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The Department of Education has never ceased to find solutions to the

recurring problems on poor reading skills and low academic performance. The

curriculum is being studied carefully and changed from time to time depending

on the needs and trends of today’s 21 st century. The department has adopted

numerous theories and strategies that were proven to be effective and useful in

other countries with the goal of developing young Filipinos to be globally

competitive and literate amidst challenges of today’s society. In order to promote

literacy, the government, public and private organizations and even ordinary

concerned individuals have exerted efforts to help in alleviating the literacy level

of Filipino children and youth since the ability to read and write is considered as

the utmost priority (Cristobal, 2015.)

Coherent to this goal, teachers are encouraged to implement ways and

methods by which students can learn substantially and functionally. The Results-

Based Performance Management System (RPMS) for Teachers and School Heads

are aimed at developing educators to use their craftsmanship and creativity to

successfully implement the curriculum and produce quality students who can

compete globally. Teachers are tasked to apply knowledge of content within and

across curriculum teaching areas and use a range of teaching strategies that

enhance learner achievement in literacy and numeracy skills, develop critical and

creative thinking as well as higher-order thinking skills. However, teachers and

learners are not provided with the needed materials and resources that are

crucial in achieving these goals. Hence, it is on this regard that this study is
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preempted to respond to the recurring problem of lack of instructional and

supplementary materials such as books, modules and manuals.

Since the lack of supplementary materials and resources and the need to

develop the reading comprehension skills of every student are what every

teacher aspires for, the goal of crafting a reading skill book for intermediate

pupils specifically Grade 5 is an utmost priority to find solution to these perennial

problems in the educational system today. This Science-based reading skill book

is significantly crafted and designed for pupils to develop their vocabulary and

reading comprehension skills using the three learning strategies namely

cognitive, metacognitive and affective and to adopt to the application of teaching

content knowledge within and across curriculum. Furthermore, it is carefully

planned and aimed at enhancing reading comprehension and critical thinking

skills among pupils since it is anchored on the interactive reading model.

In interactive reading model, children make use of the combination of

Top-Down and Bottom-Up reading models. It is chosen for the skill book because

reading the Science text involves making meaning by negotiating the

understanding between the text and the reader’s concurrent experiences and

memories of the topic (Shamsudin, 2009). The main objective for providing the

strategies of Science learning in this module is to expose pupils at an early stage

to be responsible for their own reading task and learning process. Hence, this

module is hoped to also be useful in a Science classroom or discussion in the

future aside from developing reading comprehension and vocabulary skills.

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To achieve the goal of attaining quality education for all and to follow the

trends of today’s society, a validated and profound skill book especially designed

to help different kinds of readers must be created and implemented. Hence, this

study is aimed at responding to these goals and achieving them one step at a

time. This module is created with high hopes that children will foster learning

and improve their reading comprehension and vocabulary skills at their age and

level.

STATEMENT OF THE PROBLEM

The study aims to develop and validate a science-based reading skill book

using cognitive, metacognitive and affective learning styles for Grade 5 pupils of

Libmanan North District SY 2019-2020.

Basically, it aims to answer the following questions:

1. What is the format of the reading skill book along:

a. Objectives;

b. Rationale;

c. Content;

d. Activities; and

e. Evaluation?
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2. What are the strategies employed to enhance:

2.1) Vocabulary Skills

a. Word reference

b. Use of dictionary meaning

c. Connotative and denotative meaning

d. Contextual clues

e. Word association (illustrations, games, puzzles, jumbled words)

f. Synonyms and Antonyms

2.2) Reading Skills

a. Scanning for specific information

b. Noting details

c. Transcoding information from chart/illustration to writing

d. Noting cause-effect relationship

e. Finding the main idea

f. Recalling explicitly stated ideas

g. Extracting key ideas to summarize text

h. Identifying facts from opinion/fantasy and reality

i. Predicting outcomes
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3. What is the validity of the Science-Based Reading Skill Book for Grade 5

pupils in terms of:

a. Format

b. Content

c. Usability

d. Practicability

4. Are there significant differences in validity among aspects?

ASSUMPTIONS OF THE STUDY

In conducting this study, the following assumptions were made. It was

assumed that:

1. The respondents are honest and objective in evaluating and validating

the skill book.

2. The reading skill book enhances the pupils’ reading comprehension

skills as well as their science vocabulary.

SIGNIFICANCE OF THE STUDY

Most of the educators are not fully aware of the powerful relationship

between meaningful science learning and reading comprehension since there has
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been a continuing crisis between Science and reading. Therefore, this study may

serve beneficial to the following:

Curriculum Designers. The results of this study will help curriculum

developers to design learning competencies that will help teachers to implement

the application of content knowledge within and across curriculum and subject

areas. It will aid them to create a framework for understanding the relationship

of Science and reading and provide some how-to strategies for the classroom.

Administrators. The public school heads of English and Science in

Libmanan North District will be provided with additional instructional reading

material which will aid them to implement reading programs successfully.

English and Science Teachers. Teachers in the elementary

intermediate level will be provided with a supplementary instructional material

which will aid them to promote reading and to evaluate their learners’ reading

competence.

Remedial Reading Teachers. Aside from this skill book will serve as an

instructional and remedial tool, it will also help remedial teachers to implement

different teaching techniques in different learning strategies.

Pupils. The skill book is designed to teach pupils develop a love for

learning by providing interesting science facts reading texts and activities and to

enhance the vocabulary and reading comprehension skills of each pupil.

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Parents. Through the skill book, parents will be able to monitor their

child’s progress in reading through their scores and feedbacks.

Other Researchers. The result of the study will give future researchers

ideas to focus on and develop as they conduct another study.

SCOPE AND DELIMITATION OF THE STUDY

The focus of the research study was to develop and validate a Science-

Based Reading Skill Book for Grade 5 pupils using cognitive, metacognitive and

affective learning strategies in the 2nd district of Camarines Sur particularly in

Libmanan North District, Division of Camarines Sur excluding the English

teachers of other districts from the same division. The study was conducted

during the 1st semester of school year 2019-2010.

Guided by the objective which is to enhance the pupils’ reading skills

particularly vocabulary and reading comprehension through science-based texts,

the researcher included in the content the following: learning skills in vocabulary,

learning skills in reading comprehension through cognitive, metacognitive and

affective learning strategies, discussions and evaluations.

Similarly, a greater consideration on the format of the reading skill bool

along objectives, rationale, content, and activities; on the strategies employed on

it to address the difficulty in vocabulary development and reading

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comprehension; and the validity of the skill book in terms of format, content,

usability and practicality is deemed by the researcher in doing this.

DEFINITION OF TERMS

For better understanding of the study, the researcher gave several terms

that were defined conceptually and operationally as used in the study.

Science-Based Reading Skill Book. This refers to an instructional

material designed to develop the vocabulary and reading skills of Grade 5 pupils

using science-oriented topics/competencies as a backbone and the three learning

strategies: cognitive, metacognitive an affective as the basis of the activities.

Format. This refers to the arrangement of what is inside the instructional

materials, i.e. Objectives, Rationale, Content, Activities, and Evaluation.

Objectives. It refers to the expected skill that is expected after series of

discussions and activities.

Rationale. In this study, these are the learning competencies that is

expected to be attained by a pupil in a certain grade level.

Content. It pertains to information and concepts of any discourse, course

or subject matter.

Activities. In this study, this refers to the pre-reading activities, during

reading activities, post reading activities and enrichment activities.

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Evaluation. This means the assessment of skills to be mastered after

series of activities were completed.

Strategies. This refers to the various approaches, models and theories

that were used and followed in the design of the skill book.

Validity. This pertains to the degree to which the skill book measures

what it intends to measure in terms of usability, practicability and reliability of

the reading material.

Usability. It relates to the use of the module as supplementary reading

material to improve reading comprehension and vocabulary of intermediate

elementary pupils.

Practicability. It means the efficiency of the skill book as a useful to in

developing comprehension and vocabulary skills.

Reading comprehension. It is defined as the ability of a reader to fully

grasp and understand the meaning of a text read.

Reading skills. It pertains to the aptitude, maturity, and readiness of a

learner in reading to achieve fluency in communication and comprehension.

Vocabulary Skills. It is defined as the ability of a learner to get the

meaning of new words by looking for context clues and word parts.
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Cognitive Learning Strategies. It refers to the use of mind or cognition

to solve problem or complete task such as repetition, practicing, organizing and

analyzing.

Metacognitive Learning Strategies. It is defined as the use of

reflective thinking process to increase the awareness of own strength and

learning styles.

Affective Learning Strategies. These are learning strategies concerned

with managing emotions, both negative and positive.

Interactive Reading Model. It is defined as a reading model that

combines the top-down and bottom up reading model wherein the learner’s

background knowledge is incorporated or applied on the reading text.

Revised Performance-Based Management for Teachers and

School Heads. It is an organization-wide process to ensure that teachers give

focus on their work towards the achievement of DepEd mission, vision and

values. It is an approach or strategy for continuous individual and professional

development.
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NOTES

Echaure, Jessie A. and Vilma D. Torno (2017). Developing the Reading

Literacy among Grade I Learners in the Philippines. International J. Soc. Sci. &
Education. 7 (2), 15-21.

Lakeshia D. Dawkins (2017), Factors Influencing Student Achievement in

Reading, Retrieved on May 2, 2018 from http://scholar works.waldenu.
edu/dissertations

Philippine Investigatory Reading Institute (PHIL-IRI) reports on the status

of non-readers in Camarines Sur, 2012-2013.

Roman, Lilibeth B. (2009). Science-Based Reading Skill Book for High

School Students. Unpublished Master’s Thesis. Naga College Foundation, Naga
City.

Thanh, Vu-Tran (2011). Using the Interactive Reading Model to Develop

High School Students’ Reading Comprehension Ability. Retrieved from
http://www.academia.edu/20077885/Using_the_Interactive_Reading_Model_to_
Develop_High_School_Students_Reading_Comprehension_Ability.

The Results-Based Performance Management System for Teachers and

School Heads Manual 2018. Retrieved from
www.depeddavnor.ph/resources/DepEdfinal_RPMSManual_may28,2018.pdf
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