1 EXECUTIVE SUMMARY

This evaluation is conducted in order to see the students’ attitude towards reading in

terms of academic and recreation. The Remediate, Enhance and Attain Development

in Reading (READ-R) Program of Holy Cross of Mintal is the schools’ way to enhance

this attitude especially reading for academic purposes. The tool used in this evaluation

was designed based on Kirkpatrick’s model Level 1 Reaction and anchored the

Elementary Reading Attitude Survey (ERAS) as a rating scale. This specific survey is

used to know the reaction and attitude of the students towards reading in both

Recreational and Academic books. The result revealed that the students are more

engaged in terms of reading Recreational books. Thus the program should have a

continuous support from the school authorities in order for the students to be more

engaged in terms of reading. The school should purchase more reference books in

all subject areas. It should be flexible in terms of intervention and development.

Subject area teachers should also take part on encouraging students to read

academic books by giving them assignments. that will require them to read and visit

the library in order to boost their interest in academic reading

1.1 Introduction

For more than forty years, teachers have been aware of the strengths of SRA Reading

Laboratory— how it provides individualized work, promotes students’ sense of

responsibility, and lets each student move at his or her own rate, according to

individual ability. However, there is another aspect of Reading Laboratory that

deserves to be stressed: the great quantity of good reading to be found

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 The reading selections in SRA Reading Laboratory are by no means just sterile skills

exercises. They are balanced collection of fiction and nonfiction short stories and

articles that students actually enjoy reading. Students do not just learn to read better

by using SRA Reading Laboratory; they discover what it means to become readers.

They gain pleasure, information, and if the ultimate goal succeeds— a lifelong love of

reading in all kinds of subject areas. They learn to read for a variety of purposes, and

they discover what it is to read in a wide range of content areas.

1.1.1 Program Description

The Remediate, Enhance and Attain Development in Reading (READ-R) is a

program intended for students to develop comprehension, vocabulary, fluency,

word analysis, and study skills. This will help to interest students in reading and to

enlarge their specific knowledge, using a wide array of quality factual and fictional

selections. This program also develops the sense of personal responsibility as they

take charge of their own learning with the help of the reading tool known as SRA

(Science Research Associates).

The program meets the differing needs of students by providing multilevel learning

materials in one classroom package. It is a complete system offering individualized

reading instruction to all of the students. It does not need additional materials or

teaching assistance to operate the program. In fact, it basically operates itself. After

some initial training, students manage their own learning. They will work

independently, score their work, and keep accurate accounts of their progress.

The school has noticed that 20%-39% of the students are developing in terms of

their reading comprehension skills. This is based on the data coming from

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 students’ Performance Assessment of Standards and Skills (PASS) Diagnostic

Result under reading comprehension. This program aims to address the students

with low level of reading comprehension to cope up with the demands of the

different discipline. Through this, the students will be aided and will be guided to

understand or appreciate the importance of reading for comprehension. It also

envisions to minimize the percentage of students who are readers without

comprehension, and to value reading as part of their lives.

1.1.2 Purpose of the Program

This program aims to:

a. minimize the percentage of students who are readers without comprehension;

and

b. value reading as part of their lives.

1.1.3 Purpose of the Evaluation

This evaluation is conducted to find out the reaction and attitude of the students

towards reading in both Recreational and Academic books The information

collected from the survey will serve as basis for improvement and or well as create

intervention in the program.

The Elementary Reading Attitude Survey (ERAS) is anchored as a rating scale to

determine the students’ reaction or attitude towards reading. Ten random students

per year level, from grades 7 to 12, were asked to answer the survey. Guided by

the Kirkpatrick Model (Level 1: Reaction), the following questions are casted-off in

evaluating their reaction or attitude towards reading:

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 LEVEL 1: REACTION
Engagement

Rating Scale Questions

4- Happiest Garfield
3- Slightly Smiling Garfield
2- Mildly Upset Garfield
1- Very Upset Garfield

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1.2 Results and Findings

The following are the results of the survey:

Table 1. Level 1 Reaction: Engagement

Rating Scale Questions

3.51 – 4.00
High
3.01 – 3.50
2.51 – 3.00
Average
2.01 – 2.50
1.51 – 2.00
Low
1.00 – 1.50

RECREATIONAL BOOKS
1. How do you feel when you read a book on a rainy Saturday? 3.30
2. How do you feel when you read a book in school during free time? 3.06
3. How do you feel about reading for fun at home? 3.66
4. How do you feel about getting a book for a present? 3.48
5. How do you feel about spending free time reading a book? 3.28
6. How do you feel about starting a new book? 3.38
7. How do you feel about reading during summer vacation? 3.20
8. How do you feel about reading instead of playing? 3.00
9. How do you feel about going to a bookstore? 3.74
10. How do you feel about reading different kinds of books? 3.42
Average 3.35
ACADEMIC BOOKS
11. How do you feel when a teacher asks you questions about what you read? 3.04
12. How do you feel about reading workbook pages and worksheets? 2.62
13. How do you feel about reading in school? 2.92
14. How do you feel about reading your school books? 2.84
15. How do you feel about learning from a book? 3.54
16. How do you feel when it’s time for reading in class? 3.08
17. How do you feel about stories you read in reading class? 3.32
18. When you read out loud in class? 2.94
19. How do you feel about using a dictionary? 2.92
20. How do you feel about taking a reading test? 3.08
Average 3.03
Mean Score 3.19

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 Table 1 shows Level 1 Reaction of the participants’ engagement. The students’

attitude to reading findings show that the items pertaining to the students’ interest

in reading both Recreational books and Academic Books has a high rate as

follows: Recreational books (3.35); Academic books (3.03). However, there are

more item numbers under Academic books that has an average rate compared to

the Recreational books which rates are all high. On the other hand, their overall

engagement under Level 1 Reaction mean score is high (3.19).

1.3 Conclusions and Recommendations

The result revealed that the students are more engaged in terms of reading

Recreational books. Since READ-R program envisions to minimize the percentage

of students who are readers without comprehension, and to value reading as part

of their lives, this could help the students to be more engaged in terms of reading

both Recreational and especially in Academic books. Through this, the students

will be given an avenue to develop and enhance their interest in reading.

However, based from the findings the study recommends that;

1. The program should have a continuous support from the school authorities in

order for the students to be more engaged in terms of reading. The school

should purchase more reference books in all subject areas.

2. The program should be flexible in terms of intervention and development.

Subject area teachers should also take part on encouraging students to read

academic books by giving purposeful assignments that will require them to read

and visit the library in order to boost their interest in academic reading.

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3. The program should be administered for the whole school year to evaluate

Level 2 Learning, Level 3 Behavior and Level 4 Results.

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