Republic of the Philippines

CEBU NORMAL UNIVERSITY

Osmeña Blvd.,Cebu City, 6000 Philippines

COLLEGE OF TEACHER EDUCATION

Center of Excellence (COE) Level IV
Accredited (AACCUP)
Telephone No.( 032) 231 8044 cte@cnu.edu.ph
Website: www.cnu.edu.ph

Reading Report on the Trends and Issues in Reading Instruction

and Students’ Reading Performance

Name: Kent Vincent C. Alburan

Date: August 19, 2022

Research Article 1

Zvoch, K. (2019). Investigation of the long term effect of a summer literacy program on
student reading performance. Studies in Educational Evaluation, 62, 111-117.

Research Objective/s:

The research aimed to investigate the relative impact of summer school on student reading
performance both at the end of the intervention and over the succeeding years. Furthermore, the
research also investigated the shape of the growth functions for treatment and control students
during and after the summer intervention period

Salient Findings:

The study found out that those who took summer school outperformed their control group
counterparts at the beginning of the next academic year, however members of the control group
closed the performance gap in the next academic year (s). The results of the study were also
consistent with the longer-term achievement fade out observed in two longitudinal summer school
studies where the fade out occurred over the course of two academic years.

Research Article 2

Lindström, E. R., & Lemons, C. J. (2021). Teaching reading to students with intellectual
and developmental disabilities: An observation study. Research in Developmental
Disabilities, 115, 103990.

Research Objective/s:

The aim of the observation study was to describe the content and quality of reading instruction
provided to elementary students with IDD in self-contained classrooms.

Salient Findings:

The findings of the study demonstrated that instructional content focused on phonics/word study,
followed by vocabulary and comprehension. Within the already small classes, instruction was
generally delivered individually or in small groups. Instructional quality and engagement also
varied by activity.
 Republic of the Philippines
CEBU NORMAL UNIVERSITY
Osmeña Blvd.,Cebu City, 6000 Philippines

COLLEGE OF TEACHER EDUCATION

Center of Excellence (COE) Level IV
Accredited (AACCUP)
Telephone No.( 032) 231 8044 cte@cnu.edu.ph
Website: www.cnu.edu.ph

Research Article 3

Amiri, F., Zainal, Z., & Samad, A. A. (2012). Effects of text structure on the Iranian
students’ reading comprehension performance. Procedia-Social and Behavioral Sciences,
66, 402-409.

Research Objective/s:

The aim of the study was to investigate if there is a significant difference when students read texts
from two different text structures (compare-contrast and cause-effect). Additionally, the study also
sought to find out if there is a difference between advance and intermediate students in their
reading performance of the two text structures.

Salient Findings:

The study found out that the students’ performance and their level of understanding of the reding
text vary depending on the type of text structure. Specifically, the study indicated that Iranian
students have better performance in compare/contrast than cause/effect text structure.

Research Article 4

Bacus, R. C., Dayagbil, F. T., & Abao, E. D. (2015). Sustained silent reading: Pleasure to
treasure. Asia Pacific Higher Education Research Journal (APHERJ), 2(2).

Research Objective/s:

The aim of the study was to find out the effects of sustained silent reading among the Education
students’ reading test scores and attitude towards reading. Likewise, it determined the students’
reading motivations, causes of reading demotivation and preferred leisure time activities

Salient Findings:

The result of the study confirmed that Education students are intrinsically motivated to read
and the availability of academically challenging books and favorable environment spawn their
interest to read. The study also confirmed the positive effect of SSR on students’ reading test
scores.
 Republic of the Philippines
CEBU NORMAL UNIVERSITY
Osmeña Blvd.,Cebu City, 6000 Philippines

COLLEGE OF TEACHER EDUCATION

Center of Excellence (COE) Level IV
Accredited (AACCUP)
Telephone No.( 032) 231 8044 cte@cnu.edu.ph
Website: www.cnu.edu.ph

Research Article 5

Ghazanfari, F. (2018). Metacognitive strategies on improving reading performance of

dyslexic students. International Journal of Psychophysiology, 131, S156.

Research Objective/s:

The aim of the study was to find out the effectiveness of teaching metacognitive strategies on
improving reading performance of students with dyslexia.

Salient Findings:

The findings revealed that teaching metacognitive strategies significantly improved the reading
performance of dyslexic students.

Synthesis & Realization:

The plethora of available literature surrounding reading is very telling of the pivotal role it
plays in many aspects of human life. It is especially important in determining success in
academics, employment, and life in general. Moreover, the growing literature surrounding reading
also means that problems surrounding it continue to plague education systems across the globe.
From the articles I have shared above alone, there is an apparent diversity in focus, age-target, and
ability-target of reading researches. This means that there is no linear reading-related problem.
This is very alarming because it poses a threat to the quality of education the students get,
especially since reading is a skill that is not specific to only one subject. The curriculum and the
teachers are some of the key factors that we can leverage in making sure that the reading
curriculum is properly and effectively administered.

The 21st-century education has put emphasis on the macro skills in pursuit of producing
global learners in the status quo’s shrinking village. The apparent problem in one of the macro
skills—in this case, reading—among learners, hampers the attainment of quality education. Aside
from socioeconomic factors that are contributory to the growing problem in reading, I think that it
is also important to look into the curriculum and the teachers. As a teacher who is aware of his role
as a curricularist, I know the important role I play both in curriculum development and for my
students. It is, therefore, vital that we know what strategies work best for students who are learning
how to read or learning how to effectively read. Moreover, crafting a science-backed curriculum
for reading should also be a common practice among teachers. If also need be, strengthening the
Standardized curriculum should also be a priority, especially when global reports point out low
reading performance among students.
 Republic of the Philippines
CEBU NORMAL UNIVERSITY
Osmeña Blvd.,Cebu City, 6000 Philippines

COLLEGE OF TEACHER EDUCATION

Center of Excellence (COE) Level IV
Accredited (AACCUP)
Telephone No.( 032) 231 8044 cte@cnu.edu.ph
Website: www.cnu.edu.ph

Reading problems across the globe proves to be a detriment to the quality education of the
learners. Both the curriculum and the teacher play an important role in making sure that we keep
this problem at bay. Strengthening professional readiness to teach and design a science-backed
curriculum for reading are few of the ways we get to neutralize this systemic education problem.

Research topic that you’re interested in:

 Reading Motivation and Reading Comprehension

 The Lived Experiences of Reading Teachers in the New Normal (From last Saturday’s
meeting)