This study examined students' confidence with informational texts and how it relates to reading performance. The researchers used a Confidence with Text Questionnaire and a Reading Performance Test to measure students. While the CTQ used a Likert scale which can lead to biased responses, the RPT comprehensively measured reading comprehension. The results found a correlation between higher confidence and better reading performance. It supported previous research and recommendations were made to curriculum writers and teachers to include more informational texts in lessons to foster confidence and improve performance.

1. Confidence with Text and
Reading Performance
Using Informational Text
A Study Conducted by Pier
Angeli M. Basadre and
Nemah N. Hermosa

2. Introduction
Comprehension is a complex
cognitive endeavour and is affected
by many factors within the
reader, the text, and the context in
which reading takes place.

3. Lack of familiarity with the structure
of informational texts is one factor
that researchers cite as causing
students’ poor reading performance.
In the primary grades, informational
texts are “not often used” in the
classroom despite their benefits to
student learning.

4. The crucial question that confronts
educational researchers is how to
foster confidence with texts among
students.
A more crucial question examined by
this study which was “What type of
text is best suited for achieving which
purpose with whom and when?”.

5. Methodology
The study made use of two data
gathering instruments. These are the
Confidence with Text Questionnaire
(CTQ) and the Reading Performance
Test (RPT).

6. The Confidence with Text
Questionnaire used a 5 point Likert
scale and the analysts see this as a
weakness. Respondents, in order to
be safe, usually answer with the
middle response for the fear of
disclosing answer that might degrade
their reputation.

7. Likert scales exhibits the following
weaknesses: Central Tendency Bias
(Respondents may avoid extreme
responses.), Acquiescence Bias (Respondents
may agree with statements as presented in
order to “please” the experimenter.), Social
Desirability (Respondents portray
themselves in a more socially favourable
light rather than being honest.)

8. The ten different areas of reading
comprehension were covered in the
Reading Performance Test. This is
excellent for it will really measure
and surface the students’ actual
reading performance.

9. Results & Discussion
The results were able to discuss the
answers to the questions that the
researchers aimed to investigate at
the beginning of the research journal
articles. The researcher aimed to
know the level of confidence and its
correlation to reading performance.

10. The results were believable enough
though the authors were not able to
present or provide a sample
computation in the article.
The results also supported the earlier
study of Henk and Melnick in 1995 so
it seemed more credible.

11. Therecommendations part was able to
sendits message to the concerned sectors
of the society. It mentioned the following as
theconcerned sectors of the society in their
research: the pupils, curriculum writers,
thetest developers, the reading experts, etc.
Theauthors also mentioned the further
validation of CTQ andRPT should be made.

12. The references part was also complete
and most of the references used are up
to date. (another strength of the study)
In conclusion, the results and
discussion cited credible items. This
study can be regarded as an important
and relevant contribution to knowledge
and an excellent exposé of facts.

13. We have a problem in developmental
reading which is poor reading
performance of grade school students. If
we did not focus on the problem, the
poor reading performance might
deteriorate and be more difficult to solve
in the future so as concerned
citizens, we need to focus on the
problem now.

14. This is a very alarming state and we
propose the program mentioned
below as an answer to the problem.
Inclusion of Informational Texts as
(50% Component) in the Reading
Curriculum of K-12 Program

15. Thank
you! 