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INTRODUCTION
There are many reasons why knowing how to read is important. In order to function in
today’s society one must know how to read. Understanding instructions on a medicine
bottle, filling out job applications, reading road signs, writing and responding to emails,
and even following a map are some of the normal day-to-day activities that involve
reading. Reading is required in order to find a substantial job. Reading is required for
reading reports and memos, responding to employees, and accomplishing tasks.
Failure to master reading skills will lead to slower job performance (Davis, 2014).
In our country, Bilingual Education as promulgated by our Constitution’s sections 6 and
7 of Article XIV, there has been a “negative impact on students’ acquisition in English”
(Malbago, 1996) due to constraint in understanding the contextual meaning of the text
by using and/or translating English texts into native language. Even Ascabano (1997)
noted that, “because of our language problem, pupils have difficulty in grasping
concepts introduced by teachers in school” hence, affects reading comprehension of
learners.
There is that 10 to 15% of the general school population had experienced difficulty in
reading. Reading experiences strongly influence a student’s feeling of competency. If
not achieved, there could be reading failure that may lead to misbehavior, anxiety, and
lack of motivation in comprehending any of the reading materials in English, noted in
Paz, (2018).
With this, the researchers are to conduct a study to know the significance between a
teacher’s functional practices and reading comprehension level of Grade 6 students in
Upper Tambler Central Elementary School, since failure to address such will undermine
both effectivity of teacher’s performance and students’ evaluation.
STATEMENT OF THE PROBLEM
1. What are the functional reading practices of teachers applied in Upper Tambler
Central Elementary School, in terms of:
1.1 Top-down
1.2 Bottom-up
1.3 Interactive
2. What is the reading comprehension level of Grade 6 pupils in Upper Tambler
Central Elementary School, in terms of:
2.1 Literal
2.2 Interpretive
2.3 Critical
2.4 Application
3. Is there a significant relationship between teachers reading approaches and
reading comprehension level in Grade 6 pupils in Upper Tambler Central
Elementary School?
4. What intervention programs can be proposed based on the result of the study?
Review of Related Literature