STATEMENT OF THE PROBLEM

The general problem of this study is: How do the students, faculty, and college related
factors affect the academic performance in developmental reading of Filipino majors at Bataan
Peninsula State University AY 2014-2015? Specifically, it seeks answers to the following
questions.
1. How may the student- related factors be described in terms of:
1.1 Behavior towards academic reading in English.
1.2 Parents educational attainment.
1.3 Types of Reading
1.4 Importance of Reading
1.5 Qualities of the Reader
2. How may the teacher-related factors be described in terms of;
2.1 Teaching Strategies
2.2 Evaluation
2.3 Outline
2.4 Background Knowledge
2.5 Important Skills
3. How may the University-related factors be described in terms of;
3.1 Usability of reference and instructional materials
3.2 Hobby to read
4. What is the student level of Filipino majors proficiency in terms of;
4.1 Reading a lot of books
4.2 Understanding comprehensive words
4.3 Developing reading skills
5. How do the students, faculty and university related factors affect the students level of
Filipino majors in BPSU proficiency.

SIGNIFICANCE OF THE STUDY

The results of this study will hopefully give better insights to all the college
students major in Filipino in BPSU in the academe:
Curriculum Planners. The result of the study will lead them to evaluate the existing
curriculum in Developmental Reading. This will help them identify if there is a need for
modification and revision. Likewise, this will give them direction on what curriculum design is
best appropriate that will cater the skills in reading especially for Filipino majors.

Filipino and English Faculty Members. Faculty concern about student success based
upon anecdotal classroom experience has called the institutions historical approach to course
placement into question. The faculty recognizes the personal motivation that derives from
student self-determination can weigh heavily in student success. Nevertheless, faculty members
have questioned whether students who lack college-level reading skills can persist in college and
graduate if they do not first develop their reading skills. Clearly, this argument supports the
rationale for the current study.
Students. The study was designed to compare the academic performance and attainment
across four groups of students at the end of the 2014-2015 academic year. Three of the four
groups consisted of students whose reading skills were below college-level upon entry into the
institution. Students who attempted but did not successfully complete developmental reading.
Future Researches. We are an international group of researchers who study reading
development and interventions with struggling readers. This letter responds to a number of
questions that have been raised by educators, policymakers, and parents about the effectiveness
of Reading Recovery, a tutoring program designed for struggling first grade students. We hope
the following summary analysis will be helpful to those who are considering the most effective
ways to help struggling students become proficient readers.

NOTE IN CHAPTER I
Renee Galiher (2006). A survey in Developmental Reading level among of Filipino
Majors in BPSU. New Media and Mass Communication, 10, 70-80.
Linda Darling (2005). Filipino Majors experiences in reading. Journal of Applied
Developmental Psychology, 30(3), 227-238.