Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Validity and reliability of a study depend greatly of adequate review of related

literature and studies. This chapter provided the researchers the insights in the planning,

organizing and writing the present study. Local and international sources of information

were presented in this chapter to enable the readers to have a better understanding towards

the study.

Related Literature

Carr (2011) as cited in ESSAY coupons said that reading is a multi-sensory

experience. According to research, the brain’s act of reading uses not just sight, but also

the act of touch. There is something about holding a physical page of material that makes

it more absorbable. “The shift from paper to screen doesn’t just change the way we navigate

a piece of writing. It also influences the degree of attention we devote to it and the depth

of our immersion in it.”

Technology can be used to augment, assist or support reading and writing literacy

inside and outside the classroom, and this is helpful for students who have different

learning styles and those with learning difficulties or specific disabilities.

According to Kinzer and Leu, hypermedia and multimedia technologies show an

overall positive effect on students' skills in writing and in information-gathering. A specific

study, The Reporter Project, was used in sixth-grade classrooms over a period of two years

- at the end of this time it was found that students' writing skills were better, overall, than

same-age peers in a sixth-grade classroom that was not using similar technology. Students
using the technology were overall better at reading and comprehension-related skills such

as identifying cause and effect in a text, and their understanding of main and supporting

ideas in a literary context.

As cited by Thomas (2014) in ESSAY coupons studies have shown that reading

skills can be bolstered, to a statistically-significant degree, by use of technology. According

to Pearson et al., meta-analysis of existing published studies showed that both reading

comprehension and the development of vocabulary were typically enhanced - at the

middle-school level - by use of technology. The technologies used in the studies reviewed

by Pearson et al. included media images, video, audio, hypermedia and websites to assist

reading and literacy.

Related Studies

Foreign

The aim of this study is to explore adult students’ descriptions and understandings

of their reading and writing difficulties, and to describe the ways they are copying with

them. In higher level studies, information is typically gained by reading and giving

evidence of knowledge acquisition in writing. When students have difficulties with these

essential academic skills, studying and lifelong learning can be hard work as well as time-

consuming. General understanding of dyslexia and reading difficulties at the higher

education level has improved, although considerable ambiguity remains about what these

mean in practice. This is a qualitative, interview-based study that seeks to improve our

understanding of these difficulties. The data were analyzed using content analysis, and our

findings are presented in terms of: (a) the social experiences of students; (b) their
expectations and solutions with respect to their academic progress; and (c) the individual

strategies employed for copying with reading and writing tasks.

According to Pressley (2002), good text comprehension emerges if a reader is able

to predict what the text may be about, relates information in the text to background

knowledge, asks questions while reading, monitors the understanding of the text, and

summarizes what is being read. For these metacognitive processes, or reading strategies,

to be used during text comprehension, metacognitive knowledge of reading is an important

prerequisite. The current study focused on the relations between metacognitive knowledge

about reading, or knowledge of reading strategies, and reading comprehension.

In 1997, Ellin Oliver Keene and Susan Zimmermann, partners at the Denver-based

Public Education and Business Coalition, published “Mosaic of Thought,” which explained

how good readers use thinking strategies to build comprehension. Zimmermann followed

with “Seven Keys to Comprehension,” a work designed to give parents and teachers

practical advice on teaching children to read strategically. She explains how readers use

their background knowledge and imagination to visualize what they read. Zimmermann

also reveals how children can learn to ask themselves questions to help them find important

details and make key inferences. Finally, she shows how readers can put ideas together to

form a complete understanding of what they’ve been trying to comprehend.

Sarma (1989) conducted a study titled ‘Designing a course in written English for

High School stage based on communicative approach’. He made an attempt at designing a

course in written English for High school stage based on the communicative approach after

surveying the present language-learning situation. The objectives of the study are: (i) To

find out selectively from the learners, teachers, parents, and well-informed citizens of the
society the communicative syllabus designed to develop writing skills among the students

(b) reading a passage - analyzing it for writing skills-solving communicative writing tasks,

as a procedure for developing writing skills; (c) evaluate (not grade)-comment-ask for

revision-discuss in a session-as a mode of correcting the written English assignments. The

major findings of the study are: (1) A large number of students were poor in written English

in comparison to their proficiency in the other language skills. (2) High school students

needed written English for both academic (note taking, writing answers for home

assignments and tests) and certain specified social activities. (3) Frequency of writing

compositions was very low and a large number of students needed many writing exercises.

(4) Further, the teachers used `impressionistic method' in their evaluation of assignments

and were unaware of the reference material that could improve their own knowledge of

teaching writing skills. (5) The use of communicative language teaching strategies can

bring about an improvement in the use of skills which they sought to develop. A well-

designed communicative syllabus incorporating the needs of the students can in a tension-

free, interactive classroom, create a satisfying and positive attitude towards learning the

writing and enhance skills of writing and revising.

Local

Tongco’s study has relevance to the present study because both aimed to

determine the reading level or skills of pupils using the Phil-IRI material as a research tool

and the criteria in determining the said reading level. However, they vary in that the former

used the sets of reading passages in the gathering of data from grade IV, V, and VI students

of a certain school in Legazpi City while the present, will do documentary analysis of the
Phil-IRI results of the present school year of the grade I pupils of the chosen school,

Homapon Elementary School.

Dayan13 of Ateneo de Naga, Naga City did a study, which dealt on the

comprehension skills and their implications to language instruction. She ventured to find

out the relationship of reading comprehension, study habits, attitudes, academic

achievement and reading materials available at home and read by fourth year students.

Dayan employed the descriptive and correlation design. The Stanford Diagnostic test Blue

Level in reading was used; a set of questionnaire and the latest academic grades of the

respondents were utilized to draw the needed data for student related factors. For a valid

and objective treatment of the data, the Chi-Square and Contingency Coefficient tests were

used to determine the correlation.

The findings showed that there is no relationship that exists between

Reading Comprehension Skill, Study habits and Attitudes of Students. However there is a

significant relationship that exists between Reading Comprehension Skills and Academic

Achievement of students. The relationship, however, is weak as shown by the Contingency

coefficient test result. A positive correlation between Reading Comprehension and

Reading Materials at Home was observed. The following recommendations were given by

Dayan: a)diagnostic test should be administered at the beginning of the school year in all

levels; b) The skills which the student were found to be deficient should be given more

attention and emphasis by teachers; c) The school should have speech laboratory so that

auditory acuity and oral skills of the students will be improved; d) Teachers should still try

to maintain and improve study habits and attitudes among pupils because it is a basic

prerequisite in effective learning; e)Students should be exposed to good reading materials

at home or in school; f) Language reading teachers should frequently and actively

participate in in-service training and seminar- workshops in order to gain new insights and

upgrade their techniques, methodology and materials in teaching; g) Teachers should be

trained and encourage to conduct researchers in their field of specialization; and h) Further

researches should be conducted on the same subject matter using factors other than ones

used in her study.

The study of Mendones is similar to the researcher’s study on the aspect of

determining the reading comprehension of the pupils with the reading passages in the Phil-

IRI as the testing tool of the study. The difference is primarily in that the former being a

descriptive research used a combination of assessment and non- experimental methodology

Conceptual Framework

Reading and Writing Abilities

Building
Visual Ideas Knowledge of the Metacognition
Field

Fluency Language

Reading and
Writing Develops
the Mind
The Conceptual Framework shows how the researchers will be able to collect and analyze

the data. In the figure 1 which is the input it is a pattern in which a study must flow. It is

one of the needs of the research paper so the study that has been conducted is in pattern. It

will also help the researchers because it will become more easy to do the paper. The second

figure is the process in which the researcher will use survey will help to expand the study.

The data collected will serve as proof on how does the researcher conduct the information.

The last figure is output, it’s the expected outcome of the study. inferential integration of

sentence information into more complete representations of extended text. These

representations are critically enhanced by other knowledge sources. Reading and Writing

enables you to be more efficient and excel on you works.