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makakaakyat ka sa tuktok kung ganitong klase ng daan ang iyong tatahakin? Maaring
ang magiging sagot mo ay “oo”, ngunit hindi ito magiging madali. Maaari rin naman ang
komprehensiyon ng tao.
sa dating kaalaman tungo sa bagong kaalaman. Sa maikling salita, ito ay ang ugnayan
isang tao, hindi niya mararating ang kanyang patutunguhan--- ang pagkatuto.
isang tao. Hindi sapat na matuto lamang bumasa, Dapat maunawaan din niya kung ano
Cabaltea, Mike (2017). Ipinapakita lamang nito kung bakit ang pagbasa ang isa sa
Assessment (PISA) noong 2018, ang Pilipinas ang may pinaka mababang antas
Campus.
PAGLALAHAD NG SULIRANIN
1.1 Gulang
1.2 Kasarian
1.3 Pangkat
na Saglit?
LAYUNIN NG PAG-AARAL
KAHALAGAHAN NG PANANALIKSIK
kaalaman.
Mga guro . Ang mga guro ang siyang pangunahing gumagabay sa mga mag-
mapalawak ang kakayahan at mapatalas ang isipan ng mga mag-aaral lalong lalo na sa
antas ng pag-unawa.
maunawaan ang binabasa. Hindi maaring mawala ang isa man sa mga ito dahil kung
wala ang isa man sa mga ito, walang magaganap na pagkatuto. Sinasabi din na dapat
TEORETIKAL NA GABAY
teksto na nagbibigay lamang ng mga direksyon para sa mga mambabasa kung paano
nila dapat makuha o mabuo ang kahulugan mula sa mga nakuha nilang karanasan
Pagkilala sa mga
tauhan
Pag-unawa sa
binasa
Pagbibigay ng
reaksiyon sa
binasa
PIDBAK
Pigura 1:
Hiwaga sa Gula-gulanit na Saglit: Antas ng
Komprehensyon ng mga Mag-aaral ng Baitang Ika-pito
sa Greenfield Montessori School Tanay Main Campus
Campus.
napiling respondante dahil sila ang maaring labis na kailngang umunawa ng aming
gagawing pananaliksik.
DALOY NG PAG-AARAL
komprehensyon sa pagbabasa.
Teksto- Isang babasahin na naglalaman ng mga ideya tungkol sa iba’t ibang tao o
3. Shuying An. (2013). Theory and Practice in Language Studies, Vol. 3 p.130.
(Jan. 31, 2019)
KABANATA II
mga nagging batayan upang maging matibay ang pundasyon ng pag-aaral na ito.
LOKAL NA LITERATURA
Ang Pilipinas ang pinakamababa sa pagbabasa ng pag-unawa sa mga 79
Ang bilang ng mga Pilipino, na may edad na 10-64 taong gulang, na hindi
pinakabagong mga numero mula sa 2008 Functional Literacy, Education at Mass Media
Survey (FLEMMS).
Si Dr. Ricardo Ma. Si Nolasco, pinuno ng 170+ Talaytayan MLE Inc., isang
mga liblib na lugar ng kapuluan. At ang kakulangan ng mga aklat ay isa lamang sa
mata ng mamamayang Pilipino sa katotohanan upang malaman natin kung ano ang
mga hakbang upang maisagawa upang maging mas mahusay tayo sa aspeto ng
buhay. Ang isang artikulo mula sa Philippine Star (2010), ay nagsasaad na: "Ang hindi
pagbabasa ay nagtatampok sa mga hamon na bansa, kabilang ang mga nasa maunlad
Goals para sa 2030 (SDGs), lalo na may kaugnayan sa 'pagtiyak ng inclusive at pantay
Ang isang mambabasa ay hindi lamang marunong kumilala ng mga salita. Ang
salita; natatanto niya ang gusting buuing konsepto ng isang tao; ang parirala, sugnay,
pangungusap at kahit na ang sanaysay, kabanata o ang mismong buong aklat. Study
Everything, (2014)
Ayon kay Gonzales R. (2012), ang mga kasanayan sap ag-unawa ay ang mga
sumusunod:
paghuhula .At pwede din ang panghuhulang ito ay dapat samahan ng pangangatwirang
BANYAGA NA LITERATURA
what you read, is the ultimate goal of reading. Experienced readers take this for granted
and may not appreciate the reading comprehension skills required. The process of
comprehension is both interactive and strategic. Rather than passively reading text,
Guo (2012), said literature already incorporates much simplified reading material
cognitive processes that enables the reader to create a mental representation of the text
(van den Broek & Espin, 2012). Comprehension depends not only on characteristics of
the reader, such as prior knowledge and working memory, but also on language
mature in their comprehension skills, they are able to progress efficiently from the stage
of learning to read to the ultimate goal of reading to learn (Yovanoff, Duesbery, Alonzo,
lack prior knowledge about the content they are reading will struggle to make sense of
particularly trade books (Headley & Dunston, 2000), as well as through general life
processes. Verhoeven and Perfetti (2008) distinguish letter- and word-level processes
cognitive strategies are also required. Cognitive strategies differ from cognitive skills
because they are active, rather than passive, processes. A study conducted with 45
between high achieving and low achieving students; further, metacognitive use of
& Roebers, 2013). Further, working memory is responsible for managing the process of
extracting information from text and integrating it with prior knowledge to create
meaning (Garcia-Madruga et al., 2013). Sequences of text-based information are held
in working memory and integrated with new incoming text and with prior knowledge held
in long-term memory.
LOKAL NA PAG-AARAL
hilig ng mga kabataan ang panonood o pakikinig, tuloy maraming detalye ang
Ang pagbabasa ay likas sa mga Pilipino dahil sa mabubuting dulot nito. Isa na
rito ang magbigay aliw mula sa mga kuwento at kasaysayan ng lahat ng bagay at
nilalang sa mundo, totoo man o kathang-isip lamang. Sa mga kuwento ring ito
nagmumula ang mga kaalaman na kailangan ng tao dahil sa taglay nitong impormasyon
mga recipe mula sa mga luto ng libro, dosis ng gamot at iba pa.
Pinatindi ng Department of Education (DepEd) ang pagbasa sa mga paaralan sa
Isang lokal pag-aaral ang isinagawa ni Cabardo (2015) sa isa sa mga high
school sa Davao City. Inihayag ng mga resulta na ang karamihan sa mga mag-aaral ay
Dalawang estudyante sa kolehiyo lamang ang maaaring basahin nang may masusing
pag-unawa sa mga materyales na ipinakita sa kanila nang walang tulong. Bukod dito,
higit sa kalahati ng mga mag-aaral ang nasa antas ng frustration o kilala bilang
Isabela State University, Cabagan, Isabela, ang mga mag-aaral ng Ika-apat na Taon na
unawa sa pagbasa habang ang mga mag-aaral sa unang taon ay may pinakamababa.
ay tumataas habang tumataas ang antas ng kanilang taon. Ang apat na taong
pag-unawa.
Pourhosein Gilakjani and Ahmadi (2011) stated that the main goal of reading is
to gain the correct message from a text that the writer intended for the reader to receive.
between readers and texts that result in reading fluency. Readers interact with texts as
they try to extract meaning and there are different types of knowledge: linguistic or
processing).
Jonhston (1991 as cited by Estremera 2018) considers reading comprehension
as building bridges between the “new and the unknown” and the importance of prior
knowledge are vital in the reading instruction. Comprehension simply cannot occur
when nothing is already “known” because then there is nothing to which reader could
link the “unknown”. Indeed, prior knowledge is so necessary for comprehension to freely
flow from easiest to the most complicated. In support to the foregoing view, the
researcher primarily ignited the schema of the pupils by infusing related portraits in each
for Atienza (2002 as cited by Estremera 2018), whether or not students have mastered
comprehend a familiar word and its relationship with other words within a text.
context clues, and how it functions in a sentence. These vocabulary strategies can help
development of the reading primer by integrating local events and celebrations in order
Pourhosein Gilakjani, Abbas & Sabouri, Narjes. (2016), study showed that
reading strategies have a great impact on the students’ reading comprehension ability.
Students are not just passive receivers of information but they are active makers of
meaning. Successful readers try to apply numerous skills to grasp meaning from the
texts. Readers should be involved in the reading process by using different strategies to
monitor their meaning. Their study emphasized the idea that comprehension
together to construct the meaning process easily and effectively. Based on the findings
of this study, it is concluded that reading materials and activities should be very
motivate their students in reading these materials, should be very sensitive to their
learners’ comprehension difficulties, and should help their learners to modify their
views towards reading and have positive attitudes towards their reading activities
Ahmadi and Pourhossein (2012) stated that learners who learn reading
strategies try to recognize the main point of a paragraph, to elaborate unclear words,
phrases, or sentences, and to summarize their reading. These strategies aid readers to
solve their problems when reading texts and assess their planning and its result.
who are searching for meaning provided that they are based on student-selected texts
Pollar, Durodo, Gonzalez, Simmons, Kwok, Taylor, Davis, and Simmons (2011) said
comprehension.
break and these sources are different based on the skill levels and age of readers.
Debbie Miller (2006), the author of several books on reading, outlines methods
Meaning.” Miller discusses setting up a classroom where plan instruction around what
students need individually and help those students with one-on-one conferences.
Reading teachers, Miller believes, need to build relationships with their students based
on trust and open communications. Miller teaches students to work with the same
reading strategies Zimmermann and Keene outline in their works. However, in the book,
independently.
TALA
2. 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 August 10, 2010 from World Wide Web. (Jan. 31, 2020)
8. Cromley, R.A. and Azevedo, R. (2007). Testing and refining the direct and
inferential mediation model of reading comprehension. Journal of Educational
Psychology, 99(2), 311-325.(Jan. 31, 2020)
9. DepEd Order No.47, s. 2017 amendment to DepEd Order No. 18, s. 2017 re:
Guidelines on the Utilization of the Every a Reader Program (ECARP). (Jan. 31,
2020)
10. Dermitzaki, I., Andreou, G., & Paraskeva, V. (2008). High and low reading
comprehension achievers' strategic behaviors and their relation to performance
in a reading comprehension situation. Reading Psychology, 29(6), 471-492. doi:
10.1080/02702710802168519. (Jan. 31, 2020)
11. García-Madruga, J. A., Elosúa, M., Gil, L., Gómez-Veiga, I., Vila, J., Orjales, I.,
& ... Duque, G. (2013). Reading comprehension and working memory's executive
processes: An intervention study in primary school students. Reading Research
Quarterly, 48(2), 155-174. doi:10.1002/rrq.44. (Jan. 31, 2020)
13. Graves, & P. van den Broek (Eds.), Reading for meaning: Fostering
comprehension in the middle grades. New York: Teachers College Press.(Jan.
31, 2020)
14. Guo, Siao-cing (2012). Using authentic Materials for Extensive Reading to
Promote English Proficiency. English Language Teaching, v5 n8 p196-206. (Jan.
31, 2020)
16. Joe Padre, 20M FILIPINOS CAN READ BUT CANNOT UNDERSTAND. (2010).
(Jan. 31, 2020)
17. Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension
tests vary in the skills they assess: Differential dependence on decoding and oral
comprehension. Scientific Studies of Reading, 12, 281-300. (Jan. 31, 2020)
18. McNamara, D.S., & Magliano, J. P. (2009). Towards a comprehensive model of
comprehension. In B. Rose (Ed.), The psychology of learning and motivation
(pp.297-384). New York, NY: Academic Press. (Jan. 31, 2020)
19. Miller, D. (2006). Reading with Meaning: Teaching Comprehensive in the Primary
Grades. (Jan. 31, 2020)
20. Panerio, Reane O.(2008). Reading Comprehension Skills of Gubat South Central
School. Unpublished Undergraduate Thesis: Bicol University Campus. (Jan. 31,
2020)
22. Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A.
B., Davis, M. J., & Simmons, L. (2011). The effects of an intensive shared
book-reading intervention for preschool children at risk for vocabulary delay.
Exceptional Children, 77(2), 161-183. (Jan. 31, 2020)
23. Pourhosein Gilakjani, Abbas & Sabouri, Narjes. (2016). How Can Students
Improve Their Reading Comprehension Skill?. Journal of Studies in Education. 6.
229. 10.5296/jse.v6i2.9201. (Jan. 31, 2020
24. Ravago, Marites M. Komprehensyon sa Pagbasa, August 2018. (Jan. 31, 2020)
25. Röthlisberger, M., Neuenschwander, R., Cimeli, P., & Roebers, C. M. (2013).
Executive functions in five- to eight-year-olds: Developmental changes and
relationship to academic achievement. Journal of Educational and
Developmental Psychology, 3(2), 153-167. (Jan. 31, 2020)
26. Verhoeven, L., & Perfetti, C. (2008). Advances in text comprehension: Model,
process and development. Applied Cognitive Psychology, 22, 293–301.
doi:10.1002/acp.1417 [Crossref], [Web of Science ®], [Google Scholar]. (Jan. 31,
2020)
28. Yovanoff, P., Duesbery, L., Alonzo, J., & Tindal, G. (2005). Grade-level
invariance of a theoretical causal structure predicting reading comprehension
with vocabulary and oral reading fluency. Educational Measurement: Issues and
Practice, 24(3), 4-12. (Jan. 31, 2020)
KABANATA III
DISENYO NG PANANALIKSIK
RESPONDANTE
ng Greenfiels Montessori School Tanay Main Campus. Sila ang aming napili sapagkat
aaral. Ang bilang ng mga repondante ay tatlumpu (30) mula sa ika-pitong baitang.
INSTRUMENTO NG PANANALIKSIK
Ang sarbey kwestyuner ay ginamit upang maipakita ang mga datos na may
aaral ng Greenfield Montessori School Tanay Main Campus. Ang mga pahayag o
mga datos.
TALAHAYAN 1
TALAHAYAN 2
Montessori School Tanay Main Campus sa ika-pitong baitang na may edead na 11-12
bahagdan. Ang mga mag-aaral naman na may edad 13-14 na may kabuuang bilang na
13 o 43.33 bahagdan ang siyang panghuli sa ranggo. Nakalahad sa datos na ang mga
TALAHAYAN 3
CAMPUS
AYTEM Wx R IN
A.
1. Ang pagdating ay malimit na napupukol sa mga sawi sapagkat ang 7.8 9 MK
Betriz?
C.
11. Naging malabis ang kanyang pamumuhay sa sukatang 8.1 11.5 LK
kundi lumuha.
15. Hindi makapaniwalang panay na si Beatriz. 7.5 7 MK
HK-HINDI KATANGGAP-TANGGAP