Designing a Science-Infused Reading Material for Dual MELCS

Intervention

A Thesis Proposal

Presented to
the Graduate Faculty of Master of Science Education
MSU – Iligan Institute of Technology
Iligan City

In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF SCIENCE EDUCATION IN PHYSICS

MARK ALBERT A. MINERALES

MSciEd-Physics Student
 TABLE OF CONTENTS

Page

TITLE PAGE
TABLE OF CONTENTS …………………………… i
LIST OF FIGURES …………………………… ii
LIST OF TABLES …………………………… iii
LIST OF APPENDICES …………………………… iv

CHAPTER
1 THE PROBLEM 1
Background of the Study ……………………………
Statement of the Problem ……………………………
Objectives of the study ……………………………
Significance of the Study ……………………………
Scope and Limitation of the Study ………………………
Theoretical Framework ……………………………
Conceptual Framework ……………………………
Operational Definition of Terms…………………………
2 REVIEW OF RELATED LITERATURE
3 METHODOLOGY
Research Design ……………………………
Research Setting ……………………………
Research Subjects ……………………………
Research Instruments ……………………………
Data Gathering Procedure ……………………………
Statistical Tool ……………………………
REFERENCES ……………………………
 LIST OF FIGURES

Figure Title Page

1 Cognitive Theory of Multimedia Learning
2 Conceptual Framework of The Study
3 IPO Process. Directional flow of the study
4 “Bawat Bata Bumabasa” Initiative Framework
5 Schematic Diagram of Data Gathering Procedure
 LIST OF TABLES

Table Title Page

1 Student-Friendly Descriptions of Five Text Structures
2 Titles of PHIL-IRI Graded Passages for
Pre-Tests in English
3 Titles of PHIL-IRI Graded Passages for
Post-Tests in English
4 Range of Difficulty Index and Verbal Interpretation
5 Range of Discrimination Index and Verbal Interpretation
6 Cross Tabulation and Bases for Construction of
Item Analysis
7 Normalize Gain Score Criteria by Hakes, 1999
 LIST OF APPENDICES

Appendix Title Page

A. Science-Infused Reading Material
B. Evaluation Rating Sheet for Reading Material
C. Evaluation Rating Sheet for General
Reference Materials
D. Language Evaluation Tool
E. Evaluation Tool for Layout and Format
F. Rating Scale for Intrinsic Motivation
 CHAPTER 1
THE PROBLEM

Background of the Study

With the arrival of COVID-19 disease in the country, the education sector
of the Philippines was seriously affected. Indeed, last March 2020, closures of
school have been ordered by the President Rodrigo Roa Duterte to ensure the safety
of the 27 million learners, teachers and personnel against Covid-19. From then,
there was a paradigm shift of the educational system in the country due to the rise
of said health crisis. However, The Department of Education echoes the UNESCO’s
belief that educational quality, access, and system strengthening cannot be
compromised in times of crisis (en.unesco.org, 2022). The phenomenal challenge
then was how to continue teaching and learning beyond the usual face to face
instruction.
School year 2020-2021 starts the beginning of a new normal educational
system. Private and Public Schools were given options to adopt learning delivery
modes responsive to student’s needs for access to quality education. Below is an
infographic on learning delivery modality of the Department of Education.

Source: deped.gov.ph
 Modular learning is the most popular type of Distance Learning. In the
Philippines, more parents preferred learning through printed and digital modules
according to a survey conducted by the Department of Education. More than 8.8
million parents chose modular learning as their preferred distance learning modality
for the upcoming school year, with only 3.3 million opting for online learning
(Mateo, J). In the Division of Iligan City, based from our conversation with the
school head of Ditucalan National High School, still majority of the parents opted
to choose the Printed Modules Distance Learning Modality (PMDML).
However, the researcher had observed challenges during the initial phase of
implementation which were the quality of learner’s modules and its production. The
production of modules was given to the teachers which is an additional task in the
part of teachers. Also, issues were sprouting with regards to the content of modules
since it was only made by public school teachers within a limited time. According
to rappler.com, the Department of Education has identified 30 errors in the first
quarter Self-Learning Modules for distance learning through its Agency’s DepEd
Error Watch. Education Undersecretary Diosdado San Antonio verified the reports
and claimed that out of 30, 27 are locally-produced materials (Schools Division
Offices) and 3 coming from the Central Office. This could be attributed to the fact
that the learner’s modules have not undergone a thorough evaluation of experts in
the field during the first year.
Further, issues whether the “Answer Key” or “Susi sa Pagwawasto” of the
module should be given to learners together with the modules became a school’s
discretionary function. The respondent school did not distribute modules with
answer key and found out that students are having difficulty in answering the
modules. In a survey conducted by the researcher to grade 7 students of the
respondent school in this study, most of the participants are having difficulty in this
new learning modality. 95 % of the participants had a hard time answering their
modules. The subject that they are having greatest difficulty with are Mathematics,
followed by English, Science, and Araling Panlipunan. Most of the students are
complaining with regards to time constraints in reading and accomplishing the task
in all modules in a week. Also, the students are struggling to go through the self-
learning modules due to lack of parental guidance and immediate assistance from
the teacher in a classroom face-to-face set-up. These challenges were being
supported in a study conducted by Sangle and Sumaoang (2020) entitled “The
Implementation of Modular Distance Learning in the Philippine Secondary Public
Schools”. It was found out that the main challenges that emerged were lack of
school fundings in the production and delivery of modules, students struggle with
self-studying and parent’s lack of knowledge to academically guide their children.
Meanwhile, in this printed modular distance learning modality (PMDLM),
reading is one of the fundamental skills each learner should master and be
competent with. In a small group discussion (SGD) with the English teachers of the
respondent school of this study, the teachers found out that the problems in reading
were not only the difficulty to comprehend text, vocabulary, pronunciation but also
on the lack of interest in the culture of reading. According to them, considering the
text content and reading it in a digital form could be the alternative way to awaken
the interest of learners in the culture of reading.
Furthermore, the Department of Education issues DepEd Memorandum no.
173 series of 2019 “Hamon: Bawat Bata Bumabasa” strengthening the reading
proficiency of every learner and nurturing a culture of reading which is a requisite
skill in all content areas. The Department believes that low achievement levels in
English, Math and Science during the 2019 national assessment appear to be caused
by gaps in learner’s reading comprehension.
As a response to this reality, this study aimed to design a Science-Infused
reading material using an expository text as a supplementary material to science
modules to enhance reading fluency and measures the reading comprehension level
of Grade 7 learners in Science and English. The researcher will utilize the Microsoft
Teams as learning management system for the students to read more and be more
engaged in reading using the reading progress tool of the Microsoft app. The
Reading Progress Tool is a self-instructional application that can help teachers help
their learners enhance their reading proficiency and develop a love for reading. It
can be accessed through the Assignments tab in Microsoft Teams. Education
Undersecretary Diosdado San Antonio shared that “through the Reading Progress
tool, learners can record their own reading progress and gain a sense of
independence in reading. Teachers can track the reading progress of students easily
and efficiently” (deped.gov.ph).
In general, the researcher would like to emphasize promoting Science, ICT
and English Language Development simultaneously. As a teacher and a researcher,
it is vital to look for opportunities to develop deep and complex understanding of
science and to learn pedagogical strategies using ICT in promoting English
language and literacy as part of science instruction.

Statement of the Problem

The implementation of printed modular distance learning modality
(PMDLM) had brought challenges both from the teachers and learners. Parent’s
lack of knowledge and immediate assistance of teachers emerged as challenges in
this learning modality. In PMDLM, learner’s reading ability plays an important role
to comprehend (read and understand) the Self Learning Modules written in English
such as Science and Math. According to the Department of Education, learner’s low
achievement in English, Math and Science during the 2019 national assessment
appear to be caused by gaps in learner’s reading comprehension. It was then
reiterated in their Deped Memorandum no. 173, s. 2019 the need to strengthen the
reading proficiency of every learner and nurture a culture of reading.
To address the aforementioned gaps, the need for a new material using
expository text (integrating Science concepts) in a reading selection and uses ICT
during the reading process is very timely since the content and processes in the
PHIL-IRI in grade 7 that served as teaching resource do not have this characteristic.
This study would hopefully enhance reading fluency of learners and develop a love
for reading. Eventually, this study would help develop learners become a proficient
and effective readers with the aid of science content and ICT integration.
Objectives of the study

The aim of the study is to develop a Science-Infused reading material

specifically to:
1. Describe the profile of respondents in terms of (pre-assessment)
a. PHIL-IRI Pre-Test Results S.Y. 2021-2022
b. Perception on Modular Materials
c. Concordance of students’ ranking of module difficulty
2. Describe the process involved in the development of a Science-
Infused Reading Material as a supplementary reading material for
Grade 7 Science and English;
3. Assess the effectiveness of the “module-reading material
combination” in terms of normalized gain score (Trial
Implementation);
4. Evaluate the developed reading material by internal experts in
terms of (from the study of Larayos)
a. Practicality
b. Reliability
c. Validity
d. Authenticity
e. Association among reading related skills
f. Its appropriateness to grade level. (Flesch Kincaid Grade
level)
5. Evaluate the reading intervention in terms of content and processes
as perceived by the participants of the study.

Significance of the Study

Students and teachers may directly benefit from this study by using the
Science-Infused reading material as a supplementary learning material in Grade 7
Science on topic such as motion, waves, sound, light, heat, and electricity. The
results of this study could help science teachers arrived at an informed decision to
collaborate with English teachers considering the use of science-infused reading
material as supplementary learning materials during reading instruction or
intervention and could guide them in developing and producing their own
contextualized reading materials.
Furthermore, students and teachers may also directly benefit from this study
by using the ICT-integrated reading progress tool of Microsoft teams app. Learners
can record themselves with auto-detect feature for quick review and provide
teachers an ample time to track their records, and provide feedbacks at their
convenience. At present in schools, measuring and describing learner’s reading
fluency and comprehension is irregular and time consuming because it requires one
on one close listening either face to face or virtual reading. Using the auto-detect
feature in the recordings allows educators to check students’ progress more
regularly while also freeing up time for any work-related activities. Computer
results could be more reliable than the teachers conducting one on one close
listening because there are instances that teachers become subjective in checking
errors of learners. According to Mike Tholfsen, by empowering students to
complete their reading fluency assignments regularly and independently, Reading
Progress keeps the focus on practice and growth, not performing under pressure.
Now reading fluency practice can happen anywhere
(techcommunity.microsoft.com, 2021)!
School administrators may also refer to the results of this study in crafting
a school reading program that would enable or empower teachers to develop more
supplementary reading materials, either print or non-print for use during reading
instruction or intervention. This study also provides some baseline information on
developing and evaluating a reading material to be used as supplementary learning
material. Furthermore, the results of this study could also help inform the direction
of future research studies aiming at understanding better the needs of integrating
science content and ICT during the reading process to promote Science and English
language development simultaneously.
Scope and Limitations of the study

This study will be conducted to develop a Science-infused reading material

(Expository Text) to Grade 7 students of Ditucalan National High School,
Ditucalan, Iligan City, School-Year 2021-2022. The content of the material will
only cover the topics in Third Quarter of Grade 7 Science Energy and Motion
integrating reading skills competency in grade 7 only. Although the reading
passages were banked on the MELC in Grade 7 Science and English, the reading
material used in reading intervention was designed to enhanced reading fluency and
nurture the culture of reading among grade 7 learners. It must be emphasized that
the science-infused reading material was intended as a supplementary reading
material during only the reading intervention hours. The delivery and the attainment
of MELC were primarily intended for Self -Learning Modules (SLMs) and also the
PHIL-IRI passages were primarily used for measuring and describing learner’s
reading performance in English.

Theoretical Framework

On building oral reading fluency, this study was anchored on behaviorism,

information processing model theory, and automaticity theory.
Behaviorism
Behaviorism is a well-known theory that looks at how people's behaviors
change through time. Information is transferred and conveyed from a knowing
source, the teacher, to a less knowledgeable source, the learners, for behaviorists
(Zuriff 1985). In education, behaviorism can help teachers provide more relevant
literacy instruction by encouraging them to employ specific practices and
assessment methodologies. In essence, it is a significant theory that is linked to
explicit instructions and has consequences for reading that could help students
obtain better results. Classical conditioning, connectionism, and operant
conditioning are three major behavioral ideas that contribute to behaviorism. These
three theories concentrate on breaking down a complex task, such as reading, into
smaller parts (Aldhanhani, Z. R., & Abu-Ayyash, E. A. (2020)). According to
Aldhanhani, et al., for example, he cited that Tracey and Morrow (2012) claimed
that reading components are divided into four categories. According to Tracey and
Morrow (2012), visual discrimination, auditory discrimination, left-to-right
progression during reading, vocabulary, and comprehension are the five categories
that reading components fall into. There are some sub-skills in these components.
There are sub-skills for auditory discrimination, such as phonics, sight words, and
blending. Each of these sub-skills necessitates an answer and criticism. A teacher
clarifies by asking a student to speak a word. If the student completes the task
correctly, the teacher must provide immediate feedback. The teacher, on the other
hand, should correct the student's pronunciation if the student pronounces the term
wrong. This can be accomplished by giving the pupil ample opportunities to
practice pronouncing the word until he or she has polished it. This is closely tied to
oral reading fluency, in which students must get feedback in order to enhance their
reading fluency. Rasinski (2014), Rasinski, Padak, McKeon, Wilfong, Friedauer,
and Heim (2005), and Rasinski and Padak (2004) all stress this. They believed in
and insisted on offering proper coaching and feedback to learners in order to help
them improve their reading fluency (Aldhanhani, Z. R., & Abu-Ayyash, E. A.
(2020)).
Significantly, Aldhanhani, et al. (2020), mentioned LaBerge and Samuels
(1974) that guided reading, direct instruction, practice, and the repeated reading
techniques are examples of the most influential reading practices stressed by a
behaviorism perspective as cited by Tracey & Morrow (2012). As previously stated,
behaviorists think that knowledge is passed from a competent source to a less
knowledgeable source. Furthermore, the behaviorism approach focuses on
objectively monitoring the change in behavior. Students' reading skills, such as
phonics, fluency, and comprehension, must be examined when it comes to oral
reading fluency. Setting measurable behavioral targets to assess students is the
responsibility of teachers.
Information Processing Theory
The "information processing model" is one of the cognitive processing
models. According to Slavin (2002), oral reading fluency is addressed through
multiple systems that lead readers to engage in certain skills, such as recognizing
letters and sounds and retrieving knowledge stored in the long-term memory,
according to the information processing model. For everyday tasks, the brain has a
particular capacity. If students devote a considerable fraction of this capacity and
time to reading and decoding words, only a tiny portion of this capacity and time
will be left for meaning and comprehension. As a result, if pupils learn to read
fluently at a young age, they will have a significant advantage. A portion of the
brain's capacity will be allocated to comprehending the text's meaning (Aldhanhani,
Z. R., & Abu-Ayyash, E. A. (2020)).
There are 3 different types of memories in this model: sensory memory,
short-term memory (also known as working memory), and long-term memory.
When readers view visuals or printed words in a text, the information is stored in
their sensory memory. When people read, the knowledge is temporarily stored in
their short-term memory for about thirty seconds. Information cannot, without a
doubt, retain too long in the short-term memory, which has a finite capacity for data.
If readers do not encode the information by rehearsing it, they will forget it
immediately. Information will transfer into the long-term memory, which has an
unlimited capacity over a long period of time, if they practice, in this case, reading
aloud many times. As a result, teachers must assist students in improving their
memories by motivating them and providing opportunities for them to practice
encoding data into long-term memory. As a means of encoding data, this approach
supports reading practice, repeated reading, assisted reading, and rhyming methods
(Aldhanhani, Z. R., & Abu-Ayyash, E. A. (2020)).

Automaticity Theory
Automaticity theory is a well-known reading fluency theory that emphasizes
word recognition. In this study, this theory is deemed significant since it presented
a reading technique in which learners will eventually enhance their reading skills.
According to Samuels (2007), Reading fluency is defined by the automaticity
theory as the ability to decode and grasp a text at the same time. Reading text has
several sub-skills (or processes), according to Tracey and Morrow (2012), including
letter recognition, connecting sounds with letters, blending, segmenting, chunking,
skimming, and scanning. However, according to them, decoding, understanding,
and attention are the three core processes that all readers go through when reading
a document. Surprisingly, the last one, focus, refers to how much attention and
energy readers devote to a book as they attempt to comprehend it. As a result,
Samuels (1974) devised an automaticity theory-based repeated reading technique.
In this study, the learners will use the repeated reading approach to reduce the
amount of attention and memory required to decode a text. As a result, the amount
of attention and mental capacity available for higher-level tasks like reading
comprehension will be increased (Aldhanhani, Z. R., & Abu-Ayyash, E. A. (2020)).
Evidently, according to Pikulski & Chard 2005, the automaticity theory aids
in identifying persons who have reading speed issues (Aldhanhani, Z. R., & Abu-
Ayyash, E. A. (2020)). The automaticity theory holds that readers do not have a
memory problem. It has to do with a lack of focus on texts. Samuels (1979) states
that the automaticity theory recommends that students use easier texts as a solution
for their lack of attention, as this will help them strengthen their automatic reading
skills (Aldhanhani, Z. R., & Abu-Ayyash, E. A. (2020)). With this, the reading
material designed in this study uses the easier texts as possible.

Cognitive Theory of Multimedia Learning

To shed light on reading fluency particularly on using ICT-integrated
reading progress tool strategy, this study is also anchored on Cognitive Theory of
Multimedia Learning (CMTL). In this study, learners are tasked to read passages
out loud and record themselves through the Microsoft teams LMS virtual
classroom. The learners then with the help of teachers can review the readings
through the recordings and give feedbacks. They can see and hear themselves
during the replay and check performance in reading like accuracy rate, correct
words per minute, most challenging vocabulary, mispronunciations, omissions and
insertions. In this stage where CTML takes place. According to Dr. Richard E.
Mayer, Ph.D. in psychology in 1973 from the University of Michigan, the brain
takes in information and processes it in multiple channels, based on how that
information is presented. The first channel is for visually represented material and
the second is for auditorily represented material. The recordings will serve as the
multimedia instructional material. The video recordings presented visual
information which shows learners reading the passages and that information goes
into the visual channel and is being processed there. The auditory information which
was the spoken words are processed by the brain separately. As a learner is learning,
the information in the two channels is logged in their sensory memory for a brief
moment. With the aid of feedbacks from the teachers, learners can be able to work
with information in the working memory since they can choose relevant words and
images separately to remember and work with. While in the working memory, the
information remains separate and the learner generates two models. Finally, the
learner integrates the two information together with their prior knowledge and
experiences. Afterwards, the new knowledge can move into long-term memory.
ICT-integration or Multimedia instruction helps students learn more profoundly
because it takes advantage of these two separate channels. This would allow the
student to undergo the process of making multiple models to comprehend the
material that is presented to them (Canada, M.H., 2022).
Figure 1 shows the principle of CTML by Dr. Richard E. Mayer.
 Conceptual Framework of the Study
The purpose of this study is to designed a science-infused reading material to be
used as a supplementary reading material during reading instruction or intervention to
grade 7 learners. In order to make this, possible steps were done following the ADDIE
model instructional design framework as shown in the figure below.

ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION EVALUATION

1. Producing
Creation of
Identifying the Science-Infused
contextualized Reading Material 1. Evaluation o
participants;
Science-Infused Version 1. the Science-
1. PHIL-IRI
reading material 2. Formulation of Infused Reading
Results Assessment Test Material Final
2. Preliminary for Pilot Testing Version by
Survey (Grade 7 comprehension. Internal Reading
Students) expert and
3. Small group Science Content
Expert.
discussions
Deciding on the
appropriate
MELC for the
study Test
Revision
1. Corrections and
suggestions from
Defining the
the external
research settings
reading expert
Identifying & and science
searching for content expert. 1. Evaluation of
localized real- content and
world experiences processes in the
and passages reading
Identifying the intervention as
needed research perceived by the
participants.
instruments

1. Producing
Science-Infused
Presenting Reading Material
Final Version.
the initial
2. Revising
outputs to
assessment test
research for
panel comprehension.

Presenting
outputs to
research
panel
members,
validators

Figure 2. Conceptual Framework of the Study

 The following shows the summary of the whole process of work to be done
using the ADDIE model instructional framework;
1. Analysis – (Profiling of Learners)
a. PHIL-IRI Results
b. Teacher’s Need Assessment (Small group Discussion)
c. Preliminary Survey on the Implementation of Printed Modular
Distance Learning Modality (Grace 7 Students)
d. Defining the research settings
e. Identifying the needed research instruments for the study
2. Design
a. Creation of Contextualized Science-Infused Reading Material
i. Deciding the appropriate MELCs in Science and English for the
material
ii. Identifying and searching for contextualized real-world experiences
and phenomena passages
b. Presenting the initial outputs to the research panel member
3. Development
a. Producing Science-Infused Reading Material Version 1
b. Formulation of Assessment Test for comprehension
c. Corrections and Suggestions of the External Reading Expert and
Science Content Expert.
i. Producing Science-Infused Reading Material Final Version
ii. Revising Assessment Test for comprehension
d. Presenting outputs to the research panel member
4. Implementation
a. Pilot Testing
i. Item Analysis
ii. Difficulty Index
iii. Index of Discrimination
iv. Distractor Analysis
 b. Test Revision
i. Items to be retained
ii. Items to be revised
iii. Items to be rejected
c. Achievement Test
5. Evaluation
a. Evaluation of the Science-Infused Reading Material Final Version by Internal
Reading expert and Science Content Expert.
b. Evaluation of content and processes in the reading intervention as perceived by
the participants.

IPO Process
Figure 3 below shows the Input-Process-Output model taken as the research
paradigm which guided the directional flow of this study.
OUTPUT

PROCESS 1. Developed science-

1. Development of the
reading material.
2. Language and content
checking of external
experts.
infused reading material.
2. Improve student’s
reading fluency and
comprehension and
achievement level in
science.

INPUT 3. Utilization of the 3. Positive perception of

1. PHIL-IRI Pretest
Results S.Y. 2021-2022
2. Teacher’s Need
Assessment (Small group
Discussion)
3. Preliminary Survey on
the Implementation of
Printed Modular Distance
Learning Modality
(Grace 7 Students)
developed reading participants in the
material as reading activity in terms
supplementary materials of the content and
for dual MELCS processes.
intervention.
4. Evaluation of the
reading material by
internal experts and
learners as
supplementary materials
for dual MELCS
intervention.

Figure 3. IPO Process. Directional flow of the study.

The PHIL-IRI Pretest Results S.Y. 2021-2022, the teacher’s need assessment
interview through a small group discussion, and preliminary survey on the
implementation of Printed Modular Distance Learning Modality (PMDLM) of
Grace 7 learners in the respondent school are the inputs of this study. During the
process stage, designing and development of the reading material will be conducted
which includes the checking of External Reading Expert and Science Content
Expert for content validity and reliability. During the implementation phase, there
will be a pilot testing for a possible test revision included in the reading material. A
separate achievement test will also be conducted to measure students’ achievement
in science. Then, the materials will be evaluated by internal reading experts and
science content experts using the DepEd guidelines and process for LRMDS
assessment and evaluation of locally developed and procured materials. The
learners’ respondents will also evaluate in terms of how the reading activity had
impact on the interesting and crucial aspects in the dimension of their intrinsic
motivation. The developed science-infused reading material, improve student’s
reading fluency and comprehension and achievement level in science, and positive
perception of participants in the reading activity in terms of the content and
processes will be the expected output of the study.
Operational Definition of Terms

ADDIE Model – an instructional design framework in which the researcher

anchored his ideas in developing the reading material.
Expository Text - Expository texts, or informational texts, are non-fiction texts that
give facts and information about a topic. These academic texts are common in
subjects such as science, history and social sciences (https://lisbdnet.com/).
Intrinsic Motivation – It refers to the insights, thoughts and feedback of the
respondents on the develop science-infused reading material and the process of
conducting reading intervention using Microsoft app reading progress tool.
Learning Management System – Microsoft teams will be used as an application
in conducting the reading intervention.
Reading Comprehension - Reading comprehension is defined as the level of
understanding of a text/message. This understanding comes from the interaction
between the words that are written and how they trigger knowledge outside the
text/message (definitions.net).
Reading Fluency – fluency is not the ability to adjust read quickly. Fluent reading
is the ability to make reading sound like spoken language. It is reading with
appropriate phrasing, expression and pace (DepEd Memorandum no. 173, s. 2019).
Reading Progress Tool – It refers to the computer application tool attached to the
Microsoft teams to be used by the researcher in checking learner’s progress in
reading fluency.
Science-Infused Reading Material – a researcher made reading material used as
supplementary materials to measure reading fluency and comprehension of grade 7
learners in Ditucalan National High School.
 CHAPTER 2
REVIEW OF RELATED LITERATURE

In this time of pandemic where most of the schools in our country offers
printed modular distance learning modality (PMDLM), reading is a must and one
of the fundamental skills each learner should master and be competent with. The
importance of improving learner’s reading skills by utilizing and considering the
content and processes of reading intervention in this study directs the content flow
of this chapter. In this pandemic, many recent studies have focused on the problem
of reading comprehension of learners focusing on the role of teachers, the role of
parents, and the role of schools in improving the learners’ reading skills while few
researchers have taken the role of technology itself into consideration. Also, while
there are a lot of available reading materials print and non-print, either in books,
magazines, journals, school-based action research, or unpublished thesis that can be
utilized by teachers, in this study, the researcher is looking forward to make
contributions in the future research by designing an expository text (a localized and
real-world phenomena) science-based reading material across language skills to be
used in any reading interventions or programs. This review may not be
comprehensive enough but answers on the current trends in reading, methods and
theory are presented in this chapter. This is to warrant a better appreciation of the
context of this present study. The majority of the references here were accessed via
google scholar.

2.1 Reading Initiatives in the Department of Education

In 2019, the Department of education stresses the need to strengthen reading
program and the culture of reading in schools through its department memorandum
no. 173, s. 2019. The Department believes that the low performance of learners on
the recent results of national assessments for student learning appear to be caused
by gaps in learner’s reading comprehension. Several programs had already
implemented in the department like Every Child A Reader Program (ECARP)
which aims to 1) equip learners with reading skills to make them proficient and
independent readers in their grade level, 2) capacitate teachers to become effective
reading teachers; and 3) nurture a culture of reading in schools, communities and
various levels of governance in DepEd Central Office (CO), regional offices (ROs)
and school division offices (SDOs). Another is Hamon: Bawat Bata Bumabasa (3
B’s Initiatives) which intensifies the advocacy of the Department offices in reading
and by pledging their commitment to make every learner a reader at his/her grade
level (DepEd Memo no. 173, s. 2019). In the figure below, shows the “Bawat Bata
Bumabasa” Initiative Implementation Framework.

Figure 4. “Bawat Bata Bumabasa” Initiative Implementation Framework.

The figure shows that the first step in implementing the “Bawat Bata
Bumabasa” initiative is to conduct a needs analysis in which the researcher of this
study also followed. This supports the idea of ADDIE model of instructional system
design. During the analysis phase instructional problem is clarified, the instructional
goals and objectives are established and the learning environment and learner’s
existing knowledge and skills are identified (https://www.instructionaldesign.org).
Also, in the study of Boakye (2017), it was being stressed out the importance of
needs analysis in the first stage of a reading intervention. According to him, several
studies on reading interventions to improve learners’ reading efficiency have been
conducted, however most of these initiatives are based on the assumption that
learners’ reading difficulties are evident and generic in nature. The strategies do not
take into account the diverse reading backgrounds of learners or the unique nature
of the problems. As a result, interventions may not be sufficient to meet all of a
student’s reading demands. According to the Deped Memorandum, the analysis
includes profiling of learners through the results of national assessments,
curriculum mapping, inputs from program implementation review (PIR) activities,
and benchmarking on good practices in reading literacy from other schools, LGUs,
etc to which the bases and directions of all other components of the program shall
be determined. In the context of this study, profiling of learners was done through
the results of their PHIL-IRI pre-test and a preliminary survey about its perception
in the implementation of PMDLM in school. Then, based from the framework, the
inputs may be analyzed, evaluated and interpreted to develop grade level
appropriate, contextualized or interesting supplementary reading materials for
learners. Thus, the Department of Education encourages all DepEd personnel in the
central office, regions, divisions, and schools to develop supplementary reading
materials subject to existing development guidelines, procedures and quality
assurance measures of the Bureau of Learning Resources. Further, teachers in other
learning areas were also encouraged to include reading sessions using relevant
content area reading materials in their classes. With this, the researcher as a science
teacher is hopeful to come out with a unique reading intervention using its
researcher-made science-infused reading material.
Further, in the Division of Iligan City, a HEROES (Helping Every Reader
on Enhancing Skills) reading program was successfully launched in 2019 to
instigate and promote love for reading. Under its umbrella are the BASA KUBO
(Basic Activities on Skills Assessment – Keeping Up Boosting Outlook) and the
ILIGAN CARES (Innovative Leadership, Instructional Guidance, Assessment
Needs, Career Advancement and Recognitions for Sustainability) (Dela Cruz, R.
2019). According to Dela Cruz, R. (2019), division English reading coordinator,
despite the efforts of the different school heads and reading teacher in mitigating
measures to improve the reading plight of the division, a number of non-readers still
exists in some schools and districts. Thus, there is a need to reinforce and strengthen
the different reading strategies being applied (academia.edu).
Moreover, around December 2009 to January 2010, the Department of
Education, Iligan City Division collaborated with some of the faculty members of
MSU-IIT, College of Education in pursuing a classroom-based action research
through the Iligan Community of Learning Action research (ICoLAR) project. The
project aims to reflect and facilitate effective ICT integration in the classroom and
determine its impact on student’s progress and achievement. Some of the action
research that was conducted in relation to this study were “Using sight words in
Developing Reading Skills Among Non-Readers in Grade 1 Pupils” by Teresita S.
Lebumfacil from Iligan City East Central School in partnership with Miss Vita P.
Sinconiegue from MSU-IIT and “Enhancing Reading Skills of Grade 5 slow
learners by Rizel B. Pancipanci from Echavez Elementary School
(web.msuiit.edu.ph). With this, while the project is aiming to reflect and facilitate
ICT integration in the classroom, none of the researches in the project have initiated
reading program focusing in Junior High School learners using ICT.

2.2 Reading Fluency and Comprehension

According to Pikulski & Chard, (2005), Language, sensory perception,
memory, and motivation all play a role in successful reading (Myers, 2015).
Because reading and learning to read are difficult processes, reading education must
target a variety of components such as phonemic awareness, phonics, vocabulary,
fluency, and comprehension in order to be effective and assist students to achieve
success as readers. In the context of this study, this research will concentrate on two
of the five components, fluency and comprehension, as these are critical
components that needs to be addressed in a junior high school level.
 According to Beach & O'Connor, 2014, fluency and comprehension have
received more attention in the recent two decades, with researchers acknowledging
their critical roles in the development of reading not just as distinct components,
but also as a relationship between the two (Myers, 2015). It's crucial to understand
the relationship between fluency and comprehension before deciding whether there
is one. Each component should be understood separately, as well as its significance
in reading education.
For many educators and scholars, defining oral reading fluency has been a
major concern. This is because oral reading fluency entails determining a variety of
factors in a set amount of time, such as the number of accurate words, incorrect
words, pauses, repetition of words or phrases, and finally the mean length of speech
(Rasinski 2014; Bashir & Hook, 2009). The definition of fluency has been
influenced by a number of researchers. Fluency is defined as the "capacity to read
most words in context rapidly, accurately, instinctively, and with appropriate
expression," according to one researcher (Cunningham, 2005, p. 54). Another
researcher defines fluency as the ability to communicate effectively in a variety of
situations, ability to read related content quickly, easily, naturally, and
automatically while paying little attention to reading mechanisms such as decoding"
(Bashir & Hook, 2009, p. 196). Despite the fact that the two definitions are
expressed differently, they both emphasize the importance of fluent readers being
efficient and effective word recognizers, freeing them from word identification
issues and allowing them to generate meaning from the text (Pikulski & Chard,
2005). However, there is a standard definition for oral reading fluency based on
current research perspectives, which is the capacity to read aloud a text accurately
and at a natural pace (Rasinski 2009; DiSalle & Rasinski 2017; Samuels 2007). As
a result, it's important to note that Padak and Rasinski (2008) and Samuels (2007)
recognized three fundamental components of oral communication. The three
components of reading fluency are accuracy, automaticity, and prosody (Myers.
2015).
 Accuracy refers to the capacity to precisely decode words. First and
foremost, fluent readers must be able to recognize individual words in order to read
effectively. Automaticity, on the other hand, relates to the effortless recognition and
decoding of words (Rasinski 2014; Samuels 2007). It is dependent on the learners'
alphabetic principles and vocabulary knowledge (Ehri & McCormick 1998). Once
readers have mastered accuracy, reading becomes automatic. As a result, accuracy
and automaticity are inextricably linked. It has been established that when readers'
automaticity and accuracy improve, their cognitive demand decreases (Samuels
1974). Prosody is the third element of fluency, and it refers to reading with
expression and intonation that conveys the meaning and comprehension of related
material (Rasinski, Rikli, & Johnston 2009). Prosody is sometimes referred to as
expression in some research. Reading with pitch, tone, volume, and rhythm is
known as prosody. It also entails grouping words or phrases and emphasizing
specific phrases (Padak & Rasinski 2008). Several studies have shown that reading
aloud with expression helps the reader enhance his or her own comprehension skills,
text meaning, and speaking skills (Rasinski, Rikli, & Johnston 2009). Furthermore,
while those studies found a favorable association between prosody and
comprehension, the reliability of the data used to measure students' prosody was an
issue. In fact, no meaningful and reliable assessment of learners' prosody has yet
been developed (Haskins & Aleccia 2014; Sarris & Dimakos 2015). On the other
hand, there are certain valid and reliable measurements for both accuracy and
automaticity that are now available (Rasinski 2004).
Meanwhile, Pardo (2004) defines reading comprehension as the process
through which readers generate meaning from what they read (Myers, 2015). The
National Reading Panel defines reading as "the act of comprehending and
interpreting literature" (Shanahan & North Central Regional Educational Lab
(NCREL), 2005). Before, during, and after reading, a reader should interact with
the text, accessing past knowledge or comparing personal experiences to
information in the book to aid comprehension (Pardo, 2004; Brummitt-Yale, 2014).
According to Pardo (2004), the reader's level of contact with the text influences his
or her overall relationship with the material and can either help or impede
comprehension (Myers, 2015).
To build comprehension, a number of components must work together.
Phonemic awareness, phonics skills, fluency, and vocabulary knowledge are all
required of a reader (Shanahan & NCREL, 2005). When a learner lacks any of the
linguistic components and is unable to transfer written content into oral language,
understanding is impeded, and the learner is unable to comprehend or interpret the
information included in the text when reading (Shanahan & NCREL, 2005).
Reading, according to Brummitt-Yale (2014), is nothing more than tracking
symbols on a page with the eyes and sounding them out without comprehension
(Myers, 2015). The overall meaning of the text is lost if the individual words do not
make sense.

2.3 Relationship between Fluency and Comprehension

Researchers discovered that fluency and comprehension have a reciprocal

link, but they concede that the relationship is still complicated (Pikulski & Chard,
2005). In the first four years of a reader's development, the relationship between
fluency and understanding is determined to be the most important and strongest
(Beach & O'Connor, 2014). Fluency is the ability to communicate effectively. It has
been recognized for laying the groundwork for higher language and cognitive skills
that underpin comprehension as a crucial and substantial predictor of reading
comprehension (Bashir & Hook, 2009; Wise et al., 2010). When fluency improves,
most readers are able to concentrate on comprehension and comprehend what they
have read (Pikulski & Chard, 2005). As readers improve their word recognition
skills, they free up brain processing resources that are no longer needed for
decoding, allowing them to concentrate on meaning and comprehension (Bashir &
Hook, 2009).
Bashir and Hook (2009) also point out that, despite the fact that there is
typically a positive relationship between fluency and comprehension, with advances
in both areas, sluggish word recognition and non-fluent reading obstruct effective
comprehension. When young readers are too focused on word reading, they have to
constantly stop to figure out unknown words, leaving little time for higher-level
comprehension. According to Tindal et al. (2016) and Rasinski (2014), oral reading
fluency is an essential skill that is a requirement for comprehension (Aldhanhani,
Z. R., & Abu-Ayyash, E. A. (2020)). Fluency, they believe, is a skill that feeds into
understanding, which is the ultimate purpose of reading. Ninety (90) percent of
comprehension problems, according to DiSalle and Rasinski (2017), are caused by
a lack of oral fluency. As a result, students who struggle with reading fluency early
in their academic careers are more likely to struggle later on.
Further, readers of all ages and levels of fluency, whether fluent or not, can
face reading difficulties at any time. Bashir and Hook (2009) compiled a list of
variables that obstruct reading fluency and make comprehension difficult. One of
the criteria identified is having little prior understanding of a topic and being
unfamiliar with the book's text structure or language. Bashir and Hook go on to say
that readers of any age may come across words they've never seen before, can't
recognize fast, don't understand, or for which context cues aren't useful. Sentences
may be unnecessarily long or have a complex structure, and the sentences may be
difficult to understand. Before being able to understand what is read, the reader
must hold too much in his or her mind. As a result, the message is muddled or
ambiguous (Bashir & Hook, 2009). Ultimately, a reader's fluency and
understanding can be disrupted when he or she is uncomfortable with or dislikes a
reading material, loses motivation while reading, or simply loses his or her place
and has to go back over the text to catch up with the meaning. With this, the
researcher had to go over these factors in the designing and development of the
reading material to ensure that learners’ reading fluency could not be hindered and
make their comprehension easier during the reading intervention (Myers, 2015).
2.4 Methods
2.4.1 Expository Text
The primary source of reading material used to deliver academic knowledge
is expository (or informational) writing (e.g., science, social studies). Expository
text can be challenging to young readers because of the unfamiliar concepts and
vocabulary it presents (Akhondi, M., Malayeri, F. A. and Samad, A. A. (2011)). As
a result, learners' ability to comprehend expository material is critical. The Common
Core State Standards for English Language Arts recognize this, stating that students
should be able to engage with informational text in a variety of ways as early as
kindergarten, including identifying the main topic, asking and answering questions
about key details, and describing connections between pieces of information
(National Governors Association Center for Best Practices & Council of Chief State
School Officers, 2010).
Expository text can also be difficult since its format differs from the
standard storytelling framework that students are familiar with. The way
information is structured in a text is referred to as structure. Meyer (1975) was the
first to distinguish between various forms of informative text structures (Roehling,
et al., 2017). Description, compare and contrast, sequence, cause and effect, and
problem and solution are the five text structures that appear most frequently in the
literature, though the terms and definitions for these structures have varied across
researchers (e.g., compare and contrast has also been referred to as adversative;
Englert & Hiebert, 1984) and are sometimes imprecise (Roehling, et al., 2017). As
a result, teachers who plan to use these text structures in their classrooms may find
it most helpful to use more common terminology with student-friendly explanations
such as the ones used by Bohaty, 2015 as shown in the table below.

Text Structure Description

Simple “The author's intent is to tell us about something. They use
Description characteristics or facts to describe it”
 Compare and “The author's intent is to describe a connection between two
Contrast things. They make connections by telling us similarities or
differences” (pp. 39–40).
Sequence “The author's intent is to describe the order in which things
happen. There are three types of Sequence: steps, timeline, and
cycle. Regardless of the type, the author is putting information
in an order” (p. 40).
Cause and “The author's intent is to tell us how an event always leads to an
effect outcome. The event is the cause and the outcome is the result.
The relationship is between the cause and the effect” (p. 40).
Problem and “The author's intent is to tell us how a problem might be solved.
solution The relationship is between the problem and potential solution”
(p. 40).
Table 1. Student-Friendly Descriptions of Five Text Structures

Although the structure of expository writing may contribute to its difficulty,

it is also an aspect that students can employ to meet the expectations of content area
material. Knowing the structure of an expository text can help students think about
it in a more structured way.
In relation to this literature, the passages in Philippine Individual Reading
Inventory (PHIL-IRI) in English from grades 5 to 7 are written as expository texts.
The Phil-IRI Graded Passages is an informal individualized assessment tool used
by teachers in the Department of Education to record the student’s performance in
oral reading, silent reading and/or listening comprehension (PHIL-IRI, 2018). In
the tables below, presents the titles of passages used for the PHIL-IRI Graded
Passages (Pre-Test and Post Test) in English.
 Grade
Set A Set B Set C Set D
Level
Nat Takes a
2 Pam’s Cat A Hot Day Al’s Bag
Nap
Waiting for
3 Summer Fun A Rainy Day Ben’s Store
Her Sister
Waiting for the
4 Get Up, Jacky! Anansi’s Web Wake Up!
Peddler
The Cow and Pedrito’s Amy’s Good
5 Frog’s Lunch
the Carabao Snack Deed
Effects of
6 Yawning Laughter Dreams
Anger
7 Dark Chocolate Sneezing Dust Pain
Table 2. Titles of PHIL-IRI Graded Passages for Pre-Tests in English

Grade
Set A Set B Set C Set D
Level
Bam and Where the
2 The Bib Pets
Tagpi Pets Sat
The Egg on the The Caps and A Happy
3 In the Park
Grass the Kittens Place
Cat and Marian’s On Market
4 The Tricycle Man
Mouse Experiment Day
The Snail with the The Great Trading The Legend
5
Biggest House Runner Places of the Firefly
Rocks from Outer
6 Beetles Just How Fast Flying Rocks
Space
7 Diving The Brain Air Currents Ecosystems
Table 3. Titles of PHIL-IRI Graded Passages for Pre-Tests in English
 Based from the tables above, although the passages from grade 5 to 7 are
written in a science content, it can be observed that none of them covers topics on
Force, Motion and Energy. In this light, the researcher relies on this information to
design an expository text reading material in Grade 7 with contents in Force, Motion
and Energy to be used as supplementary reading materials for any reading
intervention in schools.
2.4.2 Strategies
It was being stressed out in the DepEd Memorandum no. 173, s. 2019 under
its “Bawat Bata Bumabasa” Initiative Implementation framework that in order to
have a successful reading program, participation and support of the role of teachers,
schools, offices, community and stakeholders are required. Several studies have
recommended the role of parents, teachers and other stakeholders to improve
learners’ language proficiency in a reading activities/intervention hence improving
learners’ achievement in other content areas such as Science and Mathematics.
According to Armbruster, (2001), the role of the classroom teacher is to provide
instruction and practice in both fluency and understanding to students (Myers,
2015). Teachers in the classroom act as motivators and guides for their students,
assisting them in navigating the reading process in order to build strong independent
readers. Further, in a study of Carreras-Valerio, M., 2021 entitled “English language
proficiency as predictor of academic achievement in science and mathematics”,
action research published in a Book of Abstracts (ARAL 2021), it was found out
that reading and understanding cognitive skills in English do not affect any sub-
skills in science. It was emphasized that to improve students’ performance in
science and math, it requires the development of their cognitive (higher order
thinking) skills in English Language. Thus, it was recommended that language
teachers, 1) need to implement the use of text across disciplines in active reading
activities and assessments, 2) provide activities which focus on enhancing and
assessing the students’ cognitive academic language proficiency.
Several studies shows that a collaborative effort of teachers, schools, parents
and other stakeholders have enhanced the reading motivation of struggling readers
as they enhanced comprehension. Supportive home environments foster motivation
for reading which leads to more frequent voluntary reading, which improves
reading achievement (Baker, L., 2003) and reading habits like out of school reading
and reading for pleasure, have greatly influenced academic performance and
parental role is pivotal in developing children’s interest in reading because healthy
reading activities can help them to develop critical thinking and analytic skills
(Bano, J., Jabeen, Z., & Qutoshi, S. B. (2018).
Meanwhile, Information and communication technology (ICT) tools have
become widely available to students, both at home and at school, over the previous
two decades. While there were researches on the relationship between students’
home and school Information and Communication Technology (ICT) resources and
academic performance, none so far that research investigated the worth of ICT to
be used as reading tool by teachers in measuring reading literacy. In this study, ICT
Tool will be utilized in collaboration with teachers, parents and other stakeholders
in promoting learners’ reading proficiency and nurturing a culture of reading.

2.4.3 Assessments
It's not enough that teachers learn the fluency and comprehension methods.
Teachers cannot presume that learners are improving in both skill areas unless they
are closely monitored. The classroom teacher can choose how to track student
progress, but other forms of assessment may be required by the school, the school
district, the state, or, as with Common Core, the entire country. The monitoring
process might take a long time, and the classroom teacher may need help from the
building's reading specialists to adequately monitor learners' performance and
improvement in fluency and comprehension abilities (Myers, 2015).
Observations, classroom assessments, and standardized testing can all be
used to track fluency and comprehension improvement over time. The data acquired
enables the teacher to keep track of student progress in the classroom and identify
students' strengths and weaknesses in each component of the reading process.
According to Graves, et al., 2011, the components to focus on while assessing
fluency include rate, accuracy, expression, and comprehension (Myers, 2015).
Listening to a learner read aloud is one of the most informal tests a classroom
teacher or reading specialist may undertake to assess fluency. The classroom
instructor or reading specialist can monitor the student's oral reading performance
by taking anecdotal notes regarding the student's accuracy and expression while the
student is reading aloud (Myers, 2015). However, in this study, a reading progress
tool of the Microsoft Teams App will be used by the researcher to track down
learner’s progress in assessing the fluency. At present, although there are studies on
the influence of Microsoft Teams App in the teaching-learning process yet there
were no researchers available on the use of its new tool, the reading progress tool
which measures reading fluency of learners. The researcher is optimistic that this
study would contribute new knowledge on the use of this new platform in measuring
learners’ reading fluency.
According to Van Den Broek, et al. 2005, on the other hand, assessments
are needed to determine why readers experience comprehension difficulties in order
to develop appropriate instruction to meet their individual needs, yet few such
assessments are available. Also, assessment in comprehension serves as a gauge to
whether learners have learned or not the curricula or the material (Larayos, 2021).
Assessment is the process of gathering and interpreting data on a student's
performance. Before, during, and after instruction, any act of assessment can be
performed. Formative and summative evaluations are the two major types of
assessments. When a teacher does a pre-instruction assessment, he or she can
determine whether or not students are ready to learn a new skill or subject. The
teacher can then determine whether or not there is an academic gap. If this is the
case, the teacher should teach the necessary prerequisite skills (Larayos, 2021).
Summative assessment is also critical since it determines whether or not the
teacher's instruction or course delivery is effective. Henson (2015) stresses that if
students do not learn in the same way that the teacher did, the teacher must teach in
a different approach (Larayos, 2021). According to Wren (2004), assessment results
are often used to guide instruction (Larayos, 2021). However, assessment must be
valid, in the sense that it must measure what it claims to measure in order for
teachers to make accurate inferences about teaching-learning experiences (Larayos,
H. 2021). In line with this, the Programme for International Student Assessment
(PISA) assesses the reading competencies of their 15-year-old test takers by letting
them answer comprehension questions on various types of text such as document,
narrative and explanatory with different forms of text either continuous and non-
continous (K12academics.com, 2012). However, this study would adopt the style
of assessment used by the Philippine – Individual Reading Inventory (PHI-IRI)
which uses a standardized multiple choice of test following the Barrett Taxonomy
of Cognitive and Affective Dimensions of Reading Comprehension in formulating
the questions.
The following are the levels of Barrett Taxonomy; 1) Literal Comprehension.
Literal comprehension focuses on ideas and information which are explicitly stated
in the selection. Purposes for reading and teacher’s questions designed to elicit
responses at this level may range from simple to complex. A simple task in literal
comprehension may be the recognition or recall of a single fact or incident. A more
complex task might be the recognition or recall or a series of facts or the sequencing
of incidents in a reading selection. Recall requires the student to produce from
memory ideas and information explicitly stated in the reading selection (Or these
tasks may be related to an exercise which may itself be considered as a reading
selection.) Purposes and questions at this level may have the following
characteristics. Examples of the type of information that could be identified as
literal meaning:
• Recognition and/or recall of details.
• Recognition and/or recall of main ideas.
• Recognition and/or recall of a sequence.
• Recognition and/or recall of comparison.
• Recognition and/or recall of cause-and-effect relationships
• Recognition and/or recall of character traits
 2) Reorganization. Reorganization requires the student to analyze, synthesize,
and/ or organize ideas or information explicitly stated in the selection. To produce
the desired thought product, the reader may utilize the statements of the author
verbatim or he or she may paraphrase or translate the author’s statements.
Reorganization tasks are:
• Classifying
• Outlining
• Summarizing
• Synthesizing
3) Inferential comprehension. Inferential comprehension is demonstrated by
the student when he or she uses the ideas and information explicitly stated in the
selection, his or her intuition, and his or her personal experience as a basis for
conjectures and hypotheses. Inferences drawn by the student may be either
convergent or divergent in nature and the student may be asked to verbalize the
rationale underlying his or her inferences. Examples of the type of information that
could be identified as inferential meaning include:

• Inferring Supporting Details

• Inferring Main Ideas
• Inferring Sequence
• Inferring Comparisons
• Inferring Cause and Effect Relationships
• Inferring Character Traits
• Interpreting Figurative Language
4) Evaluative comprehension. Purposes for reading and teacher’s questions,
in this instance, require responses by the student which indicate that he or she has
made an evaluative judgment by comparing ideas presented in the selection with
external criteria provided by the teacher, other authorities, or other written sources,
or with internal criteria provided by the reader’s experiences, knowledge, or values.
In essence evaluation deals with judgment and focuses on qualities of accuracy,
acceptability, desirability, worth, or probability of occurrence. Examples of the type
of information that could be identified as evaluative meaning include:
• Judgments of Reality or Fantasy
• Judgments of Fact or Opinion
• Judgments of Adequacy and Validity
• Judgments of Appropriateness
• Judgments of Worth, Desirability and Acceptability
5) Appreciation comprehension. Appreciation involves all the previously cited
cognitive dimensions of reading, for it deals with the psychological and aesthetic
impact of the selection on the reader. Appreciation calls for the student to be
emotionally and aesthetically sensitive to the work and to have a reaction to the
worth of its psychological and artistic elements. Appreciation includes both the
knowledge of and the emotional response to literary techniques, forms, styles, and
structures.
• Emotional response to the content
• Identification with Characters or Incidents
• Reactions to the Author’s Use of Language
• Imagery (http://joebyrne.net/, 2022).
 CHAPTER 3
RESEARCH METHODOLOGY

This chapter deals with systematic procedure and the essential elements of
the research process. These are the following: research design, research setting,
research subjects, research instruments, data gathering procedure and statistical
tools to be used in this study.

Research Design

This study will use Quasi-Experimental Design with both qualitative and
quantitative support. The researcher is executing three processes in this study, the
design, evaluation and trial implementation of science-infused reading material in
measuring the fluency and comprehension of learners. Preliminary survey,
interview, small group discussion, oral and silent reading will be employed in the
study.
Repetitive oral reading using the Microsoft teams LMS will assess the
fluency of the learners. Second oral reading results will be compared to the first
reading. Further, a 30-item multiple choice will be administered to assess the
students’ comprehension skills. Then, the result of the test will be the basis for any
test revisions. Purposive sampling was used for the selection of the respondents.

Research Setting

This study will be conducted in Ditucalan National High School in

Ditucalan, Iligan City for the School Year 2021-2022 after the third quarter. It has
10 class advisers and 5 subject teachers. The school had a total of 324 enrolled
learners based from the Learner Information System (LIS) (lis.deped.gov.ph).
Research Subjects
The subjects of this study will be the selected Grade 7 students in Ditucalan
National High School, Ditucalan, Iligan City and who are officially enrolled for the
School Year 2021-2022. The subjects will be doing reading intervention using the
developed reading material with the aid of reading progress tool in Microsoft Teams
App. Internal Science Teacher and Reading Experts will evaluate the develop
Science-Infused reading material in terms of Practicality, Reliability, Validity,
Authenticity, and Association among reading-related skills.

Research Instruments

The researcher will employ the following instruments:

For the students

a) Science-Infused Reading Material with Multiple-choice Test

A researcher-made reading material consisting of 6 passages with 3
localized selections about motion, waves and sound and 3 real-world phenomena
about light, heat and electricity. The contents are banked on selected learning
competencies in Grade 7 Science Energy in Motion in Third Quarter topics across
selected learning competencies in English in Grade 7 level. A five (5) item multiple
choice test is made at the end of every reading selection. Since there are 6 passages
inside the material, a total of 30 item test will be administered to measure the
comprehension skills of the respondents.
b) Intrinsic Motivation Questionnaire
This questionnaire was adapted from Choi, Mogami & Medalia (2009) in
their study about Intrinsic Motivation Inventory. The researcher will be using this
to measure the learner’s intrinsic motivation on the following area:
a. Interest/Enjoyment
b. Effort
 c. Pressure/Tension
d. Choice
e. Value/Usefulness
The items under interests/enjoyment determined the learner’s claim,
enjoyment, and motivation as they meaningfully involved themselves in the reading
instruction. The articles under efforts aligned with the commitment and resolve in
engaging the reading instruction or intervention. In pressure/tension items, learners
indicated whether they were confident or tense in performing reading online using
the Microsoft Teams App. The items under choice determined the learner’s decision
making in the learning process. In value/usefulness items, learners indicated
whether the content of the reading material and the process conducted in reading
intervention will be useful and convenient in learning.

For the Evaluators

The materials are taken from a DEPED document named “Guidelines and
Processes for LRMDS Assessment and Evaluation of Locally Developed and
Procured Materials” from the Division of Naga City and accessible online through
file:///C:/Users/CED/Downloads/DM-No.-441-s.-2019-Guidelines-and-Process-
for-LRMDS-Assessment-and-Evaluation-of-Locally-Developed-and-Procured-
Materials.pdf except for the evaluation rating sheet for the science-infused reading
material.

c) Evaluation Rating Sheet for the Science-Infused Reading Material

The evaluation rating sheet was adapted from the study of Larayos, H., 2021
“Designing an Assessment Tool to Measure Reading Comprehension Level in
Sinugbuanong Bisaya”. The instrument is designed to be used by the identified
internal evaluators to rate the quality of the developed reading material in terms of:
o Practicality
o Reliability
 o Validity
o Authenticity

Each evaluation criterion rate by checking the appropriate number: 5 – Excellent,

4 – Good, 3 – Fair, 2 – Poor, 1 – Very Poor.

d) Evaluation Rating Sheet for General Reference Materials

The evaluation rating sheet was adapted from Department of Education
Guidelines and Processes for LRMDS Assessment and Evaluation of Localized
Materials. The instrument is designed to evaluate the reading materials in terms of
the content of the material. The instrument also included a finding section so that
the evaluator can cite errors in terms of concept, grammar, typographical, visual or
graphic. It also includes comment section for evaluators suggestions and
recommendation. Each evaluation criterion rate by checking the appropriate
number: 5 – Excellent, 4 – Very Satisfactory, 3 – Satisfactory, 2 – Fair, 1 – Poor.

e) Language Evaluation Tool

The language evaluation tool was adapted from Department of Education
Guidelines and Processes for LRMDS Assessment and Evaluation of Localized
Materials. The instrument is designed to evaluate the module language content in
terms of:
o Coherence and Clarity of Thought
o Grammar and Syntax
o Spelling and Punctuation
o Consistency in Style Translation
Each sentence will be answered by Yes or No only. Each term has
designated number of items if each term is complied or not complied. There will be a
checklist after the evaluation if it needs minor revision, major revision, or complied for
field validation.
 f) Evaluation Tool for Layout and Format
The evaluation tool was adapted from Department of Education Guidelines
and Processes for LRMDS Assessment and Evaluation of Localized Materials. The
instrument is designed to evaluate the reading material layout and format in terms of:
o Physical Attributes
o Layout and Design
o Typographical Organization
o Visuals
Each sentence will be answered by Yes or No only. Each term has
designated number of items if each term is complied or not complied. There will be
a checklist after the evaluation if it needs minor revision, major revision, or
complied for field validation.

For the researcher,

g) Flesch Kincaid Grade Level Analyzer
This free online software tool will be used by the researcher to calculates
readability of the developed reading material. The Flesch Kincaid Grade Level
results will be used to test its appropriateness to the grade level of the respondents.
h) Reading Progress Tool (Microsoft Teams App)
Reading Progress is a free tool built into Microsoft Teams designed to
support and track reading fluency in the class. Students record their reading on
camera and submit it to their teachers. As the teachers mark and return their work,
data is automatically collected and organized in Insights, helping teachers spend
more time with students and less time analyzing data (Microsoft Teams for
Education, 2022).

Data Gathering Procedure

In order to come up with the Science-Infused Reading Material with
Assessment, the researcher will do the following procedure following the ADDIE
model instructional design framework: 1) there will be a needs Analysis conducted
which includes gathering of the PHIL-IRI results and preliminary survey of Grade
7 in the respondent school and had a small group discussion on the possible issues
in the PMLDM in terms of reading comprehension of learners in order to identify
the things to consider in designing a localized reading material, 2) Designing the
Science-Infused Reading material which involves deciding on the appropriate
MELCs in Science and English and identifying and searching localized real-world
experiences and phenomena in Science. 3) Development of the reading material
using which includes the formulation of assessment test for comprehension
following the style of PHIL-IRI (Philippine-Individual Reading Inventory). It will
undergo checking of external reading experts and science content experts for any
corrections and suggestions that may be useful in revising the material and the test.
4.) Implement and conduct the reading intervention using the material and had it
administered by the reading coordinator of the school with the supervision of the
researcher. Results will be used for item analysis for any possible revision of the
test questions. 5) Let the internal reading expert and science content expert do the
Evaluation of the revised reading material and the respondent learners to do the
evaluation on intrinsic motivation.

Needs Designing of
the Reading
Analysis Material

Development
Implementation
of the
of the Reading
Reading
Material
Material

Evaluation
of the of the
Reading
Material

Figure 5. Schematic Diagram of Data Gathering Procedure

Statistical Tools

The following statistical treatments will be used to analyze the observed

data gathered by the researcher.

a) Pre-assessment
Percentage Distribution will be used to present the data gathered in the
PHIL-IRI Pretest results of the Grade 7 Learners of the respondent schools. The
PHIL-IRI pretest results will indicate the reading level of the learners. This will also
be used to present the data gathered in the preliminary survey of the Grade 7 learners
in the same school with regards to their perception on the implementation of Printed
Modular Distance Learning Modality (PMDLM).
Kendall’s Coefficient of Concordance (W) will be used to measure the
agreement of the grade 7 learners in the preliminary survey about their rankings on
the difficulty of the modules in this PMDLM.

W = 12𝑅/(𝑚2 (𝑘 3 − 𝑘)), R = ∑𝑘𝑖=1(𝑅𝑖 − 𝑅̅ )2 and Ri = ∑𝑚

𝑗=1 𝑟𝑖𝑗

Where, W = kendall’s coefficient of Concordance

R = squared deviation
𝑅̅ = mean of the Ri
Ri = mean of the 𝑟𝑖𝑗
𝑟𝑖𝑗 = the rating rater j gives to subject i
m = raters
k = no. of subjects

And 0 ≤ W ≤ 1. If W = 0, then there is no agreement among the raters. This statistical

tool is taken from https://www.real-statistics.com/reliability/interrater-
reliability/kendalls-w/.
 b) Pilot Testing
Frequency Distribution and average scores of the criterion group will be
used in solving the index of difficulty, discrimination index, item analysis and
distractor analysis of each test item.
The index of difficulty will identify whether the question is an easy, average
or difficult item.
Difficulty Index Verbal Interpretation
0.76 or higher Easy Item
0.25 to 0.75 Average Item
0.24 or lower Difficult item
Table 4. Range of Difficulty Index and Verbal Interpretation by Magno & Cuano (2010)
adapted from the study of Larayos (2021).

For discrimination index, this will be used to identify if the question is a

very good item, good item, moderately discriminating item, not discriminating item
or poor item.
Discrimination Index Verbal Interpretation
0.40 and above Very Good Item
0.30 to 0.39 Good Item
0.20 to 0.29 Moderately Discriminating Item
0.10 to 0.19 Not Discriminating Item
Below 0.10 Poor Item
Table 5. Range of Discrimination Index and Verbal Interpretation by Asaad and Hailaya
(2004) Magno & Cuano (2010) adapted from the study of Larayos (2021).

An item analysis will be conducted using the Item Analysis Matrix by

Bermundo and Ballester (2004) used by Larayos (2021) in her study which is a
cross-tabulation of the difficulty index and discrimination index. This will help the
researcher to identify questions that needs to be reject, revised or retained.
 DISCRIMINATION LEVEL/INDEX
Poor Not Moderately Good Very
DIFFICULTY Discriminating Discriminating
Item Item Good
Item Item
LEVEL/INDEX (<0.10) (0.30 – Item
(0.10 – 0.19) (0.20 – 0.29)
0.39) (0.40 or
>)
Difficult Item
Reject Revise Revise Revise Revise
(0.24 or <)
Average Item
Reject Revise Retain Retain Retain
(0.25 – 0.75)
Easy Item
Reject Revise Revise Revise Revise
(0.76 or >)
Table 6. Cross Tabulation and Bases for Construction of Item Analysis by Bermundo and
Ballester (2004) adapted from the study of Larayos (2021).

Distractor analysis will be conducted to determine ineffective incorrect

response options or distractors. For example, 100 students took the test. If we
assume that in question no. 1, A is the answer and the item difficulty is 0.7, then 70
students answered correctly. What about the remaining 30 students and the
effectiveness of the three incorrect responses options or distractors? If all 30
selected B, the distractors C and D are ineffective in their role as distractors.
Correspondingly, if 15 students selected B and another 15 selected C, then D is not
an effective distractor and should be replaced. In an ideal case, each of the three
distractors would be chosen by ten students. As a result, the ideal efficiency of each
distractor can be quantified as 10/100 or 0.1 for an item with an item difficulty of
0.7.
 c) Effectiveness of the Reading Material
To measure the effectiveness of the reading material, the mean and standard
deviation for pre-test and post-test will be looked into. The normalized gain score
will also be calculated to identify if the developed reading material is effective.

𝑝𝑜𝑠𝑡 𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒−𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

<g> = 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑠𝑐𝑜𝑟𝑒−𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

Standard Gain Score Criteria

0.70 < g High
0.30 < g < 0.70 Medium
g < 0.30 Low
Table 7. Normalize Gain Score Criteria by Hakes, 1999.

d) Intrinsic Motivation
Mean and standard deviation will be evaluated and presented in graphical
form. This will be used to see if the reading activity had impact on the interesting
and crucial aspects in the dimension of their intrinsic motivation.

e) Evaluation Rating Sheet

The developed reading material will undergo evaluations from internal
experts with regards to the several aspects like language, lay-out, and contents. The
practicality, validity, reliability, authenticity, association among reading-related
skills and readability of the material will also be evaluated. To come up with the
results of these evaluation, the sum and mean of the different criteria will be
gathered and presented in a graphical form.

f) Flesch Kincaid Grade Level

For the Flesch Kincaid Grade Level, the intent of the researcher is simply to
test the readability of the developed reading material and its appropriateness to
grade level of the respondents. This is an online tool that can be accessed at
https://www.online-utility.org/english/readability_test_and_improve.jsp.
The researcher will copy the text in the developed reading material and paste
it in the tool online in order to be processed. Then, the tool will display the basic
text statistics including number of characters, words, sentences, and average
number of characters per word, syllables per word, and words per sentence. Also,
it displays complicated sentences with suggestions for what you might do to
improve readability. For the purpose of this study, the researcher will focus on the
Flesch Kincaid Grade Level results which indicates the number of years of
education that a person needs to be able to understand the text easily on the first
reading.
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 APPENDIX A
Science-Infused Reading Material
 APPENDIX B
Evaluation Rating Sheet for Reading Material

Title: ___________________________________________________________
Evaluators Name: _________________________________________________

Instructions: Examine the material carefully and for each evaluation criterion
consider the extent to which the resource meets the criteria. Check the appropriate
number with 5 being Excellent; 4 - Good; 3 - Fair; 2 - Poor; and 1 – Very Poor. For
a rating below 4, write your comments/justifications on each evaluation criterion.

RATING
Very
Criteria Description Excellent Good Fair Poor
Poor
(5) (4) (3) (2)
(1)
The test is inexpensive to
reproduce.
The test can be answered
Practicality in a given appropriate
time limit.
The test is easy to
administer and check.
Comments/Justifications:

Test Administration
Reliability:
Is able to give consistent
and dependable results
Reliability and is not easily or likely
affected by conditions in
which the test is
administered. (Noise,
lighting, photocopying,
variations, and alike)
 Test Reliability:
The test is not too long
and each item has only
one correct answer.
Comments/Justifications:

Content Validity:
The test measures the
reading comprehension
level of learners by
letting them answer
literal, inferential and
critical questions.
The test is well-
constructed with
expected format with
familiar tasks.
The test is clearly doable
Validity within allotted time.
Items are clear and
uncomplicated.
Directions are crystal
clear.
Followed the font size
and style provided by the
learning resources and
materials development
of DepEd.
Contains items with
difficulty level that
present a reasonable
challenge.
Comments/Justifications:
 The tasks represent or
closely approximate
real-world tasks.
The test makes use of
local stories
(contextualized).
Authenticity
Topics are meaningful
(relevant, interesting) to
the learners.
Questions were based on
given passages.

Comments/Justifications:

Association The test is designed in a

among way that learners make
reading- use of inter related
related reading skills i.e.,
skills decoding, vocabulary,
context cluing,
inferencing, and drawing
conclusion.
Comments/Justifications:

* Evaluation Sheet is adapted from the study of Larayos, H., 2021 entitled “Designing an Assessment Tool to
Measure Reading Comprehension Level in Sinugbuanong Bisaya”.
 APPENDIX C
Evaluation Rating Sheet for General Reference Materials

Title: ______________________________________________________
Intended for:
Grade/Year Level: ____________ Subject Area/s: _________________
Evaluators Name: ___________________________________________

Instructions: Read the reference material carefully and rate it along each evaluation
criterion by checking the appropriate number: 5 – Excellent, 4 – Very Satisfactory,
3 – Satisfactory, 2 – Fair, 1 – Poor. If an evaluation criterion is Not Applicable,
the material is rated 3 on said criterion. For a rating below 4, cite specific examples
and/or reasons for your rating. Attach extra sheets if necessary. If an evaluation
criterion is not applicable, the material is rated 3 on said criterion.

RATING
Factor A: CONTENT
5 4 3 2 1
1. Content reinforces, enriches, and/or leads to the
mastery of certain learning competencies for the level
and subject it was intended.
2. Facts are accurate.
3. Information provided is up-to-date.
4. Language is appropriate for the level of the target
user.
5. Visuals are relevant to the text and suitable to the age
level and interests of the target user.
6. Visuals are clear in content and detail.
7. Typographic layout/design adequately supports
concepts presented.
8. Size of the letters is appropriate for the target user.

TOTAL POINTS

Note: Resource must score at least 30 points out of a

□ Passed
maximum 40 points to pass this criterion. Please put a
check mark on the appropriate box
 □ Failed. All issues
Criterion 2 must achieve 5 points
must be
documented in
the other
findings sections.

FACTOR B: OTHER FINDINGS

1. Cite conceptual errors found, if any. (Use additional sheets, if necessary)

2. Cite examples of grammatical, typographical, visual, or graphic (illustrations,

diagrams, pictures, maps, graphs, tables) errors found. Indicate the line and
page numbers where specific errors are found.

Other Comments:

Recommendation
Note: Any material that fails factor A, Criterion 2 must not be recommended for
use in public schools until the identified issues have been fixed.
(Please put a check mark (✓) in the appropriate box.)

i. I / We recommend the approval of this material for possible use in public

schools provided that the corrections / revisions included in this report are made.
(For commercial resources (non-DepED owned resources) the Publisher must
implement all recommended corrections / revisions in their next printing or provide
errata.)

ii. I / We do not recommend the approval of this material for possible use in public
schools for the reasons stated below and/or cited in this evaluation report. (Please
use separate sheet if necessary.) I/We certify that this evaluation report and
recommendation are my / our own and have been made without any undue influence
from others.

Evaluator(s): ____________________ Signature(s): ___________________

(Please print your full name)
 APPENDIX D
Language Evaluation Tool

Title: ____________________________________________________________
Learning Area(s): _______________________ Grade Level: ___________
Evaluators Name: ___________________________________________

Instructions: Review the learning resource based on the following criteria. Tick
the appropriate column found beside each criterion item. If your answer is NO, cite
specific pages, briefly indicate the errors found, and give your recommendations in
the attached Summary of Findings form. Based on the requirement indicated under
each criterion put a check (✓) mark in the appropriate column for complied or not.
Write Not Applicable (NA) for items that are not appropriate in the material
evaluated.

CRITERION ITEMS YES NO

I. COHERENCE AND CLARITY OF THOUGHT
1. Do the statements / phrases make sense?
2. Do the sentences in the paragraph contribute to
one idea?
3. Are the thoughts / ideas logically sequenced?
4. Are conjunctions and transitional phrases used
to link sentences or paragraphs?
5. Is the choice of words / expressions
appropriate?
6. Are the sentences too long or complex?
7. Is the language appropriate for the target
readers?
8. Are the headings or titles appropriate to the
content?
9. Is there proportional or equal treatment of topics
of the same importance?
Not
(Note: At least 7 items are YES to comply the Complied
Complied
criterion)
II. Grammar and Syntax
1. Is there agreement between subject and verb?
 2. Is there no misplaced modifier?
3. Are there no unclear antecedents?
4. Is there no faulty parallel construction?
5. Are there no split infinitives?
6. Are there no overuse of certain words?
7. Are there redundancies
Not
(Note: At least 5 items are YES to comply the Complied
Complied
criterion)
III. Spelling and Punctuation
1. Are words, whether local or foreign, correctly
spelled?
2. Are the right punctuations in the right places?
3. Is the use of the serial comma (comma before and
and or) observed?
Not
(Note: At least 2 items are YES to comply the Complied
Complied
criterion)
IV. Consistency in Style
1. Where alternative spellings are permitted, was a
choice made and used consistently throughout the
materials?
2. Are main heads, subheads, sections, and
subsections consistently classified?
3. Is the need for the same tense or person observed?
4. Are the rules on capitalization, hyphenation,
setting off in italics or boldface followed?
5. Is there consistence in phraseology of titles,
presentation or introduction of new chapters or
units?
Not
(Note: At least 3 items are YES to comply the Complied
Complied
criterion)
Translation (for Contextualized LRs)
1. Original text is accurately rendered. Nuances of
meaning are precisely captured.
2. Translation is fluent, smooth, and readable for the
target user.
3. Vocabulary and idioms respond accurately to the
original text.
4. Vocabulary is adapted to the target user’s
experience and understanding.
5. Correct syntax and orthography are followed.
 6. Lessons, instructions, exercises, questions, and
activities are clear to the intended user.
7. Right mechanics of writing is followed. 8.
Sentences are clear, short, and simple.
Not
(Note: At least 6 items are YES to comply the Complied
Complied
criterion)

Recommendation:
□ Minor revision. This material is found compliant to all criteria. However,
minimal revision is recommended following the summary of findings and LR
with marginal notes.
□ Major revision. This material is non-compliant to any of the criteria thus,
major revision is recommended following the summary of findings and LR with
marginal notes.
□ For field validation. This material is found compliant to all criteria with NO
corrections

I / We certify that this summary report and recommendation(s) are my / our own
and have been made without any undue influence from others.

EVALUATOR(S): _________________________ __________________________

SIGNATURE: _________________________ __________________________

DATE: ____________________________
 APPENDIX D
Evaluation Tool for Layout and Format

Title: _____________________________________________________________
Learning Area(s): _______________________ Grade Level: ___________
Evaluators Name: ___________________________________________

Instructions: Review the learning resource based on the following criteria. Tick the
appropriate column found beside each criterion item. If your answer is NO, cite
specific pages, briefly indicate the errors found, and give your recommendations in
the attached Summary of Findings form. Based on the requirement indicated under
each criterion put a check (✓) mark in the appropriate column for complied or not.
Write Not Applicable (NA) for items that are not appropriate in the material
evaluated.

CRITERION ITEMS YES NO

1. Physical Attributes
1.1 Cover Page
1.1.1 Cover art is appropriate, relevant, and
interesting.
1.1.2 Cover elements are correct and complete. (i.e.,
w/ grade indicator & learning area, book title & type (LM,
TG), cover art, DepEd text entries, spine entries, back cover
entries (feedback box and ISBN)
1.2 Front matter
1.1.2 All necessary elements are complete: title page,
copyright page, table of contents, and introduction / preface
(optional)
1.2.2 Page numbers are set in 12 points lowercase
roman numerals; centered at the bottom of the page; no page
numbers on the title and copyright pages.
1.3 Inside pages
1.3.1 All beginning pages for units / chapters
consistently fall on the right-hand pages.
1.3.2 Pagination is set in 12 points Arabic numerals
and centered at the bottom of the page.
 1.3.3 There are no lines which are too loose or too
tight; consistent spaces between lines; too big or too small
spaces between words and paragraphs.
1.3.4 Page endings do not end with a hyphenated
word or an awkward page turn. (i.e., There are at least two
lines of text below a text head at the foot of a page)
1.3.5 Texts in each page are of the same length.
1.3.6 There are a maximum of only three consecutive
hyphenated words in a paragraph.
1.3.7 Pages have no bad breaks which affect
readability.
1.4 Back Matter Pages
Has useful back matter pages (e.g., glossary,
bibliography, index, appendix, etc.)
Not
Complied
(Note: At least 10 items are YES to comply the criterion) Complied

2. Book Layout and Design

2.1 Unit/chapter/lesson titles & subheads are consistent in
style
2.1 Attractive and pleasing to look at
2.2 Simple (i.e., does not distract the attention of the
reader)
2.3 Adequate illustration in relation to text
2.4 Harmonious blending of elements (e.g., illustrations &
text)
2.5 Interesting
2.6 Suitable to the target users
Not
Complied
(Note: At least 5 items are YES to comply the criterion) Complied

3. Typographical Organization (e.g., size of letters, choice

of font, use of boldface and italics, etc.)
3.1 Size of letters is appropriate to the intended user.
3.2 Font styles used are appropriate for the target user and
easy to read.
3.3 Size of letters and choice of font enable the target users
to easily identify themes / ideas and rank them in order of
importance?
3.4 The use of boldface and italics are relevant and
appropriate to the text.
3.5 Spaces between letters and words facilitate reading.
Not
(Note: At least 5 items are YES to comply the criterion) Complied
Complied
4. Visuals (e.g., illustrations, photographs, maps, tables,
graphs, etc.)
7.1 Visuals illustrate and clarify the concept / lesson and
facilitate comprehension.
7.2 Visuals are relevant to the learner’s age, culture, life
situation, and gender.
7.3 Visuals are artistically appealing, simple, and easily
recognizable.
7.4 Visuals sustain interest and do not distract the learner’s
attention.
7.4 Visuals are consistently clear in content and detail.
7.5 Visuals are realistic and use appropriate color
(optional) where needed.
7.6 Supplement body text are found on the same page as
the text citation.
7.7 Visuals are placed appropriately in the page and are in
their intended final size.
7.8 Visuals are in greyscale (black-and-white) illustrations
for black-and-white reproduction.
7.9 Visual are not shaded to avoid poorly and blotchy
printed pages.
7.10 Visuals have captions (if needed) and credits (or
sources) indicated along with the text.
7.11 Illustrations of animals and people are not facing
outside the page.
7.12 Illustrations of a process involving separate steps or
actions should have at least as many individual pictures or
frames.
Not
Complied
(Note: At least 5 items are YES to comply the criterion) Complied

RECOMMENDATION:
□ Minor revision. This material is found compliant to all criteria. However,
minimal revision is recommended following the summary of findings and LR
with marginal notes.
□ Major revision. This material is non-compliant to any of the criteria thus,
major revision is recommended following the summary of findings and LR with
marginal notes.
□ For field validation. This material is found compliant to all criteria
with NO corrections.

EVALUATOR(S): _____________________________________
SIGNATURE: ___________________________________
DATE: ____________________________
 APPENDIX E
Rating Scale for Intrinsic Motivation

Name of Student (optional): _________________________________________

Instructions: Please read each item carefully. For each evaluation criterion
consider the extent to which your activity in reading intervention (reading material
and reading process) meets the criteria. Check the appropriate number with 4 being
Strongly agree; 3 - Agree; 2 - Disagree; and 1 – Strongly Disagree.

Strongly Strongly
Agree Disagree
CRITERIA Agree Disagree
4 3 2 1
I. INTEREST/ENJOYMENT
I enjoyed doing this activity very
much.
This activity was fun to do.
I think this is a boring activity
I would describe this activity as very
interesting.
I thought this activity was quite
enjoyable.
I was thinking about how much I
enjoyed it.
This activity does not hold my
attention at all.
II. EFFORT
I put a lot of effort into this.
I tried very hard on this activity.
It was important to me to do well at
this task.
I did not try very hard on this activity.
I put a lot of energy into this.
III. PRESSURE/TENSION
I did not feel nervous at all while
doing the activity.
I was very relaxed in doing these.
I did not feel pressured to do this.
 I felt very tense while doing this
activity.
IV. CHOICE
I believe I had some choice about
doing this activity
I felt like it was not my own choice to
do this task.
I really did not have a choice to do
this activity.
I feel like I had to do this.
I did this activity because I wanted to.
I had choice to do this activity or not.
I did this activity because I had to.
V. VALUE/USEFULNESS
I believe this activity could be of
some value to me.
I think that doing this activity is
useful.
I think this is important to do
I would be willing to do this again
I think doing this activity could help
me
I believe doing this activity could be
beneficial to me.
I think this is an important activity

* Adapted from Choi, Mogami & Medalia (2009) in their study about Intrinsic Motivation Inventory.