READING SKILLS

LOCAL

Reading is a crucial skill that can be used to interact with others and comprehend academic,
professional, and cultural discourse. Reading can help students advance and succeed in a variety of
academic disciplines (Toyong, P., Toyong, M. 2021). In Philippine research, “Choice of Reading
Materials and Reading Achievement of Junior High Students” by Paul Junrey A. Toyong and Marino E.
Toyong; the researchers used a descriptive-correlational methodology to look at 41 respondents who
were chosen through sample selection as a population or as a total enumeration. The results showed
that the majority of participants had read books in hard copy over the previous 12 months. The
majority of the class was experiencing frustration level 7, 5, 6%. One person wasn't a reader. Four
were independent readers, and five were dependent on instructions. This revealed a correlation
between excellent reading skills and the use of electronic copies as learning books. Therefore,
according to the researchers, instructors must provide engaging reading materials that include 21st-
century technologies, such as soft copies that are portable and accessible from any location using a cell
phone. It may be possible to create a reading intervention program employing technologically based
instructional materials to raise student reading achievement. Schools may introduce an electronic
library that has a variety of items that may be downloaded and read electronically.

FOREIGN

In China, a study entitled "The Effects of Extensive Reading Via E-Books on Tertiary Level EFL Students’
Reading Attitude, Reading Comprehension, and Vocabulary" by Chin-Neng Chen, examines the impact of
substantial e-book reading on post-secondary EFL students' attitudes about reading, reading
comprehension, and vocabulary in English. In his research, ninety-nine participants were assigned to two
groups, with 46 students placed in the intervention class and the remaining 43 participants placed in the
control group. According to him, the experimental group was given a 10 e-book extensive reading plan
in addition to a standard curriculum, where students were encouraged to read freely from three
collections of e-books that had been divided into levels of difficulty. The control group, on the other
hand, did not participate in any extensive reading plan. According to the study's findings, the
experimental group greatly outperformed the control group in terms of reading attitude, reading
comprehension, and vocabulary. As a result, incorporating an extensive reading program for e-books
into an instructional program helps post-secondary EFL students learn vocabulary and develop a reading
attitude.
References:

https://files.eric.ed.gov/fulltext/EJ1015469.pdf

https://ejournals.ph/article.php?
id=16822&fbclid=IwAR0nqfmqbTnjRnZ7U_NS0QSipKNczrsU3KUM1euwmsGnmc2rnCqahByIqHs