b. The boys were more interested in adventures while the girls
were drawn to fantasy.
c. Both boys and girls enjoyed reading narratives like legends/myths,
short story, drama, poems and also they were fond of reading novels.
d. Most of them read for thirty to sixty minutes but their reading
interest still depended on the type and complexity of the reading material.
got their reading materials at home, from friends, from the school, and public
libraries and from relatives.
4. Many people
influenced them in their choice of reading materials. They were their parents, teachers, friends, other family members and classmates.
5. They preferred reading
materials that were realistic, inspiring, funny, filled with illustration and those that are short.
6. Reading provided
them information, sharpened their imagination, helped them gain knowledge on popular issues, and enabled them to comply with school requirements. Reading for them is a means of leisure.
7. There is no significant
difference between the reading interest of boys and reading interest of girls in terms of the choice of the materials.
8. There is no significant
difference in the proportion of interest in reading comics between boys and girls. Both are likely to read this type of reading material.
9. There is no significant
difference between the proportion of interest in reading newspaper between boys and girls. Both are inclined to read this type of reading material.
10. There is no significant
difference in the proportion of the reading interest of boys and girls in reading newspaper according to types or broadsheet name. Both boys and girls prefer to read them regardless of broadsheet name.
11. There is no significant
difference in the reading interest of pupils as classified accordingly by the section they have read in the newspaper, except however on the sports page/section where the boys prefer to read than girls and girls prefer to read the entertainment sections than boys.
12. There is no significant
difference in the reading interest of boys and girls in reading magazines. Both read magazines.
13. There is a significant
difference in some reading interest of boys and girls according to the types of magazine they read. Boys favor reading Free Press while girls like better reading Women’s magazine.
14. There is no significant
difference in the reading interest of boys and girls in relation to the kinds of article they read in magazines.
15. Boys and girls
do not differ significantly in their reading in the choice of topic of interest. Data however revealed that boys prefer reading adventure stories/topics and religion than girls while girls are inclined to read fantasy stories/topics than boys.
16. Boys and girls
differ significantly in some of their reading interest in the preference of literacy genre while reading different types of reading materials. Boys prefer to read articles or materials that fall under legends, while girls are apt to reading materials classified under drama.
17. There is no significant
difference in the length of time devoted to academic and recreatory reading of boys and girls. Boys and girls tend to spend their time reading less than 30 minutes or over an hour.
18. There is no significant
difference in the reading interest between boys and girls in relation to the identified characteristics of the materials being read. Boys tend to have common liking with the girls when characteristic of reading materials are concerned.
19. Among different
identified sources of reading materials for the grade six pupils, the source of reading materials for the boys differ significantly with girls. Boys considered public library as their source while the girls considered "from friends" as their source of reading materials. Both
boys and girls do not differ in their preference to source out reading
materials at home, school library, relatives and bookstore.
20. There is no significant
difference in the reading interest between boys and girls in relation to the identified people who influenced them to read. Data revealed however that among the respondents, boys considered their parents to have influence over of their reading.
21. There is no significant
difference in the reading interest between boys and girls in terms of the reason for reading to the respondents. Both boys and girls had favored that reading provides information, help gain ideas about the issues, as a means of leisure, complement with school requirements
and relieves emotional tensions. However data revealed that girls consider
the fact that reading can sharpen one’s mind as compared to boys.
From the foregoing findings, the following conclusions were drawn:
1. Most of the respondents under this study belonged to the lower class
family. Only few of them belonged to the middle and upper class. The family background
and economic status of the respondents affect their reading interest because
many of them had not acquired the right attitude in selecting the kind of reading
material due to lack of guidance form their parents at home.
2. Respondents were interested in reading varied materials such as:
a. Books for academic and leisure purpose. Aside from books, they also
read comics, magazine and newspaper.
b. Boys liked adventure while girls were drawn to fantasy.
c. Both boys and girls enjoyed reading narratives like legends/myths,
drama, poems, and also novels.
d. Most of them read for thirty to sixty minutes but they extended when
assignment were more complex.
3. Home, Friends and School library were their primary sources
of reading materials.
4. Parents were the most influential person in their reading and
choice of reading materials. Teachers friends and other family members were also
5. They preferred reading materials that are realistic, inspiring and
6. Reading was beneficial for them for academic and leisure reasons.
7. There is no significant difference in the reading interest of grade
six pupils according to sex, in terms of:
a. type of reading materials
c. literary genre
d. length of material
e. characteristic of reading materials
As a result of the findings, the following suggestions were recommended:
1. Mangagoy District I should strive to have a balanced reading program
– one that will try to meet the children’s interests or preferences.
2. There should be a program especially designed to assess the children’s
reading preferences and to provide a valuable body of information for the acquisition
of books, their selection and use in schools as well as in the library.
3. Librarians should assume a more active role in increasing awareness
and interest in reading among pupils through attractive book displays.
4. All schools must have libraries that are made functional for every
child to read widely. A wide range of books are needed in every classroom.
5. The School Administrator should provide a Reading Center, other than
the school library where pupils can spend their free time in reading additional
6. The administrator must establish a reading program that would focus
on what and how the children read and how well their reading is distributed among
the various kinds of books and other materials available for them.
7. The school administrators and supervisors should look into the procurement
of printed materials for reading and supplementary reading work. They should
see that the reading teachers should have adequate supply of supplementary reading
materials which can be used as the need for them arises. Audiovisual materials,
chart, flash cards, colorful and interesting reading materials and other software should be procured or
prepared by reading teachers. Reading teachers should know the grade level of the reading abilities of their pupils so that reading materials suited to such abilities may be utilized.
8. Every reading teacher should try to conduct a study on the reading
preferences of his or her children before the start of the reading instruction
so that the challenge to give the right book to the right person at the right time can be met.
9. Every reading teacher should strive to provide varied materials
in her reading classes. Sex, age, grade and reading ability should be
considered in the choice of materials, as in stories, poems, rhymes, play lets and books.
10. Teachers should provide enrichment activities to the pupils
in order to generate interest in reading. Based on the findings and conclusion
drawn, a reading program was made by the researcher for the development of
the reading interest and skills in the elementary grades, the following are offered. This reading program is for all children to learn to read well and to develop their interest in reading. The country’s reading problems are largely solvable if all people concerned have
the will to solve them. No one of these reforms can do the job by itself,
but all of these changes together can substantially increase reading success
for all of Filipino children. This program will require that current resources will be used better. In particular, funds and personnel should be devoted to professional development, in service education, instructional time, research, and textbooks must be more sharply focused in the ways
Ways to ensure the reading success of the pupils:
1. Effective new materials, tools and strategies for teachers.
2. Extensive professional development to learn to use these strategies.
3. Additional staff to reduce class sizes for reading instruction and
to provide tutoring for pupil who fall behind.
4. Changes in school organization for more appropriate class groupings
and effective use of appropriate method and other supplementary resources.
5. National, Regional, Division and District policies should set high
standards of performance, to support effective classroom instruction, and to
improve teacher training programs.
6. Parents and other community members should support intensified efforts
to improve the reading interest and ability of all pupils.
7. Parents and guardians should ensure that their children arrive at school
ready to learn every day.
8. Intensified research among the administrators and teachers to improve
the reading interest and skill of the pupils.
9. Tutoring support for those children who need more assistance.
10. Home reading on a regular basis.
Strategies for achieving the goal of every pupil’s reading interest and skills:
1. At all times, developing children’s interest and pleasure
in reading must as much a focus as developing their reading skills.
2. Promote adoption of texts based on the evidence of what works.
3. Provide adequate professional development among the teachers.
Teachers and experts in reading should have the opportunities to meet
regularly to discuss their implementation of new methods-and to share problems,
solutions and innovative ideas.
4. Promote whole-school adoption of effective methods. Some of
the most effective approaches to early literary instruction are comprehensive
methods that provide instructional materials, assessments, extensive professional
development, accommodations (such as tutoring) for children who are having difficulties.
5. Involve parents in support of their children’s reading
6. Improve pre-service education and instruction. The school district
should invest in high-quality instruction reading program in order to
make certain that new teachers are well prepared in effective approaches to reading,
classroom management, assessment and are well supported in implementing these strategies.
7. Provide additional staff for tutoring and class-size reduction.
8. Improve early identification and intervention. Diagnostic assessment
should be administered regularly in order to identify the reading problems
of the pupils and the teacher could provide immediate and high-quality
interventions if necessary.
9. Intensify reading research.
READING PROGRAM PLAN
A. Professional Development of Teachers
1. Provide many opportunities in teacher education for students
to observe and practice research-based instructional strategies for reading.
2. Provide all elementary teachers with meaningful, ongoing professional
development opportunities to ensure that they receive specific training
in how to teach reading and how to implement well-designed reading programs.
3. Promote the adoption of whole-school reform models with evidence
4. Demand extensive research-based professional development in
connection with textbook adoptions.
5. Ensure that when volunteer teachers are involved in reading
programs they receive adequate training and supervisions are assigned
to work with children who can benefit from their assistance and operate consistently
with the reading program of the school.
6. Develop and provide model training programs for teachers, principals,
reading expert and others that allow them to observe and practice research
based instructional strategies for reading. Emphasize the training of
teams that will work together to implement a new program of reading instruction, coaching by experts who may be teachers themselves and train the trainer models that will reach a large number of people.
B. The Pupils and Community Outreach
All children should have an adequate preparation to become successful
1. Promote family literacy programs to help parents develop in
their young children a love for reading.
2. Reach out to families at risk with assistance for parents, other
family members or guardians to provide children with the health care and
such cognitive experiences they will need to enter school ready to learn.
3. Provide high quality reading programs in the elementary grades
that would focus on what and how much the children read and how well their
reading is distributed among the various kinds of books and other materials
available for them.
4. Engage parents and teachers in working together to provide parents
with the materials and education they need to help their children develop
and become successful readers.
5. Encourage parents, families and other community members to read
children and provide them access to age-appropriate books.
C. Research, Development and Materials
Reading instruction will improve through adoption of practices
and materials used.
1. Effort to be ever more precise about the reading instruction.
2. Effective programs should involve the parents’ support
in their children’s success in reading and in school.
3. Establish procedures to ensure that reading texts will only
be adopted if they are consistent with current research on teaching reading
and are able to show evidence of effectiveness.
4. Devotee greater resources to field of testing and evaluation
of new materials and to provide adequate professional development to company
5. Develop a wider selection of quality texts and story books structured
to elicit their interest and develop their skills in reading.
6. Provide systematic diagnostic assessment appropriate for the
pupils in order to identify their needs and to provide immediate and high-quality
interventions if necessary.
7. Propose procedures and criteria to ensure that school districts
only adopt reading texts that are structured in accordance with the best
research on reading.
8. Another study should be undertaken to better improve the pupils’
reading habits, attitudes, interest and skills.