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Grade 7 Reading Performance Assessment

This document outlines the tentative thesis for a study that will assess the reading performance levels of selected Grade 7 sections based on their comprehensive skills. The introduction discusses how comprehension depends on the reader and their interests, learning methods, and ability to perceive and interpret words. It also cites a study showing students are more engaged when interested in the text. The problem statements ask what the reading profiles and strengths/weaknesses are for different performance levels and sections. It also asks if there are significant differences between these variables and what implications the findings may have.

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Shimoshiyamarsh Kipkiupika
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62 views2 pages

Grade 7 Reading Performance Assessment

This document outlines the tentative thesis for a study that will assess the reading performance levels of selected Grade 7 sections based on their comprehensive skills. The introduction discusses how comprehension depends on the reader and their interests, learning methods, and ability to perceive and interpret words. It also cites a study showing students are more engaged when interested in the text. The problem statements ask what the reading profiles and strengths/weaknesses are for different performance levels and sections. It also asks if there are significant differences between these variables and what implications the findings may have.

Uploaded by

Shimoshiyamarsh Kipkiupika
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

THESIS TENTATIVE TITLE:

Assessment on Reading Performance Level of selected sections of Grade 7 Based


on Comprehensive Skills

Introduction:

“Comprehension follows Perception” - Philip D.


Understanding and interpretation always depend on the reader, but what does this
apply to Comprehensive Skills on Reading Performance Level? Does this affect an
individual’s intellectual and emotional intelligence? Real-life situations where reading is to
interpret and comprehend a word structure are applied to various situations; as such
academic reading challenges and moral paragraphs are compromised. However, there are
times when the measurement of experience is linked to expertise, thus leading to an
exceeding critical thinking that excels in reading performance level.
On the other hand, different suitable learning methods (such as visual or
interpretational learning) along students are also seen to be one of the possible factors.
With this information known to be interpreted, students who usually apply their learning in
real life struggle to comprehend simple to hard details in a single comprehensive paragraph,
which also states a study done by P. David Pearson, Margaret C. Gallagher (1983), The
instruction of reading comprehension, Contemporary Educational Psychology, 8(3), p. 317
where students who excel in the perception of reading tend to have a huge measured
interest in a certain body of words, however, if they are not interested, comprehensive skills
that are learned in the process of reading is unsustainable. Perceiving these contexts is
essential critical information in the following problem statements where assessed. Certainty
in reading performance level can not simply link to comprehensive skills alone; instead, it
can also be linked to chosen words, details, or other things that each student can't perceive.
In this study, unknown factors that could be a weakness or strength that affect
reading performance levels are connected in the concluded information and further findings.
These are known to have differences between variables that could affect a significant
relationship between the respondents in their comprehensive skills. And this leads to a
statement of this study with the study’s thesis questions.

Statement of the Problem:


The study answered the following questions;
1. What is the reading profile of the respondents in terms of their comprehension skills when
grouped according to the following reading performance level
A. literal reading performance level
B. interpretive reading performance level
C. critical thinking reading performance level

2. What are the identified weaknesses and strengths of the respondents based on mean
score?

3. What is the reading performance level when grouped according to


A. Two (2) Science Sections
B. Two (2) middle section
4. Is there a significant difference between the reading performance levels of the
respondents based on the above variables?
5. What are the implications of the findings of the study?

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