letter

b. Survey Questionnaire

c. Curriculum Vitae

List of Tables

Table
1. Distribution of respondents according to section

2. Distribution of the respondents according to their sex

3. Distribution of the respondent According to their age

4. Distribution of the respondents according to their family income

5. Attitudes of Pupils in Reading as to Oral Reading

6. Attitudes of Pupils in Reading as to Silent Reading

7. Attitudes of Pupils in Reading as to Group Reading

8. Summary of the Table

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Positive student attitudes toward reading and a healthy reading self-concept are

major objectives of the reading curriculum in most countries. Students who enjoy reading

and who perceive themselves to be good readers usually read more frequently and more

widely, which in turn broadens their reading experience and improves their comprehension

skills.

By the time students reach second grade, most of them can read and write. They

are still fresh and curious, seeking to share what they have learned with classmates and

caring adults. There is no high stakes testing; those who have learned well are armed with

a litany of tools that foster success and those who are struggling are not so far behind they

will never catch up. Second grade is the beginning of Piaget’s concrete operational stage;

students are beginning to look at problems from multiple perspectives, think more logically

and excel when dealing with realistic concepts (Kirby, Ball, Geier, Parrila & Wade-

Woolley, 2011). This is the golden grade.

Unfortunately, research into engagement, motivation and attitudes all show that as

students’ progress through their educational careers, their interest and motivation wane

while attitudes towards school become more negative (Beck, 2007; Finn, 2009; McKenna,

2007). Research shows that students who struggle in school are less likely to graduate.

Couple this with the impacts of living in poverty, and students are five times less likely

than their high-income peers to graduate from high school (Chapman, Laird & Kewal-

Ramani, 2011).
 There are various factors that influence children's attitudes toward reading:

children's personal experiences in reading, children's confidence in reading, parents'

attitudes towards reading, and teachers' ways of teaching.

First, children's personal experiences in reading are directly related to children's

attitudes toward reading. Can children get access to books? Are the books that children

read interesting? Interesting books are that are predictable, have vivid pictures, and are

related to children's lives. Do teachers and parents believe that children can read? Do

children often fail in reading tests? If children get discouraging answers to these questions,

it is impossible that they will like reading in or out of school because reading seems alien

to them. They cannot get anything from reading. Gradually, they may form a negative

attitude toward reading. As Feitelson & Goldstein (2007) have shown, 61 percent of low-

income families have no books at all in their home. On the other hand, the standardized

reading tests may make children suffer stress, illness, and long-term test anxiety (Smith, et

al, ), which greatly frustrate children's interest in reading. Murphy (et al) (2007) point out

the phenomenon: "`Failure' on one or more of these assessments might be interpreted as

being caused by `low ability', `low intelligence', `dyslexia', or some other construct" (p.

90). When teachers come to believe that children do not have the ability to read because of

one or more failures on tests, children may doubt their ability in reading, and may never

succeed in reading

Moreover, children's confidence determines whether they can succeed or not, and

their confidence in reading is built up as they read. Positive feedback about children's
reading from teachers, peers, and parents makes children confident in reading. In various

reading activities, children tell their classmates who they are, what they know, and what

they care about (Oldfather & Dahl, 1994). Children can find their identities in the

classroom, and may find that reading is related to their lives. From the praise of teachers

and peers, children can build their confidence in reading. On the other hand, children who

lack confidence often suspect their reading ability (Cole, 1999). The inappropriate

interpretation of standardized tests hurts children's confidence:

Furthermore, parents' attitudes toward reading influence their children's positive

attitudes toward reading. Children whose parents received a good education were interested

in books and had many books at home (Morrow, 1983). If parents do not like reading, it is

hard to imagine that they will buy books for their children, so children have nothing to read

at home. Children may have no idea about getting pleasure, information, and ideas from

reading, which may have bad effects on children's attitudes toward reading.

Finally, teachers' different ways of teaching provide children with different views about

reading. Eldredge (1991) found in his research that children in his whole language class

had an extremely positive attitude toward reading because the whole-language class was a

student-centered, cooperative way of learning, in which children could choose books that

they liked and read many literature-based books. Children in the literature-based classroom

read various books under the help of teachers, while teachers are the coaches or facilitators

(Morrow, 1992), who provide help to those who need it in phonics, words, and background

knowledge for comprehension. Teachers in the whole language class valued children's
differences and provided chances for children with different backgrounds and different

levels to develop their strengths with the help of teachers:

In the whole language class, children may learn that reading is a process of getting

ideas, during which they enjoy the pleasure of reading.

Phonics, however, focuses on skills in decontextualized situations. Basal readers

are not literature-based. Harste (2008) points out the harmful effect of basal readers: "They

[basal readers] are as dangerous to the mental health and critical thinking abilities of

teachers as they are to children" (p.270). Children get little chance to read, and cannot

choose books that they like, which fails to arouse children's reading interests. In these kinds

of classes, children may think that reading is just for the skills of producing sounds or the

identification of words

According to Smith and Dechant (cited by Galero-Tejero, 2010) reading is a key to

success in school, to the development of out-of-school interest, to the enjoyment of leisure

time and to personal and social adjustment. It helps him to adjust to his age mates, to

become independent of parents and teachers, to select and prepare for an occupation and

to achieve social responsibilities.

Reading is, in essence a process of converting graphic symbol into their oral

counterpart. One must decode the graphic representation, and in so doing he arrives at the

known, or familiar, which is speech. (Anonat, 2011)

 Reading is a complex combination of skills. The human brain must act like a

computer data is taken in via the eyes (or fingers, in the case of Braille), processed within

the brain, interpreted and becomes information (Monica, 2009).

According to Bernando(2009), Reading is actually a very complex process that

requires a great deal of active participation on the part of the reader. It is also an interactive

process among the reader, the writer and the text.

The researchers want to know the different attitudes of the students toward reading

and how it affects their learning. To know or to test what strategies do the teacher will use

to handle the situation that will lead to pupil’s enhancement toward reading.

Statement of the problem

This study aimed to find out the "Attitudes of Grade Two Pupils towards Reading

at Hermosa Elementary School."

Specifically, it seeks to answer the following

1. How may the profile of the respondents be described in terms of:

1.1 sex;

1.2 age; and

1.3 combined family income?

2. How may the attitudes of the respondents in reading be described as to;

2.1 oral reading;

 2.2 silent reading; and

2.3 group reading?

3. What is the implication of the findings in the pupils’ learning performance?

Significance of the Study

The findings of this study are primarily conducted to benefit the academic

community.

To the School Principal, the findings and reading performance of pupils will allow

him to conduct seminars that will help the teacher improve their strategies they use in

teaching their pupils. If that seminar will be successful it will be beneficial to the students

and as well as to the school.

To the Teacher, the result of this study will help the teacher to learn new strategies

and methods to be used in reading classes. Each student has different level of intellect but

the teacher can use different approaches for her students to catch up.

To the Parents, this research will also be beneficiary for them. They serve as the

first teacher to their children. They will be aware on how to teach their children.

To the Pupils, this study will help them to improve their reading skills. They will

have ideas on what to improve in their selves.

To the Future Researchers, they will also benefit because this can serve as their

future reference.

Scope and Delimitation of the study

 This study aimed to assess the Attitude in Reading of the Grade 2 pupils in Hermosa

Elementary Schools in the school year 2017-2018. Included in the study are the profiles of

the student in terms of age, sex, and combine family income. The implications of the

findings to reading skills of grade two.

Reading Skills are not included on their study.

Notes in Chapter 1

Geier, Parrila & Wade-Woolley, (2011) “The time students reach second grade”
Chapman, Laird & Kewal-Ramani, (2011) “Engagement, motivation and attitudes all

show that as students”

Feitelson & Goldstein (2007)” The form a negative attitude toward reading"

Oldfather & Dahl, (2008)” Children can find their identities in the classroom”

Morrow, (2007)” Parents' attitudes toward reading influence their children's positive

attitudes toward reading.”

Eldredge (2009) “Teachers' different ways of teaching provide children with different

views about reading”

Harste (2007)” Focuses on skills in decontextualized situations”

Galero-Tejero, (2010) “The development of out-of-school interest”

Anonat, (2011) “Reading is, in essence a process of converting graphic symbol into their

oral counterpart”

(Monica, 2009) “Reading is a complex combination of skills”

Bernando(2009)” Reading is actually a very complex process that requires a great deal of

active participation on the part of the reader

Chapter 2

THEORETICAL FRAMEWORK

Introduction
 This chapter presents the literature and studies made by foreign and local authors

which are helpful to the researcher in making this study possible.

Relevant Theories

The Constructivist Theory by Jerome Bruner as a paradigm or worldview posits

that learning is an active, constructive process. The learner is an information constructor.

People actively construct or create their own subjective representations of objective reality.

New information is linked to to prior knowledge, thus mental representations are

subjective. Bruner believed that when children start to learn new concepts, they need help

from teachers and other adults in the form of active support. To begin with, they are

dependent on their adult support, but as they become more independent in their thinking

and acquire new skills and knowledge, the support can be gradually faded. This form of

structured interaction between the child and the adult is reminiscent of the scaffolding that

supports the construction of a building. It is gradually dismantled as the work is completed.

(Wheeler, 2014)

It is important for teachers to provide opportunities for children to constantly learn

new things. Some of those may be highly complex and will require support of a much

focused kind. Teachers need to be aware of the development state of each of the children

in their care, and should provide scaffolding that is appropriate.

Another theory presented by Lev Vygotsky The Sociocultural Theory believed that

parents, caregivers, peers, and the culture at large were responsible for developing higher

order functions. Zone of proximal Development views interaction with peers as an effective

way of developing skills and strategies. He suggests that teachers use cooperative learning
exercises where less competent children develop with help from more skillful peers - within

the zone of proximal development.Vygotsky believed that when a student is in the ZPD for

a particular task, providing the appropriate assistance will give the student enough of a

"boost" to achieve the task.

K. Goodman’s Transactional Socio-Psycholinguistic Theory of Reading.

According to K. Goodman, reading is making sense of the text. The text is not viewed as

controlling a passive reader; instead, the reader is seen as an active user of language. As a

reader reads, the text must be sampled and interpreted through the reader’s unique personal

background knowledge and experience. The active involvement of the reader with print

and meaning—not words—thus grounds Goodman’s focus. The reader is rather seen as

central to the act of reading: the reader’s reaction to particular pieces of print on a page that

may or may not have connections to larger contexts is of secondary importance.

Related Literature

Foreign Sources

According to Caverly (2008) presented the following best practices in reading.

Teachers provide explicit instruction, build word knowledge, and directly teach skills and

strategies for word analysis (phonemic awareness, phonics, word recognition, structural

analysis, context clues, and vocabulary) with and without use of context.

According to Worthy (2009), it is not sufficient to provide books that are geared

solely to a child’s instructional reading level. When reading level is solely considered,

below level basal readers are generally used for instructing struggling readers. Reading

such “baby books” often makes struggling readers feel more defeated. Focusing on student
interests in selecting reading materials may be more beneficial in promoting reading

success than a focus on level.

It turns out that interest is far more significant than readability. When students have

strong interest in what they read, they can frequently transcend their reading level (Worthy,

2007). Many educators and researchers consider interest to be an essential factor in all

learning (Hidi, 2007; Schiefele, 2008). Students who do not enjoy typical school texts often

fail to engage in reading, and may develop a lifelong aversion to reading. Even if they are

not initially struggling readers, “reluctant readers tend to gradually lose some academic

ground, because wide reading is related to increases in general knowledge and reading

comprehension” (Williamson &Williamson, 2009).

Fluency should be the aim of every reading and writing lesson. It should

increase as learner’s progress from beginning to advanced readers and writers. Fluency

enables learners to read and write with more understanding. They gain this skill through

practice and observation (Allington and Cunningham, 2009)

According to Kursch, I.,de Jong, J & et al.(2007) stated that students whose parents have the

lowest occupational status but who are highly engage in reading obtain higher reading scores than

students whose parent have high or medium occupational status. In this related literature, it shows that

whatever status in the economy has if the child is provided and motivated by his parents the positive

attitude of the students will be developed..

Miller (2007) in his study touches upon reading strategies; he gives information

about thirty years ago and recent times also. He states that reading was based on top-down
skills about thirty years ago, the main concern of reading was “meaning”. In this way

teachers were supporting students to use their background knowledge in order to enhance

their reading comprehension. However, he says that there has a been change from bottom-

up skills to top-down ones recently; it focus on firstly the exact, literal comprehension the

text.

During school, students interact and work alongside peers and adults. These social

perceptions and relationships are related to and predictive of school-related outcomes

(Patrick,Knee, Canevello, & Lonsbary, 2007). Vygotsky argued that one internalizes

higher cognitive ability through social interaction. He perceived learning as a profoundly

social process, suggesting that individuals master their surroundings when immersed in

dialogue and engaged in the social construction of meaning. Similarly, Patrick et al. (2007)

found students perceptions of dimensions of their classroom social environment, including

affiliation, cohesion, fairness, mutual respect, and support from teachers and students are

associated consistently with adaptive motivational beliefs and achievement behaviors.

Partin & Gillespic (2008) defined attitude towards reading as an individual’s

feelings about reading, caused learner to approach or avoid a reading situation. A positive

reading attitude helps the student’s in many ways. The students will not be bored in

complying their reading assignments. The student who likes to read often can easily

understand the meaning of the literature and can easily get moral lessons from the

literature that the student’s read. The student will be open to the things that are happening

in the world today.

Local Sources
 According to Salazar (2007) motivation is likewise associated with independent

reading; children who are interested and motivated to read tend to more independent

reading. She describes this stage as the stage of rapid growth and development. She

underscored that at this phase; the child is reading to learn and is expected to apply the

skills he developed in the previous stages to other content areas and context. At this stage,

the child is also expected to read various materials for pleasure or entertainment.

On the other hand, according to Cruz (2007), despite our supposedly high literacy

rate, many Filipinos can barely read and write. This is true especially of those living in

remote areas as well as the slum areas of the country. Someone ones remark that we are

not a nation of readers; we are a nation of a storytellers. Ours is a culture of oral history

passed on by word of mouth not through the written word. Does the problem really stem

from the culture? Somehow, yes. But besides the issue of culture lies the problem in the

quality of instruction among public schools. The ancient problem of financial support from

the government is the root of this problem.

For an individual to survive in today’s world, it is requirements for him/her to know

how to read with an understanding. He/she should be capable of understanding simple text

such as transportation documents which includes travel directions and road instructions,

bills and contracts. The effect of none being able to comprehend could be disastrous (e.g.

instructions on a bottle of medicine or chemical warnings.) With the ability to comprehend

a text, people are able not only to live safety and productively, but also to continue to

develop socially, emotionally, intellectually. Likewise reading is very significant language

skill for a student. Since they are subject to a continuous flow of information, they need to

prepare themselves for the demands that reading in school and the bigger society places on
them. Reading also has been a segment of entrance test in most colleges and universities.

But are cases by which student fail during the entrance examination because of lack of

comprehension. (Lastrella, 2010)

Ozdemir (2010) stresses that reading is fundamental in getting knowledge as all the

lessons and learning activities are mostly based on the power of comprehensive reading;

indeed, it is really necessary to read comprehensively. In addition, reading

comprehensively really affects a learner’s education and his life as a whole. Learning in

any lesson depends on understanding of the learning instrument of that lesson; thus, a

learner who cannot read comprehensively finds it difficult for him/her to be successful in

his or her lessons.

Nielsen (2008) student’s attitude toward reading may affect reading achievement and the like

hood that the student read voluntarily for information and pleasure. The student will have the knowledge

about almost everything if the student always reads good books.

Martin (2009) stated that it seems that students have different attitude towards reading which

influence their participation in class in which reading is required. As a result it has more or less been taken

for granted that an individual has an attitude and that this attitude can be located as some point on a

positive-negative continuum. Reading will be used by students in their everyday life. Reading can be a

help to them if they have the positive attitude to do it.

Joseph (2011) also shared that children with poor attitudes toward reading may only read when

they have to read, tend to avoid reading, and may even refuse to read altogether. The student may not be

able to comprehend easily if the student does not read and refuse to read.
Related Studies

Foreign Sources

The results of the study of Tabula (2011) entitled “The Oral exposition skills of

Mass Communication”, students in the University of Northern Philippines found out that

the respondents’ level of oral exposition skills is “Competent in all areas of purpose,

language, content, organization, and delivery. He also found out that there is a significant

relationship between the student-related variables on type of school graduated from

parent’s educational attainment, language used at home, and exposure to mass media and

their level of oral exposition skills.

According to Ponnel as cited by Faustino(2010) on her study entitled “How to teach

reading?” found that the use of unsuitable materials can cause reading difficulties. The

author also added that psychological factors may greatly affect the occurrence in reading

difficulties such factors enumerated which surely affect the affectability of individuals

ability to read are the following, physical condition, vocabulary, visual auditory,

intelligence, home and environment and pattern of reading.

According to Annie (2010) entitled “Grade-level Reading Proficiency?” at

the United States University, the study reveals that the early warming summarized the

research basis for focusing on grade-level reading proficiency as an essential step forward

increasing the number of children from low-income families who succeed academically,

graduate from high school on time and do well in life and the workface. She found out that

the date of low level reading skills nationwide, especially among children from low-income

families, and highlighted the urgency of getting more children to read proficiently as a way
to break the cycle of intergeneration poverty while boosting this country’s social equality,

economic competitiveness and national security. Three part hypothesis embedded in early

warming was this: if teachers assure (a) adult child interactions that produce high quality

teaching of the whole child for every child in every setting, every daily; (b) communities

mobilized to help families ensure that their children are healthy, ready present and engaged

in school; and (c) formal and informal system organized to provide the care, services and

family supports that the children need from prenatal stage through third grade. Then

children from low-income families will develop on track to read at grade level by the end

of third grade, 2. If children from low-income families are reading on grade level by the

end of third grade, then they will be more likely to succeed academically and graduate from

high school ready to succeed in college and in careers.

According to Middleton(2011) entitled “Reading motivation and reading comprehension”

revealed that genetic, shared environmental influences were significant for both reading

motivation and reading comprehension factors was influenced not only as genetic

pathways, but also through non-shared pathways.in contrast, estimates for shared

environmental overlap between reading motivation and reading comprehension were not

statistically significant.

The work of Newhouse (2009) echoes and extends the earlier research entitled

“Effective Teachers of Beginning Reading” of university of Washington reveals that three

of the first grade urban teachers in their sample were identified as most effective based on

their students end of year reading and writing achievement. These teachers demonstrated

instructional balance focusing on both literature and skills. They taught decoding skills

explicitly and also provided their students with many opportunities to engage in authentic,
integrated reading and writing activities. In contrast, the other teachers in the study either

focused on skills or whole language approaches or combined the two in disjointed ways.

The three most effective teachers extensively used scaffolding to their students to monitor

their learning, the quality of their work, and their work time. They also encouraged self-

regulation by teaching students to use strategies and to fix problems they encountered when

they are reading. The best teachers had high expectations for their students and masterful

classroom management skills. They were prepared for their lessons, and they mentioned

the important of routines in terms of activities and expectation.

According to Stringfield(2007) conducted a study entitled “Special Strategies for

Improving Reading Achievement” at Westwood Elementary School after of a three-year

study of schools implementing special strategies to improved reading achievement,

researchers found out that classroom instruction as “in one sense, distressing. In elementary

schools, instruction was predominantly teacher-led focused on discrete skills instruction

and driven by management concerns. There were relatively few observations of students

engaged in sustained reading applying what they were learning. To sustain long term gains

in reading skills, interventions like read-a-thon may need top pair with other components

such as administrative and professional development, aimed at encouraging long term

focus in reading.

According to Carnine (2008) in the study entitled “The best Solution to the

Problems of Reading Failure” in the University of Tennessee, they found out that “the rich

get richer and the poor get poorer associated with failure to acquire early word reading

skills, these consequences range from the negative attitudes towards reading to reduced

opportunities for vocabulary growth, to missed opportunities for development of reading

comprehension strategies, to less actual practice in reading than the other children receive.

The best solution to the problem of reading failure is to allocate resources for early

identification and prevention. It is a strategy of the first order that while we know clearly

the cost waiting too long.

According to Ellin Oliver Keene and Susan Zimmermann (2008), entitled “Mosaic

of Thought,” which explained how good readers use thinking strategies to build

comprehension. Zimmermann followed with “Seven Keys to Comprehension,” a work

designed to give parents and teachers practical advice on teaching children to read

strategically. She explains how readers use their background knowledge and imagination

to visualize what they read. Zimmermann also reveals how children can learn to ask

themselves questions to help them find important details and make key inferences. Finally,

she shows how readers can put ideas together to form a complete understanding of what

they’ve been trying to comprehend.

Local sources

On the other hand, According to Nemenzo(2012) in the study entitled “The

Main Goals of Reading Instruction” at University of the Philippines Los Banos in his study

stipulated that there are two main goals of reading instruction. The results of first are to

develop pupils who can read and comprehend written language. The second is to develop

pupils who will read pupils who think reading is fun and who will pursue their love of

reading for a lifetime. She further states that traditionally classroom and reading instruction

have relied upon the skills development process. The lesson format follows the direct
reading lesson. This why, the reading instruction in the Philippine Educational setting fails?

She reinforced the concepts by Hermoso on reading wit: they should look at reading as a

holistic process rather that the fragments of knowledge, reading should be integrated with

listening, speaking and writing and learning and practicing reading/language skills should

be enjoyable to children so that they develop genuine love for it.

Another, according to Manalac (2008) in the study on “Reading proficiency skills

of grade IV Pupils” at Central Luzon State University. Reveals that reading is the most

important tool of acquiring knowledge in the content are of the curriculum. It is through

reading were the pupil can be successful in his school work and can study in any area in

and out of school. When the skill in reading is gained during his school years, the learning

process continues throughout his life. In fact it has been claimed by some critics that

successful learning in the upper grade In dependent upon the reading skill obtained by the

lower grades. Hence she recommended that pronged approached be tried out in wider scale,

proper orientation and training be afforded to teachers for it effective implementation and

building up and reinforcing of inter-related classroom activities be integrated in other

subject areas to further strengthen the learned skills.

According to Ledesma (2007) in the study entitled “Early Reading Development

Among Kindergarten Pupils” at UP Diliman, found out that early reading development

among 81 bilingual boys and kindergarten ( Pre-Grade 1) attending the two schools in

metro manila with one school using Filipino as the medium of the instruction and other

using English. Aside from language of instruction, she examined the relationship of

language preference and other related reading skills (phonological awareness and rapid
naming) to reading decoding and reading comprehension. Results indicated that language

preference may facilitate reading performance in the preferred language.

According to Orencia(2007) conducted a study entitled “Enhancing Pupils Reading

Comprehension and Attitudes through a whole language Inspired Literature Based Reading

Program” found out the effects of a whole language inspired literated based reading

program on pupils reading comprehension and attitudes towards reading. It employed a

naturalistic research design to recover the usefulness of such a program in improving

children reading comprehension and attitudes.

Gaona and Gonzalez(2010) suggested that future researchers should group the students into

two groups: control and experimental. The experimental group would take a workshop

where they promote reading and using the university library more. They also suggested

that to measure the students' preferred reading genre, future researchers should use what

Stanovich and West (as cited by Gaona and Gonzalez, 2010, p.68) proposed, called the

Author Recognition Test, where the students write the names they know as writers. The

researchers believe that using the test would show how much of literature the respondent

already knows. Although the survey questions were almost enough to know what the

reading habits of a respondent were, the suggestion of the researchers was that it would be

better to give more supporting information with regards to the students' reading habits.

Conceptual Framework

This study made use of Input, Process and Output process approach. The figure on

the next page shows how the study undertaken.

 Input Process Output

1. Profile of the A. Gathering of

respondent as data
to: 1. Questionnair
1.1 sex; e
1.2 age; and 2. Unstructured
1.3 combined interview
family
income

2. Attitudes of the Improved Reading skills

respondents in B. Data Processing of Grade II Pupils
reading be 1. Frequency
described as: 2. Percentage
2.1 oral reading; 3. weighted
2.2 silent mean
reading; and
2.3 group
reading
 Figure 1 The Paradigm of the Study

The figure in the previous page illustrates the conceptual framework, that the

researcher made use of the input-process-output-approach. As an input of this study, the

researcher include the profile of the students in terms of age, gender, combine family

income and the type of reading such as oral reading, silent reading, and group reading and

lastly the attitudes on reading of the respondents when they are in group according to sex,

age, and combine family income.

In the process phase questionnaires and unstructured interview were utilize to

gather the needed data. For data analysis, the researcher analyzed the profile of the

respondents gathered in terms of age, gender, and combine family income by getting the

frequency of responses, getting the weighted mean and to conduct a T-test. The researcher

got the total weight, computed the weighted mean of each statement and the average

weighted mean in the following kinds of reading. After the assessment of the performance

of the pupil the result was rank from lowest to highest. To get the overall assessment of the

attitude on reading of grade II pupils.

 The expected output in the study is to improve the reading skills of Grade II pupils.

Definition of Terms

The researchers defined operationally the terms used in this study for the vividness

and clear understanding of the readers for this scholarly piece of work.

Attitudes- a feeling or way of thinking that affects a person’s behavior.

Economic Status- it refers to the compounded monthly income of the mother and father in

the family.

English- it refers to the subject taken of the grade II pupils in the Dinalupihan Elementary

School.

Dinalupihan Elementary School- it refers to the public school located and can be found in

the district of the Dinalupihan, Bataan – East, where the research conducted.

Grade II Pupils- it refers to the set of students at the second level at Dinalupihan elementary

School. It is a combination of boys and girls aging 7 years old and 8 years old. It refers to

pupils under the direct supervision of their teacher in the second grade.

Reading- process of getting mean of something written of printed by interpreting its

characteristics or symbols.

Reading Comprehension- is the ability to get meaning from what is read.

 Notes in Chapter 2

Steve Wheeler, 2014 (www.teachthought.com/learning/learning-theories-jerome-

bruner-scaffolding-learning/)

Lev Vygotsky (2007) “The Sociocultural Theory”

K. Goodman’s (2009) “Transactional Socio-Psycholinguistic Theory of Reading.

According to K. Goodman,”

DavidCaverly-(2008)

http://onlinelibrary.wiley.com/doi/10.1598/JAAL.51.5.3/abstract

Worthy (2009) “A child’s instructional reading level”

Williamson &Williamson,(2009) “General knowledge and reading comprehension

Allington R.L and Pearson Cunningham-(2007)

https://www.acsi.org/.../2%20Vocabulary%20and%20Fluency%20handout.docx
 Kursch, I.,de Jong, J & et al.(2007) “Stated that students whose parents have the lowest

occupational status”

Miller, D. (2007) “Making the most of small groups: Differentiation for all.

Ontario, Canada”

Patrick,Knee, Canevello, & Lonsbary, (2007) “Internalizes higher cognitive ability

through social interaction”

Partin & Gillespic (2008) “Defined attitude towards reading as an individual’s feelings”

Salazar (2007) “Developmental Reading 1”: Rex Book Store, Inc.

Cruz (2007) “Despite our supposedly high literacy rate”

Lastrella, 2008 (https://pt.scribd.com/document/319079784/6918216)

Ozdemir, A. (2010) The effect of reading comprehension abilities primary school

students over their problem solving achievement. Retrieved October 10, 2010, from

http://findarticles.com/p/articles/mi_hb6516/is_2_46/ai_n32 067948/

Nielsen (2008) “student’s attitude toward reading may affect reading achievement and the like

hood that the student read voluntarily for information and pleasure”

Martin (2009) “Different attitude towards reading which influence their participation in class in

which reading is required”

Joseph (2011) “Children with poor attitudes toward reading”

Tabula, (2011) entitled “The Oral Exposition Skills of Mass Communication” in

University of Northern Philippines

 Faustino(2010) “How to teach reading?”

Annie, (2010) entitled “Grade-level Reading Proficiency” at the United States

University

Middleton(2011) entitled “Reading motivation and reading comprehension”

The work of Newhouse, (2009) entitled “Effective Teachers of Beginning Reading”

of University of Washington

Stringfield, (2007) entitled “Special Strategies for Improving Reading

Achievement” at Westwood Elementary School

Carnine (2008) in the study entitled “The best Solution to the Problems of Reading

Failure” in the University of Tennessee

Ellin Oliver Keene and Susan Zimmermann (2008), entitled “Mosaic of Thought,”

https://sites.google.com/site/comm2notes/review-of-related-literature-and-source-notes

Nemenzo, (2012) entitled “The Main Goals of Reading Instruction” at the

University of the Philippines

Manalac, (2008) “Reading Proficiency Skills of Grade IV Pupils”

Ledesma (2007) in the study entitled “Early Reading Development Among

Kindergarten Pupils” at UP Diliman

Orencia (2007) conducted a study entitled “Enhancing Pupils Reading

Comprehension and Attitudes through a whole language Inspired Literature Based Reading

Program”
 Gaona and Gonzalez(2010)https://sites.google.com/site/comm2notes/review-of-

related-literature-and-source-notes
 Chapter 3

Methods of Research

Introduction

This chapter presents the methods and procedure use by the researcher’s in

gathering data. The methods techniques and statistics instruments that were used to

interpret data are also describe in this chapter.

Method of the Study

According to Manuel and Model (2007) descriptive research describes what is it

involves the description, recording analysis and interpretation of the present nature

composition or process of phenomena. The focus is on prevailing conditions, or how a

person, group or things behaves or function in the present. It often involves some types of

comparison or contrast.

On the other hand, according to Rivera (2007), descriptive research refers to a

design which describes the nature of a situation as it exists at the time of the study and

explore the cores of a particular phenomenon. It is used to describe record and analyzed

and interpret phenomena. It is used to investigation due to its applicability to some different

kinds of problem.
 According to Strider (2007) descriptive research provides an answer to the

questions on how something happened and who was involved, but not why something

happened or why someone was involved (explanation research). Descriptive research

provides a detailed profile of an event condition or situation using either quantitative,

qualitative or a combination of methods data gathering techniques such as field research

and case studies are for qualitative descriptions research.

Population on the study

The study will focus on the attitudes of the students towards reading of grade two

pupils of Hermosa Elementary School (2017-2018). The respondents on this study will be

the grade 2 pupils in Hermosa Elementary School.

Table 1 shows the distribution of respondents according to section.

Table 1
Distribution of respondents according to section

Section Frequency Percentage

1 15 22.05

2 14 20.59

3 13 19.12

4 13 19.12

5 13 19.12
 Random Sampling technique will be employ in this study where the total population

of grade 2 will be used by the researcher as the respondents of this study.

Research Instruments

The major instrument that will be used in gathering data will be a Checklist.

Part 1 is about the profile of the respondents in terms of age and sex.

Part 2 Assess the Attitudes of the respondents in reading in terms of Oral reading, Silent

reading and Group reading.

Preparation

The researchers prepared the checklist after reading articles from internet and books

related to the study.

Checklist

A list of item required things to be done, or points to be considerate, use as a

reminder.

Administration

The test will be administered to the respondents after the researcher approval of the

proper authorities.

Data collection
 Subsequent to the test, the data were carefully collected through tallying and

tabulation. Pertinent variables were sorted in order to arrange the needed variables and

information.

Statistical treatment of data

The researchers will use of frequency distribution, percentage, weighted mean to

determine the description. The result of statistical analysis will interpret with descriptive

analysis.

For further understanding, the following statistical treatments will define to be use

in this study.

Frequency

Is any listing of set of classes (scores) and the frequency of observation in that class

(number of students who made the score). It is used to measure the number of repetitions

of a complete sequence of values of a periodic function per unit variation of an independent

variable.

Percentage (%)

Is use to express how large one quantity is relative to another quantity.

F= Frequency

N= Total number of respondents

Weighted mean, this tool is use by dividing the total weight and the total number

of the respondents.
Part 1: Profile of the Respondent
Directions: Fill up the blank spaces for your answer. Put (/) for items that requires it.
Name (Optional):
Sex: Male-
Female-
Age:
Family Income: 50,000- Above
45,000-49,000
40,000-44,000
39,000-below
Part 2: Attitudes of Respondents towards Reading
Directions: Put (/) for your answer using the Likert scale
Scale Description
5 Always (5x per week)
4 Usually (4x per week)
3 Sometimes (3x per week)
2 Rarely (2x per week)
1 Never (Not at all)

Oral Reading 5 4 3 2 1

1. I love reading aloud.

 2. I like it when our teacher assigns me to read
something to the class.

3. I understand more what I am reading if I read

it aloud.

4. I feel pleasure when I am reading aloud.

5. I interpret easily the meaning of what I am

reading when I read it aloud.

Silent Reading

1. I enjoy reading by myself.

2. When I read a story or other information by

myself I understand it.

3. I am comfortable when I am reading alone.

4. I can visualize what I am reading if I read it

silently.

5. I understand what I am reading if I read it

silently.

Group Reading

1. I like reading books with other people.

2. I like discussing what I read with my

classmates.

3. I enjoy activities that involve group reading.

4. I understand what I am reading when I am

reading with my friends.
 5. I can generate ideas easily when I am reading

with my classmates.

Notes in Chapter 3

According to Strider 2007 “Descriptive Research” p.102

Manuel and

Madel.,2007Citeseerx.Ist.psu.edu/viewdocdownload1doi=10.1.1.135.7812

Rivera 2007 entitled of “Research fundamentals” at University of Oklahoma

 Chapter 4

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

The chapter present the data gathered from the questionnaire accomplished

by the respondents that undergone statistical treatment in order to answer the specific

questions posed in Chapter 1. The data were presented in tabular form according to the

order of the specific question contained in the statement of the problem.

1. Profile of the Respondents

Table 2
Frequency Distribution of the Respondents as to Sex

Sex Frequency Percentage Rank

Male 38 55.88 1

Female 30 44.12 2

Total 68 100%
 The table above shows that 38 or 55.88 percent of the respondents are Male while

30 or 44.12 percent of the respondents are Female.

The data revealed that there is just a little difference when it comes to the sex of the

Grade II pupils.

Table 3
Frequency Distribution of the Respondents as to Age

Age Frequency Percentage Rank

7 32 47.06 2

8 34 50 1

9 2 2.94 3

Total 68 100%

Mean Age: 7.56

The table above shows that 34 or 50 percent of the respondents are 8 years old.

Thirty two or 47.06 percent of the respondents are 7 years old. Two or 2.94 percent of the

respondents are 9 years old.

The data revealed that the majority of the respondents were enrolled at the right age

prescribed for Grade II pupils. It is noticeable that 7 years old pupils dominate the

population.
 Table 4
Frequency Distribution of the Respondent as to Family Income

Family Income Frequency Percentage

50,000 above 2 2.94

45,000 - 44,000 2 2.94
35,000 - 39,000 6 8.82
30,000 - 34,000 12 17.65
Lower than 30,000 46 67.65
Total 68 100%

The table above shows that the family income of 46 or 67.65 percent of the

respondents are lower than 30,000. 12 or 17.65 percent of the respondents have 39,000

below family income. 6 or 8.82 percent of the respondents have 40,000-44,000 family

income. 2 or 4.5 percent of the respondents have 45,000 to 49,000 and 50,000 above of

family income.

2. Attitudes of Pupils towards Reading

Table 5
Attitudes of Pupils in Reading as to Oral Reading

Items WM Description Rank

1. I love reading aloud. 4.47 Always 1

2. I like it when our teacher assigns me to 4.41 Always 2.5

read something to the class.

3. I understand more what I am reading if I 4.41 Always 2.5

read it aloud.
 4. I feel pleasure when I am reading aloud. 4.22 Always 5

5. I interpret easily the meaning of what I 4.39 Always 4

am reading when I read it aloud.

Average Weighted Mean 4.38 Always

In the table above, item number 1 “I love reading a loud” ranked first having the

highest weighted mean of 4.47 with the description of “always”. The result establishes the

fact that grade ll pupils really enjoy reading orally in the class, according to them, they are

happy whenever they are assign to read in their class. The item number 2 “I like it when

our teachers assign me to read something to the class”. And Item number 3 “I understand

more what I am reading if I read it aloud” both rank 2 “They both obtained the weighted

mean of 4.41 with description of “always”. As for rank 4 the item number 5 “I interpret

easily what I am reading when a read it aloud” obtained the weighted mean of 4.39 with a

description of “always” closely followed by the item number 4 “I feel pleasure when I am

reading aloud”. At ranked 5 with a weighted mean of 4.22 and the description of “always”.

Oral reading fluency in particular has been widely used to monitor students’

progress in reading in early elementary grades due to its strong empirical relations with

reading comprehension (Ridel 2007).

 Table 6
Attitudes of Pupils in Reading as to Silent Reading

Items WM Description Rank

1. I enjoy reading by myself. 3.20 Sometimes 1

2. When I read a story or other information 2.15 Rarely 4

by myself I understand it.

3. I am comfortable when I am reading 2.05 Rarely 5

alone.

4. I can visualize what I am reading if I read 2.95 Sometimes 3

it silently.

5. I understand what I am reading if I read it 3.15 Sometimes 2

silently.

Average Weighted Mean 2.69 Sometimes

In the table above, item number 1 “I enjoy reading by myself.” ranks first having

the highest weighted mean of 3.20 with a description of “Sometimes”. The result
establishes the fact that Grade two setting especially pupils are willing and motivated to

read selections by themselves, according to them they can focus on what they are reading.

As for rank 2, the item number 5 “I understand what I am reading if I read it silently”

obtained the weighted mean of 3.15 with the description of “Sometimes”. Item number 4

“I can visualize what I am reading if I read it silently” ranked 3rd with weighted mean of

2.95 and a description of “Sometimes” closely followed by item number 2 “When I read a

story or another information by myself I understand it” at rank 4 with weighted mean of

2.15 and a description of “Rarely”. As to rank number 5, item number 3 “I am comfortable

when I am reading alone” obtained the lowest weighted mean of 2.05 and a description of

“Rarely”. A random interview with the respondent pupils provides an explanation as to this

finding. Accordingly, pupils are afraid to read loudly or orally sometimes because they are

afraid to be laughed by his classmates. 2.69 (Sometimes) overall, with respect the

observation the average weighted mean of indicates that silent reading as practiced in

school and facilitated by the teachers does not strongly reinforce the students positive

Attitudes Toward Reading.

In silent Reading, poor readers responded that since no one watches them they can

make mistakes without worrying. Despite a number of advocates who affirm that Sustained

Silent Reading works, there are studies which show that SSR makes no significant

difference on reading comprehension or it has a negative effect. Dywer and Reed(2007).

 Table 7
Attitudes of Pupils in Reading as to Group Reading

Items WM Description Rank

1. I like reading books with other people. 4.42 Always 2

2. I like discussing what I read with my 4.12 Usually 3

classmates.

3. I enjoy activities that involve group 4.43 Always 1

reading.

4. I understand what I am reading when I am 3.90 Usually 5

reading with my friends.

5. I can generate ideas easily when I am 4.10 Usually 4

reading with my classmates.

Average Weighted Mean 4.19 Usually

The table above shows the item Number 3 “I enjoy activities that involve group

readings ranked 1 with the highest weighted mean of 4.43 and a description is “always”.
The result established that as a grade 2 pupils they enjoy classroom works that involves

activities. They said that if they an activity they are more likely active. As for rank 2, the

item number 1 “I like reading books with other people” obtained a weighted mean of 4.42

and a description of “always”. Item number 2 “I like discussing what I read with my

classmates” ranked 3 with a weighted mean of 4.12 and a description of “Usually”. Item

number 5 “I can generate ideas easily when I am reading with my classmates” ranked 4

with a weighted mean of 4.10 and a description of “Usually”. Closely followed by item

number 4 “I understand what I am reading with my friends” that the lowest weighted mean

of 3.90 and a description of “Usually”. Accordingly, pupils when it comes to group reading

said that they are usually ashamed to share their thoughts regarding what they are reading

when they are in group because they are ashamed to commit mistakes.

Group children for instruction in elementary schools continue to be a controversial

topic (Gamoran et.al. 2007). In part this is due to philosophical, psychological, and political

concerns over assigning children due to instructional groups on the basis of so called ability

tests. In part, however, this is also due to: (a) contrary findings on the effects of ability

grouping, and (b) the criticism that many studies on effects of grouping have failed to

sufficiently account for instructional processes and classroom factors that accompany the

grouping procedure.

Table 8
Summary Table of the Attitudes of Pupils towards Reading

Items AWM Description Rank

 1. Oral Reading 4.38 Always 1

2. Silent Reading 2.69 Sometimes 3

3. Group Reading 4.19 Usually 2

The table 8 shows the summary table on the Attitudes of Pupils towards Reading

that “Oral Reading” received the first rank with an average of 4.38 percent with a

descriptive rating of “Always”, “Group Reading” obtained an average of 4.19 percent

which ranked second with a descriptive rating of “Usually”, and the “Silent Reading” got

the third rank with an average of 2.69 percent with a descriptive rating of “Sometimes”.
 Chapter 5

SAMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of the findings, conclusions and the

recommendations of the researchers based on the findings of the study.

The study was conducted to find the Attitudes of pupils towards Reading of Grade

2 pupils of Hermosa Elementary school S.Y 2017-2018. The researchers used

questionnaire as the main instrument and unstructured interview to gather data from the

respondents.

The study used the descriptive method of research. There were a total of 68 Grade

2 pupils who served as the respondents of the study. The researchers personally floated the

questionnaires with the permission of the principal of Hermosa Elementary School.

The following were the question that the study attempted to answer.

Specifically, it seeks to answer the following:

1. How the profile of the respondents may be described in terms of:

1.1 sex;

1.2 age; and

1.3 combined family income?

2. How many the attitudes of the respondents in reading be described as to;

2.1 oral reading

2.2 silent reading; and

2.3 group reading?

3. What is the implication of the findings in the pupils’ learning performance?

Summary of the findings

This section summarizes the findings drawn by the researchers to provide answers

to the research question posed at the beginning of the study.

1. Profile of the Respondents

1.1 sex

Thirty-eight (38) of 55.88 percent of the respondents are Male while thirty

(30) or 44.12 percent of the respondents are Female.

1.2 age
 Thirty-four (34) of 50 percent of the respondents are 8 years old. Thirty-two

(32) or 47.06 percent of the respondents are 7 years old two (2) or 2.94 percent of the

respondents are 9 years old.

1.3 combine family income

Forty-six (46) or 67.65 percent of the respondents are not aware of their

family income. Twelve (12) or 17.65 percent of the respondents have 39,000 below family

income. Six (6) or 8.82 percent of the respondents have 40,000-44,000 family income. Two

(2) or 4.5 percent of the respondents have 45,000-49,000.

2. Attitudes of pupils towards Reading

2.1 Oral Reading

As seen in the table 5 it shows that the item number 2 “I like it when our

teacher assigns me to read something to the class.” ranked number 1 out of 5 items. The

item number 1 “I love reading aloud.” ranked 2 out of 5 items. The item number 5 “I

interpret easily the meaning of what I am reading when I read it aloud.” ranked 3 out of 5

items. The item number 4 “I feel pleasure when I am reading aloud.” ranked 4 out of 5

items. The item number 3 “I understand more what I am reading if I read it aloud.” ranked

5 out of 5 items.

2.2 Silent Reading

As seen in Table 6 shows that the item number 5 “I understand what I am

reading if I need it silently.” ranked number 1 out of 5 items. The item number 1 “I enjoy

reading by myself.” and item number 4 “I can visualize what I am reading if I read it
silently.” both ranked as out of 5 items. The item number 2 “when I read a story or other

information by myself I understand it.” ranked number 4 out of 5 items. The item number

3 “I am comfortable when I am reading alone ranked number 5 out of 5 items.

2.3 Group Reading

As seen in Table 7 shows that the item number 3 “I enjoy activities that

involve group reading.” ranked number 1 out of 5 items. The item number 2 “I like

discussing what I read with my classmates.” and item number 5 “I can generate ideas easily

when I am reading with my classmates.” both ranked as out of 5 items. The item number 1

“I like reading books with other people.” ranked number 4 out of 5 items. The item number

4 “I understand what I am reading when I am reading with my friends.” ranked number 5

out of 5 items.

3. Implication of the findings to attitudes towards reading of pupils

After interpreting the result from data gathered, it can be implied that the

respondents are having difficulty in oral and group reading in other words the respondents

are having difficulty in understanding the meaning of what they are reading if they read it

aloud or if they read it with others. As an implication, the teacher may use various

strategies, methods and approaches in improving their oral skills in reading and their ability

to socialize through group reading. The teacher may also give more and various samples

of text to practice their oral skills and give more activities that involves group activity to

improve their skills in interacting with others while understanding what are the things they

need to understand.

Conclusions
 Based on the data gathered, the following conclusions were drawn by the

researchers.

1. Majority of the respondents is male, 8 years old and they are not aware of their family

income.

2. The attitude of the respondents was in Silent Reading. It ranked first with an overall

average of

3. The outcome of the researcher revealed that in terms of Oral Reading the respondents

like it when their teacher assigns them to read something to the class. But under the Silent

Reading they understand more if what they are reading if they read it silently or in their

own. In terms of Group Reading, they enjoy activities that involve group reading.

Recommendations

Based on the finding and conclusions drawn the following recommendations have

been made:

1. The parents should give their children knowledge regarding their family income so that

their children will be aware on how to use their money wisely.

2. The teacher should give more activities that involve oral and group reading so that the

students will improve their skills in reading in terms of oral and group reading.

3. The teacher must know the weaknesses of pupils in reading skills so they will be able to

know what method or teaching strategies are they going to use.

 BIBLIOGRAPHY

A. Books

Annie, 2010 entitled “Grade-level Reading Proficiency” at the United States University

Corpuz, 2010 in the study entitled “Study of First Grade Teachers” at University of the
Philippines

Casey, 2013 Entitled “The Alignment of Pre-K Education with K-12 curricula” at
Montgomery Country Public Schools(MPCS)

David, 2012 dealt on the “Academic Performance of the Grade VI Pupils of

Magalang North District in Relation to teacher-made-test”

Dell, 2012 entitled “Why Technology a Big Help to Reading Instruction?” in Stanford
University

Frith C. D., Frith U. (2012). Mechanisms of social cognition. Annu. Rev. Psychol.
63 287–313. 10.1146/annurev-psych-120710-100449

Ladesma, 2007 “Early Reading Development among Kindergarten Pupils” at UP

Diliman

Manue and Madel.,2007Citeseerx.Ist.psu.edu/viewdocdownload1doi=10.1.1.135.7812

Manalac, 2008 entitled “Reading Proficiency Skills of Grade IV Pupils” at Central

Luzon State University

Miller, D. (2007) making the most of small groups: Differentiation for all. Ontario,
Canada

Nemenzo, 2012 entitled “The Main Goals of Reading Instruction” at the University of
the Philippines
Paladin, 2013 “Investigation on the phomes and Graphics on Reading Achievement
of Grade one Pupils”

Rivera 2007 entitled of “Research fundamentals” at University of Oklahoma

Salazar, 2007 Developmental Reading 1: Rex Book Store, Inc.

Strider 2007 “Descriptive Research” p.102

Stringfield, 2007 entitled “Special Strategies for Improving Reading Achievement” at

Westwood Elementary School

The work of Newhouse, 2009 entitled “Effective Teachers of Beginning Reading” of

Universuty of Washington

The study of Beldad, 2007 “Non-Intellective Factors and Academic Achievement of

Grade 10 Pupils on Albay Legaspi City”

Tabula, 2011 entitled “The Oral Exposition Skills of Mass Communication” in

University of Northern Philippines

The work of Newhouse, 2009 entitled “Effective Teachers of Beginning Reading” of

Universuty of Washington

The Study of Paraiso, 2007 “English Language Development Strategies and

Competence College Freshman Students and Qualities of their English Teachers
in a State College in Region II

B. Electronics Source

Allington R.L and Pearson Cunningham-

https://www.acsi.org/.../2%20Vocabulary%20and%20Fluency%20handout.docx

Anthony Rebora- http://www.edweek.org/tsb/articles/2008/09/10/01tomlinson.h02.html

Brant.W.RiedelL-http://onlinelibrary.wiley.com/doi/10.1598/RRQ.42.4.5/abstract

Br. Armin A. Luistro, 2012 (www.gov.ph/2012/09/18/deped-to-assess-reading-skills-of-

public-school-students/

Corpuz D. R, 2010 “Study of First Grade Teachers” from (https://theartsjournal.

org/index.php/site/article/view/940)
David Caverly- http://onlinelibrary.wiley.com/doi/10.1598/JAAL.51.5.3/abstract

DenisG. Pelli and Katherine A. Tillman- Http://www.plosone.org/article/

info%3Adoi%2F10.137%2Fjournal.pone.0000680

Juan Miguel Cruz, 2007 (www.researchpublish.com/download.php?

file=The%20Effect%20of%20Reading...)

Kelly M. Anderson- http://citeseerx.ist.psu.edu/viewdoc/downloaddoi=10.1.1.655.255

1&rep=rep1&type=pdf

Lastrella, 2008 (https://pt.scribd.com/document/319079784/6918216)

Ozdemir, A. (2010) The effect of reading comprehension abilities primary school
students over their problem solving achievement. Retrieved October 10, 2010, from
http://findarticles.com/p/articles/mi_hb6516/is_2_46/ai_n32 067948/

Pelli DG, Tillman KA (2007) Parts Wholes and Context in Reading: A Triple
Dissociation. PLoS ONE 2(8): e680. https://doi.org/10.1371/journal.pone.0000680

Steve Wheeler, 2014 (www.teachthought.com/learning/learning-theories-jerome-bruner-

scaffolding-learning/)

T. Stull and Richard Mayer, 2007 http://www.univie.ac.at/freilanddidaktik/literatur/

Stull_Mayer_JoEP_2007_Learning%20by%20doing.pdf
Appendices
 Letter of Request

October 5, 2017

Mr. Alfredo De Leon

Principal IV
Hermosa Elementary School
Hermosa, Bataan

Dear Sir,
Good Day!
We are the fourth year BEED students from Bataan Peninsula State University
Dinalupihan Campus respectfully asking for your approval to our request in floating our
questionnaire to your Grade 2 pupils. They are our respondents in our study entitled
“Attitudes of Students towards Reading”. This is requirement in our subject Research in
Education.
Rest assured that all gathered information from students will be treated with
confidentiality.
We are hoping that our request will merit your favorable response.
Thank you for your cooperation and God Bless!

Respectfully yours,

Maria Teresa L. Rioperio

Jaycell T. De Guzman
Mikee M. Reyes
Joshua I. Odrada
Noted:

GLENDA C. MAGNO Ed. D

Dean of Instruction

Part 1: Profile of the Respondent

Directions: Fill up the blank spaces for your answer. Put (/) for items that requires it.
Name (Optional):
Sex: Male-
Female-
Age:
Family Income: 50,000- Above
45,000-49,000
40,000-44,000
39,000-below
Part 2: Attitudes of Respondents towards Reading
Directions: Put (/) for your answer using the Likert scale
Scale Description
5 Always (5x per week)
4 Usually (4x per week)
3 Sometimes (3x per week)
2 Rarely (2x per week)
1 Never (Not at all)

Oral Reading 5 4 3 2 1

1. I love reading aloud.

52 4 5 2 5
2. I like it when our teacher assigns me to read
something to the class. 48 7 11 1 1

3. I understand more what I am reading if I read it

aloud. 47 10 5 4 2

4. I feel pleasure when I am reading aloud.

39 15 8 2 4
5. I interpret easily the meaning of what I am reading
when I read it aloud. 43 13 7 2 3

Silent Reading

1. I enjoy reading by myself.

20 13 17 2 16
2. When I read a story or other information by
myself I understand it. 23 13 14 6 12

3. I am comfortable when I am reading alone.

31 7 12 7 11

4. I can visualize what I am reading if I read it

silently. 42 12 3 7 4

5. I understand what I am reading if I read it silently.

20 7 8 13 20

Group Reading

1. I like reading books with other people.

50 6 7 1 4

2. I like discussing what I read with my classmates.

36 18 6 3 5

3. I enjoy activities that involve group reading.

48 11 3 3 3
4. I understand what I am reading when I am reading
with my friends. 32 16 11 4 5
5. I can generate ideas easily when I am reading with

my classmates. 36 16 9 3 4
 CURRICULUM VITAE

I. Personal Information

Name : Maria Teresa L. Rioperio

Date of Birth : April 27, 1998

Place of Birth : Dinalupihan, Bataan

Address : Sapang Balas Dinalupihan, Bataan

II. Educational Attainment

Bachelor’s Degree : Bachelor of Elementary Education major in

General Education
Bataan Peninsula State University, Dinalupihan
Campus
(2014-present)

Secondary : Saint John Academy

Rizal Street Dinalupihan, Bataan
(2010-1014)

Elementary : Dinalupihan Elementary School

Padre Dandan Dinalupihan, Bataan
(2004-2010)
I. Personal Information

Name : Jaycell T, De Guzman

Date of Birth : October 17, 1997

Place of Birth : Orani Bataan

Address : Culis Hermosa Bataan

II. Educational Attainment

Bachelor’s Degree : Bachelor of Elementary Education major in

General Education
Bataan Peninsula State University, Dinalupihan
Campus
(2014-present)

Secondary : Hermosa National High Scholl

Culis Hermosa Bataan
(2010-1014)

Elementary : Culis Elementary School

Culis Hermosa Bataan
(2004-2010)
I. Personal Information

Name : Joshua I. Odrada

Date of Birth : January 2, 1997

Place of Birth : Dinalupihan Bataan

Address : J.C Payumo Jr. Dinalupihan Bataan

II. Educational Attainment

Bachelor’s Degree : Bachelor of Elementary Education major in

General Education
Bataan Peninsula State University, Dinalupihan
Campus
(2014-present)

Secondary : Luakan National High School

Luakan Dinalupihan Bataan
(2009-2013)

Elementary : J.C Payumo Jr. Elementary School

J.C Payumo Jr. Dinalupihan, Bataan
(2003-2009)
I. Personal Information

Name : Mikee M. Reyes

Date of Birth : August 11, 1997

Place of Birth : Hermosa, Bataan

Address : #060 Mandama Hermosa, Bataan

II. Educational Attainment

Bachelor’s Degree : Bachelor of Elementary Education major in

General Education
Bataan Peninsula State University, Dinalupihan
Campus
(2014-present)

Secondary : Bataan Peninsula State University (Laboratory lab)

San Ramon Dinalupihan, Bataan
(2010-2014)

Elementary : Culis Elementary School

Culis, Hermosa, Bataan
(2004-2010)