ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A

RESEARCH BASED READING REMEDIATION MATERIAL

Chapter 1

Different studies such as Taverner (1990), Aebersold & Field (1997), and

Urquhart & Weir (1998) described reading comprehension as the most difficult area

which has not been comprehended and elaborated in terms of meaning of the text.

However, reading comprehension as in the words of (Urquhart & Weir, 1998) means“the

whole parcel of cognitive activities” that readers initiate in order to comprehend the text

for apprehension the correct meaning. Similarly, Taverner (1990) defined reading

comprehension for “a means of extending experience” based on the reading material

which they read and perceive the actual meaning according to the text.

According to Al- Khateeb (2010) ”reading comprehension is considered the real

core for the reading process; and a big process around which all other processes are

centered. Comprehension is the peak of the reading skills and the bases for all reading

processes. It is viewed by some researchers as the ultimate objective of the reading

process, since he who does not comprehend what he reads is considered as if he has not

read”.

Aebersold & Field (1997) described reading a way that readers undertake by

involving text material and readers through interactions. However, there are three

principle reading models including bottom-up, top-down, and interactive that are used

when reading a printed content. The bottom-up theory creates the fundamental aptitudes

which are identified with syllables, letters, and words in content structure for starting

readers. Gough (1972) has presented this theory of reading as an unraveling process on a

for every letter premise. This implies that translation of such messages can be gotten from

decoding the words included in the article to get the significance out of it. Accordingly,

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

there is conceivable delicate to effortlessly overlook what the reader has comprehended

from the content (Nuttall, 2000). Therefore, perception is attained by the student's

understanding of each one expression used in the content. The more natural the reader

with a certain expression, the more unmistakable the entire significance of the content is

to him/her. This advances familiarity with reading. Besides, comprehension is attained

once the reader has deciphered the significance out of each one expression through its

definition,subsequently acquiring a general thought about the article. Then again, analysts

are in uncertainty of its model in spite of its validity subsequent to there is a sure

intricacy included the relationship between the spelling and the sound of the expression

(Chen, 2002). However top-down theory of reading is used for handling cognitive

perspective of reading by developing the part of foundation learning that is available in

the printed content.

Top-down reading theory underscores “from mind to content” (Eskey, 2005) of

readers who survey their reading methodology focusing around the content of the text by

opposing the genuine substance of the content.

The establishment of this model singularly lays on prior information of the

readers which dismisses unmistakable substance related to the composed content (Smith,

2004). Chinwonno (2001) further specifies that a reader's current information would

focus his/her perception of the content. This model turns into a powerful perspective for

readers, particularly when removing the forecast, setting hints, and the principle thoughts

of the content by the students. This model stresses the imperatives of having different

reading materials and distinctive levels of dialect trouble that are significant to the need

of the students. Conversely, the interactive model (metacognitive perspective) is used to

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

join both bottoms up and top-down strategies for accomplished readers who have a firm

understanding of reading techniques.

The reading comprehension process is about understanding the opinions or

messages that the author wants to deliver intentionally (May, & Rizzardi, 2002). Reading

comprehension skills are those that individuals can not only use in their academic life,

but also their whole life. Besides, these are the skills that they can use in all courses, not

only the course related to their mother tongue. Students' achievement in reading

comprehension forms the base for their success in other courses (Bloom, 1995). Research

has revealed that reading comprehension is directly related to the achievement in science

(O'Reilly, & McNamara, 2007) and mathematics (Vilenius-Tuohimaa, Aunola, & Nurmi,

2008; Walker, Zhang, & Surber, 2008). In an attempt to teach reading comprehension

skills that are regarded as having great importance, educators and teachers can use

different strategies, methods, techniques and tools in reading comprehension activities.

Reading comprehension is among the basic skills that should be taught to children

in the first years of elementary school. If they can acquire reading comprehension skills,

they can be successful in both school courses and life. Acquiring reading comprehension

skills seems to be even more important and functional especially in elementary school

that is the first period of children's school years. Students use these skills in all their

courses, and their academic life is directly affected by such skills.

In exams that are administrated at the international level such the Programme for

International Student Assessment (PISA), the Trends in International Mathematics and

Science Study, (TIMMS) and the Progress in International Reading Literacy Study

(PIRLS), there are questions included to measure reading comprehension skills.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

Moreover, the contents of the PIRLS exam consist of questions only related to reading

comprehension. Additionally, in most of the exams that students are required to take

throughout their academic life, it is aimed to determine whether they can use reading

comprehension skills. In this respect, equipping students with these skills is of utmost

importance.

According to the results of some studies, among the reasons why Turkish students

get low scores in reading, mathematics and science sections of international exams

(PISA, TIMMS and PIRLS) is that they are not competent in reading comprehension

(Çavuşoğlu, 2010; Özçelik, 2011; Ulu, 2011; Uzun, 2010). Based on the first author's

observations and experiences in his elementary school teaching process along with the

feedback he received from his colleagues, it was asserted that a considerable proportion

of elementary school students have negative attitudes and poor motivation towards, and

they have serious problems in reading comprehension. Besides, in a literature review, it

was seen that one of the major problems regarding mother tongue education is reading

comprehension, and the problems experienced in reading comprehension negatively

affect other courses as well (Çavuşoğlu, 2010; Karatay, 2014; O'Reilly, & McNamara,

2007; Özçelik, 2011; Ulu, 2011; Uzun, 2010; Vilenius-Tuohimaa et al., 2008; Walker et

al., 2008). With thedevelopments in technology particularly, the idea to use technology in

reading comprehension activities has come up. Consequently, the researchers thought that

the use of technology in reading comprehension activities should be studied.

Analysing the reading assessment profiles of a group of first-year university

students at Potchefstroom, Nel, Dreyer and Kopper (2004) revealed that those students

experienced problems across all aspects of the reading process (i.e. vocabulary, fluency,

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

reading comprehension and reading strategy use). Yet, there is little evidence to suggest

that learners at any level will acquire the reading skills and strategies that can improve

their reading comprehension if they have not been taught (Tannenbaum, Torgesen

&Wagner 2006).

The same authors further point out that such awareness and monitoring processes

are often referred to in the literature as metacognition, which can be thought of as the

knowledge of the reader’s cognition about reading and the self-control mechanisms they

exercise when monitoring and regulating text comprehension. One of the objectives of

the current study is to explore whether reading strategies awareness is a better predictor

of reading comprehension. The results of a similar study conducted by Ilustre (2011) in

the Philippines showed that amongst the three subscales of metacognitive reading

strategies, only problem solving strategies correlated positively with text comprehension.

In addition, McKeown, Beck and Blake (2009) point out that recent research on

comprehension has certainly provided increased understanding of the comprehension

process and broad and general knowledge of what makes for effective instructional

practice. Van Keer (2004) states that even when children do not use effective

comprehension strategies on their own, explicit reading strategies instruction is a feasible

tool for teaching learners to apply them successfully. The current study has been triggered

by this view because it seeks to improve the reading comprehension and strategy use of

disadvantaged learners. The literature reveals that explicit instruction in reading

comprehension is the widely recommended method of improving learners’ reading

comprehension and strategy use (Franco-Fuenmayor, Kandel-Cisco & Padron 2008).

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

The literature has shown that comprehension strategy instruction, including

multiple reading strategies, have been justified in being beneficial to helping learners

become strategic readers and improve their reading comprehension (Klapwijk 2012;

Medina 2011; Fan 2010; Antoniou & Souvignier 2007) . Thus, it is necessary to provide

learners with a reading strategy instruction which focuses on teaching reading strategies

that can help them become strategic readers.

However, poor reading comprehension is cited as a fundamental feature of

academic underperformance (Pretorius 2002; Granville 2001; Dreyer 1998). Reading

comprehension is among the basic skills that should be taught to children in the first

years of elementary school. It also includes three principle reading models including

bottom-up, top-down, and interactive that are used when reading a printed content.

The literature has revealed that awareness and monitoring of one’s comprehension

processes are important aspects of skilled readers (Alexander & Jetton 2000; Makhtari

&Reichard 2002).

It was asserted that a considerable proportion of elementary school students have

negative attitudes and poor motivation towards, and they have serious problems in

reading comprehension. Besides, in a literature review, it was seen that one of the major

problems regarding mother tongue education is reading comprehension, and the problems

experienced in reading comprehension negatively affect other courses as well

Students' achievement in reading comprehension forms the base for their success

in other courses.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

Theoretical Framework

This study will be anchored to Schema Theory. Schema theory is an explanation

of how readers use prior knowledge to comprehend and learn from text (Rumelhart,

1980). The fundamental principle of the schema theory assumes that written text does not

carry meaning by itself. Rather, a text only provides directions for readers as to how they

should retrieve or construct meaning from their own previously acquired knowledge (An,

2013).

According to schema theory, comprehending a text is an interactive process

between the reader’s background knowledge and the text. Efficient comprehension

requires the ability to relate the textual material to one's own knowledge.

The Three Levels of Comprehension

Reading comprehension is the ability to process information that we have read

and to understand its meaning. The three levels of comprehension are the literal level,

inferential level and the critical/evaluative level (An 2013).

The Literal Level: It is simply what the text says and what actually happens in

the story. This is a very important level of understanding because it provides the

foundation for more advanced comprehension. It focuses on reading the passages,

hearing the words or viewing the images. It involves identifying the important and

essential information. With guidance, students can distinguish between the important and

less important ideas.

The Inferential Level: It involves determining what the text means. Determining

inferential meaning requires you to think about the text and draw a conclusion. , the focus

shifts to reading between the lines, looking at what is implied by the material under study.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

It requires students to combine pieces of information in order to make inferences about

the author's intent and message. Guiding students to recognize these perceived

relationships promotes understanding and decreases the risk of being overwhelmed by the

complexities of the text being view, heard or read.

The Critical Level: In this level we are analyzing or synthesizing information

and applying it to other information. Understandings at the literal and interpretive levels

are combined, reorganized and restructured at the critical level to express opinions, draw

new insights and develop fresh ideas. Guiding students through the applied level shows

them how to synthesize information, to read between the lines and to develop a deeper

understanding of the concepts, principles, and implications presented in the text.

Comprehension Skills

Sequencing: Sequencing refers to the identification of the components of a story,

such as the beginning, middle, and end, and also to the ability to retell the events within a

given text in the order in which they occurred. The ability to sequence events in a text is a

key comprehension strategy, especially for narrative texts.

Graphic Organizer: A graphic organizer, also known as knowledge map, concept

map, story map, cognitive organizer, advance organizer, or concept diagram, is a

communication tool that uses visual symbols to express knowledge, concepts, thoughts,

or ideas, and the relationships between them. With the use of a graphic organizer, the

children should be given an activity where they are required to state the before, during

and after occurrences within the story. They should recall the main points of what

happened before the story, what was happening in the story was and what happened after

the story.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

Pupils Levels of Comprehension Comprehension Skills

 Literal Level
 Sequencing
 Inferential Level
 Organizing
 Critical Level

Reading Remediation
Materials
Development

Figure I: Research Paradigm of the Study

Statement of the Problem

The study aims to analyze pupils comprehension as a basis in the development of

a research based reading remediation materials for the SY 2019-2020.

Specifically, it seeks answers the following questions:

1. How may the level of comprehension of Grade one pupils be described?

2. How may the comprehension skills of Grade one pupils be described?
3. Is there any relationship between Grade one pupils’ level of comprehension and

comprehension skills?
4. What reading remediation materials can be developed from the results of the study?

Hypothesis of the Study

The following are the hypotheses of the study:

1. There is no relationship between Grade one pupils’ level of comprehension

and comprehension skills?

Significance of the Study

The results of this study paper will can be utilized by the following stakeholders:

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

School Heads / Principals. The outcomes of the study may guide them in

helping the teachers to improve the comprehensions levels and skills of the learners by

developing relevant instructional materials.

Teachers. The information to be generated by the study may provide them the

comprehension level and skills of the pupils . It will also guide them on what

instructional materials can be developed to address the problems on pupils

comprehension.

Learners. The outcome of the study may help them in making them improve

their performance in comprehension through the use of instructional materials to be

developed.

Future Researchers. The findings of the study may benefit them by means of

providing valuable data in terms of variables to be studied in their future research to be

conducted .

Scope and Delimitation

The study is limited in analyzing pupils comprehension as a basis in the

development of a research based reading remediation materials for the SY 2019-2020

The participants will be limited only to the identified 30 pupils.

Analysis of pupils comprehension will be limited to level of comprehension such

as: Literal Level, Inferential Level and Critical Level and comprehension skills that

includes sequencing and organizing.

Definition of Terms

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

To the following words were defined as a basis on how the major variables will be

measured :

Levels of Comprehension

Reading comprehension refers to literal level, inferential level and critical level.

Literal Level -It focuses on reading the passages, hearing the words or viewing the

images. It involves identifying the important and essential information.

Inferential Level - It involves determining what the text means. The focus shifts to

reading between the lines, looking at what is implied by the material under study. It

requires readers to combine pieces of information in order to make inferences about the

author's intent and message.

Critical Level- refers to analyzing or synthesizing information and applying it to other

information. Shows to the reader how to synthesize information, to read between the

lines and to develop a deeper understanding of the concepts, principles, and implications

presented in the text.

Comprehension Skills refers to sequencing and organizing skills of the pupils

Sequencing - refers to the identification of the components of a story, such as the

beginning, middle, and end, and also to the ability to retell the events within a given text

in the order in which they occurred.

Organizing- refers to a communication tool that uses visual symbols to express

knowledge, concepts, thoughts, or ideas, and the relationships between them. With the

use of a graphic organizer, the pupils should be given an activity where they are required

to state the before, during and after occurrences within the story. They should recall the

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

main points of what happened before the story, what was happening in the story was and

what happened after the story.

Chapter 2

METHOD

This chapter deals with the research design, participants, sampling design, data

gathering procedure, construction and validation of questionnaires and statistical

treatment of data used in the academic paper.

Research Design

This study will be using descriptive research design .Descriptive research is

defined as a research method that describes the characteristics of the population or

phenomenon that is being studied. This methodology focuses more on the “what” of the

research subject rather than the “why” of the research subject.

(https://www.questionpro.com/blog/descriptive-research, 2018).

In other words, descriptive research primarily focuses on describing the nature of

a demographic segment, without focusing on “why” a certain phenomenon occurs. In

other words, it “describes” the subject of the research, without covering “why” it

happens.. This design is appropriate for gathering, summarizing, interpreting and

presenting information for purpose of clarification. Also, it is appropriate because this

design will assist the researcher to produce statistical information on the topic of study.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

Participants of the Study

The participants of the study are the Grade one pupils for SY 2019-2020 with a

total number of thirty (30) from San Roque Arbol Elementary School

In determining the participants of the study, purposive sampling will be used.

Only pupils belonging to grade one pupils will be considered.

Research Instruments

The teacher made instrument will be used to analyze pupils comprehension . The

researcher will develop the instrument containing the stories to be read by the research

participants in order to determine the comprehension level .A separate questions will be

developed pertaining to literal ,inferential, and critical level of comprehension. Questions

for sequencing and organizing will also be included to determine the communication

skills.

In order to conduct the study, the researcher will seek permission to the following

authorities such as the DHVTSU officials, schools’ division superintendent of San

Fernando, and the principal of San Roque Arbol Elementary School to conduct the study

to the Grade one pupils. The conduct of the study will be scheduled for the 2nd Grading

Period of SY 2019-2020. The researcher will assure a 100% participation in the identified

Grade one pupil-participants in the study.

Ethical Considerations

Proper citation to all references included herein will be cited in the reference

section. Guidance of the adviser and the teacher in charge of the sections to be studied

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

will also be sought to assure that proper handling of the pupils during the duration of the

study will be accounted for.

Statistical Treatment of Data

In analyzing and interpreting the data gathered, descriptive statistics such as

frequency count, percentage and mean and inferential statistics such as chi square will be

used.

Frequency count, percentage, and mean/average will be used in describing the

comprehension level and skills of the Grade one pupils.

The following ratings and numerical ratings will be used in interpreting the

comprehension level and comprehension skills of pupils during the 2nd grading period:

Comprehension level

Literal Score and Inferential Score and Critical Score and

Description Description Description
Low Fair High Low Fair High Low Fair High

1-2 3-4 5-6 1-2 3-4 5-6 1-2 3-4 5-6

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

Communication Skills

Sequencing Score and Description

Fair

FairHigh Organizing Score and DescriptionLow

1- 3-4 5-6 1-2 3-4 5-6

2HighLow

References

Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher. Cambridge: Cambridge
University Press.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

Alexander, P.A. & Jetton, T.L., 2000, Learning from text: A multidimensional and developmental
perspective, in Kamil, M.L., Mosenthal, B.P., Pearson, P.D., & Barr, R. (eds.), Handbook of
reading research, Hillsdale, N.J., Erlbaum.

Al Khateeb, O. (2010). The Impact of Using KWL Strategy on Grade Ten Female Students'
Reading Comprehension of Religious Concepts in Ma'an City.Retrieved June 24,2019 from
World Wide Web http://www.eurojournals.com/ejss_12_3_14.pdf.

An, S. (2013). Schema Theory in Reading. Changchun University of Science & Technology,
Changchun, China. Academy Publisher Manufactured in Finland.

Antoniou, F. & Souvignier, E., 2007, ‘Strategy instruction in reading comprehension: An

intervention study for students with learning disabilities’, Learning Disabolities: A Contemporary
Journal 5 (1), 41- 57.

Bloom, B. S. (1995). İnsan nitelikleri ve okulda öğrenme (D. A. Özçelik, Translator). İstanbul:
Milli Eğitim Bakanlığı Publishing.

Çavuşoğlu, E. (2010). The research on the relation between reading comprehension level and
math problem solving achievement of 5th grade students. Unpublished Master's Thesis, Gazi
University, Ankara.

Chen, H. C. (2002). A preliminary study of Chinese EFL learners’ difficulties in vocabulary

learning and remedial learning strategies. Papers selected from the 17th conference of TVES
Education. Taipei: Crane.

Chinwonno, A. (2001). A comparison of Thai and English reading comprehension strategies of

pre-service teachers in Thailand. PhD dissertation, Ohio University.

Dreyer, C., 1998, ‘Improving learners’ reading comprehension by means of strategy instruction’,
Journal for Language Teaching 31(1), 18–29.

Eskey, D. E. (2005). Reading in a second language. In E. Hinkel (Ed.), Handbook of Research in

second language teaching and learning (pp. 563-580). Mahwah, NJ: Lawrence Erlbaum.

Fan, Y., 2010, The effect of comprehension strategy instruction on EFL learners’ reading
comprehension, Canadian Center of Science and Education.

Franco-Fuenmayor, S.E., Kandel-Cisco, B.E. & Padron, Y.N., 2008, Improving reading
comprehension in dual language programmes, Reading Research Quarterly 41 (40), 524–539.

Gough, P. B. (1972). One second of reading. In F. J. Kavanagh & G. I. Mattingly (eds.), Language
by ear and by eye (pp. 331-358). Cambridge, MA: MIT Press.

Granville, S., 2001, ‘Comprehension or comprehending? Using critical language awareness and
interactive reading theory to teach learners to interact with texts’, Southern African Linguistics
and Applied Language Studies 19, 13–21.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

Ilustre, C.A., 2011, ‘Beliefs about reading, metacognitive reading strategies and text
comprehension among college students in a Private University’, Philippine English Second
Language Journal 7, 28–36.

Karatay, H. (2014). Okuma eğitimi: Kuram ve uygulama (2nd Edition). Ankara: Pegem A
Akademi Publishing.

McKeown, M.G., Beck, I.L. & Blake, G.K, 2009, ‘Reading comprehension instruction:Focus on
content or strategies?’ Perspectives on Language and Literacy 2(4),28-31.

Nel, C., Dreyer, C. & Kopper, M., 2004, ‘An analysis of the reading profiles of first-year students
at Potchefstroom University: A cross-sectional study and a case study’, South African Journal of
Education (1), 95–103.

Nuttall, C. (2000). Teaching Reading Skills in a Foreign Language. Oxford: MacMillan

Heinemann.

May F. B. & Rizzardi, L. (2002). Reading as communication (6th Edition). USA: Prentice Hall.

Makhtari, K. & Reichard, C.A., 2002, ‘Assessing students’ metacognitive awareness of reading
strategies’, Journal of Educational Psychology 94(2), 249–259.

Medina, S.L., 2011, ‘Effects of strategy instruction in an EFL reading comprehension course: A
case study’, Profile 14(1), 79–89.

O’Reilly, T., & McNamara, D. S. (2007). The impact of science knowledge, reading skill, and
reading strategy knowledge on more traditional “high-stakes” measures of high school students’
science achievement. American Educational Research Journal, 44(1), 161-196.

Özçelik, E. G. (2011). Effect of reading comprehension skill on success. Unpublished Master's

Thesis, Hacettepe University, Ankara.

Ozdemir, A. (2010). The effect of reading comprehension abilities primary school students over
their problem solving achievement. Retrieved j\June 24,2019
fromhttp://findarticles.com/p/articles/mi_hb6516/is_2_46/ai_n32067948/

Pretorius, E.J., 2002, ‘Reading and applied linguistics: A deafening silence?’ Southern African
Linguistics and Applied Language Studies 20, 91–103.

Rumelhart, D.E. (1980) Schemata: the building blocks of cognition. In: R.J. Spiro etal. (eds)
Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Lawrence Erlbaum.
https://biolawgy.wordpress.com/2010/02/11/rumelhart-d-e-1980.Retrieved July1, 2019

Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning (6th
ed.). Mahwah,NJ: Lawrence Erlbaum.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

ANALYZING PUPILS COMPREHENSION TOWARDS THE DEVELOPMENT OF A
RESEARCH BASED READING REMEDIATION MATERIAL

Tannenbaum, K.R., Torgesen, J.K. & Wagner, R.K., 2006, ‘Relationship between word
knowledge and reading comprehension in Third Grade children’, Scientific Studies of Reading 10
(4), 381–398.

Taverner, D. (1990). Reading within and beyond the classroom. Milton Keynes, Philadelphia:
Open University Press.

Ulu, M. (2011). Determining the errors of primary school 5th grade students in nonroutine
problems and an application to eliminate these errors. Unpublished Doctorate Thesis, Gazi
University, Ankara.

Uzun, C. (2010). Elementary student’s mathematical problem solving successes’s analyse by

demographic variables and reading comprehension skills. Unpublished Master's Thesis, Uşak
University, Uşak.

Urquhart, A. H., & Weir, C. J. (1998). Reading in a second language: Process product and
practice. New York:Addison Wesley Longman.

Van Keer, H., 2004, ‘Fostering reading comprehension in Fifth Grade by explicit instruction in
reading strategies and peer tutoring’, British Journal of Education 74, 37–70.

Vilenius‐Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between
mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-
426.

Walker, C. M., Zhang, B., & Surber, J. (2008). Using a multidimensional differential item
functioning framework to determine if reading ability affects student performance in
mathematics. Applied Measurement in Education, 21(2), 162-181.

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY