i
READING COMPREHENSION ABILITY IN NOTING DETAILS OF GRADE
THREE PUPILS: A STORY BOOK
Loida C. Lipon
Southern Luzon State University
College of Teacher Education
Catanauan Extension, Catanauan, Quezon
May 2018
ii
BIOGRAPHICAL SKETCH
Personal Data
Name: Loida C. Lipon
Birthdate: November 9, 1996
Birthplace: San Francisco, Quezon
Permanent Address: Brgy. Huyon-Uyon, San Francisco,
Quezon
Contact Number: 0912 486 5549
E-mail Address: loidalipon@gmail.com
Educational Background
School/University
Inclusive Dates
Fourth Estate Elementary School
Parañaque City
2005-2011
Pagsangahan National High School
San Francisco, Quezon
2011-2015
Southern Luzon State University
Catanauan, Quezon
2015-2019
Academic Affiliation
Auditor
Classroom Officer
SLSU-Catanauan
2017-2018
iii
Trainings and Seminars
Participant
:
Millennial Leaders of the 21st Century; Vanquishing
Environmental Catastrophe Through Diverse Leadership
SLSU-Main
March 22, 2018
Participant
:
Resolution Making Outline: Standard Framework,
Legal Provision and Service Oriented Purposes
Towards Student leadership
SLSU-Main
March 23, 2018
Participant
:
Responsible and Accountable Filipino Leader
Towards Nation Building
SLSU-Main
March 23, 2018
Participant
:
Catalyzing beyond Boundaries in Generating
Holistic Filipino Leaders
SLSU-Main
March 24, 2018
iv
v
vi
DEDICATION
This piece of work is dedicated to her parents, brothers, sisters whose moral support
philosophy in life mold her into a strong person and who never left and supported
her all the way in accomplishing this noble task; and her friends and
classmates who always there to cheer her up.
LCL
vii
ACKNOWLEDGEMENT
The researcher would like to extend her deepest gratitude to the following persons
who made significant contributions for the accomplishment of this research study. She
acknowledges with sincerity and appreciation the following:
Prof. LUCILA E. ABSULIO, research adviser, for her constructive advice and
unceasing guidance for the improvement and completion of this paper on time;
Prof. RECIE E. BEATRIZ, guidance counselor, College of Teacher Education, for
motivating and encouraging that boosted the confidence of the researcher;
Prof. ANTONIO V. ROMANA, her teacher in research, for mentoring and giving
valuable suggestions for the improvement of this research;
Prof. AURELIO A. ZUBIETO, Prof. RIZAIDE A. SALAYO, and Prof. DAISY G.
GREGANA, panelists, for their comments and constructive criticism;
Mr. REYNALDO AND Mrs. BETTY LIPON, her loving parents for the unceasing
financial support and understanding, as well as their love, prayers, and trust in her
work;
Mrs. ANABELLE N. EMPLEO, principal of Catanauan Central School, for allowing
the researcher to conduct this study;
GRADE III PUPILS OF CATANAUAN CENTRAL SCHOOL, her respondents, for
their time, cooperation and honesty towards answering the questionnaire; and
Above all, to JEHOVA, who made all things possible for her to finish this study.
LCL
viii
TABLE CONTENTS
Page
Title Page…………………………………………………………………………
i
Biographical Sketch………………………………………………………………
ii
Approval Sheet……………………………………………………………………
iii
Dedication…………………………………………………………………………
iv
Acknowledgement ………………………………………………………………..
v
Table of Contents…………………………………………………………………
vi
List of Tables………………………………………………………………………
vii
Figure………………………………………………………………………………
viii
List of Appendices…………………………………………………………………
ix
Abstract……………………………………………………………………………
x
Chapter I Introduction…………………………………………………………….
1
Background of the Study………………………………………………….
2
Objectives of the Study……………………………………………………
3
Significance of the Study………………………………………………….
4
Scope and Limitation………………………………………………………
5
Definitions of Terms……………………………………………………….
5
Chapter II Review of Literature and Studies………………………………………
7
Conceptual Framework……………………………………………………
19
Research Paradigm………………………………………………………..
20
Chapter III Methodology………………………………………………………….
21
Research Locale…………………………………………………………….
21
Respondents…………………………………………………………………
21
Research Design…………………………………………………………….
22
Instrumentation………………………………………………………………
22
Data Gathering Procedure……………………………………………………
22
ix
Statistical Treatment…………………………………………………………
23
Chapter IV Results and Discussion………………………………………………….
26
Chapter V Summary, Conclusions and Recommendations…………………………
79
Summary of Findings………………………………………………………..
79
Conclusions…………………………………………………………….…….
80
Recommendations……………………………………………………………
80
References Cited……………………………………………………………………..
81
Appendices……………………………………………………………………………
83
x
LIST OF TABLES
Table
1.
2.
3.
4.
5.
Page
Frequency Distribution of the Reading Comprehension Ability of the
Grade Three Pupils………………………………………………………..
26
Weighted Mean on the Acceptability of the Grade Three Story Book
in Terms of Content of the Material……………………………………….
74
Weighted Mean on the Acceptability of the Grade Three Story Book
in Terms of Relevance…………………………………………………….
75
Weighted Mean on the Acceptability of the Grade Three Story Book
in Terms of Appeal to the Target Users…………………………………..
76
Weighted Mean on the Acceptability of the Grade Three Story Book
in Terms of Originality……………………………………………………
77
xi
FIGURE
Figure
1
Page
IPO Model on Reading Comprehension Ability
in Noting Details of Grade Three Pupils through
Story Book…………………………....................................................
20
xii
LIST OF APPENDICES
Appendix
Page
A
Adapted Questionnaire………………………………………..
84
B
Communication Letters………………………………………..
95
xiii
ABSTRACT
Title: Reading Comprehension Ability in Noting Details of Grade Three Pupils: A Story
Book
Author: Loida C. Lipon
Adviser: Prof. Lucila E. Absulio
This study was conducted to assess the reading comprehension ability of Grade Three
pupils in noting details and reading a short story with an end view of developing an
acceptable story book. The researcher utilized a survey-type questionnaire that was used
to assessed the reading comprehension ability of grade three pupils. The questionnaire
was used as the main data gathering instrument for this study. Findings showed that the
respondents got a point score of six (6) to eleven (11) and a descriptive rating of poor in
reading after utilizing an adapted and self-made questionnaire. Therefore, the researcher
concludes that a story book is needed for improving the reading comprehension ability in
noting details of Grade Three pupils. The develop story book is an interesting material
that may be used by Grade Three pupils and grade three teachers since it can help to
enhance, promote, and encourage reading habits.
Keywords: poor readers, reading comprehension, and story book
1
Chapter I
INTRODUCTION
Learning to read is one of the most significant stages on child‟s cognitive
development. It is also the foundation of learning in the future in all subject‟s areas. It can
also affect the confidence and the competence of the child. Much of the concern has to do
with the reading comprehension of the learners. On the other hand, many pupils‟
performances on standardized tests of reading are poor (Johnson, 2013).
Parents and teachers are concerned about the reading ability of many children.
Parents and many educators are concerned about the non-reader children because it has a
big impact to their academics. Story books and other learning materials in reading can
help a child to improve his/her reading comprehension ability. According to Vygotsky
(1958), cognitive development is not a direct result of activity, but it is indirect; other
people must interact with the learner, use mediatory tools to facilitate the learning
process, and then cognitive development may occur. Therefore, it is very necessary that
the researcher introduce a way of teaching method with the help of (MKO) more
knowledgeable others like their teachers, parents and peers to enhance the reading skills
of the child.
Giving the learners a suitable activity can help also the children to develop their
reading skills. For example, they can develop their cognitive skills and familiarizing the
words using the different materials such as word cards, story books, etc. By doing these
different activities, the young children also enjoy solving the provided activities and
beside that the literacy skills will develop as well.
2
English reading did start out as mainly an alphabetic or phonemic system,
representing sounds in a fairly straightforward left-to-right matchup. It still has a strong
alphabetic foundation, as illustrated by words such as mat and stop. However, as a
succession of languages brought an influx of new vocabulary into English over the
centuries, the way these words were read in the original language was usually brought in
as well. This had the inevitable effect of moving reading from its straightforwardly
alphabetic, letter-sound foundation.
The patterns on how to improve reading ability is providing a level of consistency
that operates within and between syllables, and they complement the alphabetic level in
providing consistent information about how sounds are pronounce.
Background of the Study
There are many educators in the Philippines who are searching and developing a
method on how children can surpass the reading difficulties in English language. This
study originated from the researcher‟s observation during her field study in Matandang
Sabang Kanluran Elementary School, Catanauan, Quezon. She was assigned to conduct a
reading evaluation in grade three pupils using a story book. Some of the pupils were poor
in reading. She estimated that six out of ten of the children can‟t read the words in the
reading book. It is very serious problem that they are already in grade three, the last year
in primary level, and turning to grade four, the intermediate level, where they can‟t
already read. It is a known truism that reading skills are very important in the learning
process of the child. Being poor in reading may lead to low performance in the class
3
because of lack in confidence, low self-esteem and even frustration can be the cause and
effect of this.
From this basis, she was motivated to develop a story book that would be helpful
to those pupils who are struggling in reading.
Objectives of the Study
This research aimed at developing a Story Book for the Grade Three pupils in
elementary schools.
Specifically, the study pursued to attain the following objectives:
1. Assess the reading comprehension ability in noting details of Grade Three pupils
in reading short story.
2. Develop a story book for grade three pupils.
3. Determine the acceptability of the story book in the terms of:
3.1 Content of the Material;
3.2 Relevance;
3.3 Appeal to Target Users; and
3.4 Originality
3.5
Significance of the Study
This study would be beneficial primarily to grade three pupils, teachers, future
researcher and researcher herself.
To the pupils, this study would provide time and effort for the pupil‟s
improvement on their reading ability which can help them to perform well. Reading short
4
story stimulates the interest of the pupils. According to Romero (2000), reading is
decoding a written symbol. It is getting meaning from the printed page. When the gap is
bridged, better communication takes place. Reading also promote high academic
achievement in their study.
To the teachers, the output of this study may be used by the teacher to assess the
reading comprehension ability in noting details in reading short story and remedy to those
pupils who are not good in reading.
To the future researcher, parallel study may be conducted to other levels and
schools and may use the output to conduct a study about the reading comprehension of
the Grade Three pupils.
To the researcher herself, as a future educator she may use her output to improve
the reading comprehension ability in noting details in reading short story of her future
pupils.
Scope and Limitations
The study was all about developing a story book to help the children on their
problems/difficulties on reading comprehension ability in noting details. This study was
conducted to determine the reading comprehension ability in noting details of Grade
Three pupils in Catanauan District, Catanauan, Quezon for the school year 2017-2018.
Only one elementary school was involved in this study. A total of thirty-five (35)
elementary Grade Three pupils were asked to be the respondents of the study.
The time frame of this study was from January to May, 2018.
5
Definition of Terms
The terms appearing below were defined both conceptually and operationally to
facilitate understanding of the study:
Frustration is a feeling of anger or annoyance caused by being unable to read (Merriam
Webster, 2018). In this study, it is what the learners feel when they are losing
hope
to catch up in their study.
Literacy is an individual‟s ability to use printed information to function in society, to
achieve one‟s goals, and to develop one‟s knowledge and potential (Merriam
Webster, 2018). In this study, it is the knowledge of the learners in reading.
Noting Details is a brief record of something that one has written down or read on paper
(Pacarat, 2013). Operationally, it is a reading skill one needs to be able to answer
questions on specific details and particular information.
Reading Comprehension Skill was defined as the ability to give collective meaning to
words by accessing prior knowledge and utilizing word recognition skills
(Merriam Webster, 2018). In this study, it is the ability that the learners need for
his/her success in academic‟s performance.
Scaffolding it is the role of teachers and others in supporting the learner‟s development
and providing support structures to get to the next stage or level (Merriam
Webster, 2018). In this study, they are the one who guides the learners.
Story book is a book or a compilation of different short stories for grade three pupils
(Merriam Webster, 2018). In this study, it is the out that may use to improve the
reading skill of grade three pupils.
6
Struggling readers are pupils who for whatever reason are unable to keep up with the
reading demands of the school curriculum (Merriam Webster, 2018). In this study,
they are the learners who need an intervention in reading.
7
Chapter II
REVIEW OF LITERATURE AND STUDIES
This chapter presents the background readings undertaken by the researcher on
the variables to be focused in this study. It centers on literature and studies on reading
comprehension. This also includes the studies considered to strengthen the concepts.
Moreover, the chapter provides the conceptual framework and research paradigm.
Reading Comprehension
Reading competence indicates the capability to analyze and comprehend written
words and texts (Gasteiger-Klicpera et. al., 2009). Furthermore, it also shows that the
learners with reading competence will have a progressive development towards to his/her
goals in their academics.
Reading is a habit where students learn, gain knowledge and develop new skills.
All readings begin with recognition of words. In the early years of the child‟s growth,
they learn to produce new words. As they grew up they will learn the meaning of
different words and understand the simple and complex sentences (Olivar et. al., 2014).
Also, Boakye (2017) stated that reading is an essential and necessary for the child
success in his/her academic achievement. Reading helps the child to be more
knowledgeable that is very important for their cognitive development.
According to Bernardez (2007), reading is a process which connects man to the
reservoir of all forms of information on any subject anywhere at any time. It is a bridge of
wisdom that facilitates understanding and learning in all areas of knowledge. Person who
8
does not know how to read eventually becomes a victim of ignorance and prisoners of
fate in meaninglessness.
Constantino (2011) said that reading is an assumed state of motivation that
probably cannot be distinctly measured. The state of being ready does not necessarily
imply that there is sharp line between them. The model of the readiness concept is clear.
Flojo (2007), emphasized that based on the Philippine Informal Reading
Inventory, that it can be helpful to identify the source or the main cause of the difficulty
of reading of the child. Identifying it will contribute to the educators to give a necessary
intervention for the child.
According to Pagana (2008) as cited in Constantino (2011), through reading,
everyone learns and improve his knowledge because it is important. Every school offers a
library which can help to children in gaining information.
In addition, Varga (2017) stated that reading readiness is an essential phase in the
process of learning how to read. Through reading subject, the grade three pupils are
assisted recognizing symbols, words and phrases which are essential in the beginning
reading. Upon recognition of printed symbols, they can comprehend what has been read.
Nor, in the study conducted by Nilsson (2008), the vocabulary gained in the first
phase must be applied extensively in simple meaningful sentences with ease and
naturalness; a child who speak fluently and possesses a wide range of speaking
vocabulary will read this ease fluency and with meaning. They are the best weapons
against the development of word calling, a meaningless type of reading.
On the other hand, reading print is not a natural biologic procedure and is a
complex progression, which needs looking at man-made, arbitrary black letters and
9
words, and matching that written code with our spoken language. To read proficiently
one needs to use the brain s natural system for processing sound. These sound or
phonologic processing pathways are essential to proficient reading (Pagan & Sénéchal,
2014).
As well, Slavin et. al. (2011) said that mastery of reading and understanding the
text in a language is very crucial to learn many things. Reading is the best weapon that
you will have to learn to have a great achievement in life.
Also, Eason (2013) stated that all definitions of reading fall under two categories.
First, there are two who view reading primary as a decoding process, a breaking of visual
code. In a second view, reading for meaning emphasized from the very earliest stages of
instruction; in this view reading as comprehension process stressed.
In fact, Seifert, Schwab, & Gasteiger-Klicpera (2016). said that reading is a great
way to relax, escaping into a good can give your brain a chance to focus on something
different from work, money worries or even concerning issues in the daily news.
Also, Howes (2003) as cited in Eporac (2011), reading is the man‟s deepest
pleasure. It extends his experiences, giving him a glimpse of world‟s excitement, pleasure
and wisdom. Reading can be developed anytime the teacher conducts reading activities to
develop their comprehension ability.
Besides, Slavin et. al. (2010), reading ability is very difficult to assess accurately.
In the communicative competence model, a student at which that students are able to
accomplish communication goals.
Moreover, Désiron et. al. (2018).), reading is an activity characterized by the
translation of symbols or letters into word and sentences that communicates
10
information‟s and means something to the readers. The goals of reading are wide ranging,
but essentially the reader aims to understand the meaning of a written text, evaluate its
significance and uses what he or she read to enhance his or her knowledge effectiveness
or pleasure.
As stated by Paleczek, Seifert, & Gasteiger-Klicpera (2017), the ability to read is
one of the most striking skills that have acquired by the child ages 6-10. Children differ
in the age in which they learn to read while others begin in kindergarten, even without
help. The larger number makes a good start in the first grade. According to her, readiness
for reading is an educational concept closely related to the child‟s readiness for learning
his physical well-being, interests, curiosity and so on. She concluded that gender shows
no difference in achievement of good reading.
And, Romero (2000) as cited in Eporac (2011) pointed that reading is decoding a
written symbol. It is getting meaning from the printed page. It is a communication
between the author and the reader results poor comprehension. When the gap is bridged,
better communication takes place.
Also, Maxwell et al. (2014) agreed that reading abilities and habits have a social
significance and individual values. If a child fails in the beginning to read, he losses the
self-esteem the needs for his own comfort and progress.
Moreover, Lin, Lee, & Robertson (2011) claimed that the ability to read is a tool
of acquisition of the mind. It is a vehicle for obtaining the multi-purpose of educational
aims. She found out the remedial reading measures have shown weaknesses in terms of
objectives, strategies, materials and evaluation.
11
In fact, Kim, Wagner, & Foster (2011) considered reading enables to ponder the
mysteries of the world, explores accumulated knowledge and contemplates the world, the
unknown of his research. He begins to uncover same answer to questions and to continue
his pursuit for deeper understanding. It can be one of man‟s ingredients, his inner
psychological world with one outer social world and emerging into a new world of
thought, imagination and reality.
According to Grad Long (2014), reading comprehension is a process that consists
of making predictions, interacting with the text, decoding the meaning embedded in the
text, providing “the active construction of meaning”, and building up schemata in
reconstructing the text‟s meaning.
Indeed, Ciampa (2012)stated that reading comprehension is an essential skill that
develops throughout life and is central to school success. Reading comprehension
involves developing cognitive skills (decoding, vocabulary knowledge, grammar, syntax,
etc.) and metacognitive skills (awareness and ability to enable word processing strategies:
thinking, controlling and adjusting the reading activity to the goals of reading).
In addition, Yussof et al. (2013) stated that reading comprehension requires the
conscious and cognitive efforts of individual. In this regard, an individual should set up
concern on what they read and previous information they have according to reading
purposes. As a result of this cognitive effort one can restructure the intellectual
development. As well there are interesting approaches improved by combining of the
high-level cognitive functions such as interpretation and synthesis with social interactions
in the aspect of reading comprehension.
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Alternatively, Hsieh & Lee (2011) claim that reading comprehension is an
important component to any language and literacy program. It is considered “the essence
of reading”, “the heart of reading” (Moore & Hall, 2012, p. 24), and “the central driving
force for reading”.
Based on Fowers-Coils (2016), reading comprehension is a meaning making
process that demands readers‟ active role in integrating their schemata with the writers‟
linguistic background with the help of repertoire strategies. Its efficacy depends on the
use of strategy that enhances the meaning construction process.
Further, Keenan, Betjemann & Olson (2008) said that in order to comprehend the
each sentences the child should know first the meaning of the words in the sentence.
Comprehension and understanding the text and the meaning of the word is a cognitive
process. The meaning of the words depends on the child perception and it will be based
on what he/she learned.
However, as Eidhof et. al. (2017) note, “… reading comprehension does not
necessarily develop automatically once word reading is proficient, but […] is dependent
on different skills and may need specific teaching.” It is very crucial to guide and teach
the child on how to read and to understand the meaning of it.
Likewise, Cabangon (2001) as cited in Eporac (2011) stressed out that to create a
foundation for successful reading, the teacher must provide activities that are enjoyable
and that faster favorable early reading experiences. Teacher must also give continuous
enrichment activities that will provide opportunities to improve reading skills. He
suggested that vocabulary development must be given emphasis so that reading ability
13
could be enhanced. And the parent‟s role is very important in forming reading habit so as
to improve reading skills.
Zuilkowski and Piper (2014), if children do not learn how to read in the first few
years of primary school, they will struggle to complete the cycle and are at greater risk of
dropping out. It is therefore crucial to identify and test interventions that have the
potential of making a large impact, can be implemented quickly, and are affordable to be
taken to scale.
Atkinson-Cornthwaite (2012) stated that the reading comprehension could be
defined as the level of understanding of a passage or text. For normal reading rates,
(around 200-220 words per minute).
According to Clarke et. al. (2017), reading comprehension must be the basic
consideration of all readers. The ability of readers to understand what they are reading; to
interpret ideas and inject meaning to printed words is reading comprehension.
Johnson (2013) mentioned that reading comprehension skills is not easy to
develop. There are many things to obtain before having this skill. Children are expected
to comprehend better in Filipino materials. This is because he knows perfectly well the
language. Also, his schemata or prior knowledge is built around the language.
Kaplan & Tracey (2008), mentioned that effective approaches to supporting
reading development have been extensively researched. Systematic phonics, word
recognition, fluency, comprehension, vocabulary, oral language skills and working
memory have all been identified as key to the acquisition of reading skills, as has a
holistic approach to high quality reading instruction.
14
According to Miller (2014), a strategy will facilitate and help reader achieve the
reading goal much faster. Atienza, et al. (2008), stated that learning is most effective
when it is related to the interest, need and purpose of the individual. It is however not to
be implied that all interest and needs can be individually basic, but if new ideas and skills
are introduced in relation to what students in general, know such ideas and knowledge are
more readily accepted and learned. o Guthrie et. al. (2007), rules give students concrete
direction to ensure that our expectation becomes a reality. If you are a teacher, by
classroom management and discipline you can create a suitable atmosphere for you to
explain any subject simply and without great efforts.
Collins (1996) pointed out the different alternative approaches for struggling
readers: One-to-one tutoring, small group tutorials, classroom instructional process
approaches, and computer-assisted instruction. Tutoring models that focus on phonics
obtain much better outcomes than others. Small-group, phonetic tutorials can be
effective, but are not as effective as one-to-one phonetically-focused tutoring. Classroom
instructional process programs, especially cooperative learning, can have very positive
effects for struggling readers. Computer-assisted instruction generally had few effects on
reading. The most common form of remedial or supplementary instruction for struggling
readers is additional teaching in small groups, typically 30-45 minutes daily. Small group
tutorials are potentially more cost effective than one-to-one tutoring from teachers,
because several children are taught at the same time, and the group setting creates
possibilities for children to learn from each other as well as from the teacher.
Leddy (2011) said that are a vast amount of strategies that have been suggested to
help improve reading comprehension. Based on the research and the reflections from the
15
use of the strategies, it is suggested that each strategy is helpful in improving reading
comprehension in remedial students as well as in regular education students. To build
background knowledge is through the use of group knowledge. Simply telling the student
the information is not enough. Although the prior knowledge of one student may not be
enough, the collaboration of a group may provide a wealth of information. Students share
connections that they have with the group and throughout the process, the students who
are lacking in the background knowledge are now able to make more connections. For
this strategy to be a success, the teacher must plan by carefully selecting texts and finding
the central ideas from the text. If students are unfamiliar with the central idea, the teacher
may need to have a backup plan on how to revise the central idea to something that the
students may have more background information about. As students work together their
background knowledge is grown and their ability to make connections to the text is more
likely. Like all strategies, the teacher must first model the strategy and students must have
regular practice using the strategy to help it to become automatic. Teachers must get to
know their students‟ strengths and weaknesses in order to select the strategy that works
best for them.
Nichols (2014) said that there were significant differences in reading achievement
of students during the first implementation of the intervention from the last
implementation of it. Analysis of the data shows that the reading remediation is effective
to develop the reading skill of the children. They claimed that the instruction of the
reading strategies should be continuous and a step by step process.
The teacher should be the model to motivate the children in reading. Through
proper guidance of the educators he/she can encourage the child to read and to learn.
16
Motivation from anyone will give a great help for the child reading development (Cho et.
al. 2010).
The concepts presented in the study gives an idea about this study. Parallel study
also showed that reading comprehension skill of the pupils are very crucial in their
academic achievement and to their future. In terms of reading comprehension, this paper
amplified the thoughts of Boakye (2017), Bernardez (2007) and others on how significant
the reading comprehension for the learners.
Conceptual Framework
It can be noted in the aforementioned related study that reading is a very essential
and crucial skill that the children to develop in order to strive in their academic‟s
performance. Also, reading comprehension is very necessary skill to interpret the
different symbol and text into a meaningful knowledge that can be use of the child in
their daily living. Teachers play an important role to establish the reading comprehension
of the children. Based on the readings of related literature and related investigations, the
researcher conceptualized that reading comprehension will enhance with the help of
reading strategy and a tool; like story book and other printed materials.
17
Research Paradigm
Input
• Reading of
books,
journals and
other printed
materials
• Browsing the
internet
Process
• Developing a
survey
quetionnaire
• Validation of
the survey
questionnaire
Output
• Story Book for
Reading
Comprehension
Ability in Noting
Details of Grade
Three Pupils
• Compilation
and making
of short
stories
Figure 1. A Modified Input-Process-Output (IPO) Model in Developing Story Book
for Reading Comprehension Ability in Noting Details of Grade Three Pupils
Figure 1 shows the research paradigm of the study which illustrates the input of
the study. This includes browsing the internet and reading different articles, books and
journals. The process of this study involves developing questionnaire and validation from
the experts. Additionally, searching and downloading different short stories and making
own short stories are the processes. The result is the compilation of different short stories
that may improve the reading comprehension in noting details of the grade three pupils.
18
Chapter III
METHODOLOGY
This chapter provides the methodology of the study which aims to develop a story
book that will helps the learners to develop their reading comprehension. It includes the
locale of the study, the population, the research design, the instrumentation, the data
gathering procedures and the statistical techniques used to analyze the data.
Research Locale
This research was conducted in Catanauan Central School, Don Abella Drive,
Barangay 09, Catanauan, Quezon. They were the chosen respondents because the
researcher has an easy access in the mentioned school and most of them are very willing
to help and be part of this investigation.
Respondents
The respondents were thirty-five (35) Grade Three pupils in Catanauan East
Central School, Catanauan, Quezon. They were chosen purposively since the study is
primarily focused on the reading comprehension of the grade three pupils.
The thirty-five (35) respondents belonged to three sections from Catanauan
Central School were randomly chosen using the convenient sampling where the target
respondent taken.
19
Research Design
The researcher utilized a descriptive method in order to obtain the information of
the respondents about their reading comprehension ability in noting details of selected
Grade Three pupils of Catanauan Central School A.Y 2017-2018.
Instrumentation
The researcher utilized a survey-type questionnaire to assess the reading
comprehension ability in noting details of Grade Three pupils. The questionnaire was
used as the main data gathering instrument for this study. Some stories and questions
were adapted and some are made by the researcher.
Data Gathering Procedure
The researcher provided first the necessary permits to conduct the study. A letter
of approval was sought from the office of the principal in Catanauan Central School to
allow the researcher to conduct the study. The researcher asked a permission to them to
allow their pupils to serve as the research respondents. Survey is the major instrument
that was used in gathering data on the research respondents. The researcher gave the
reading comprehension test to the pupils right after the principal and classroom advisers
gave their consent. Pilot testing was first administered to grade three, section two of
Catanauan Central School. The scores of the respondents in the pilot testing were high.
Then after the pilot testing, item analysis of the questionnaire was done. Conducting the
study to grade three pupils in the other section was administered. The study lasted for
20
three hours because the researcher administered the test in selected respondents on
different sections.
After administering the test, the researcher checked all the papers, and
consolidated, tallied and tabulated the scores of the pupils.
Statistical Treatment
To interpret the result of each criterion in the research instrument, the following
scales were applied:
Point Score
Descriptive Rating
0-2
Beginning Reader
3-6
Early Reader
7-9
Developing Reader
10-12
Moderately Fluent Reader
13-15
Fluent Reader
16-18
Experienced Reader
19-21
Independent Reader
22-24
Mature Independent Reader
Source: The Centre for Literacy in Primary Education, 2016
The mean was used to determine the reading comprehension ability in noting
details of grade three pupils with the same descriptive rating as above.
21
Percentage:
Where:
= mean
x = score
n = number of respondents
For the computed weighted mean for the acceptability of the story book for Grade
Three, the formula used was.
WM= 4f+3f+2f+1f
n
Where: WM= weighted mean
f= frequency
n= total number of respondents
The story book for grade three was interpreted using the scale below.
Point Score
Range of Interval
Descripted Rating
Code
4
3.25-4.00
Highly acceptable
HA
3
2.50-3.24
Acceptable
A
2
1.50-2.49
Fairly Acceptable
FA
1
1.00-1.74
Not Acceptable
NA
22
23
Chapter IV
RESULTS AND DISCUSSIONS
This chapter illustrates in detail the results of this study. The tables, with their
corresponding explanations, analysis and interpretations are discussed in this chapter.
Table 1. Frequency Distribution of the Reading Comprehension Ability in Noting
Details of the Grade Three Pupils
Reading Scale
Percentage
Frequency
Beginning Reader
14.29 %
5
Early Reader
80 %
28
Developing Reader
5.71 %
2
Moderately Fluent Reader
0
0
Fluent Reader
0
0
Experienced Reader
0
0
Independent Reader
0
0
0
0
100 %
35
Mature Independent
Reader
Total
Table 1 presents the frequency distribution of the reading comprehension ability
in noting details of the Grade three pupils.
This table shows that 5 pupils or 14.29 % of the total number of the respondents
are „beginning reader‟ (scores range form 0-2), 28 or 80 % are „early reader‟ (scores
24
range 3-6), 2 or 5.71 % are „developing reader‟ (scores range 7-9), and no one is
Moderately Fluent Reader, Fluent Reader, Experienced Reader, Independent Reader, and
Mature Independent Reader.
Based on the result of this study, majority of the pupils are early reader in terms
of reading comprehension ability. It only means that most of the students can read but
cannot understand what they have read. Only few pupils are capable of performing such
skills efficiently wherein they possess thorough and comprehensive reading
comprehension ability in which they are involved.
As a whole, the reading comprehension of the grade three pupils in English was
poor. In support to the above statement, Mahzan (2008) said that a strategy will facilitate
and help reader achieve the reading goal much faster, as the contents of the study clearly
showed that a story book helps them in reading.
Rationale
The following short stories were aimed at Grade Three pupils for the
enhancement of their reading comprehension ability in noting details. The short stories
were purposively compiled and made by the researcher for the reading development of
the pupils. There have fourteen (14), seven (7) were adapted and seven (7) were made by
the researcher, short stories in the story book and each story has five questions.
Below is the introduction phase of the developed output. See Appendix for the
complete copy.
25
Introduction
Reading is one component of literacy. This story book will help
our third graders to develop their reading comprehension. It can be
also use as a tool for a reading remediation program. The following
stories have five corresponding questions to develop the child
comprehension skills. Guided reading and independent reading can be
administered by the facilitator to the children.
Objectives:
Identify the characters, setting, time, and events.
Read
with
fluency,
with
comprehension.
Respond to important questions.
a
focus
on
reading
26
Table 2.1 Weighted Mean on the Acceptability of the Grade Three Story Book in
Terms of Content of the Material
I. Content of the Material
Weighted Mean
Rating
1. The Content is applicable for grade
three pupils‟.
3.70
2. The information is clearly
understood.
3.70
3. It gives factual ideas in enhancing
the reading comprehension of grade
three pupils.
4. The ideas and concept are well
defined.
5. It is organized and systematically
arranged.
Descriptive
Highly
Acceptable
Highly
Acceptable
Highly
3.80
Acceptable
Highly
3.60
Acceptable
Highly
3.80
Acceptable
Highly
Average Weighted Mean
3.72
Acceptable
Table 2.1 shows the level of acceptability on content of the material statement.
With an Average Weighted Mean of 3.72 which falls under “Highly Acceptable”.
Therefore, the story book is applicable for grade 3 pupils, the ideas and concept of the
story book are well-defined and the information can be clearly understood. It also gives
factual ideas to the grade 3 pupils in enhancing their learning reading comprehension.
The story book is organized and systematically arranged.
In support to the above statement, Gungor (2008) said that reading comprehension
is a process that consists of making predictions, interacting with the text, decoding the
meaning embedded in the text, providing “the active construction of meaning”, and
building up schemata in reconstructing the text‟s meaning.
27
Table 2.2 Weighted Mean on the Acceptability of the Grade Three Story Book in
Terms of Relevance
Weighted Mean
II. Relevance
Descriptive
Rating
1. It makes the teaching and learning
more enjoyable.
2. It introduces variety of story that
will capture the interest of the
pupils.
3. It promotes effective learning.
3.50
Highly
3.80
Acceptable
Highly
3.70
4. It provides new story that will help
in developing the reading
comprehension of the pupils.
5. It conceptualized the learning more
interesting.
Acceptable
Acceptable
Highly
3.60
Acceptable
Highly
3.60
Acceptable
Highly
Average Weighted Mean
3.64
Acceptable
Table 2.2 shows the level of acceptability on relevance statement. Items one, two,
three, four, and five obtained weighted means of 3.50, 3.80, 3.70, 3.60 and 3.60,
respectively with an Average Weighted Mean of 3.64 which falls under “Highly
Acceptable”. Therefore, the story book provides and promotes learning to grade three
pupils. It introduces new concept in learning that captures the interest of the pupils to
more effective in academic achievement.
The result supported by the statement of Jamian and Baharom (2012) said that
mastery of reading and understanding the text in a language is very crucial to learn many
things. Reading is the best weapon that you will have to learn to have a great
achievement in life.
28
Table 2.3 Weighted Mean on the Acceptability of the Grade Three Story Book in
Terms of Appeal to the Target Users
III. Appeal to the Target Users
Weighted Mean
Rating
1. It attracts the interest of the grade
three pupils to use every day.
3.70
2. It enables children to develop their
reading comprehension ability.
3.80
3. It arouses the interest of the pupils
to learn in class.
4. The use of this story book
captivates the attention of the
pupils
5. It helps the pupils to enhance their
skills in reading.
Descriptive
Highly
Acceptable
Highly
3.50
Acceptable
Acceptable
Highly
3.80
Acceptable
Highly
3.90
Acceptable
Highly
Average Weighted Mean
3.74
Acceptable
Table 2.3 shows the level of acceptability on appeal to the target users statement.
Items one, two, three, four, and five obtained weighted means of 3.70, 3.80, 3.50, 3.80,
and 3.90, respectively with an Average Weighted Mean of 3.74 which falls under
“Highly Acceptable”. This means that the story book attracts the interest of the grade 3
pupils; it enables them to improve their reading comprehension. The story book also
captivates the attention of the grade three pupils. It helps the pupils to enhance and
encourage in learning.
In support in the above statement Howes (2003) as cited in Eporac (2011),
reading is the man‟s deepest pleasure. It extends his experiences, giving him a glimpse of
world‟s excitement, pleasure and wisdom. Reading can be developed anytime the teacher
conducts reading activities to develop their comprehension ability.
29
Table 2.4 Weighted Mean on the Acceptability of the Grade Three Story Book in
Terms of Originality
IV. Originality
1. It has an original concept in
enhancing the reading
comprehension of grade three
pupils.
2. The material serves as a new
teaching guide in enhancing the
reading comprehension of grade
three pupils.
3. There‟s a uniqueness in the stories
in the story book.
4. There is no previous study about
the reading comprehension of grade
three pupils using short stories.
5. It provides a variety of story that
promotes reading comprehension.
Average Weighted Mean
Weighted Mean
Descriptive
Rating
3.40
Acceptable
Highly
3.80
3.50
3.00
3.80
3.50
Acceptable
Acceptable
Acceptable
High Acceptable
Acceptable
Table 2.4 shows the level of acceptability on originality statement. Items one,
two, three, four, and five obtained weighted means of 3.40, 3.80, 3.50, 3.00 and 3.80,
respectively with an Average Weighted Mean of 3.50 which falls under “Acceptable”.
Therefore, the story book is acceptable in grade three pupils to improve their reading
comprehension.
In support in the above statement Bautista (2007) stated that reading readiness is
an essential phase in the process of learning how to read. Through reading subject, the
grade three pupils are assisted recognizing symbols, words and phrases which are
essential in the beginning reading. Upon recognition of printed symbols, they can
comprehend what has been read.
30
Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings, the conclusions drawn and
recommendations offered in the study.
Summary
This study sought to assess the reading comprehension ability of Grade Three
pupils and to develop a story book to fulfill the needs of the learners. There were 35
grade three pupils who were purposively chosen in this study for January to May of the
school year 2017-2018. The study utilized the quantitative-descriptive method of research
that made use of the survey-questionnaire, quantitative analysis of data and correlational
analysis of variables. The different short stories with five corresponding question each
story served as the contents of survey-questionnaire. The questionnaires were
administered to the grade three pupils from selected school. Using the frequency
distribution of the reading comprehension ability of the grade three pupils, the results
were analyzed.
It was found out that majority of the pupils are poor in terms of reading
comprehension ability in noting details, which attained a score and percentage of 28 or
80% are early reader (scores range 3 to 6).
Conclusions
Based on the findings, it is concluded that the Grade Three pupils are poor in
reading comprehension. The support and guidance of the parents and teachers are needed
31
in order for them to acquire a skill in reading. Thus, the development of a story book is
indeed timely. It is highly acceptable among the respondents, so it can be utilized as
instructional tool in teaching reading comprehension.
Recommendations
In the light of the findings and conclusion, the following were the recommendations:
1. Future researcher may use the output as instrument for testing the reading
comprehension of the grade three pupils.
2. Parallel study may be conducted to other levels and schools.
3. The output of this study may be used by the teacher to test the effectivity of
the material.
32
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36
APPENDICES
37
APPENDIX “A”
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan Quezon
READING COMPREHENSION ABILITY IN NOTING DETAILS OF GRADE
THREE PUPILS: A STORY BOOK
Name: ____________________________ Date: __________________
Directions: This is a Reading test. Each question in this test has four answer
choices. Read each question carefully. Then choose the best answer. Encircle
the letter of the correct answer.
Comprehension
Read each passage. Choose the best answer to each question.
Just the Right Size
Lani was eight years old and shorter than her older brother Ringo.
Ringo always teased her because she was little. He called her names like
“shorty” and “inch.”
One day in August, Lani and Ringo walked home from the playground.
It was very hot. When they got to their house, they saw Mom sitting on the
front porch. She had a bag of groceries.
38
“We’re locked out, kids!” Mom explained. “I locked my keys in the
house when I went to the store. Now we have to wait until your father comes
home.”
Ringo peered into the grocery bag. “Mom, it’s so hot!” he said. “The
butter will melt soon!”
“I’m afraid so,” said Mom. “Our neighbors aren’t home either. So we
can’t put our groceries in their refrigerator.”
“We could climb through a window!” Ringo said.
“No, I’ve already tried that. Only the kitchen window is unlocked, and
it’s stuck. It only opens a little bit.”
Lani and Ringo checked the kitchen window to see how far it opened.
Lani smiled and said, “I can get through there!”
Ringo lifted Lani up to the window. She just squeezed through the
opening. Then she opened the front door, and Mom and Ringo hugged her.
“Lani,” Ringo said, “I’ll never tease you about being small again!”
1. What was the main problem in this story?
A. Lani was shorter than her brother.
B. Ringo often made fun of his sister Lani.
C. Mom, Ringo, and Lani were locked out.
D. The kitchen window did not open very far.
39
2. The story says, “Ringo peered into the grocery bag.” The word peered
means _____.
A. packed
B. bought
C. fell
D. looked
3. What happened last in this story?
A. Lani climbed through the window.
B. Mom sat on the porch.
C. Ringo said he would not tease Lani anymore.
D. Ringo and Lani walked home.
4. When she got inside, what did Mom probably do first?
A. turned on the TV
B. put the groceries away
C. folded the laundry
D. called the father
5. What lesson did Ringo learn?
A. Being small can be a good thing.
B. You can never count on anyone but yourself.
C. Windows never seem to work right.
D. Never buy butter on a hot day.
40
Nicknames
When I was born I was named after my grandfather. Most people call me
by my nickname instead of my real name, though. I got my nickname when I
was about six months old and starting to eat solid foods.
My mother would dip the spoon into my baby food and start to bring a
bite to my mouth. Before the spoon even touched my lips, I would open my
mouth very wide and make a little noise. My mother said to my father, “Look
at him eat. Isn’t he cute?”
My father said, “He looks just like a baby robin in his nest waiting for a
juicy worm.”
After that, my father started calling me Bird as a nickname. He mostly
kept it to himself, but then my grandfather began calling me Bird. Finally,
even my mother called me Bird.
Now I’m in the third grade and most of my classmates call me Bird. Only
my teacher uses my real name. I am so used to my nickname that when my
teacher calls on me I sometimes don’t realize she is talking to me.
Whenever my parents really want my attention, they call me by my real
name. When they call me by my full name and even use my middle name I
know I’d better pay attention.
6. Why the nickname of the child was Bird?
A. He looks like his father
B. He looks like his grandfather
C. He looks like a bird
D. He looks like a worm
41
7. How old was Bird got his nickname?
A. Six months
B. Five months
C. Four months
D. Three months
8. Who used to call Bird to his real name?
A. Mother
B. Father
C. Grandfather
D. Teacher
9. Who was the first person started calling him on his nickname?
A. Mother
B. Father
C. Teacher
D. Grandfather
10. When his parents call him by his real name and full name?
A. Wants him to pay attention
B. Do chores in their house
C. To wash the dishes
D. Late to go to school
Sammy & Billy
Sammy the Squid and Billy the Blowfish were best friends. They lived
in the ocean, and they loved to tease young fish. One day Sammy and Billy
saw a school of tiny blue fish overhead.
“Let’s give them a good scare!” said Sammy. “I’ll scare them with my
tentacles!” He waved his long legs around in the water
42
“I’ll puff myself up to be big and scary,” said Billy. He puffed and
puffed until he looked really big and scary
Billy and Sammy split up. Sammy swam up behind the fishes. Billy swam
up in front of them. The fishes shrieked when they saw Billy. They turned
around very quickly. As they swam back the other way, they ran into Sammy!
“Eeeek!” the fishes cried, and they scattered.
Billy and Sammy laughed hard. How funny it was! Then, as they were
laughing, a huge net fell over them. They were trapped! They struggled to
get free. No matter how hard they tried, they could not get out.
“Oh, no! What can we do?” Billy moaned.
Just then, a huge sea turtle swam by. He saw Sammy and Billy trapped
in the net.
“I’ll help you get out of there,” said the turtle, “but only if you
promise not to tease any more fishes.”
“It’s a deal!” Bill and Sammy shouted together
The sea turtle ripped a hole through the net, and Sammy and Billy
went free. They never played tricks on fishes again.
11. Where does this story take place?
A. in the ocean
B. in a fishtank
C. in a pond
D. in a stream
43
12. Sammy said, “I’ll scare them with my tentacles.” What are tentacles?
A. claws
B. long legs
C. teeth
D. bright colors
13. Which sentence summarizes the trick Sammy and Billy played on the
blue fishes?
A. They surrounded the blue fishes and frightened them.
B. They led the fishes into a cave.
C. They ate food that belonged to the blue fishes.
D. They changed colors and acted like sea turtles.
14. What happened while Sammy and Billy were laughing?
A. Small blue fishes swam by.
B. Sammy waved his legs.
C. Billy puffed himself up.
D. A net fell on them.
15. When the sea turtle helped Sammy and Billy, they agreed that they
would _____.
A. swim away and never return
B. find food for the turtle
C. stop picking on fishes
D. take care of the blue fishes
44
Firefighters
Firefighters are always busy, even when there are no fires to put out.
After each fire, the firefighters have to dry their fire hoses. They also
clean their trucks and inspect their tools. The air tanks
and
the
water
tanks must be refilled. Even the boots, hats, and coats must be cleaned and
checked. Everything must be ready for the next
call.
When they are not at fires, firefighters spend time getting ready for
the next call. They also provide training in fire
prevention
and
fire
safety. They go to schools and businesses to make people aware of all they
can do to
prevent fires. They know the best way to respond to a fire is
to keep it from happening in the first place.
When there is a call, the firefighters really get busy.
must get to the
The
firefighters
fire as quickly as possible. If the fire is in a building, the
first job is to make
sure everyone is safe and out of the building.
They also try to prevent the fire from spreading. The firefighters hook up
their hoses in front of
the
building
and
quickly
put
out
the
fire.
Everything must be fast and organized.
After the fire is out, firefighters must check the building carefully and
wait to make sure there is no fire left.
Even one live ember can get the
fire started all over again. After each call the firefighters go back to their
station and clean up all over again.
45
16. What is the job of firefighters?
A. To catch bad person
B. To teach the young people
C. To prevent the fire from spreading
D. To prevent the water from spreading
17. What is the first thing to do of the fighters if the fire is in the
building?
A. Hook up their hoses in front of the building
B. Make everyone safe and out of the building
C. Quickly put out the fire
D. Prevent the fire from spreading
18. After the fire is out, what should the firefighter do?
A. Checking the area to make sure there’s no fire left
B. Left the building
C. Left their things in the area
D. Secure their things
19. Why the firefighters are always busy?
A. They are always sleeping
B. They are eating
C. To be always awake
D. To be always ready for the next call
20.When the firefighters really get busy?
A. If there is a water
B. If there is a fire
C. If there is a hose
D. If there are trucks
46
Mother’s Day
My stepfather and I surprised Mom on Mother’s Day. We got up very
early in the morning and fixed her breakfast. We planned the surprise the
day before. We went to the grocery store and bought food and real flowers
to make the breakfast special. We decided to bake waffles and serve them
with fresh strawberries and whipped cream. We know Mom likes strawberry
waffles because she had them once when we went out for breakfast.
We told Mom to sleep in as long as she wanted. We said, “When you wake
up, just knock on the kitchen door but don’t come into the kitchen.”
I washed the strawberries and removed the tops. Then I put silverware
and a plate on a tray and Dad put the flowers in a little vase. Dad made the
special coffee Mom loves. Then I helped Dad make the waffles. We used a
waffle mix so it would be easier. We had to heat up the waffle iron first.
The first waffle didn’t turn out too well so Dad said I could eat it. It
tasted excellent even if it looked funny! The next waffle was perfect. Just
when we had the waffles all figured out, Mom knocked on the kitchen door.
We put a waffle on the plate and spooned the berries on it. Then I squirted
whipped cream over the top.
We walked up to the bedroom and tapped on the door. Mom said, “Come
in!”
She said it was the best breakfast she had ever tasted.
21. What did the father make for his wife?
A. Coffee
B. Juice
C. Tea
47
D. Cake
22.Why they did a surprised?
A. To celebrate father’s day
B. To celebrate mother’s day
C. To have a breakfast
D. To celebrate birthday
23.Where they went to buy food and flowers?
A. In the school
B. In the restaurant
C. In the grocery store
D. In the kitchen
24.What is the reaction after they surprised?
A. Sad
B. Happy
C. Lonely
D. Angry
25.When did they plan the surprise?
A. The day before the mother’s day
B. The day after the mother’s day
C. The day during the mother’s day
D. The day in the morning of mother’s day
Some stories and questions were adopted from:
Dynamic Indicators of Basic Early Literacy Skills 6th Edition (DIBELS)
http://dibels.uoregon.edu/
and Reading Placement Tests: 3rd Grade © CORE and Scholastic, Published
by Scholastic Teaching Resource
APPENDIX “B”
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
Madam/ Sir:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, is currently working on a thesis
entitled “Reading Comprehension Ability in Noting Details of Grade Three Pupils:
A Story Book.”
In connection with this, the researcher will be needing assistance about the validation of
her questionnaire necessary for the study. Knowing that you are most fit and capable to
provide such, the undersigned has chosen you and would like to ask approval from your
good office to be evaluator.
She is hoping for your favorable response regarding this matter. Your generosity will be
such valued. May the Almighty God pour His blessing unto you. Thank you.
Respectfully yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
ACCEPTABILITY QUESTIONNAIRE ON THE GRADE THREE
STORY BOOK
Name (Optional): ___________________________________________
Sex: Male___
Female___
Position: _________________________
DIRECTION: Kindly rate the acceptability of the story book according to the following
criteria: content of the material, relevance, appeal to target users, and originality. Read
the following statements carefully and check (/) the appropriate column that correspond
your answer. Use the following scales below.
4- Highly Acceptable (HA)
2- Fairly Acceptable (FA)
3- Acceptable (A)
I.
CONTENT OF THE MATERIAL
Statement
6. The Content is applicable for grade
three pupils‟.
7. The information is clearly understood.
8. It gives factual ideas in enhancing the
reading comprehension of grade three
pupils.
9. The ideas and concept are well defined.
10. It is organized and systematically
arranged.
II.
6.
7.
8.
9.
RELEVANCE
Statement
It makes the teaching and learning
more enjoyable.
It introduces variety of story that will
capture the interest of the pupils.
It promotes effective learning.
It provides new story that will help in
developing the reading comprehension
of the pupils.
1- Not Acceptable (NA)
HA
HA
A
A
FA
FA
NA
NA
10. It conceptualized the learning more
interesting.
III.
APPEAL TO THE TARGET USER
Statement
6. It attracts the interest of the grade
three pupils to use every day.
7. It enables children to develop their
reading comprehension ability.
8. It arouses the interest of the pupils to
learn in class.
9. The use of this story book captivates
the attention of the pupils
10. It helps the pupils to enhance their
skills in reading.
ORIGINALITY
Statement
6. It has an original concept in enhancing
the reading comprehension of grade
three pupils.
7. The material serves as a new teaching
guide in enhancing the reading
comprehension of grade three pupils.
8. There‟s a uniqueness in the stories in
the story book.
9. There is no previous study about the
reading comprehension of grade three
pupils using short stories.
10. It provides a variety of story that
promotes reading comprehension.
HA
A
FA
NA
HA
A
FA
NA
IV.
Comment/suggestion:
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Modified from the study of Kathleen S Ramos entitled Enhancement of Kindergarten
Classroom Climate: A Proposed Primer (2016)
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
Madam/ Sir:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In this regard, she would like to request you to be one of the experts who will validate the
content of her research instrument for the completion of her work. Your comments and
suggestions will be highly appreciated. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.
Thank you for sharing you time and expertise.
Sincerely yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
Prof. RIZAIDE A. SALAYO
Faculty, College of Teacher Education
Southern Luzon State University
Madam/ Sir:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In this regard, she would like to request you to be one of the experts who will validate the
content of her research instrument for the completion of her work. Your comments and
suggestions will be highly appreciated. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.
Thank you for sharing you time and expertise.
Sincerely yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
Prof. DAISY G. GREGANA
Faculty, College of Teacher Education
Southern Luzon State University
Madam/ Sir:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In this regard, she would like to request you to be one of the experts who will validate the
content of her research instrument for the completion of her work. Your comments and
suggestions will be highly appreciated. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.
Thank you for sharing you time and expertise.
Sincerely yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
Prof. RECIE E. BEATRIZ
Faculty, College of Teacher Education
Southern Luzon State University
Madam/ Sir:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In this regard, she would like to request you to be one of the experts who will validate the
content of her research instrument for the completion of her work. Your comments and
suggestions will be highly appreciated. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.
Thank you for sharing you time and expertise.
Sincerely yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
Prof. ANTONIO V. ROMANA
Faculty, College of Teacher Education
Southern Luzon State University
Madam/ Sir:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In this regard, she would like to request you to be one of the experts who will validate the
content of her research instrument for the completion of her work. Your comments and
suggestions will be highly appreciated. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.
Thank you for sharing you time and expertise.
Sincerely yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
Prof. JOY THERESE L. VILLON
Faculty, College of Teacher Education
Southern Luzon State University
Madam/ Sir:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In this regard, she would like to request you to be one of the experts who will validate the
content of her research instrument for the completion of her work. Your comments and
suggestions will be highly appreciated. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.
Thank you for sharing you time and expertise.
Sincerely yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
Madam/ Sir:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In connection with this, the researcher will be needing assistance about the acceptability
of her output necessary for the study. Knowing that you are most fit and capable to
provide such, the undersigned has chosen you and would like to ask approval from your
good office to be the evaluator.
She is hoping for your favorable response regarding this matter. Your generosity will be
much valued. May the Almighty God pour His blessing unto you. Thank you.
Respectfully yours,
(SGD) LOIDA C. LIPON
Student Researcher
Note by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approve by:
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
MARILYN F. PERMEJO
District Supervisor
Catanauan East Central School
Catanauan, Quezon
Madam:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In this regard, she is formally requesting your good office to allow her to conduct the
study from those selected schools in District I, such as Catanauan East Central School,
Don Abella Elem. School, Catanauan Quezon and may the third grader pupils be the
respondents of said study.
She is looking forward for your positive response. Thank you and God bless.
Sincerely yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
(SGD) MARILYN F. PERMEJO
District Supervisor
Republic of the Philippines
Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Catanauan Extension
Catanauan, Quezon
ANABELLE N. EMPLEO
Principal III
Catanauan East Central School
Catanauan Quezon
Madam:
Greetings of Peace and Prosperity!
The undersigned is a third year BEED students major in preschool education of Southern
Luzon State University, College of Teacher Education, who is presently working on her
research entitled “Reading Comprehension Ability in Noting Details of Grade Three
Pupils: A Story Book.”
In this regard, she is formally requesting your good office to allow her to conduct the
study in you school and may the third grader pupils be the respondents of said study.
She is looking forward for your positive response. Thank you and God bless.
Sincerely yours,
(SGD) LOIDA C. LIPON
Student Researcher
Noted by:
(SGD) PROF. LUCILA A. ABSULIO
Research Adviser
Approved by:
(SGD) ANABELLE N. EMPLEO
Principal
Republic of the Philippines
Southern Luzon State University
Lucban, Quezon
CERTIFICATE OF EDITING
This is to certify that the undersigned has reviewed and went through
all the pages of the thesis entitled “Reading Comprehension Ability in Noting
Details of Grade Three Pupils: A Story Book.” by Loida C. Lipon, aligned with the
set of structural rules that govern the composition of sentences, phrases, and words in the
English language. It is now ready for binding and for serving any related academic
purposes.
Signed this 9th day of May in the year of our Lord, 2019 at Southern Luzon State
University, Lucban, Quezon.
MARITES MOPERA-ROH
English Critic