level of reading comprehension

1. THE LEVEL OF READING
COMPREHENSION IN THE
ACADEMIC PERFORMANCE

2. CHAPTER 1
I. INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Almost generations of teens have low reading comprehension. Reading
comprehension refers to the ability to understand written words. It is different
from the ability to recognize words. Recognizing words on a page but not
knowing what they mean does not fulfill the purpose or goal of reading, which
is comprehension.
Most of the students are starting to have low reading comprehension
basically because of the 2 years pandemic. It halted their academic life in
school resulting in the students losing their focus on the importance of reading
and comprehension.

3. A substantial body of reading research indicates that poor readers would become
much more successful if teachers pretended that they were actually good readers.
Any accomplished reader knows what “reading” is. It is the act of approximating
and reacting to ideas represented in print. It is not that processing words or
making noises for letters. If reading is to be meaning–getting activity, it must
involve comprehension instruction. Traditionally, comprehension skills have
been discussed in terms of three categories; literal, inferential, and critical
reading. Literally refers to what the author said; Inferential to what the author
meant; and critical reading, to the reader’s evaluation of what the author said and
meant.

4. CHAPTER 2
REVIEW OF RELATED LITERATURE
Foreign Literature
Comprehension is considered the essence of reading as it accounts for the
process that supports the effective extraction of meaning from a written.
Modern Literacy standards require that the students can self-modify, self-
manage, and self-monitor as a means to become strategic readers who can select
information from the text, develop rationale and incorporate critical reflection
on the text while reading. In this instance, the students are required to be
provided with an extensive range of reading and writing activities that include
effective reading comprehension techniques (Alfallaj,2011).

5. The practice of effective reading comprehension techniques is essential to
enhance the extent of comprehension among students and thus, language
instructors are required to implement adequate reading strategies to improve
comprehension and facilitate critical thinking in understanding complex text.
Reading comprehension is composed of complicated factors, mainly
comprising cognitive, linguistic, and socio-cultural variables, due to which the
development of an effective reading strategy is difficult for language
instructors (Alenizi , 2019)(Ismael & Tawalbeh ,2015)
The effectiveness of reading strategies is accepted widely, but language
instructors should also understand the significance of engagement in reading.
Because engagement is not a mere consequence of reading strategies, as it is a
combination of strategies that incorporate mental
depositions are known as “habits of Mind”(HOM). The habits of mind include
factors like managing impulsivity, emphatic listening, national and flexible
thinking, and persistence.

6. These factors are considered significant. The development of students with
effective problem-solving skills by means of enabling their ability to ask the
right question, reflect on available information and think constructively
(Abdelhalim ,2017). According to Richard 2002. Reading means perceiving a
written text in order to understand its contents. This can be done silently. It is a
particular way in which the readers understand texts, passages, paragraphs,
and even books, and an ability to understand and find out the information
presented in the form of texts.

7. Local Literature
Reading comprehension plays a vital role in the process of learning.
These learners who read without the books talk to the readers. Reading
reaches a child/in many things. It may be good or may be bad. It should
be guided learning. Furthermore in schools reading as a subject should
be given emphasis for it is the springboard in learning co-writing
comprehending what they read have fewer chances of succeeding
academically than learners who read with comprehension. Cassareo
(2006) reading is an interesting pastime or hobby for those who like it.
It broadest one knowledge. Letter other areas reading is often too a lot
for learners. Debruin-Paneki (2015) states that reading enables students
to become independent in comprehending complex text structures
while improving their proficiency in academic and professional skills.

8. Glenberg(2017)implies that comprehension accounts for the ability to engage
in adequate response to eh information provided in the text.
Hence, educators are required to implement educational strategies that promote
critical thinking and pre-reading to develop comprehension skills in students
JAVED ETAL.(2015)
Moreover,Javed Etal (2015) conducted an exploratory study to develop reading
comprehension, modules to support ESL coaches in implementing effective
reading abilities of ESL learners as a means to enhance the level of
comprehension. In this instance, the findings indicated that reading activities
integrated with inferential and reorganization questions can help students in
enhancing their level of reading comprehension as it associates with the
prevalence of challenge and engagement in the reading activity.

9. Ness (2016) has enlightened the context of strategies that promote
effective reading in students and their effect on enhancing their level of
reading comprehension, and the findings suggest that teachers should
adopt an explicit teaching style in reading comprehension during reading
activities.
Rastegar et.al. (2017) have implied that metacognitive reading
strategies, mainly comprising of thinking about text and character,
rereading, initiative pause during reading, note taking, and underlining
important information in the text helps the students to engage in effective
comprehension.

10. Gosueh et al. (2015) infer that reading provides input to educators regarding the extent of
language acquisition and proficiency. However, the major challenge resides in intriguing
learners to engage in reading activities as a lack of reading fluency hinders their interest in
proactive actions toward reading activities. Ismail et.al.(2015) proved that smart and apt
reading strategies that are mainly comprised of inference, recognition, and literal
comprehension are highly effective in improving comprehension in students. Hence, pre-
reading activities in integration with smart and apt strategies can help low-achiever learners
to practice and learn comprehension in an effective manner.
Mousarian and Siahpoooh (2018) enlightened the efficacy of pre-teaching vocabulary pre-
questioning strategy to enhance reading comprehension; and proved that effective reading
strategies outperformed the students who were not provided with any pre-reading strategy
during comprehension activities.
According to Odwan,Tall A. A (2012) Reading comprehension is a complex process. The
gist of reading comprehension is the capability to store and regain explanations for written
texts (Educational Research:2000).

11. 1.2 STATEMENT OF THE PROBLEM
The goal of the study aims to determine the consequences of having low reading
comprehension in the academic life of the students in SGNHS.
1. What is the profile of the respondents in terms of the following?
1.1 Sex
1.2 Age
1.3 Grade Level
1.4 Strand
2. What is the level of comprehension of the respondents?
(instructional)
(Independent)
(Frustration)
3. Is there a significant relationship between the profile of the respondents to their
reading comprehension?
4. Is there a significant relationship between the reading comprehension of the
respondents in their academic life?

12. 1.3 Conceptual Framework
Input Process Output
1. What is the profile
of the respondents in
terms of the following:
1.1-Sex
1.2-Age
1.3-Grade Level
1.4-Strand
2. What is the level of
comprehension of the
respondents?
(Instructional)
(Independent)
(Frustration)
3. Is there a significant
relationship between
the profile of the
respondents to their
reading comprehension?
4. Is there a significant
relationship between the
reading comprehension of
the respondents in their
academic life?
•survey questionnaire
•statistical tool
•provide a short story
•PHIL-IRI oral reading
•through interview
*to determine who among the
students in SGNHS have
a low reading comprehension

13. 1.4HYPOTHESIS
There is no significant relationship between having a low reading
comprehension in the academic life of the students in SGNHS (SHS).
1.5SIGNIFICANCE OF THE STUDY
The importance of this study in every individual:
Students – To encourage the students to read clearly and for them to
understand the content or what they are individual
Teachers – To teach the students to have better reading comprehension.
Parents – To be helped by their children who graduated or current
individuals. To be able to them to know if their children can study well on the
strand they chose.
Community – To show that it is important to have better reading
comprehension because it will benefit them in the future.
Future Researcher- This study will be beneficial that may be used for future
studies.

14. 1.6 SCOPE AND DELIMITATION
This study scope to the sex, age, grade level, and strand of the Senior High School
Students of SGNHS. This study is delimited to Grade 11 and 12, Senior High School
Students of the Academic Strand.
1.7 DEFINITION OF TERMS
For clarity, the following terms are defined operationally, originally and
conceptually.
These terms are defined based on our own words:
Questionnaire – use to ask or to know some information about the students.
Data Gathering – use to collect data information through the survey.
Data Analysis – to analyze or to check if the collected data are real.
Effect – the consequences to the students.
Comprehension – understanding the text that person’s reading.
Academic – is related to education.
Reading – an action to understand the context.
Pandemic – the crisis that experience of the students.

15. CHAPTER 3
RESEARCH METHODOLOGY
RESEARCH DESIGN
This research is quantitative where the researchers used a quasi-experimental design.
This design is considered because this study aims to find out the students who will have
a low reading comprehension.
RESEARCH LOCALE
. All the respondents will come from Academic Strand.

16. STATISTICAL TREATMENT
To interpret data effectively, the researcher will engage in the
following statistical treatment.
1. PERCENTAGE
This will be used to determine the population of the respondents.
Formula:% F/N×10
%=percentage N=total number of populations
F=frequency. 100=constant value
2. T-significance
It was used to determine when we accept or reject the hypothesis.
Formula: t=r√n-2
r-result of Pearson r
n-total number of populations
2-constant value
1-constant value

17. 3. Mean
This will be used to determine the assessment of the respondents with regard
to their personal assessment
Formula: x = mean
F =frequency
X =weight of each other
N =number of cases
4. LIKERT SCALE
- This treatment will be used to identify the level of respondent agreement.
Formula: 3=INDEPENDENT
2=STRUCTURAL
1=FRUSTRATION

18. 5. SLOVENS FORMULA
-This treatment will be used to calculate the sample size of the respondents from grade 11,
students of SGNHS (SHS) for the SY:2022-2023 who will answer the survey questions
(pretest/post-test)
Formula: n=N
(1+Ne2²)
WHERE: N- population size
n- sample size
e- margin of error
6. PEARSON r
-To calculate the correlation coefficient that describes the relationship between the effects and
factors.
Formula:
Where:
N=number of pairs
£xy=sum of the product of paired scores
£x=sum of x scores
£y=sum of y score’s
£x²=sum of squared x score’s

19. DATA GATHERING PROCEDURE
The members have formulated a questionnaire and the leader gets it to make a
general questionnaire which is the main instrument is to collect data.
This leader will make a letter and will be given to PR2 ADVISER to please her
approval on conducting a survey.
The researchers started to float the questionnaire to all the respondents. After
the respondents have taken the survey questionnaire the papers were checked,
tallied, interpreted, and analyze.
RESPONDENT
This primary source of data came from the four sections. The respondents of
this study were females and makes from grade 11 students, a total of 100% of
the four sections.

20. RESEARCH INSTRUMENTS
To gather data, the researchers used a survey questionnaire (pre-test/post-test) as
an instrument to identify the students who have low reading comprehension.
The group will interview all respondents from the said Grade Level.
VALIDATION OF INSTRUMENT
The instrumental used will be validated by the most knowledgeable research
teacher