Reading Comprehension Strategies - HUMSS 2

Diocese of Imus Catholic Educational System, Inc.
St. Mary Magdalene School, Inc.
STRATEGIES IN ADDRESSING THE READING COMPREHENSION

DIFFICULTIES OF SELECTED GRADE 11 STUDENTS OF
SAINT MARY MAGDALENE SCHOOL,
ACADEMIC YEAR
2019-2020
A Research Study
Submitted to the faculty of
Senior High School Department
Saint Mary Magdalene School
Poblacion, Kawit, Cavite
In partial fulfillment
of the requirements for the subject
Inquiries Investigation, and Immersion
Submitted by:
AYA-AY, CZYRA MAE B.
RECUERDO, JAZZMIN L.
REYES, JESSICA LIAH P.
SALCEDO, FRED CHRISTIAN P.
SOLIS, HILARY LEI M.
TAN, NINO ANGELO
TANUYAN, PRINCESS SARAH
TONIDO, JEFFREY
ZARSUELA, FRANCESCA MAY A.
Submitted to:
Ms. Dianne E. Caparas
Inquiries, Investigation, and Immersion Teacher
TABLE OF CONTENTS
PAGE
BIOGRAPHICAL DATA ………………………………………………………… iii
ACKNOWLEDGEMENT ………………………………………………………... xii
ABSTRACT ……………………………………………………………………….. xiii
INTRODUCTION OF THE STUDY ……………………………………………. 1
THE PROBLEM AND ITS SETTING ………………………………………….. 3
Statement of the Problem …………………………………………..... 3
Objective of the Study ………………………………………….……. 3
Significance of the Study ……………………………………………. 4
Scope and Limitation ………………………………………………... 5
Theoretical Framework ……………………………………………… 6
Conceptual Framework ……………………………………………… 6
Definition of Terms ………………………………………………….. 7
REVIEW OF RELATED LITERATURE AND STUDIES ……………………. 8
METHODOLOGY ………………………………………………………………... 14
Research Design …………………………………………………….. 14
Population of the Study ……………………………………………... 15
Sampling Technique ………………………………………………… 15
Research Instrument ………………………………………………… 16
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Data Gathering Procedure ………………………….…………….... 16
Statistical Treatment ……………………………………………….. 17
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ……. 18
Introduction ………………………………………………………... 18
Report of Findings …………………………………………………. 18
Summary …………………………………………………....……… 28
SUMMARY, CONCLUSION AND RECOMMENDATION ………………… 30
Summary of Findings ……………………………………………… 30
Conclusion …………………………………………………………. 31
Recommendation …………………………………………………... 31
BIBLIOGRAPHY ……………………………………………………………….. 32
APPENDICES …………………………………………………………………… xiv
Letter of Approval ……………………………………….………… 33
Survey Questionnaire …………………………………….………... 34
Documentation ………………………………………….…………. 35
Curriculum Vitae ……………………………………….…………. 37
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BIOGRAPHICAL DATA
Czyra Mae Aya-ay, one of the researchers of this study was born on April 22,
2001 in Rosario, Cavite and currently residing at Sunrise Rosario, Cavite. She is the
daughter of Magdalina Aya-ay and. She is responsible in doing any assigned task and
assures to put extra effort into it. She completed her elementary education at Rosario
Elementary School year 2014 and also completed her Junior High School at Rosario
National High School year 2018. She pursued her Senior High School at Saint Mary
Magdalene School and take Humanities and Social Sciences (HUMSS) strand and be able
to graduate this year 2020.
She believes that to become successful in the future, a person has to be
determined and full of dreams. For her, all people should strive hard to reach their dreams
and everyone deserves to be treated equal.
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Jazzmin L. Recuerdo is a 18 year old woman that was born on february 16, 2002
in Cavite City. He is currently living in Ligtong I Rosario, Cavite. She attended her
primary education in Mayor Calixto D. Enriquez Elementary School from year 2008 to
2014 and continues her Junior High School in Bagbag National High School from year
2014 to 2018. After graduating junior high school, she pursue her senior high school in
Saint Mary Magdalene School from year 2018 up to present. She is now a grade 12
student under Humanities and Social Science strand and expected to graduate in the S.Y.
2018-2020.
She believes tht nothing is impossible if you are believe in yourself that you can
do that things no matter what happen. For her, All people must pursue their dream for
them to become successful person someday.
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Jessica Liah P. Reyes, one of the researchers of the research study was born on
November 27, 2001 at Bacoor, Cavite. Her parents are Jay-ar P. Reyes, a billing clerk
accountant at Ospital ng Imus City and Deric Reyes. She has two sisters named Georgina
Kimberly P. Yu and Joanna Marie P. Reyes. She finished her Elementary Education at
Aguinaldo Elementary School and continued her High School at Saint Mary Magdalene
School. She is still studying there with a strand track of Humanities and Social Sciences
(HUMSS) and expected to graduate this year 2020.
She is a responsible young woman who is consistently awarded a Leadership
Awardee of her current school. She always exerts extra effort in all of the things she has
to do and always wanted to finish any tasks given to her properly and perfectly.
Her goal in life is to make her parents proud and pursue college with a course of
Bachelor of Secondary Education Major in English in the Cavite State University CCAT
Campus if she passes the entrance examination. She wanted to fulfill all of her dreams
and later on give back all of her parent’s hard work.
She likes to hang out with her friends when she is free. She also wants to discover
a lot of things together with her companions in life. She wants to try anything under the
sun for she wants to have nothing regrets in the end. She believes that anything is
possible when you start believing.
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Fred Christian Salcedo was born on January 5, 2002 in Cavite City. He is
currently residing at 294 Panamitan Kawit, Cavite. He is the only child of Ging-ging P.
Salcedo and Frederick Salcedo. He completed his Elementary education at Panamitan
Elementary School and also completed his Junior High School at Binakayan National
High School. He pursued his Senior High School at Saint Mary Magdalene School and
take Humanities and Social Sciences (HUMSS) strand and be able to graduate this year
2020.
He wanted to become a famous NBA player someday and also wants to become a
priest.
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Hilary Lei M. Solis was born at Kawit Cavite in the year of 2001 of July 27. She
is the eldest among the three siblings. Her parents are Marilou M. Solis and Hilario O.
Solis. Her mother is the one who take care of them and her father is the one who work
hard for them as an agent of buy and selling owners. She finished Elementary level at
Tinabunan Elementary School with honors and continued High School at Imus Nation
High School and been moving up with awards for being in a honor roll for 4 years. She
continued her senior high school at Saint Mary Magdalene School until now as a Grade
12 student in the strand of Humanities and Social Sciences. She is looking forward for
her college level; she will be taking a Bachelor of Science in Psychology course in Cavite
State University if she will pass the examination. Her goal is to finish her studies for her
to have a decent work to start achieving her dreams in life and to make her parents proud
and have a good life from her.
She is planning to travel the world, buy luxurious things once she had an enough
money, she is interested in social developing of human self, she also like reading novels
and writing short realizations in her life.
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Nino Jorel Angelo R. Tan was born on August 6, 2002 at Rosario,Cavite. He is
the eldest brother of Jesciely Jorel Kleoj R. Tan. His Father is a company driver and on
the other hand his mother is a cook. He finished his six years of Primary Education at
Gov. D.M Camerino Elementary School Imus,Cavite. He continued his four years of
Secondary Education at Emiliano Tria Tirona Memorial National High School, Gahak
Kawit,Cavite. After his moving up, he continues his study at Saint Mary Magdalene
School for his Grade 11 and Grade 12 education in strand of Humanities and Social
Sciences (HUMSS).
His goals in life are to finish study with the degree of Bachelor of Science in
Criminology (BS CRIMINOLOGY) and to achieve his dream and goals in life to have a
better life with his parent and family.
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Princess Sarah C. Tanuyan, one of the researchers of this study is a 19 years old
woman and was born in Sahod, Ulan, Tanza, Cavite on February 16 2001. She is
currently living in Kawit, Cavite. She is the younger among two children of Mr. Fresco
Tanuyan and Ms. Marilyn Condalor. She attended her primary education in Baranggay
Kanluran, Binakayan, Kawit, Cavite and continued her High School in Emiliano, Tria,
Tirona, Memorial, National Highschool (ETTMNHS) in Gahak, Marulas, Kawit, Cavite
from year 2013 to 2016.
She is now a Grade 12 student and expected to graduate Senior High School
under Humanities and Social Sciences (HUMSS) as her strand from year 2018 to 2020.
She loves to hang out with her friends and make new things. She loves reading
books and listening to music. She would like to pursue her study no matter what. She’s
going to continue her journey in college life. The course that she wants to take is
Bachelor of Science in Hospitals.
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Jeffrey Tonido was born in April 21, 2000 at Ligtong lll Rosario, Cavite. He is the
eldest brother of Rachellyn Tonido, Ma.Cristina Reyes and Prince John T. Reyes. His
father is Kristoffer B. Reyes is welder and his mother is Norma Tonido as a housewife.
He finished his elementary in Mayor Calixto D. Enriquez Elementary School at
the year of 2007-2013. He continued his secondary at Bagbag national high school. After
his moving up he continued his study at St. Mary Magdalene School in the strand of
Humanities in Social Science (HUMSS).
His goal in life is to finish his study in the course of Bachelor of Science in
Criminology (BSCRIM). Also, one of his dream is to lift up his family and poverty.
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She is Francesca May Zarsuela, one of the researchers of this study. She was born
on May 16, 2001 in Cavite City and currently residing in Seaview Subdivision Noveleta,
Cavite. She is daughter of Noel and Mimosa Zarsuela. She is responsible in doing tasks
assigned to her. She completed her elementary education at Noveleta Elementary School
at the year 2014 and also completed her secondary High School in Cavite National High
School and graduated in the year 2018. She pursued Senior High School at Saint Mary
Magdalene School on the strand Humanities and Social Science (HUMSS) and she is
expected to graduate this year, 2020.
She wants to be a Professional Psychologists in the future because she wants to
help other people with mental health issue.
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ACKNOWLEDGEMENT
It may took a long time to achieve this moment of successfully finishing and
achieving their research study, the researchers wanted to show their deepest gratitude first
to their parents; who supports them each day and inspires them to do any tasks given.
They are the source of strength in which pushes the researchers to continue and try harder
as much as they can.
To their classmates; who became their team mates in achieving each one’s goal in
every output given to them, they are the instruments used by God to make the impossible
made possible.
To their teachers especially their research adviser, Ms. Dianne Caparas who
patiently gave her time, effort and all just to guide the researchers in everything that they
have to do and for unending support from the beginning up to the end.
And lastly, to God who had given them skills and strengths to come up and
finished this research study. The One, who always guide them since day one and all
throughout the chapter of this study until they have achieved in successfully finishing it.
Truly, they did everything through God who strengthens them.
To God be the Glory!
xii
ABSTRACT
Students tend to read without knowing if they really absorb what the author
conveys and it affects their school learning progress. The researchers come up with this
study to determine strategies that can help the students addressing their reading
comprehension difficulty because the students are just taking this for granted. This study
aims to (1) determine students’ demographic profile, (2) identify student’s reading
comprehension difficulties and (3) evaluate student’s reading comprehension level. This
study will be limited for the selected Grade 11 students of Saint Mary Magdalene School.
The respondents are 100 students and the researchers’ use simple random
sampling in data gathering procedure. The research design of the study is descriptive
research design and also used a research-made questionnaire.
The results indicated that the difficulties they experienced in reading are
encountering unfamiliar words, and comprehending on their own and their
comprehension level were only at the developing. The researchers concluded that
answering context clues, using dictionaries, reading books with more contexts, watching
videos with subtitles and preferring English movies than the other one are the strategies
that can help the students to develop their comprehension skill. The researcher
recommends having a study about effectively using the said strategies.
xiii
INTRODUCTION
Background of the Study
Reading is an interactive process between the reader and the writer. It is a mental
process wherein someone looks into a written text and starts to absorb the information
from the written linguistic message. It may took a thousand meaning to define what
reading is but it only tells that reading is an important skill that we have to learn for it is a
way on how we can communicate with other people. In other hand, comprehension
defines the capacity for understanding fully a certain context. Comprehension or
extracting meaning from what you read is the ultimate goal of reading.
Reading and reading comprehension were both really different. Reading
comprehension perhaps is the ability to understand, visualize and even interpret what you
have read. Therefore it is concluded that, reading comprehension is an important
academic skill mostly for the students for it underpins school learning and essential in all
subject areas as students’ progress through the grades.
There are a lot of factors that can affect the reader in causing a difficulty in
understanding a text. Many can read but having a hard time to understand what the
writing was all about. Readers mostly the students are just taking the reading
comprehension for granted and did not appreciate having that skill to understand. They
tend to just read the given text without knowing if they really absorb what the author
wants to tell them. Students have to come up with this kind of difficulty for they have to
enhance the skill that can really help them to apply it not just academically but also in a
professional way when time passes by.
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According to Westwood, some of the factors that contribute as the cause of
students’ difficulty in reading a text are within the learner’s background, teaching
technique and learner’s environment. Interest is one of the most important factors in order
to increase the students’ achievement in reading. To be a good reader, learners should
develop and improve three distinctive reading abilities that contribute to a competent
reading: (a) recognizing familiar words, (b) using phonic skills to pronounce unfamiliar
words, and (c) understanding what is being read (Funnel and Morgan, 1995, p.46). These
strategies can help a lot especially to students who were trying hard to overcome their
reading comprehension difficulties. The students do not need to force their ability to do it
that easily yet they have to start in just little ways.
This research study will aim to determine the strategies in addressing the reading
comprehension difficulties experienced by the students mostly the grade 11 students of
Saint Mary Magdalene School, academic year 2019-2020. They will become aware of the
factors why they are having a hard time absorbing or understanding a specific context.
This will also prevent the students reading comprehension difficulties and perhaps
improve the skills they have in understanding by applying the strategies that can help
them.
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CHAPTER I
THE PROBLEM AND IT’S SETTING
Statement of the Problem
This research study will focus on the strategies in addressing the reading
comprehension difficulties of selected Grade 11 students of Saint Mary Magdalene
School, academic year 2019-2020.
Specifically, this research study seeks to answer the following questions:
 What is the demographic profile of the students in terms of:
a.) gender?
b.) age?
 What is/are the reading comprehension difficulties that the selected Grade 11
students encounter in reading comprehension test?
 What is the reading comprehension level of the selected Grade 11 students?
Objective of the study
This research study will generally aim to distinguish the strategies in addressing
the reading comprehension difficulties of selected Grade 11 students of Saint Mary
Magdalene School, academic year 2019-2020.
Specifically it will aim to:
 determine the demographic profile of the students in terms of;
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a.) gender
b.) age
 identify the reading comprehension difficulties of selected Grade 11
students encountered in a reading comprehension test and;
 evaluate the reading comprehension level of selected Grade 11 students of
Saint Mary Magdalene School.
Significance of the Study
One of the problems that the students are facing is having reading comprehension
difficulties. Aside from reading a literature, science, mathematics, history, and other
subjects involve needed; comprehension. Common reading comprehension difficulty is
the literacy difficulty in which the student struggle to learn and read from vocabulary
building. By understanding the meaning of what you have read, you will be able to apply
it on yourself since you already know what the author wants to tell you.
Students. Reading certain textbooks, answering a couple of examinations or
questionnaires and even interpreting given announcements or reminders are just some of
the scenarios that the students are experiencing. If they are having a hard time to
understand or comprehend such things, they can apply and test these strategies to address
their reading comprehension difficulties. This research study will help the students to be
aware of their difficulties in reading comprehension so that after knowing it, they can
now make a step to improve or enhance their skill about it.
4
Teachers. This research study will set as their guidelines on what strategies that
they can do to address the reading comprehension difficulty that their students have. It
will be hard for them to teach a certain lesson if the students are not capable to
understand it. After knowing what difficulties that the students have, the teachers will be
able to persuade his/her students to enhance their skills in comprehension.
Readers. Whether you are a student, a manager, a basketball coach, or even a
chef in a kitchen, there will always be a situation where you have to understand what you
are have to read. Students must explain a context when a teacher asks to, a manager must
understand the proposal so they can head a meeting, and chefs must understand neither
the instructions nor the recipes needed so he/she can follow the steps properly. Without
comprehension, the readers will not be able to absorb what the author is expressing or
sharing so they can use these strategies to make their reading comprehension great. They
will be able to distinguish if they are having a reading comprehension difficulty by
following these strategies.
Scope and Limitation
The research study scopes about the strategies in addressing the reading
comprehension difficulties of selected Grade 11 students of Saint Mary Magdalene
School. The researchers will specifically aim to identify the reading comprehension
difficulties of the selected Grade 11 students and also their reading comprehension level.
The researchers will conduct the research study at Saint Mary Magdalene School only
5
and the respondents will be the Grade 11 students for they have the ability to answer
some questionnaires that will help a lot to the said research study.
Theoretical Framework
According to relevant recent studies, Filipino child needs to develop higher order
skills and functional literacy (Cayubit, 2013). Some people just taking the reading
comprehension for granted. They tend to not give much effort and time to learn and
enhance that they must have about it. “Most Filipinos are poor and they do not have spare
time to read because they are busy working for living. For them, reading is not important
(Villa, 2008).
Conceptual Framework
Input Process Output
Determine the strategies in The researchers will be The researchers would
addressing the reading collecting the data needed determine the strategies that
comprehension difficulties by preparing a can help the students to
of the students. questionnaire that the easily address their reading
respondents will have to comprehension difficulties
answer. Before the survey, that they encounter. By the
the researchers will conduct means of these strategies,
an orientation or the students will be able to
background about the be aware of their difficulties
research study to ensure that and do things that help them
6
the respondents will to overcome through it.
understand the information
on the survey questionnaire.
Definition of Terms
The following definitions are provided to ensure the uniformity and understanding
of these terms throughout the study.
Academic: relating to education or scholarship.
Author: a writer of a book, article, or report.
Comprehension: the action or capability of understanding something.
Linguistic: a study of human speech including the nature, structure and development of
language.
Reader: a person who reads or who is fond in reading.
Reading Comprehension: the ability to process text, understanding it’s meaning and to
integrate with what the reader already knows.
Reading: the action or skill of reading written or printed manner silently or aloud.
Skill: the ability to use one’s knowledge effectively and readily in execution or
performance.
Strategies: a method or plan chosen to bring about a desired future, such an achievement
for a goal or solution to a problem.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter reviews some local and foreign of relevant existing literature and
studies about reading comprehension difficulties. The first section focuses on the reading
comprehension, followed by its importance mostly to the students, their difficulties,
comprehension level and the strategies.
Reading Comprehension
Reading comprehension is the ability to understand, visualize or interpret what
you have read. When you were not able to understand what you have read, it is not
reading. Having a skill in reading comprehension only shows the effectiveness of your
reading ability.
Cayubit (2013) states that a Filipino child needs to develop higher order skills and
functional literacy. It is given that any Filipino child with sufficient reading skills would
have greater chances of success in school compared to a child whose reading skills are
poor and more often than not, those with poor reading skills when assessed properly are
diagnosed with reading disability. Having that reading comprehension skill gives a big
chance to every child to achieve the success in their studies.
Some people just taking the reading comprehension for granted. They think that
having this skill does not affect their everyday living while in a matter of fact it is
obviously attacking every situation they have. They do not give that much effort and time
to learn and enhance the skill about it. “Most Filipinos are poor and they don’t have spare
8
time to read because they are busy working for a living. For them, reading is not
important (Villa, 2008)”.
Importance of Reading Comprehension to Students
Speaking, listening, reading and writing are four basic skills that the students have
to master in acquiring English. From those basic skills, reading is considered as the main
important skill for it has received more attention that can help regarding all the aspects of
education.
The Center for Public Education states, “Reading is the open sesame for acquiring
knowledge: learn to read, and you can read to learn just about anything.” Children begin
the process of learning to read long before entering school as they acquire vocabulary and
background knowledge. But when they enter school, it is not long before they can and
must use reading skills and strategies to learn all about the world around them in every
subject and content area. No matter what subject or area that the student needs to
understand, having a great reading comprehension will take as their advantage as they
will understand a certain text.
When a student doesn’t have that ability in understanding the given text, their
academic performance will be affected as well. There will always be circumstances
wherein the students have a task to indicate what they have understood in those lessons.
In this study, by addressing the strategies in having reading comprehension difficulty by
students they will be able to identify on what certain things they must do to improve or
enhance their reading comprehension.
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Reading Comprehension Difficulties of Students
It can be safely said that reading is the true backbone of most learning. As
students go up the educational ladder, more reading is usually required as subjects
become more dense and challenging. The difficulty level simply increases — not the
other way around.
Hence, if a student’s reading comprehension is poor, chances are his/her
performance in other subjects will be compromised. Given that, just how do students in
the country rate in reading? A look at the National Achievement Tests (NAT)
administered to public schools can shed some light. Every student undergo in this kind of
test wherein they are being examine just by knowledge, skill and comprehension that they
have.
The Department of Education reports that there has been a 21.36% increase in
NAT results from 2006 to 2009. The 2009 NAT revealed a rise in Mean Percentage Score
(MPS) of only 66.33% from 54.66% in 2006, which equates to an improvement of
11.67%. The percentage gains were in all subject areas and pointed to a steady
improvement in the primary education of the country’s public school system.
In a 2007 interview, Dr. Yolanda Quijano, head of the Department of Education’s Bureau
of Elementary Education, attributed “reading problems as the main culprit for the poor
performance of some students in the NAT.” The students’ scores from the said test really
depend on their comprehension. They would not be able to answer it correctly if they do
not understand every question indicated on that exam. Obviously students starting from
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their grade school where just making the reading comprehension skill out of their
priority.
Reading comprehension difficulty is one of the problems that the students are
facing nowadays. They tend to just read the given text without knowing if they really
absorb what the author wants to tell them. Students have to come up with this kind of
difficulty for they have to enhance their reading comprehension because this will also
help them to have a brighter future.
Reading Comprehension Strategies
In 1997, Ellin Oliver Keene and Susan Zimmermann, partners at the Denver-
based Public Education and Business Coalition, published “Mosaic of Thought: teaching
comprehension in a Reader’s Workshop,” which explained how good readers use
thinking strategies to build comprehension. The strategies discussed was; monitoring for
the meaning, asking questions, determining importance, synthesizing, visualizing,
creating schema and inferring.
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.
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Those were some of the strategies that will come up to help neither the students
nor other people in addressing their reading comprehension difficulty. Those techniques
or ways can make the students be aware so they can enhance their reading comprehension
skill. Davey (1983) states that think aloud are modeling cognitive processes of reading
comprehension. Knowing that students often learn well when they can watch a good
model, teachers are trying to help poor reading comprehender by verbalizing their own
thoughts as they read aloud-modeling the kinds of strategies a skilled reader uses during
reading.
Levels of Reading Comprehension of the Students
Reading comprehension refers to whether or not a student understands a text that
they have read. At higher levels, comprehending a text involves making inferences and
understanding implicit ideas. Some students struggle with reading comprehension. These
reading comprehension worksheets should help you provide remediation to these
students.
Reading comprehension is an important academic skill. It underpins school
learning and becomes increasingly important in all subject areas as students’ progress
through the grades. The appropriate use of background knowledge is a crucial element in
extracting meaning from text. Current research indicates that students benefit most from
activities that assess, activate, and develop their background knowledge before reading.
Students with learning disabilities may experience difficulties in activating appropriate
knowledge or in developing background knowledge when it is missing or uncertain.
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The short-term and working memory skills of the students and comprehension
difficulties really affects the level of their understanding. Bilbao, Donguilo, and Vasay
(2017) state that reading comprehension is one of the reading competencies that every
student has to develop. However, there are still students who are below the proficiency
level of reading comprehension despite the reading instructions and strategies provided
by the teachers for the improvement of students’ reading comprehension.
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CHAPTER III
METHODOLOGY
This chapter discussed the research design of the study. It also described the
population of the study, sampling technique, and research instrument used in the entire
study. It also showed the data-gathering procedure and the statistical treatment used to get
the results and interpretation of the study.
Research Design
This study used descriptive research design. This research design 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.
According to Manuel and Medel, descriptive research describes what is. It
involves the description, recording, analysis, and interpretation of the present nature,
composition or process of phenomena. The focus is on prevailing conditions, or how a
person, group, or thing behaves or functions in the present. It often involves some type of
comparison or contrast.
There are three main types of descriptive methods; observational, case-study and
survey methods. This study used survey methods wherein the respondents administered
through questionnaires. Their answers were given description and interpretation by the
researchers.
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Population of the Study
The population of the study was 100 respondents randomly selected from the
Grade 11 senior high school students of Saint Mary Magdalene School, academic year
2019-2020. These target respondents defined as the range of students who were having a
reading comprehension difficulty. They also have the capacity to answer the
questionnaires provided by the researchers.
Sampling Technique
This study used simple random sampling for the selection of the respondents
among the Grade 11 senior high school students of Saint Mary Magdalene School,
academic year 2019-2020. This sampling technique is a fair sampling technique where
every item in the population has an even chance and likelihood of being selected in the
sample. Here the selection of items completely depends on chance or by probability and
therefore this sampling technique is also sometimes known as a method of chances.
Section No. of Respondents

STEM 1-St. Lorenzo Ruiz 20
STEM 2-St. Pedro Calungsod 20
ABM 1-St. John Paul II 20
HUMSS 1- St. Domingo Savio 20
HUMSS 2- St. Padre Pio 20
Total no. of Respondents: 100
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Research Instrument
The researcher used a researcher-made questionnaire as the main data-gathering
instrument to achieve the research objective. The questionnaire was divided into three
main sections; the first part contains the demographic questions to identify the profile of
the student including the name as optional and their grade and section, the second part
contains a multiple-choice test wherein it aims to determine the reading comprehension
level of the students and the last part contains rate and scale questions wherein the
respondents will scale their answers with always, sometimes, often and never. For the
validity of the research instrument, the questionnaire was validated by the research
consultant before it laid on the study.
Data Gathering Procedure
The researchers had spent time, effort and cooperation in developing their
questionnaire so as to make the objective of the research study achieved. Before the
survey, the researchers conducted a background about the research study to ensure that
the respondents will understand the information or data on the survey questionnaire.
The questionnaires were distributed directly to the selected grade 11 students from
the senior high school department of Saint Mary Magdalene School, academic year 2019-
2020. The total number of grade 11 senior high school students is 215. Through the
simple random sampling, the researchers distributed the questionnaires fairly and equally.
To obtain the 100 respondents needed, there are 20 respondents from each sections of the
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class. The data gathered from the research instrument were tallied and computed for
interpretation according to the answers by the respondents.
Statistical Treatment
The study used the frequency and percentage distribution for the interpretation of
the result. A percentage frequency distribution is a display of data that specifies the
percentage of observations that exist for each data point or grouping of data points. It is a
particularly useful method of expressing the relative frequency of survey responses and
other data.
Formula:
%= x 100
Where,
%= percentage
f= frequency
n= sample population
17
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, the results of the statistical analysis done
and interpretation of findings. These are presented in bar graphs following sequence of
questionnaires regarding the Strategies in Addressing the Reading Comprehension
Difficulties of Selected Grade 11 students of St. Mary Magdalene School, Academic
Year 2019-2020.
Introduction
The researcher’s main objective of the study is to distinguish the strategies in
addressing the reading comprehension difficulties that the selected Grade 11 students
encounter. The researchers conducted a survey within the St. Mary Magdalene School
with 100 respondents who can sums up the population. The researchers ensure that the
results of the survey are reliable and credible data and come from the students.
Report of Findings
A. Demographic Profile of the Respondents
Gender of the Respondents
Female
42%
Male
58%
18
58% of the respondent’s gender percentage was Female. It only shows that most
of the findings were mostly surveyed to them. 42% was the percentage of Male and it
only means that females were more knowledgeable than males because according the
results of the findings most of the female got an average score than males, showing that
reading English medium was that difficult for males.
Age of the Respondents

7%
16 years old
39%
17 years old
54% 18 years old
Most of the respondents were belong to the age of being 17 years old. It only tells
that, most of our survey questionnaires were answered by the students who are already at
their puberty or adolescence which means that they absolutely have the capacity and
ability to understand and comprehend what our survey is all about. This stage is where
most of the students must and already have attained an advanced reading comprehension
level and thinking.
B. Reading Comprehension Test
The worksheet will help the respondents to learn in discovering the meanings of
unknown words by using clues in the context. The worksheet will also give the
respondents a practice with enhancing their reading comprehension skill this will also be
considered as one of the strategy that the respondents can get to achieve reading
comprehension skill.
19
Reference: https://www.k12reader.com/worksheet/context-clues-for-meaning/
Direction: Circle the letter of the word that most closely matches the meaning of the
underlined word. Use the other words in the sentence as clues to the correct meaning.
1. The generous people who live in the 6. The policeman arrested the speeder for
forest fed the emaciated lost dog. flagrantly disobeying the speed limit.
A. fierce A. joyfully
B. calm B. cautiously
C. thin C. obviously
D. tame D. sadly
2. She invariably leaves her homework at 7. The city council concurred with the
home and must turn it in late. excellent recommendations of the library
A. purposefully committee.
B. hated A. agreed
C. happily B. rejected
D. always C. argued
D. stopped
3. The mother bathed the baby in the tepid 8. A man of few words, he is known for his
water. brevity.
A. lukewarm A. briefness
B. hot B. athleticism
C. muddy C. laughter
D. cold D. skills
4. The car collector bought the vintage 9. The mood was somber at the funeral of
Ford Mustang. the former president.
A. rose colored A. shyly
B. broken down B. serious
C. real C. hungry
D. classic D. plenty
5. The slovenly boy never cleaned his 10. The country cottage was just outside
room or washed his hands. the quaint and picturesque town.
A. proud A. charming
B. sloppy B. running
C. careful C. ruined
D. little D. perhaps
20
Reading Comprehension Level of Grade 11

Students
9% 7%
Needs Improvement
Developing
36% Sufficient
48%
Advanced
Based on the results of the reading comprehension level test, 7% out of 100% got
scored of 1-3 points in the worksheet that they have answered; only means that they were
classified into the rubric that “needs improvement”. They must improve their reading
comprehension. 48% scored in the range of 4-6 points and they have reached the
“developing” stage means that almost half of the population must also have to develop
their skill in reading. 36% of the population belongs to the “sufficient” range for they
have scored 7-8 points that are the average score. Only 9% reached the “advanced” stage
telling that out of the 100 population, you can only count those students who already have
skill in comprehension. Therefore, most of the Grade 11 students have to address and
develop their reading comprehension skill.
C. Strategies through Rate and Scale
This test will examine the respondents’ behavior regarding the reading
comprehension skill that they have by rating every situation indicated as always,
sometimes, often and never.
Directions: Read each questions carefully and rate your answers by checking it on the
space provided in the box.
21
Always Sometimes Often Never

1. Are you having a difficulty in reading?
2. Do you feel uneasy when you are reading
textbooks?
3. Is it important to you to understand what
you are reading?
4. Are you having a difficulty in
understanding instructions, reminders or
directions with English language?
5. Do you enjoy reading textbooks that
includes pictures?
6. Do you prefer watching videos or movies
with subtitles?
7. Do you prefer watching Filipino movies
rather than English movies?
8. Do you understand if your teacher discusses
using English language?
9. Do you try to speak in English while
reciting in your class?
10. Do you use dictionary to understand some
words that is new or unfamiliar to you?
Difficulty in Reading
8% 5%
Always
25% Sometimes
Often
62% Never
Based on the results of the respondents’ answer, out of 100% there are 59% who
admitted that they are sometimes having a difficult in reading. Even though they have
rated their difficulty only as “sometimes” it is very intriguing for almost half of the
population are experiencing it plus the 26% who “often” have a difficulty. There are only
22
8% of the populations who are experiencing not having difficulty at all while only 7%
always experiences it.
2. Do you feel uneasy when you are reading textbooks?
Feel uneasy when Reading Textbooks

13% 8%
Always
Sometimes
33% Often
46%
Never
Based on the chart of the results, there are only 8% who admitted that they
“always” feel uneasy when reading textbooks, but 46% of the population experiencing it
“sometimes”, 33% of them says they “often” encounter it while only 13% admits that
they have never experiences it at all. It only sows that some of them does not feel uneasy
when they are reading textbooks, but they not really understand at all the textbooks that
they were being read.
3. Is it important to you to understand what you are reading?
Importance of Understanding in Reading

4% 1%
Always
17% Sometimes
Often
78% Never
23
Based on the presented chart, 78% of the population considered that it is
important to understand what they are reading so it only tells that the students have the
insight about having comprehension in reading. There are only, 17% of the populations
who still consider that it is important only “sometimes” telling that there are still students
who are taking the reading comprehension for granted.
4. Are you having a difficulty in understanding instructions, reminders or directions with
English language?
Difficulty in Understanding English

Language
14% 6%
Always
Sometimes
30% Often
50%
Never
Based on the answers of the respondents presented at the pie chart, there were
50% of respondents who honestly said that they do really “sometimes” having a hard
time understanding contexts in an English language that can either be verbally or non-
verbal. 6% of the population admitted that they really encounter situations where in they
are experiencing difficulty in understanding any textbooks in an English medium
language. On the other side, 30% of them say they have experienced it very “often”
while only 14% of them admit “never”.
24
5. Do you enjoy reading textbooks that includes pictures?
Enjoyment in Reading with Pictures

9% 0%
Always
Sometimes
26%
Often
65%
Most of the respondents admitted that they still enjoy books that includes pictures
and those textbooks were not appropriate for the senior high school students like them.
Textbooks with pictures are only for intermediate students who do not have that much
capability to read a lot of words to understand the given thought or context. This will be
concluded as one of the strategies to enhance the student’s reading comprehension.
6. Do you prefer watching videos or movies with subtitles?
Watching videos and movies with subtitles

4% 0%
Always
23%
Sometimes
73% Often
Most of the Grade 11 student chooses to watch a movie with subtitles and that is a
good thing for them to develop their reading comprehension skill for it is a way on how
25
they can understand the certain movie that they are watching. This situation will be
considered as one of the strategies to address difficulties in reading.
7. Do you prefer watching Filipino movies rather than English movies?
Watching Filipino Movies

3%
Always
20%
24% Sometimes
Often
Never
53%
Based on the respondents’ answers, the majority of the population was only
sometimes choosing Filipino movies rather than English movie. It only tells that one
strategy that they can do is to watch more English movies rather than Filipino movies for
them to be able to enhance their reading comprehension skill because if they tend to
watch a lot of movies with the English medium their comprehension obviously can
develop.
8. Do you understand if your teacher discusses using English language?
Understanding Discussions in English

Language
5% 1%
Always
34% Sometimes
Often
60% Never
26
Almost half of the respondents answered that they only “sometimes” understand
if their teacher discusses in their class using English medium and it only conclude that
they prefer using Filipino language for them to understand the lesson that they are
discussing. One strategy that they can apply to address their difficulty in comprehension
is to make their selves be interested in English medium and try to understand it with the
explanations given.
9. Do you try to speak in English while reciting in your class?
Speaking English Language in Recitations
18% 18% Always

Sometimes
Often
Never
64%
Based on the results, most of the students try to speak in English while reciting in
a class only “sometimes”. While, 18% of the population says that they “always” try to.
This can also be considered as one of the strategy that the students can use to enhance
their reading comprehension skill because when speaking they not only try to meant
when they want to say but also convey what does it mean.
27
10. Do you use dictionary to understand some words that is new or unfamiliar to you?
Using Dictionaries
1%
Always
19%
38% Sometimes
Often
42% Never
Based on the results of the respondents’ answers, 42% of them use dictionaries to
unlock the meaning of the unfamiliar words that they encounter but the majority of them
only uses dictionaries “sometimes”. Another strategy that they can do is to look for a
dictionary if they encounter unfamiliar or new word for them because dictionaries can
help them to understand the contexts that they are reading.
Summary
After conducting the data gathering procedures, the researchers found out that
most of the Grade 11 students of St. Mary Magdalene School have to enhance their
reading comprehension skill for most of them got only the “developing” range of level in
their reading comprehension test. Most of the surveyed respondents were already teen
and still does not achieve that reading comprehension skill also, out of 100% there is only
1 male who are in advanced level of comprehension only shows that mostly male needed
to develop it. The researchers also distinguished strategies on how the Grade 11 can
develop and enhance the comprehension skill that they have and these are; reading
textbooks with more contexts than pictures, choosing movies or videos with subtitles
28
when watching, taking English movies as the most preferred among Filipino movies,
engaging their comprehension when their teacher is discussing using English medium,
using dictionaries to unlock the unfamiliar words, and also enhancing their
comprehension answering a lot of context clues so that they can develop their known
words. These strategies can help them to address the difficulty that they are experiencing
in reading comprehension.
29
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter will provide a summary of the purpose and the results of this study
and then conclusions will be discussed based on the researchers’ insights gained.
Summary of Findings
The researchers conducted the survey at Saint Mary Magdalene School. After
conducting the survey and analyzing the datas, the researchers found out that the reading
comprehension level of selected Grade 11 students results’ were mostly below the
average needed and they are already at their teen age yet it only shows that they must
improve their reading comprehension skill. They must also address their difficulties
encountered in reading and answering the survey questionnaires. There is only 1 male
who got an advanced level of comprehension, shows that mostly males are those who are
needed to improve in terms of their comprehension.
Based on the results, the students are sometimes having a difficulty in reading and
also felt uneasy when reading textbooks. Also, they sometimes have difficulty in
understanding instruction, reminders or directions in English medium. Nonetheless, the
students always think that it is important for them to understand what they are reading.
The researchers also gathered strategies from the survey questionnaires they
provided. These are; reading textbooks with much words or context rather than pictures,
watching English videos, speaking in English while reciting in class, engaging
30
themselves while the teacher is discussing in English medium, using dictionary in
unlocking unfamiliar words and answering worksheets that uses clues in the context.
Conclusion
The researchers concluded that the difficulties of selected Grade 11 students
encountered in reading comprehension are; reading context with unfamiliar words,
textbooks with much word than pictures, comprehending given text with their own and
watching English movies or videos without subtitles. These encountered struggle
situations can help them to address the difficulty that they are experiencing as a strategy.
Also, since the first part of the questionnaire contains a worksheet about context
clues and most of the students only got the average level at the result, it only shows that
they can also use that as a strategy to enhance their comprehension skill.
Recommendation
The researchers would like to recommend a study in effectively applying the said
strategies from the students who are hardly coping up the difficulty that they have in
reading comprehension.
The researchers also recommend the future researchers to be smart and research
oriented in gathering data for them to be able to accomplish their specific study that they
will go through. They can also have an orientation to their respondents before collecting
data so that they can have and achieve the best result that can lead them into a successful
study.
31
BIBLIOGRAPHY
(2008, June 27). As a recent study confirmed, reading is not a habit among Filipinos.
What do you think is the reason behind this?. Philstar.com. Retrieved from
https://www.philstar.com/inbox-world/2008/06/27/69801/recent-study-
confirmed-reading-not-habit-among-filipinos-what-do-you-think-reason-
behind-this
(2010, March 2). How do Filipino students rate in reading?. Philstar.com. Retrieved from
https://www.philstar.com/lifestyle/health-and-family/2010/03/02/553720/how-
do-filipino-students-rate-reading
Bilbao, M. M., Donguila, C. S., & Vasay, M. G. (2016). Level of Reading

Comprehension of the Education Students. Retrieved from
https://ejournals.ph/article.php?id=13762
Cayubit. (2013). Vocabulary and Reading Comprehension as a measure of Reading skills

of Filipino Children. Retrieved from https://www.researchgate.net/publication/
282121510_Vocabulary_and_reading_comprehension_as_a_measure_of_
reading_skills_of_Filipino_children.
Davey, B. (1983). Think aloud: Modelling the cognitive processes of reading

comprehension. Journal of Reading 27 (1), 44-47. Retrieved from jstor.org
Keene, E.O. (1997). Referencing: Mosaic of Thought: Teaching Comprehension in a

Reader’s Workshop.Zimmerman. Referencing: Seven Keys to Comprehension.
Hulme, C. (1992). Reading Comprehension Difficulties in children. Reading and Writing

4 (3), 245-256. Retrieved from link.springer.com
32
LIST OF APPENDICES
APPENDIX PAGE
Letter of Approval …………………………………………………………….…..... 33
Survey Questionnaire ……………………………………………………….……… 34
Documentation …………………………………………………………………...... 35
Curriculum Vitae ………………………………………………………………...…. 37
xiv

Tanggulan St., Poblacion, Kawit, Cavite 4104
(046) 484-7486 / (046) 484-7488
https://m.facebook.com/SMMSchool1963/
January 7, 2020
Mr. Gabriel Alina

School Principal
St. Mary Magdalene School
Poblacion, Kawit, Cavite
Dear Mr. Gabriel Alina,
Greetings of peace!
We, the Grade 12 Humanities and Social Sciences students of St. Mary Magdalene School
are currently conducting a study entitled, Strategies in addressing the reading
comprehension difficulties of selected Grade 11 students of St. Mary Magdalene School,
Academic Year 2019-2020 as a requirement for the Inquiries, Investigation and Immersion
subject for the second semester.
Regarding this, we would like to request the approval of your good office for us to conduct
data gathering and collection. The said data gathering will be held in January 13-17, 2020.
Attached here are the research instruments needed in the data gathering.
We assure that the data will be treated with utmost confidentiality and will be only use for
research purposes. We are looking forward to your favorable response.
Thank you and God bless!
33
Tanggulan St., Poblacion, Kawit, Cavite 4104
STRATEGIES IN ADDRESSING THE READING COMPREHENSION DIFFICULTIES OF

SELECTED GRADE 11 STUDENTS OF SAINT MARY MAGDALENE,
ACADEMIC YEAR 2019-2020
NAME: (Optional) _________________________________ Age: ________ Signature: _____________
Grade and Section:_____________________________________________ Gender: ( ) Female ( ) Male
A. Reading Comprehension Test: This worksheet will help the respondents to learn in discovering the
meanings of unknown words by using clues in the context. This will also give the respondents a practice
with enhancing their reading comprehension skill.
Reference: https://www.k12reader.com/worksheet/context-clues-for-meaning/
Direction: Circle the letter of the word that most closely matches the meaning of the underlined word.
1. The generous people who live in the forest fed 6. The policeman arrested the speeder for
the emaciated lost dog. flagrantly disobeying the speed limit.
A. fierce B. calm A. joyfully B. cautiously
C. thin D. tame C. obviously D. sadly
2. She invariably leaves her homework at home 7. The city council concurred with the excellent
and must turn it in late. recommendations of the library committee.
A. purposefully B. hated A. agreed B. rejected
C. happily D. always C. argued D. stopped
3. The mother bathed the baby in the tepid 8. A man of few words, he is known for his
water. brevity.
A. lukewarm B. hot A. briefness B. athleticism
C. muddy D. cold C. laughter D. skills
4. The car collector bought the vintage Ford 9. The mood was somber at the funeral of the
Mustang. former president.
A. rose colored B. broken down A. shyly B. serious
C. real D. classic C. hungry D. plenty
5. The slovenly boy never cleaned his room or 10. The country cottage was just outside the
washed his hands. quaint and picturesque town.
A. proud B. sloppy A. charming B. running
C. careful D. little C. ruined D. perhaps
B. Rate & Scale. This test will examine the respondents’ behaviour regarding their reading comprehension
skill. Read each questions carefully and rate your answers by checking it on the space provided in the box.
Always Sometimes Often Never
2. Do you feel uneasy when you are reading textbooks?
3. Is it important to you to understand what you are
reading?
4. Are you having a difficulty in understanding instructions
or reminders with English language?
5. Do you enjoy reading textbooks that includes pictures?
6. Do you prefer watching videos or movies with subtitles?
7. Do you prefer watching Filipino movies rather than
English movies?
8. Do you understand if your teacher discusses using
English language?
9. Do you try to speak in English while reciting in your
class?
10. Do you use dictionary to understand some words that is
new or unfamiliar to you?
34
DOCUMENTATION
The questionnaires were
distributed directly to the selected grade
11 students from the senior high school
department of Saint Mary Magdalene
School, Academic Year 2019-2020.
The survey questionnaire was divided
into three parts, the demographic profile,
reading comprehension level test and reading
strategies and behavior.
The researchers ensured that the
students will take the survey
questionnaires seriously for it will be used
for research purposes.
35
DOCUMENTATION
The researchers have the short
orientation first so that the respondents
will know what they are going to do.
The survey questionnaires were
being given to 20 students every section.
After the survey the respondents’
answers were given interpretation by the
researchers.
36
CZYRA MAE BIGALBAL AYA-AY
Bagbag II Rosario, Cavite
09093552736
@bglblczy
OBJECTIVES:
 To have more knowledge and experiences.
PERSONAL DATA:
Age: 18 years old
Date of Birth: April 22, 2001
Place of Birth: Rosario, Cavite
Gender: Female
Height: 5’8
Weight: 55 kilograms
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Mother’s Name: Magdalina B. Aya-ay
Father’s Name: Basilio S. Aya-ay
EDUCATIONAL ATTAINMENT:
Senior High School Saint Mary Magdalene School
Poblacion Kawit, Cavite
2018-2020
Junior High School Rosario National High School
Burgos Poblacion Rosario, Cavite
2014-2018
Primary Rosario Elementary School
Rosario, Cavite
2008-2014
SKILLS:
 Good in Communication.
 Can prioritize things.
 Able to learn fast.
I, hereby certify that the above information is true and correct to the best
knowledge and belief.
CZYRA MAE BIGALBAL AYA-AY

Signature over Printed Name
37
JAZZMIN LUNA RECUERDO
385 Tanigue St. Ligtong I Rosario, Cavite
09092515460
jaminrecuerdo@yahoo.com
OBJECTIVES:
 To become a successful teacher someday.
PERSONAL DATA:
Age: 17 years old
Date of Birth: February 16, 2002
Place of Birth: Cavite City
Gender: Female
Height: 145 centimeters
Mother’s Name: Amaru L. Recuerdo
Father’s Name: Romeo C. Recuerdo
2018-2020
Junior High School Bagbag National High School
Bagbag II Rosario, Cavite
2014-2018
Primary Mayor Calixto D. Enriquez Elementary
Ligtong I Rosario, Cavite
2008-2014
SKILLS:
 Proficient in making word document.
 Good at communication.
 Able to socialize.
JAZZMIN LUNA RECUERDO

38
JESSICA LIAH PEREGRINO REYES
160 General Mascardo Street, Wakas Kawit, Cavite
09156572077
@liahreyes7
OBJECTIVES:
 To have more experiences and learn about the
things I want to discover and to gain and built
the confidence that I must have.
PERSONAL DATA:
Age: 18 years old
Date of Birth: November 27, 2001
Place of Birth: Bacoor, Cavite
Gender: Female
Mother’s Name: Jay-ar P. Reyes
Father’s Name: Deric Reyes
Senior High School St. Mary Magdalene School
2018-2020
Junior High School St. Mary Magdalene School
2014-2018
Primary Aguinaldo Elementary School
Tabon Kawit, Cavite
2008-2014
SKILLS:
 Excellent in using Microsoft Excel.
 Good communication skills.
 Satisfactorily in multi-tasking things.
JESSICA LIAH PEREGRINO REYES

39
FRED CHRISTIAN PAGUIGAN SALCEDO
294 Panamitan Kawit, Cavite
09093552736
fredchristian_salcedo@yahoo.com
OBJECTIVES:
 To have more experiences in working.
PERSONAL DATA:
Age: 18 years old
Date of Birth: January 5, 2002
Place of Birth: Cavite, City
Gender: Male
Mother’s Name: Ging-ging Salcedo
Father’s Name: Frederick Salcedo
Poblacion,Kawit Cavite
2018-2020
Junior High School Binakayan National High School
Binakayan Kawit Cavite
2014-2018
Primary Panamitan Elementary School
Panamitan Kawit, Cavite
2008-2014
SKILLS:
 Can operate computer.

 Can socialize with others.
 Good in communication skill.
FRED CHRISTIAN PAGUIGAN SALCEDO

40
HILARY LEI MANCILLA SOLIS
073 Alapan 1-A Imus City, Cavite
09757842706
xxhilarya@yahoo.com
OBJECTIVES:
 To be creative problem solver and detail
oriented and to have excellent relationship
developing and highly motivated.
PERSONAL DATA:
Age: 18 years old
Date of Birth: July 27, 2001
Place of Birth: Kawit, Cavite
Gender: Female
Mother’s Name: Marilou Solis
Father’s Name: Hilario Solis
2018-2020
Junior High School Imus National High School-Main
Bucandala Imus, Cavite
2014-2018
Primary Tinabunan Elementary School
Pag-asa Imus, Cavite
2008-2014
SKILLS:
 Excellent communication skills.
 Deep experience in conduct training and presentation.
 Good in managing client relationship.
HILLARY LEI MANCILLA SOLIS

41
NINO ANGELO JOREL RAYMUNDO TAN
2300 Manggahan Binakayan Kawit, Cavite
09354362948
angelojoreltan@yahoo.com
OBJECTIVES:
 To become a successful in life someday.
PERSONAL DATA:
Age: 17 years old
Date of Birth: August 6, 2002
Place of Birth: Rosario, Cavite
Gender: Male
Height: 5’7
Mother’s Name: Racquel Tan
Father’s Name: Joel Tan
Senior High School Saint Mary Magdalende School
Poblacion,Kawit Cavite
2018-2020
Junior High School Emiliano Tria Tirona National High School
Gahak, Kawit Cavite
2014-2018
Primary Gov. DM Camerino Elementary School
Imus, Cavite
2008-2014
SKILLS:
 Socialize
 Can interact with other people.
 Proficient in using Word Document.
NINO ANGELO JOREL RAYMUNDO TAN

42
PRINCESS SARAH TANUYAN
2102 Realica Street Binakayan Kawit, Cavite
09159600636
princesstranuyan@gmail.com
OBJECTIVES:
 To discover new skills and be professional
someday.
PERSONAL DATA:
Age: 18 years old
Date of Birth: February 16, 2001
Place of Birth: Cavite, City
Gender: Female
Height: 5’7
Mother’s Name: Marilyn Tanuyan
Father’s Name: Fresco Tanuyan
Poblacion, Kawit Cavite
2018-2020
Junior High School Emiliano Tria Tirona National High School
Gahak, Kawit Cavite
2014-2018
Primary Binakayan Elementary School
Binakayan Kawit, Cavite
2008-2014
SKILLS:
 Can socialize.
 Good at communication skill.
 Can be a risk-taker.
PRINCESS SARAH TANUYAN

43
JEFFREY TONIDO
455 Korea St. Ligtong lll Rosario,Cavite

09553111792
@jeffreytonido
OBJECTIVES:
 To learn more in having experiences and to
build my confidence.
PERSONAL DATA:
Age: 19 years old
Date of Birth: April 21, 2000
Place of Birth: Ligtong lll Rosario,Cavite
Gender: Male
Height: 5’5
Mother’s Name: Norma M. Tonido
Father’s Name: Kristoffer B. Reyes
Poblacion Kawit,Cavite
2018-2020
Junior High School Bagbag National High School
Bagbag ll Rosario,Cavite
2013-2018
Primary Mayor Calixto D. Enriquez Elementary School
Ligtong l Rosario,Cavite
2007-2013
SKILLS:
 Good in Communication.
 Can do multi-task.
JEFFREY TONIDO
44
FRANCESCA MAY ZARSUELA
723 L Javier Street, San Antonio Cavite City
09959566594
francesca.sarsuela@yahoo.com
OBJECTIVES:
 To gain more knowledge, lesson and
experience in life.
PERSONAL DATA:
Age: 18 years old
Date of Birth: May 16, 2001
Place of Birth: Cavite city
Gender: Female
Mother’s Name: Mimosa Zarsuela
Father’s Name: Noel Zarsuela
Poblacion, Kawit Cavite
2018-2020
Junior High School Cavite National High School
Martin St, Caridad Cavite City
2014-2018
Primary Noveleta Elementary School
Sanrafel II, Noveleta Cavite City
2008-2014
SKILLS:
 Good communication skill.

 Good at playing sport especially on volleyball.
FRANCESCA MAY ZARSUELA

45

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Diocese of Imus Catholic Educational System, Inc.

St. Mary Magdalene School, Inc.

STRATEGIES IN ADDRESSING THE READING COMPREHENSION

BIOGRAPHICAL DATA ………………………………………………………… iii

ACKNOWLEDGEMENT ………………………………………………………... xii

ABSTRACT ……………………………………………………………………….. xiii

INTRODUCTION OF THE STUDY ……………………………………………. 1

THE PROBLEM AND ITS SETTING ………………………………………….. 3

Statement of the Problem …………………………………………..... 3

Objective of the Study ………………………………………….……. 3

Significance of the Study ……………………………………………. 4

Scope and Limitation ………………………………………………... 5

Theoretical Framework ……………………………………………… 6

Conceptual Framework ……………………………………………… 6

Definition of Terms ………………………………………………….. 7

REVIEW OF RELATED LITERATURE AND STUDIES ……………………. 8

Research Design …………………………………………………….. 14

Population of the Study ……………………………………………... 15

Sampling Technique ………………………………………………… 15

Research Instrument ………………………………………………… 16

Statistical Treatment ……………………………………………….. 17

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ……. 18

Report of Findings …………………………………………………. 18

SUMMARY, CONCLUSION AND RECOMMENDATION ………………… 30

Summary of Findings ……………………………………………… 30

APPENDICES …………………………………………………………………… xiv

Letter of Approval ……………………………………….………… 33

Survey Questionnaire …………………………………….………... 34

Curriculum Vitae ……………………………………….…………. 37

to graduate this year 2020.

She believes that to become successful in the future, a person has to be

and everyone deserves to be treated equal.

them to become successful person someday.

(HUMSS) and expected to graduate this year 2020.

She is a responsible young woman who is consistently awarded a Leadership

and later on give back all of her parent’s hard work.

possible when you start believing.

Fred Christian Salcedo was born on January 5, 2002 in Cavite City. He is

Salcedo and Frederick Salcedo. He completed his Elementary education at Panamitan

and have a good life from her.

and writing short realizations in her life.

Nino Jorel Angelo R. Tan was born on August 6, 2002 at Rosario,Cavite. He is

better life with his parent and family.

Tirona, Memorial, National Highschool (ETTMNHS) in Gahak, Marulas, Kawit, Cavite

from year 2013 to 2016.

Bachelor of Science in Hospitals.

He finished his elementary in Mayor Calixto D. Enriquez Elementary School at

Humanities in Social Science (HUMSS).

expected to graduate this year, 2020.

She wants to be a Professional Psychologists in the future because she wants to

help other people with mental health issue.

as much as they can.

Truly, they did everything through God who strengthens them.

To God be the Glory!

research design and also used a research-made questionnaire.

encountering unfamiliar words, and comprehending on their own and their

recommends having a study about effectively using the said strategies.

Background of the Study

defines the capacity for understanding fully a certain context. Comprehension or

Reading and reading comprehension were both really different. Reading

have read. Therefore it is concluded that, reading comprehension is an important

subject areas as students’ progress through the grades.