Reading comprehension level of

Grade 11 students in Kinoguitan Senior

High School

A research proposal

Presented to Kinoguitan Senior Highschool

Kinoguitan, Misamis Oriental

In partial fullfiment of the requirements

Of Practical Research 2

Jay Mart Acaso

Gian Lee Acenas
Jay Ann Igdalino
Celine Grace Aguil
 Chapter l. Introduction
Background of the study
Literacy is one of the most fundamental skills a child can learn.
Reading is the foundation for all academic learning. According to Estrema &
Estrema (2018), reading is a complex process that involves sensation, perception,
comprehension, application, and integration. It is the process of making and
getting meaning from printed words and symbols. Reading is a means of
communication of information and ideas. Reading and reading comprehension are
interrelated skills. In order for students to extract meaning from what they have
read, they have to develop reading comprehension skills.
The covid-19 pandemic has changed the course of the entire world.
Pandemic’s devastation had a significant negative impact on the students
development in addition to the delays they had already encountered. The
coronavirus change the education systems significantly since the year 2020 began,
Numerous nations throughout the world have closed their schools, realign study
groups, and instructed pupils to stay home in order to stop the spread of virus.
Learners had to self-regulate at home, teachers had to conduct learning activities
outside of the typical face-to-face lessons, and parents had to support their childrens
learning more than before. The impact of the learning circumstances have on
students academic performance is a topic of great interest for educational policy
management and practice. This is especially true for reading literacy, a crucial skill
that affects students’ performance in other subjects and gives them ability to engage
society for the rest of their lives. From then until now, reading comprehension has
been crucial skills for students, for instance, academic performance in class of the
learners are depends on their comprehension degree. They may have difficulty in a
variety of academic areas if their reading comprehension is inadequate including
understanding english language and text, dealing with materials online, learning new
things , and navigating daily life. This study’s primary goal are to assess the reading
comprehension of grade 11 Humss students of Kinoguitan Senior High School is to
examine the level of reading comprehension, and and to suggest solutions on how
the students improve their reading literacy.
Statement of the problem
It is clear that one of the most affected sectors was education as we reflect on
the past two years and the severe effects of the pandemic that persist to this day.
This study sought to ascertain the reading comprehension of grade 11-Humss
students of Kinoguitan Senior High School after the two years of blended learning.
Specifically, this research attempts to respond to the following queries:
1. What is the reading comprehension level of grade 11 students in K What is
the reading reading speed of the Grade 11-Humms students in Kinoguitan,
Senior High School ?
2. inoguitan Senior High School ?
 3. Does reading speed affects reading comprehension?
Significance of the study
The results of this study shed light on the reading comprehension skills of
Grade 11-Humss students at Kinoguitan Senior High School. Students could use this
information as a reference to employ the proper approaches and strategies while
interacting with texts in order to increase their reading comprehension skills. This
study may also help teachers find an efficient way to teach reading and to better
understand the difficulties that their pupils have with comprehension. The future
researchers could learn more as well about reading comprehension level of the
KSHS grade 11-Humss students.
Hypothesis of the study
There is no significant relationship between reading speed and students
reading comprehension.

Conceptual framework

Reading
Reading speed
comprehension

Figure 1. Conceptual Model

Figure 1. presents the conceptual framework of the study. It consists two

variables, reading speed as an independent variable and reading comprehension as
the dependent variable.
In figure 1. Reading speed is how quickly a student reads written content in a
given amount of time. Reading speed is typically measured in words read per
minute. Another variable, reading comprehension, is the capacity to analyze
literature, comprehend its meaning, and combine it with prior knowledge. Its main
objective is to support students in acquiring the information, expertise, and life
experiences necessary for them to become proficient and enthusiastic readers.
Theoretical framework
Automaticity theory
 La Berge and Samuels created this theory in 1974; according to Brown
(2000), the concept is based on the idea that because the human mind is similar to a
computer, it is only slightly capable of multitasking. Consequently, the process of
interpreting the written text and comprehending simultaneous reading is not possible.
According to this view, every reader starts out knowing very little or nothing at all
about letter words and sentence patterns. There is no doubt that one process will
negatively impact the other and reduce the method of each. In this way, readers are
more likely to read the same passage repeatedly in order to fully understand it and
store it in their brains, where it will never be forgotten. In relation to the current study,
automaticity theory will offer some explanations for why certain students were unable
to comprehend a text after just one reading.
LaBerge and Samuels’ theory (1974, cited in Therrien, 2004) claimed that
readers’ poor decoding abilities were the root cause of reading fluency problems. In
the end, inefficient readers used the majority of their cognitive resources to decode
words, leaving little time for comprehension. Fluent readers are now decoding words
with more speed and accuracy, keeping a variety of sources for understanding.

Chapter ll
Review of related literature
Success is fundamentally dependent on reading. It either throws open the
door to individual freedom or closes it to opportunity. A means to an end is learning
to read. How can we expect learners to flourish in other courses if they have trouble
learning to read clearly? Early intervention measures at the pre-school/kindergarten
level are therefore the best means of preventing reading issues. Education
professionals ought to discuss the most effective strategy(s) that yield the best
outcomes rather than having contentious discussions about which strategy is best
suited for early reading achievement (DeMoulin & Loye, 1999, p.43).
Accordingg to the study of Jhomar C. Sor1, Marianne E. Caraig(2021)
entitled “ Performance of Grade 11 Students: Basis on the Development of Reading
Enhancement and Assessment Plan (REAP)” Senior Highschool in Batangas, 8.47 is
the average oral reading miscues Of the Grade 11 students, with the STEM strand
having the lowest average miscues at 4.92 errors, with the majority of the learners
miscues in pronunciation; and that there are 231 Grade11 students who needed
reading intervention to improve their reading performance. The Reading
Enhancement and assessment Plan has been developed and needs to be proposed
to the school administration for implementation.It is recommended that the Senior
High School provide a Reading Clinic for students who need reading
intervention,Which may improve the learners’reading skills and Comprehension.
As reported in 2003, Metro Manila was determined to have the highest
literacy rate while the Autonomous Muslim Mindanao (ARMM) was with the lowest
rate (68.9%.) which was a decline from the 1994 rate of 73.5% [15]. For ten years, 9
out of 15 regions showed a decline in the literacy rate –two of the Visayan Region
(VI and VII) and all of the regions in Mindanao. This disturbing report has not
remained true in 2003. In 2014, the DepEd Literacy Council reported based on their
‘literacy mapping’ that 9 out of the 10 top illiterate barangays come from Mindanao.

Chapter lll. Methodology

Research design
The researcher used a quantitative type of research using the Quasi
experimental method to determine the reading comprehension level of grade 11
students of Kinoguitan Senior High School.

Research Instrument
The researchers used a test questionnaires to determine the level of
comprehension of the learners. This study used three sets of reading passages with
questionnaires, the test items consists the level of comprehension which is a
independent, instructional,and frustration level. The instrument of this study were
adapted by the researcher.

Data procedure

1. the student read orally the three Reading Tests.

2. Oral Reading Test no.1, note the position of the center second hand on the
watch/clock at the moment the student begin, then record after sixty seconds
(60 sec.) the number of words read. Let the student read the whole text
because there is a he/she will have to answer at the end to see if he/she
understood the reading text. Let the student read at his/her normal speed.
3. To get reading speed , take note the number line where the students stopped
at exactly 60 seconds. If the student stopped at 25 th line, his/her reading
speed is 25 x10 that is 250 words per minute (w.p.m)
4. For oral test No.2 and 3, refer to attached copy of the speed table to get the
word per minute ( wpm ). Take note that the time started and record time
ended in sec., as basis to get the wmp based on the speed table. Then let the
students answer immediately the given questions.
5. The reader must undergo three Reading test of different style to get a more
accurate reading level.
6. For oral reading test 1 and 2 only, to get the score (correct answer) of the
comprehension test, just add zero(0) to the score and that is his/her
comprehension level.

7. For oral reading test no. 3 with six-item test questions, to get the
comprehension level multiply the score of 6 by 20 (e. g 3 X 20=60%).
8. Then record the score in the table below: