The Drop Everything and Read (DEAR) Program, the Reading Preferences, Vocabulary and Comprehension Skills of the Teacher Education Students were the focus of the study. Specifically, this study aimed to: (1) determine the level of implementation of the DEAR Program; (2) determine the reading preferences of the students; (3) find out the level of vocabulary skills of the students; (4) find out the level of comprehension skills of the students; (5) determine if there is a significant relationship between the following variables under study: the level of implementation and the reading preferences; level of implementation and vocabulary skills; level of implementation and comprehension skills; the reading preferences and comprehension skills; the reading preferences and vocabulary skills; and, the vocabulary skills and comprehension skills of Teacher Education Students. In addition, this study aimed to get information on how these TES think and feel about the implementation of the DEAR Program, the insights gained in terms of vocabulary skills, moral lessons obtained and reflections/reactions cited. The study used the DEAR logs submitted by the TES for the level of implementation, moral lessons obtained and reflections/reactions cited. For the level of vocabulary and comprehension skills, the researcher conducted a test validated by a Language Expert of the school. For the reading preferences, it used a survey, and for the issues and concern and insights of the program, the researcher used group interviews to students. For relationships there is no significant relationship between the level of implementation and the reading preferences, the level of implementation and vocabulary skills, level of implementation and comprehension skills, reading preferences and vocabulary skills, and between reading preferences and comprehension skills. On the other hand, there is a significant relationship between the vocabulary and comprehension skills of the students. Based on the findings of the study, first, the DEAR Program has not strengthened Teacher Education students’ vocabulary and comprehension skills level for some levels are low and some are moderate. Second, the preferred reading materials by TES were non-fiction but this has no bearing with their vocabulary skills and comprehension skills for it does not show significant relationships.
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Philippine E-Journals
