Reading Comprehension of the students.pptx

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. 1.4 HYPOTHESIS There is no significant relationship between having a low reading comprehension in the academic life of the students in SGNHS (SHS). 1.5 SIGNIFICANCE 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