“10 MINUTE DAILY READING HABIT NG MGA BULILIT”

Kindergarten Reading Readiness Intervention Program

EL SALVADOR CITY CENTRAL SCHOOL
Division of El Salvador City

A Research

LINA CAPILI BEJIGA

Principal 2
El Salvador City Central School
Poblacion, El Salvador City
 ACKNOWLEDGMENT

The Researcher would like to convey her appreciation and gratitude to all
who shared their ideas and extended valuable assistance in the completion of this
research study.
Dr. Agustines E, Cepe, the Schools Division Superintendent of El Salvador City
for His wise ideas, continued professional assistance and guide for this research
study.
To all the Kindergarten Teachers of El Salvador City Central School, parents
and teacher aides for the help in the implementation and gathering of data.
For our 220 kinder pupils whom we dedicate all our undertakings and
sacrifice on this study.
Above all, to GOD Almighty, for giving the researcher the strength, good
health, courage, determination and wisdom.
LINA CAPILI BEJIGA is a principal 2 of El Salvador City Central School, El Slvador City
Division, Region X, Philippines

ABSTRACT

The project attached hereto entitled “10-MINUTE DAILY READING

HABIT NG MGA BULILIT”: A Kindergarten Reading Readiness Intervention
Program” by Lina C. Bejiga, Principal II of El Salvador City Central School, El
Salvador Misamis Oriental aims to determine the performance of the kinder
learners on letter, sound and symbol recognition based on Marungko Reading
Readiness Approach and identify other positive implications of the 10-minute
Daily Reading Habit. A Focused-Group Discussion was conducted to gather
responses from the teachers assigned in the kindergarten. The 220 kinder
learners took the Marungko Reading Readiness Letters to assess the reading
readiness of the respondents. A descriptive statistic such as frequency and
percentage was used to treat the data gathered. Before the intervention, 173
out of 220 kinder learners can’t recognized letter sounds and symbols but
after three (3) months it significantly decreased to 65 learners. It was also
noted that during the implementation of the program, there were 146 learners
who can read syllables and 131 who can read words.
 Table of Contents

Page No.

I. Context and Rationale of the Project 1

II. INNOVATION AND STRATEGIES EMPLOYED 2

III. Presentation of Data Gathered, Results and Reflections 3

a. Table 1. No. of Kindergarten learners who CAN’T Recognize Letters 3

Sounds and Symbols, Syllabicate and Recognize Words
(Baseline: Marungko Reading Readiness Test, June 2017)
b. Table 2. No. of Kindergarten learners who CAN”T recognize 4
letters and sounds as of July 2017
c. Table 3. No. of Kindergarten Learners who CAN”T recognize letter 5
sounds and symbols as of August 2017
d. Table 4. No of Kindergarten Learners who CAN Recognize 6
Letters and Sounds as of September 2017
e. Table 5. No. of Kindergarten Learners Who CAN Read Syllables 6
–as of September 2017
f. Table 6. No. of Kindergarten Learners Who CAN Read words as of 7
September 2017

IV. Advocacy and Action of the program 8

V. Implementation: June 2017-September 2017 9

VI. Evaluation 9

VII. BIBLIOGRAPHY 11
CONTEXT AND RATIONALE OF THE PROJECT

The academic success of children in later years depends heavily upon their

kindergarten readiness. The first few years of education and preparedness are the most crucial

to establishing a solid foundation from which children can adopt to school system and learn

successfully. During this period, children develop primary skills that form the foundation of

reading (Majzub, Rohaty 2010).

The level of preparedness with which a child enters kindergarten are academic and

emotional, and they rely most heavily on being prepared at home. However, not all parent has

the skill to nurture related skills in children, including the ability to focus, think logically,

recognize important words, demonstrate self-control and speak clearly. School’s best practices

can be implemented to help teachers and parents with this, teaching them ways to incorporate

and encourage basic learning skills into daily routines, games and quality times together.

Furthermore, reading readiness is an important component of formal schooling.

Kindergarten children need to compete with other children in Year One of elementary school.

The purpose of this project was to determine if the school’s reading intervention

program, “10 Minute Daily Reading habit Ng mga Bulilit” would increase the basic reading

readiness skills of kindergarten learners in El Salvador City Central School. This focused on

the learners’ performance in letters and sounds recognition, syllabication and word recognition.
 This project paper attempted to determine the effectiveness of the school’s reading

readiness intervention program for kindergarten; the “ 10 MINUTE DAILY READING HABIT

NG MGA BULILIT”.

Based on the Marungko Reading Readiness Letters Pre test result conducted in

kindergarten, June 2017, it was found out that only 47 out of 220 kindergarten learners can

recognize letter sounds and symbols.

INNOVATION AND STRATEGIES EMPLOYED

This present innovation and strategy would be important as this attempted to develop

the reading readiness of kindergarten of El Salvador City Central School. This focuses on

Letters and Sounds recognition.

Based on the Marungko Reading Readiness Letters pre test result conducted in

kindergarten, June 2017, it was found out that only 47 out of 220 kindergarten learners can

recognize letter sounds and symbols.

With that result, the school developed this innovation and strategy to lessened the

problem; the “ 10 MINUTE DAILY READING HABIT NG MGA BULILIT”. This is a daily reading

activity of extending ten minutes after academic class for reading remediation and

enhancement for kindergarten learners with collaboration of the internal and external

stakeholders.
Presentation of Data Gathered, Results and Reflections

Table 1. No. of Kindergarten learners who CAN’T Recognize Letters Sounds and Symbols,
Syllabicate and Recognize Words (Baseline: Marungko Reading Readiness Test, June 2017)

BOYS GIRLS
Section am pm Total am Pm Total Overall
total
Clean 10 7 17 10 14 24 41
Industrious 11 10 21 10 12 22 43
Merry 14 15 29 7 7 14 43
Happy 9 16 25 14 7 21 46
Total 44 48 92 41 40 81 173

Table 1 shows the distribution of kindergarten learners who can’t recognize letter

sounds and symbols, can’t syllabicate and can’t recognize words in terms of section, sessions

and gender.

It reveals that Clean has 41 learners who can’t recognize letter sounds and symbols,

syllabicate and recognize words. Boys has 17 on am and pm sessions and girls has 24 both

from am and pm sessions. For industrious, there are 21 boys both from the am and pm

sessions and 22 girls, a total of 43 learners. With Merry, 29 boys (am and pm sessions) and 14

girls(am and pm), and from Happy, there are all in all 46 kindergarten learners who can’t

perform the above activities, 25 from boys and 21 from girls both from the am and pm

sessions.
Table 2. No. of Kindergarten learners who CAN”T recognize letters and sounds as of July
2017
BOYS GIRLS
Section am pm Total am pm total Overall
total
Clean 9 6 15 9 13 22 37
Industrious 10 9 19 9 11 20 39
Merry 10 13 23 6 5 11 34
Happy 8 14 22 12 6 18 40
Total 27 32 62 30 30 60 150
Table 2 displays the distribution of k-learners in terms of sections, sessions and

gender. It shows that K-Clean has a total of 37 boys and girls who can’t still recognize letter

sounds distributed from the am and pm sessions, 39 k-learners from section Industrious, 34

from section Merry and 40 from section Happy.

A difference of 23 was being observe from June 2017. These K-learners were able to

level up their academic performance.

Table 3. No. of Kindergarten Learners who CAN”T recognize letter sounds and symbols as of
August 2017
BOYS GIRLS
Section am pm total am pm total Overall
total
Clean 8 6 11 8 13 18 29
Industrious 9 8 17 8 10 18 35
Merry 8 10 18 5 5 10 28
Happy 5 10 15 8 5 13 28
Total 22 26 45 24 28 49 120

Table 3 reveals the K-Learners who CAN’T recognize letter sounds and symbols as of

August 2017. It reduces to 120. 29 k-learners from section clean, 11 boys and 18 girls of am

and pm sessions, 35 from section Industrious (17 boys and 18 girls), 28 from Merry and 28

from happy, they’re from different sessions and sections.

Table 3. No. of Kindergarten Learners Who Can’t recognize Letters and Sounds as of
September 2017

BOYS GIRLS
Section am pm total am pm total Overall
total
Clean 5 5 10 5 5 10 20
Industrious 3 3 6 5 3 8 14
Merry 5 6 11 3 4 7 18
Happy 4 5 9 3 2 5 14
Total 12 13 25 13 10 18 66
The above table implies that there is an increase of the reading readiness

performance of K-learners. The number is decreasing into 66. Section Clean has only 20, 10

from boys and 10 from girls, Industrious has 14 k-learners, 6 boys and 8 girls, Merry has 18, 11

boys and 7 girls and, section Happy has 14, 9 boys and 5 girls.

The result shows that there is a positive effect of the reading readiness intervention to

ECCS K-learners. Probably because of the intensified implementation, monitoring and

evaluation. Internal and external stakeholders work collaboratively for the success of the

program; thus it shows positive impact.

This result is relative to the study of MOHAMAD NOOR, Abdul Manaf OLIVEIRO,

Fiona ONG, Guck Toh Chongzheng Primary School, Singapore 2011. As reading is the key to

academic success, readers need to be assisted at the earliest stage possible. The chances of

reducing the reading deficit are higher if we start the intervention on reading readiness

program early. An early intervention program is crucial so that readers could cope with the

academic demand.

Table 4. No of Kindergarten Learners who CAN Recognize Letters and Sounds as of

September 2017

BOYS GIRLS
Section am pm total am pm total Overall
total
Clean 8 3 11 10 13 23 34
Industrious 11 8 19 9 13 22 41
Merry 18 17 35 11 11 22 40
Happy 11 13 24 9 7 16 40
Total 48 41 89 39 44 83 155

Table 5 shows K-learners who can already recognize letters and sounds after 4

months’ implementation of the reading readiness intervention program. It is evident that there

is a positive impact of the program. From 48 k-learners who can recognize letters and sounds

to 155
Table 5. No. of Kindergarten Learners Who CAN Read Syllables –as of September 2017

BOYS GIRLS
Section am pm total am pm total Overall
total
Clean 6 8 14 10 10 20 34
Industrious 10 9 19 10 12 22 41
Merry 14 10 24 10 9 19 43
Happy 7 8 15 8 5 13 28
Total 41 37 78 40 38 78 146

Aside from reading and sounding off letters of the Marungko, there are k-learners who

can already read syllables, specifically M,S,A,L,I,O, the first 6 basic letters of the 28 letters in

Marungko. Section Clean has 34 syllables readers, 20 from boys and 14 from girls coming

from different sessions; Industrious has 41, 19 boys and 22 girls, a total of 41 k-learners;

Section Merry has 43, 24 from boys and 19 girls; while Happy has 28, 15 boys and 13 girls

both from am and pm sessions. Teachers and parents were happy with the result. According to

them, sharing responsibilities with the teachers greatly help on the academic performance of

their children.

Krisya Y. Smith 2011 in her dissertation entitled The Impact of Parental Involvement

on Student Achievement stressed that, establishing an effective and collaborative partnership

between school and home has a great impact on parental involvement, and may lead to an

increase in student achievement.

Table 6. No. of Kindergarten Learners Who CAN Read words as of September 2017
 BOYS GIRLS
Section am pm total am pm total Overall
total
Clean 8 5 13 10 5 15 28
Industrious 10 7 17 10 12 22 39
Merry 13 9 22 10 7 17 39
Happy 6 7 13 7 5 12 25
Total 37 28 65 37 29 66 131

Parents and teachers are so happy that in four months, k-learners were able to read

syllables, but their happiness is more intense seeing and hearing their children read words. At

the end of September there are about 131 k-learners who can already read simple words out

from the syllabicated letters. Though not all of them are not fast readers and recognizant of the

words presented, they can read it. Section Clean has 28 word readers out of 54 enrollees,

Industrious has 39 out of 54 k-learners, Merry has 39 from the 56 learners, while Happy has 25

out of 56 k-learners both from the am and pm sessions.

The result above supports the study of Professor Greg Duncan 2010 and associates in

the Department of Education, University of California, they said that; it is more important for

children to focus more on academics and learn their ABC’s than focusing on emotional skills,

His recent studies found out that those who learned the most in reading in kindergarten tended

to have the highest scores in years later.

Advocacy and Action of the program

The result of the pre test (Mrungko) reveals that 79% of the kindergarten learners can’t

recognize letters sounds and symbols. The researcher believes that reading should be taught

at an early year, because learners who started school with less basic prior knowledge and

skills in reading are those which has difficulty in learning the later years. Kindergarten children

nowadays no longer get color, paint, play and nap all day long. Kto12 curriculum is packed with

standards related to reading and reading readiness.

With the alarming result of the pre test (Marungko Reading Readiness Test) and the

determination of making every child a reader at an early year as kindergarten, the school

developed a school reading intervention program, the “10 Minute Daily Reading Habit ng mga

Bulilit”. We believe that this could help the reading readiness ability of our kindergarten

learners and equipped them with the necessary skills and attitude before entering grade 1.

The “10 Minute Daily Reading Habit ng mga Bulilit” is a daily reading activity among

teachers: k learners, parents: k-learners, PTA officers: k-learners, SGP and YES-O” k-learners

and k-learners: k Learners. It is extending 10 minutes after academic hours. The activities were

teaching reading readiness using the MARUNGKO approach for the language of learning is

MTBMLE. Before the intervention program is implemented, the following activities were

undertaken;

a. Conducting Pre Test Using Marungko Reading Readiness Test,

June 2017

b. Result analysis

c. Developing and intervention program with the k-teachers

 d. Making of an action plan

e. Conducting parents meetings advocating the importance of the

intervention program

f. MOA signing between k-parents and k-teachers

g. Developing IM’s for the program

h. Implementation-June-September/October-March

i. Monthly monitoring and Evaluation

j. Results, Recommendations for Enhancement and Sustainability

Implementation: June 2017-September 2017

Evaluation

The facts derived from the analyzed results of this reading readiness intervention

implies that, reading readiness as early as kindergarten years is very important for them to

coup with the academic reading skills on the next grade level. Kto12 curriculum is packed with

reading readiness competencies in the kindergarten curriculum. The next grade level (Grade 1)

is quite more complicated thus, reading readiness intervention program is very appropriate in

this learning stage.

Parental involvement plays a vital role on the implementation of programs and school’s

best practices. They are the school’s partner on learners’ achievement. Advocating them on

the importance of the program motivates them to support and help on its implementation.

Workshops on IM’s making and the process in teaching was also undertaken. Yes, not all

parents were supporting the project, but majority answers the call. There were some who can’t
do it since their knowledge is also limited. They just help in other ways, like; preparation of the

IM’s and making the learning environment conducive for learning. Other stakeholders like the

PTA, SPG, YES O and teacher aides extend support on the program also. MOA signing

between parents and teachers also helps on the implementation. It makes them realize how

important is their partnership with the teachers. Everything is for their children’s success in

learning.

El Salvador City Central School’s reading readiness intervention program, “10 Minute

Daily Reading Habit ng mga Bulilit” is a very appropriate program in preparing the reading

skills of k-learners for the next grade level (Grade 1). It adds their confidence and enhances

their reading capacity and ability in coping the next stage of learning. A review of different

studies that surrounded early childhood education would reveal the significant importance of

school readiness and literacy skills development. The onset of literacy skills was observed as

early as the child’s preschool years and there was a need for school to have an effective

intervention programs for these children. That is why, this program was implemented,

evaluated and must be sustained because of its good impact.

The result of this program perhaps be given consideration by the Division to be

implemented by other schools for testing. This should be replicated by another learning

environment and could include other strategies and activities.

Furthermore, sustainability and support from the internal and external stakeholders is

needed.
 BIBLIOGRAPHY

Driver ,Carrie Chumley. KINDERGARTEN READING READINESS: AN INTERVENTION PLAN

Curriculum and Instruction, LaGrange, Georgia July 27, 2011

Mazjub, Rohaty H. Reading readiness amongst preschool children in Pekanbaru Riau

October 2010

Mina, Belen N. Evaluation of a Creative Curriculum in Preschool Literacy Readiness

Literacy Skills, Early Childhood Education. 2010

Robbins, Gail E. A survey of reading-readiness skills and their application to the late reader
Portland State University PDXScholar. 1978

P. Shawn Irvin, Julie Alonzo, Joseph F.T. Nese, and Gerald Tinda. Learning to Read:
Kindergarten Readiness Growth in Reading Skills. University of Oregon. 2016

Tucker, Kelli Elizabeth Moore. THE DIFFERENCES IN READING READINESS AMONG

KINDERGARTEN. Liberty University December, 2011

Zarry,Len. Reading Readiness in Kindergarten. McGill Journal of Education, Vol.20, No.2

(Spring 1985) Brandon University