Revise Thesis

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CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Reading is an essential skill that is crucial for
success in all areas of life. It is the foundation for
academic achievement, as well as for personal and
professional development. For this reason, reading
comprehension is a critical component of education,
particularly in the early years. Grade 3 is a crucial year
for students’ reading development as they transition from
learning to read to reading to learn. At this stage,
students are expected to read more complex texts and
comprehend them at a higher level. However, not all
students develop reading comprehension skills at the same
pace, and some may struggle to understand what they are
reading.
Reading interventions are designed to provide targeted
support to students who are struggling with reading
comprehension. These interventions can take many forms,
including small-group instruction, one-on-one tutoring, and
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technology-based programs. The goal of these interventions
is to help students develop the skills they need to read
and comprehend texts independently. In this context, it is
crucial to explore the effectiveness of reading
interventions in improving the reading comprehension skills
of grade 3 pupils. This can help educators identify the
most effective strategies for supporting struggling readers
and ensure that all students have the necessary skills to
succeed academically and in life. The ability to read and
comprehend written text is a fundamental skill that is
critical to a child’s academic success. Third grade is a
crucial year for developing reading skills, as students
transition from “learning to read” to “reading to learn.”
Unfortunately, some students may struggle with reading
comprehension, which can lead to difficulties in other
subjects. San Vicente Elementary School recognizes the
importance of reading intervention and its impact on
students’ comprehension skills. As such, the school has
implemented a reading intervention program for third-grade
students who need additional support in reading
comprehension.
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The purpose of this study is to evaluate the
effectiveness of the reading intervention program at San
Vicente Elementary School. Specifically, this study aims to
determine whether the program has improved the reading
comprehension skills of third-grade students who
participated in the intervention. By examining the
effectiveness of the reading intervention program, San
Vicente Elementary School can identify areas for
improvement and ensure that students are receiving the
support they need to succeed academically. Additionally,
this study may provide insight into best practices for
reading intervention programs in other schools or
districts.
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Objective of the study
To determine the impact of Reading Intervention to the
Reading Comprehension of grade 3 student
1. To describe the relationship of Reading
Intervention and Reading comprehension.
2. To investigate what are the impact of Reading
Intervention to the Reading comprehension of grade 3
student.
3. To seek recommendation on how to enhance or
improve the Reading Intervention program on pupils
with reading comprehension.
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Theoretical Framework
Learning how to read is a vital skill that students
learn in their early childhood education. This skill sets
the foundation for academic success. There are many ways to
approach the reading process, and teachers rely on numerous
reading theories. Children in kindergarten to third grade
are in the learning to read phase. From the fourth grade
onwards, children are reading to learn. For students to
successfully move through middle and high school, they must
have a solid reading foundation. An effective way to ensure
students have the needed reading skills is for educators to
know whether students are below, on, or above their age
group level. Additionally, teachers must know three more
levels per student: frustration, instructional, and
independent reading level.
Bottom-Up Theory by Matthew Lynch (2021).
This theory involves a step-by-step method of
teaching proficiency of reading components that allow the
student to become literate. This theory involves explicit
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and direct instruction in a building-block approach using
the 5 components of reading during early childhood
education. The term “bottom-up” applies directly to how
this reading process works. Early literacy’s primary focus
is to develop the basic, foundational skills needed for
mastery of reading. The whole process of reading has five
central components. For students to develop their literacy
skills properly, these concepts must be acquired: Phonics,
phonemic awareness, vocabulary, fluency, and comprehension.
Reading activities in the bottom-up theory include students
learning to read from the bottom (foundation) up to
concepts like phonics and phonemic awareness. This means
that children are first taught the basics to build a solid
foundation and are then advanced to learning vocabulary,
fluency, and comprehension. The bottom-up theory is used
widely worldwide due to the sequential approach it has. It
recognizes that reading is a developmental process best
learned from the bottom foundation up, growing in
complexity as a student’s reading and understanding
proficiency is developed. It says that if the foundation of
reading is strong the reading readiness of students can be
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improving and through that the reading intervention can be
less.
This theory is related to this study because it says
that if the foundation of reading is strong the reading
comprehension of students can be improving and through that
the reading intervention can be less.
Vygotsky’s theory (1987)
Vygotsky’s sociocultural theory can be applied to
reading intervention and comprehension by emphasizing the
role of social interaction, collaboration, and cultural
context in learning. According to Vygotsky, learning is a
socially mediated process, and individuals learn best when
they are actively engaged in interactions with more
knowledgeable others. In the context of reading
intervention and comprehension, Vygotsky’s theory suggests
that effective reading instruction should promote social
interaction and collaboration among students. Teachers can
scaffold student learning by providing opportunities for
peer-to-peer learning, cooperative learning, and discussion
of reading materials. Vygotsky’s theory also highlights the
importance of cultural context in learning. In the context
of reading, this means that effective reading instruction
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should be culturally relevant and responsive to the diverse
experiences and backgrounds of students. Teachers can
incorporate students’ cultural and linguistic backgrounds
into reading instruction by using multicultural texts and
providing opportunities for students to share their own
stories and perspectives.
This theory is related to the sociocultural theory
provides a framework for understanding how social
interaction and cultural context can support reading
intervention and comprehension. Effective reading
instruction should prioritize collaboration and cultural
relevance to create a supportive learning environment that
promotes student engagement, motivation, and understanding.
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CONCEPTUAL
Impact of Reading
FRAMEWORK Reading Intervention in
Interventions on the
terms of:
comprehension in grade 3 Based on
pupils in terms of: the theories 1.1 Word recognition
2.1 Critical thinking
discussed, 1.2 Pronunciation
2.2 Vocabulary
1.3 Word reading speed
2.3Fluency the
conceptual
framework is
hereby presented below.
Independent Variable Dependent Variables
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Figure 1. Reading Interventions and Comprehension of Grade
3 pupils in San Vicente Elementary School “
The figure above presents the two variables of the
study: one independent variable and one dependent variable.
The independent variable describes the factors affecting
the reading comprehension of Grade 3 pupils in terms of
critical thinking, vocabulary and fluency The dependent
variable characterizes the level of reading comprehension
of Grade 3 pupils in terms of word recognition,
pronunciation, and word reading speed. This study
determined the relationship between the paired variables
shown by the double-headed arrow connecting between them.
Statement of the Problem
This study focused on Reading Interventions and
Comprehension of Grade 3 pupils in San Vicente Elementary
School
1. What are the reading interventions on pupils in terms
of
1.1 Word Recognition
1.2 Pronunciation
1.3 Word reading speed?
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2. What is the impact of reading interventions on the
reading comprehension of Grade 3 pupils in terms of
2.1 Critical Thinking
2.2 Vocabulary
2.3 Fluency?
3. Is there relationship between reading interventions
and the reading comprehension of Grade 3 pupils in
terms of
Statement of the Hypothesis
Null Hypothesis
There is no relationship between Reading Interventions
and Comprehension of Grade 3 pupils in San Vicente
Elementary School.
Assumption
The researcher assumes that Reading Interventions has
a positive effect to the development of comprehension in
terms of Critical thinking, Vocabulary, and Fluency.
Significance of the study
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The result of this study can help to determine the
reading comprehension of pupils of and different reading
intervention to provide additional strategies and boost the
reading skills of pupils. And the result of this study is
beneficial to the following:
Parent. It helps for social, emotional, cognitive,
language, and self-care support practices for children’s
reading readiness.
Student. Can improve their reading skills and
comprehension, leading to better academic performance,
higher confidence, and greater enjoyment of reading.
Teachers. Can be better equipped to support their child’s
reading development at home by using strategies recommended
by reading intervention programs.
Students:
School Administrator. It helps to assist the students
reading intervention with the teachers support to
successfully make this research.
Scope and Delimitation
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This study limited only in the teachers and parent’s
guidance for the impact of a reading intervention program
on pupil’s with reading difficulties it covers the school
year 2022-2023. The respondents of this study are the
Grade 3 pupils of San Vicente Elementary School.
Definition of terms
The following terms are classified to assist with this
research
Reading Intervention: A reading intervention is a targeted
program or set of instructional techniques that are
designed to improve the reading abilities of students who
are struggling with reading. Reading interventions can be
implemented in a one-on-one setting or in a group setting,
and they can focus on a variety of reading skills, such as
decoding, fluency, vocabulary, and comprehension.
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Comprehension: Comprehension refers to a reader’s
understanding of a text. It involves the ability to process
and make meaning from written language, including
identifying main ideas, understanding relationships between
ideas, and drawing inferences and conclusions.
Reading Fluency: Reading fluency refers to the ability to
read text quickly, accurately, and with proper expression.
Fluent readers are able to read text effortlessly, allowing
them to focus on comprehension and meaning rather than
decoding individual words.
Vocabulary: Vocabulary refers to the words that a person
knows and understands. A strong vocabulary is important for
reading comprehension, as readers must be able to
understand the meanings of words in order to make sense of
a text.
Phonemic Awareness: Phonemic awareness refers to the
ability to identify and manipulate individual sounds
(phonemes) in spoken words. It is a foundational skill for
reading, as it helps students to understand the
relationship between letters and sounds.
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Decoding: Decoding refers to the ability to use letter-
sound relationships to read words. It involves recognizing
the sounds that letters make and blending those sounds
together to form words. Decoding is an essential skill for
reading, as it allows readers to make sense of written
language.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
FOREIGN LITERATURE
Rethid (2018) stated in primary grades, skillful
teaching of reading is the highest importance. The reading
ability of a child is greatly influenced by language
experience. It is a technique for helping children explore,
talk, understand, write and read about their social and
physical environment. It also provides opportunity for
expressing observations, feeling and ideas, solve problems
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and draw conclusions. It links the symbols of language with
real world. The child comes to realize that thoughts can be
talked about, written about, and read about. Through
reading comprehension, these thoughts can be shared with
others.
According to McNamara (2018), reading comprehension is
one of the most complex behaviors in which humans engage.
Reading theorists have grappled with how to comprehensively
and meaningfully portray reading comprehension and many
different theoretical models have been proposed in many
decades.
Moreover, Catts (2019) stated that early in
development, decoding is more closely associated with
reading comprehension than linguistic competence, but once
decoding is mastered, linguistic comprehension becomes
better predictor of reading comprehension.
According to Perfitti and Oakhill (2019), reading
comprehension requires the coordination of multiple
linguistic and cognitive processes including, but not
limited to, word reading ability, working memory, inference
generation, comprehension monitoring, vocabulary and prior
knowledge.
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Goodman (2020) defines reading as an active process
which readers use effective strategies to extract meaning
from a text. In the process of reading, readers need to use
reading strategies to understand the meaning from the text.
Reading strategies are the key elements in developing
students’ reading comprehension. According to him, readi ng
strategies influence readers in adjusting their reading
behaviors to the on text difficulty, task demands and other
contextual variables. Reading is a highly strategic
process during which readers are constant constructing
meaning using a variety of strategies.
LOCAL LITERATURE
Roilanda (2019) said that reading comprehension is the
receptive phase of written communication. In decoding the
written language, the reader actively utilizes his/her
knowledge of language, past experience and conceptualized
attainments. Reading comprehension therefore is regarded as
an interaction between the reader and the written language
through which the reader attempts to travel into the world
of fancy and wonders. Thus, when the child is given the
correct training in reading, he will find reading as an
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enjoyable experience which he brings along with him towards
maturity.
Based from Gregorio and Eronico (2019), the kinds of
the teachers we hope to be able to provide knowledge for
our children are those who are most effective in guiding
the children toward the goals of comprehending the printed
texts. Teaching is effective to the extent that the teacher
does things or behaves in ways that are favorable to the
development attitudes, and adequate personal adjustments to
the part of the pupils.
According to Santos (2020), reading comprehension is
fundamentally important for success. It opens the door to
personal freedom or shuts the door to opportunity. Learning
to read and comprehend it are the means to an end. If
children have difficulty learning to read and comprehend
it, how can they be expected to excel in other subjects as
well, the best prevention of reading difficulties,
therefore, is early intervention strategies at the pre-
school/ kindergarten level. Instead of heated debates on
which approach is best suited for early reading success,
educators should be discussing the most efficient methods
that produce the best results.
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However, Reyes (2021) stated that the reality is there
is no one reading comprehension program that is the best.
Pupils learn reading comprehension in different ways and
differ in the type of instruction they need to become
proficient readers. The most important concept is that all
pupils are taught by a research based method of reading
instruction that introduces them to reading comprehension.
Once pupils are taught by these methods, the instructor
will be able to identify the method of reading
comprehension instruction the pupil needs for greater
success.
According to Marquez (2022), reading comprehension is
a dynamic process in which the text elements interact with
other factors outside the text, through developmental,
interactive, and global process involving learned skills.
The process specifically incorporates an individual’s
linguistic knowledge. It can be both positively and
negatively influenced by non-linguistic internal and
external variables of factors. It means that reading is
regarded as complex activity that involves various
activities, such as knowing each symbol and analyzing the
words into a meaning. Reading comprehension needs an active
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thinking process in mind to comprehend and understand what
has been read.
FOREIGN STUDIES
According to the study of Baumann et al. (2018) third
grade is typically a pivotal year where many students shift
from picture books to reading chapter books. They are
eager to explore the world of more complex story and
ongoing series. Teachers sometimes assume this is a
natural transition, but that is not always the case. They
have found that many students have difficulty making this
transition. Some students seem to choose chapter books
that are too difficult and pretend to read them just to be
Like other more advanced students. Other students often
avoid selecting chapter books for recreational reading and
instead choose books that can be read in one sitting.
Based on the study of Neese (2018), in the elementary
classroom, there is an urgency to help children learn to
read well. Her study has long shown a strong correlation
between learning to read early and an individual’s ability
to later achieve academically. Experts believe that
students who read with understanding at an early age gain
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access to a broader range of texts, knowledge, and
educational opportunities, making early reading
comprehension instruction particularly critical.
In addition, Shanahan(2019) found out that Reading
skills and comprehension skills are central not only to
success in school, but also open a child’s world to learn
independently and to filter information on a variety of
topics that may impact the spheres of professional, social,
and civic life.
Rasinski (2020) found out that teaching comprehension
skills at an early age stands out as a key element for
developing capable readers down the road. Along with
particular focus on foundational decoding for “word
identification and reading fluency in kindergarten through
grade 2”, it calls for focus on text comprehension as an
ongoing, increasingly essential element for reading
proficiency. Reading comprehension, or “understanding what
one reads, can reasonably be seen as the goal of reading”.
When students do not demonstrate proficiency in reading
comprehension, they are identified as struggling readers.
Therefore, according to a guide from the Institute of
Education Sciences (IES), a part of the United States
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Department of Education, students in kindergarten through
third grade should learn how to use reading strategies to
improve reading comprehension. Although instructional
practices for beginning readers will naturally differ
somewhat from practices in second or third grade, when
students exhibit more mastery over language, effective
instruction involves breaking down the complex process of
comprehension into specific skills or strategies.
Daniels (2022) found out that a combination of
independent reading and guided comprehension instruction
may support young or reluctant readers so that they
understand what they read with increasing enjoyment and
reward. Reading achievement is highly correlated with
independent reading: “The centrality of independent reading
to students’ lifelong literacy development has been
underscored in every major report on reading issued over
the past two decades”. Elementary educators look to make
the most of this valuable independent reading time by also
pairing it with instructional frameworks that will equip
young readers to use comprehension strategies like real
adult, lifelong readers.
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LOCAL STUDIES
Morales, M.P. (2018) study, stated that there are
three important facets of reading comprehension assessment:
(a) norm-referenced, standardized, multiple-choice tests,
(b) criterion-referenced assessments of specific skills,
and (c) informal classroom assessments of comprehension.
First, the purpose of norm-referenced multiple-choice tests
is to know the students’ achievement compared to other
students with the same measurement. Then, criterion
referenced assessments, which measuring the students’
mastery by giving the score over a skill or concept. In
this test, the students are able to get the requirement
score to mastery the material. Last is the informal
assessment of reading comprehension test. In this test, the
teacher assesses the students’ reading achievements
directly in present day classroom.
Abad G., (2019) found out in his study that many
children cannot decode and comprehend simultaneously by
second grade. If by third grade students have not mastered
decoding and comprehending simultaneously, continuing to
teach reading in the same way will not result in an
increase in their reading comprehension.
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According to the study of Arollado, (2019),
differentiated instruction meets the needs of diverse
student populations by coupling students’ need with a focus
on content, process, and learning profiles. With the
learner-centered approach, teachers bring command of
content knowledge but design flexibility for learners to
construct their learning. Learners needs and
characteristics take precedence over knowledge of facts and
skills.
Hernandez (2020) claimed in his study that if students
experience reading difficulty and “continue to struggle in
the upper elementary grades with competencies that should
have been adequately developed in the primary grades, it is
likely that those areas of concern will continue to plague
students’ overall reading proficiency” Indeed, studies show
that students who have not achieved proficiency in reading
by grade 3 are four times more likely than proficient third
grade readers to not graduate from high school.
Narisma, G. et al. (2021) study stated that quality
peer-discussion and reading comprehension strategies
bolster student understanding as they engage in literature
circles. Even when students may not understand a part of
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the text, they have opportunity to learn more about it from
others who have stronger comprehension skills and are able
to discuss their reading strategy with team members. The
students read the book meticulously by internalizing it,
discussing small details, and correcting misunderstandings
through peer discussion.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, the
respondents of the study, the source of data, the
instruments used, data gathering procedure and statistical
treatment of data and the reliability of the instruments.
Research design
The descriptive type of research will be used in this
study to determine the Reading Interventions and
Comprehension of Grade 3 pupils in San Vicente Elementary
School “
Respondents of the Study
The respondents of this study will be composed of
thirty (30) pupils who are enrolled at San Vicente
Elementary School under the advisory of Mrs. Alpha
Fetalvero Camacho for the S.Y. 2022-2023. The respondents
will answer the questionnaires given to them.
Research Instrument
The researcher will use a set of questionnaires with
parts. Part I it deals with the Reading Intervention and
the part 2 deal with the Comprehension of Grade 3 pupils in
San Vicente Elementary School
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The responses on the questionnaires will be measured
using
Likert Scale as shown in Table 1.
Figure 2
Likert Scale for the Independent and Dependent Variables
Level of Frequency Scale
Always 4
Often 3
Sometimes 2
Never 1
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Figure 3: Reliability of the Research Instrument
Case Processing Summary
N %
Cases Valid 30 100.0
Exclude
0 .0
da
Total 30 100.0
a. Listwise deletion based
on all variables in the
procedure.
Reliability Statistics
Cronbach'
s Alpha
Based on
Cronbach' Standardi N of
s Alpha zed Items Items
.771 .783 24
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Item Statistics
Std.
Mean Deviation N
VAR0000
3.2333 .62606 30
1
VAR0000
3.4000 .49827 30
2
VAR0000
3.3000 .46609 30
3
VAR0000
3.6667 .47946 30
4
VAR0000
3.6000 .49827 30
5
VAR0000
3.3000 .70221 30
6
VAR0000
3.5667 .50401 30
7
VAR0000
3.5000 .62972 30
8
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VAR0000
3.5000 .50855 30
9
VAR0001
3.3000 .74971 30
0
VAR0001
3.3333 .47946 30
1
VAR0001
3.3333 .66089 30
2
VAR0001
3.5667 .50401 30
3
VAR0001
3.3000 .65126 30
4
VAR0001
3.3667 .61495 30
5
VAR0001
3.4000 .56324 30
6
VAR0001
3.2667 .52083 30
7
VAR0001
3.2667 .44978 30
8
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VAR0001
3.5000 .50855 30
9
VAR0002
3.4000 .56324 30
0
VAR0002
3.5333 .50742 30
1
VAR0002
3.2667 .69149 30
2
VAR0002
3.3667 .49013 30
3
VAR0002
3.5333 .57135 30
4
The table shows the reliability of the survey. This table
presents the reliability of the questionnaires given to the
respondents, since the Cronbach’s alpha is .771.
Statistical Treatment of Data
To analyze the data, the researcher will use
statistical tools such as arithmetic mean and correlation
analysis in conducting this study.
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1. Arithmetic Mean
The researcher will use arithmetic mean to quantify
the data or the responses of the participants that
gathered using the formula below:
Where:
x = arithmetic mean
X = scores of the respondents on each question
∑x = summation of scores
N = sample size
x=
∑x
n
2. Correlation Analysis
The strength of the relationship of the independent
and dependent variables was determined using the
formula for the correlation coefficient or Pearson’s
r:
n ( ∑ xy )−( ∑ x )( ∑ y )
r=
√ [ n ∑ x −(∑ x ) ][ n ∑ y −(∑ y) ]
2 2 2 2
Where:
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X = score of the students pertaining to the independent variable
Y = score of the students pertaining to the dependent variable
n = number of participants
∑x = sum of all value of x
∑y = sum of all value of y
∑ xy = sum of the product of x and y
The resulting correlation coefficient will be interpreted
based on Table 2.
Figure 4
Ranges of Correlation Coefficient and
Degree or Strength of Relationship
Ranges of correlation Degree or strength of
coefficient (r) relationship
± 1.00 Perfect relationship
± 0.90 to ± 0.99 Very strong/Very high
± 0.70 to ± 0.89 Strong/High
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± 0.40 to ± 0.69 Moderate/Substantial
± 0.20 to ± 0.39 Weak/Small
± 0.01 to ±0.19 Almost Negligible to Slight
0.00 No Correlation
Relationship between the Existing Variable
1. Hypothesis Testing
To test the significance of the computed correlation
coefficient, the formula below will be used:
t=( r )
√ n−2
1−r
2
Where:
t= statistic
r= correlation coefficient between the independent
variable (x) and dependent (y)
n= number of respondents
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The null hypothesis will be rejected if the computed t
falls under the rejection region of the normal distribution
curve. This means that there is a relationship between the
independent and dependent variables.
Data Gathering Procedure
The researchers will be guided by a set of procedures
in gathering all the significant data needed for this
study. First, the researchers made a letter to be approved
by the lecturer Mr. Nestor C. Salvacion, and asked for
signature of the principal of San Vicente Elementary School
as a sign of approval to conduct research in the said
school.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretations
of the organized data collected from the respondents. It
also presents the answer to the specific questions posed in
the study.
Answer to Research Question 1
1. What are the Reading Intervention in terms of:
1.1 Word recognition
1.2 Pronunciation
1.3 Word reading speed?
To determine the mean of Reading Interventions in terms
of word recognition, pronunciation, word reading speed of
Grade 3 pupils in San Vicente Elementary School. The
Following scale of interpretation was used.
Range Description
3.50 - 4.00 Always
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2.50 — 3.49 Often
1.50-2.49 Rarely
0.50 — 1.49 Never
Table 1.1
Mean Perception of the Respondents on the Reading
Intervention in terms of Word recognition
ITEM MEAN RANK DESCRIPTION
1. The teacher tried using 3.23 4 Often
visual clues such as pictures
to help me understand what I
read.
2. The teacher worked out the 3.40 2 Often
meaning of words from the way
they used in sentences.
3. The teacher used the look 3.30 3 Often
and say method to help me
understand what I read.
4. The teacher combined letter 3.66 1 Always
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to sound out words when it
comes across a difficult word
to read.
OVERALL MEAN 3.39 Often
1.1 Word recognition
Table 3 present the mean perceptions of the
respondents on the Reading Intervention in terms of Word
recognition. As shown in the table, the respondent’s
perception about word recognition got with the highest mean
of 3.66 with verbal description of “always” which means the
teacher combined letter to sound out words when it comes
across a difficult word to read. The lowest mean which is
3.23 that described as “often” that the teacher tried using
visual clues such as pictures to help me understand what I
read.
Moreover, the overall mean score of 3.39 described as
often shows that pupils appreciate the effectiveness of
Reading Intervention in terms of using Word recognition.
Table 1.2
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Interventions in terms of Pronunciation
Pronunciation MEAN RANK DESCRIPTION
1. Teaching pronunciation is 3.60 1 Always
boring.
2. Pronunciation instruction is 3.30 4 Often
only effective for highly
motivated learners.
3 Communication practice is the 3.56 2 Always
best way to teach pronunciation.
4. Teaching pronunciation usually 3.50 3
result in permanent changes. Always
1.2 Pronunciation
As shown in Table 4, the respondent’s perception about
the Reading Interventions in terms of Pronunciation got
with the highest mean of 3.60 with the description of
“always”. That the teaching pronunciation is boring. The
Lowest mean is a Pronunciation instruction is only
effective for highly motivated learners the resulted 3.30
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her described as “often”. the overall mean of pronunciation
is 3.49 describe as a often
Table1.3
Interventions in terms of Word reading speed
Items Mean Rank Description
1. Reading comprehension is 1
related to word reading speed. 3.50 Always
2. Word speed reading is not 4 Often
just reading fast all the 3.30
time.
3. World reading speed is
generally calculated by the 3.33 2 Often
number of words read per
minutes.
4. Word reading speed is 3.33 3 Often
important to teach in lower
grades.
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1.3 Word reading speed
As shown in Table 5 the respondent perception about
the that Word reading speed that the Reading comprehension
is related to word reading speed got the highest mean 3.50
described as ‘Always’ The lowest mean of 3.30 indicated
that respondent often that the Word speed reading is not
just reading fast all the time.
Overall mean of 3.36 that respondent often to in the
scale. Therefore the result that the Grade 3 pupils are
often with the word reading speed.
2. What are the Impact of Reading Interventions on the
comprehension in grade3 pupils in terms of:
2.1 Critical thinking skills
2.2 Vocabulary
2.3 Fluency?
Table 2.1
Impact of Reading Interventions on the comprehension
in grade3 pupils in terms of Critical thinking
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Items MEAN RANK DESCRIPTION
1. Home related factors affect 3.56 1 Always
the reading comprehension of the
learners.
2. Critical thinking affects 3.30 4 Often
reading skills.
3. Difficulty in reading can also 3.36 3 Often
be linked with emotional factors.
4. Learners who did not read 3.40 2 Often
reading materials at home or
school affect their reading
comprehension skills.
2.1 Critical thinking
Table 6 presents the mean of the Impact of Reading
Interventions on the comprehension in grade3 pupils in
terms of Critical thinking .As shown in Table 6, the
respondent’s perception about Critical thinking resulted
with the highest mean of 3.56 described as “always”. That
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the Home related factors affect the reading comprehension
of the learners. The lowest mean is a 3.30 described as
often “Critical thinking affects reading skill in Reading
Interventions on the comprehension in grade3 pupils. the
overall mean score of 3.40 described as “often”.
Table 2.2
Mean Perception of the Respondents on the Impact of Reading
terms of Vocabulary
1. The teacher used a vocabulary 3.26 4 Often
when I cannot understand the
words.
2. The teacher used vocabulary as 3.26 3 Often
reading materials.
3. The teacher read word by word 3.50 1 Always
in each and everything I read.
4. Learning new vocabulary is 3.40 2 Often
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important for reading skills.
OVERALL MEAN 2.50 Always
2.2 Vocabulary
The average opinion of the respondent is show in table
7 for the Vocabulary. According to table 7, the respondent
assessment of Vocabulary the “ Always description and the
highest mean score of 3.50 The teacher read word by word in
each and everything I read. Then the lowest mean score is
3.26 the ‘Teacher used vocabulary as a reading materials.
The overall mean of 2.50 with the description of
always indicates that vocabulary have impact of Reading
Interventions on the comprehension in grade3 pupils.
Table 2.3
Mean Perception of the Respondents on the Impact of Reading
terms of Fluency
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1. Reading selection enhanced the 3.53 2 Always
understanding and comprehension
of pupils.
2. Teacher’s motivation has great 3.26 4 Often
influence in pupil’s reading
interest.
3. Oral reading helped a lot in 3.36 3 Often
improving linguistics
intelligence of pupils.
4. Lack of reading materials and 3.53 1 Always
textbook in public school
affected reading skills of
students.
2.3 Fluency
Table 8 represents the mean perception of the
respondents on the Impact of Reading Interventions on the
comprehension in grade3 pupils in terms of Fluency .As
shown in Table 8, the respondent’s perception about fluency
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got with the highest mean of 3.53 described as “always”.
The analysis showed that Lack of reading materials and
textbook in public school affected reading skills of
students. The lowest mean score is 3.26 described as often
The overall mean of 3.41 with the description of “
Often” indicates that fluency have effect on the reading
intervention on the comprehension in Grade 3 pupils.
Relationship between the Existing Variables
Correlation Analysis
n ( ∑ xy )−( ∑ x )( ∑ y )
r=
√ [ n ∑ x −(∑ x ) ][ n ∑ y −(∑ y) ]
2 2 2 2
30 ( 50361 )−( 1231 ) ( 1223 )

r=
√¿¿ ¿
1510830−1505513
r=
√ [ 1522530−1515361 ] [ 1503510−1495729 ]
5317
r=
√(7169)(7781)
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Clarendon College
5317
r=
√ 55781989
r =0.71
r =0.71Strong/High
To determine the Degree of Relationship between the
Factors Influencing Problem - Solving Performance and the
Effects of Problem - Solving Performance, the following
scale of interpretation was used:
Ranges of r Degree or Strength of
Relationship
±1.00 Perfect Relationship
±0.90 to ±0.99 Very Strong/Very High
±0.70 to ±0.89 Strong/High
±0.40 to ±0.69 Moderate/Substantial
±0.20 to ±0.39 Weak or small
±0.01 to ±0.19 Almost negligible to slight
0.00 No correlation
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As revealed by the gathered information using the
Pearson’s R with value of 0.74, there is a strong or high
correlation between Effects of Problem - Solving
Performance on the Effects of Problem - Solving
Performance.
Hypothesis Testing for the Significance of Correlation
Coefficient.
To test the significance of the computed correlation
coefficient, hypothesis testing was performed.
1. Null Hypothesis (Hₒ): There is no relationship
between Reading Intervention and reading
comprehension. Thus,
Hₒ: r=0
Where r= correlation coefficient of the variables
2. The researchers used a significant level (ɑ) of 5% or
confidence level of (1-ɑ) of 95%.
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Computed T
t c =( r )
√ n−2
1−r
2
t c =( 0.71 )
√ 30−2
1−(0.71)2
t c =( 0.71 )
√ 28
1−0.5041
t c =( 0.71 )
√ 28
0.4959
t c =( 0.71 ) √56.46
t c =( 0.71 ) (7.51)
t c =± 5.33
Degree of Freedom
df =n−2
df =30−2
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df =28
Level of Significance
∝=0.05
t .95 =+/- 2.0484
t .975 = 1.7011
1. The researchers use two-tailed test since the
alternative hypothesis is non-directional. The
2.
3. Computed tabular value of t at 5% level of
significance is ±2. 048.
4. The figure below shows the plot of computed tabular
value and 5% level of significance on the Normal
Distribution Curve
Acceptance Region Acceptance Region
Rejection Region Rejection Region
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2.048 2.048
-8 -7 -6 -5-4-3-2 -1 0 1 2 3 4 5 6 7 8
t c =± 5.33t c =± 5.33
Figure 5 Normal Distribution of Curve
Decision. The computed T lies under rejection of the Normal
Distribution Curve; thus, the researchers rejected the null
hypothesis and accepted the Alternative Hypothesis.
Therefore, there is a significant relationship between
Reading Interventions and Comprehension of Grade 3 pupils
in San Vicente Elementary School
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Clarendon College
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter shows the summary, conclusions and
recommendations for further research.
SUMMARY
Reading is a fundamental process of learning. It is
the practice of comprehending and acquiring knowledge,
personal growth and development. Assert that the ability to
read is at the heart of self-education and life-long
learning and that it is an art capable of transforming life
and society.
This study is a quantitative research which was designed to
know the effects of reading comprehension on the academic
performance of the students. There is a significance
between reading intervention and reading comprehension of
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Clarendon College
the students in San Vicente Elementary School. Looking to
the objectives that researchers settled in this research
they aimed to find the effects of having a reading
comprehension to the academic performance of the pupils,
they seek for the materials that students are using in
reading. The total sample of this study comprised of school
students possessing reading habit. The whole sample consist
of total 300 students with unequal number of boys and girls
.In order to obtain data for their academic achievement.
The data that was obtained were analyzed by using
Descriptive Analysis. Finally, the researchers found out
that there is a significant relationship between reading
intervention and reading comprehension.
FINDINGS
The findings in this Chapter IV are summarized below:
1. In terms of word recognition, the overall mean is
Computed 3.38 with verbal description “often”. Therefore,
this result indicates that grade III pupils often used
their word recognition to enhance their reading
comprehension through reading intervention.
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2. The overall mean was computed 3.49 in terms of
Pronunciation in reading intervention and comprehension the
, with the verbal description of often
3. The overall mean of word reading speed was computed 3.36
described as often that indicates that the pupils can
improve in reading comprehension.
4. The overall mean computed 3.40 in terms of Critical
thinking, with verbal description of often indicate that
critical thinking have effect in the reading comprehension.
5. The overall mean of Vocabulary computed 2.50 verbal
description of “always” indicates that vocabulary is
important to the Grade III pupils.
6. The overall computed mean 3.41 in terms of Fluency, with
Verbal description of Often indicates that through reading
intervention and comprehension of grade III pupils in San
Vicente Elementary School.
CONCLUSIONS
From the data that has been analyzed, it was found out
that:
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1. The Word recognition is important to the student to
enhance their critical thinking skills.
2. The Pronunciation was often to the student to improve to
pronounce the word.
3. The pupils could learn about Word reading speed through
Implementation of reading intervention and comprehension
to enhance the student’s reading skills.
4. Critical thinking have an impact on the reading
intervention and comprehension to the Grade III pupils in
San Vicente Elementary School.
5. Using the Vocabulary, the Grade III pupils in San
Vicente Elementary School can improve their reading skills.
6. Fluency helps to enhance the Reading comprehension of
Grade III pupils in San Vicente elementary School.
RECOMMENDATION
1. Students should be motivated and encouraged by their
lectures to read different information resources other
than their notebooks and hand-outs so as to be exposed
to diverge and broader views to knowledge.
2. It is recommended that faculty staff should engage
students in several assignments and presentations and
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Clarendon College
these should form a greater part of the assessment
process of students. When this trend is reversed, it
will help students to acquire more skills in searching
for information.
3. Future researchers should focus on other effects that
affect the academic performance of the students.
4. It is recommended that parents should help their
children cultivate the reading skills when they are
young, so that it becomes part and parcel of their life.
It will help them express themselves well and write good
English which will eventually lead to better academic
performance in the near future.
5. School administrators should monitor abuse of social
media, so that students will meticulously use it for
educational purposes.
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Clarendon College
REFERENCES
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson,
I. A. G. (2018). Becoming a nation of readers: The report
of comission on reading. Washington D.C.: The National
Institute of Education. Retrieved from
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?
article=7157&context=dissertations&fbclid=IwAR1UxZLpqyIFD9w
3eM3jSOXZl04YNB4QEQ25QoNijtTNuWc1_qDlCiDLLlg
Anmarkrud & Bråten, I. (2019). Motivation for reading
comprehension. Learning and Individual Differences,
Retrieved from
https://pdfs.semanticscholar.org/0aa2/1eef8d1860d9a784f8587
53d92953cd24ba9.pdf?fbclid=IwAR1cvY
57
Clarendon College
Atikah, I. (2019) Analysis on the students' linguistic
problems in reading comprehension (Master's thesis).
Retrieved from
https://files.eric.ed.gov/fulltext/EJ1247943.pdf?
fbclid=IwAR3rkKdogq6TLC6vwOx6Jz59MOidmercvBW3BTpAryVNHQb6As
ypyP7viSk
Belloni, L. F., & Jongsma, E. A. (2020) The effects of
interest on reading comprehension of low-achieving
students, retrieved from https://eric.ed.gov/?q=source%3A
%22Reading%20Improvement%22ISSN-0034-
Collins dictionary online. (n.d). Retrived from
https://www.collinsdictionary.com/dictionary/english/readin
gcomprehension
Garcia, Y. P., Ramayan, A. J. R., Sepe, A. P., & Silor, A.
C. (2014). Difficulties in reading comprehension and
metacognitive strategies for technology livelihood
education students. Proceeding of The Global Summit on
Education GSE retrieved from
https://files.eric.ed.gov/fulltext/EJ1124247.pdf?
fbclid=IwAR1gZTiPg63BO1y7-
Y7uzqurM4f5Zq6vMukVahkcHQkIVaurfIjrxw0IO84
58
Clarendon College
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S.
(2001). Teaching reading comprehension strategies to
students with learning disabilities retrieved from
0510&ff1=subReading
%20Comprehension&fbclid=IwAR16R1nwZMqU2dWE4CHYg_jcokBg36lp6
DIUZGpVIxgBQdf991xOt44rQJg
CURRICULUM VITAE
Name: Mary Claire L. Gancia
Age: 21 yrs. Old
Date of Birth: September, 21, 2001
Address: San Jose BAL-Ong Roxas, Oriental Mindoro
Nationality: Filipino
Religion: Catholic
Civil Status: single
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Clarendon College
Educational Attainment:
Elementary: San Jose Bal-Ong Elementary School
(SY 2012-2017)
Secondary: Dayhagan National High School (JHS)
(SY 2017- 2020)
College: Clarendon College Odiong, Roxas Oriental Mindoro
SY 2019 - Present
Name: Mary Jane F. Sonio
Age: 28 yrs. Old
Date of Birth: July, 9, 1994
Address: San Vicente Roxas, Oriental Mindoro
Religion: Born Again Christian
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Clarendon College
Elementary: San Vicente Elementary School
(SY 2005-2006)
Secondary: San Vicente National High School
(SY 2005- 2006)
SY 2019 - Present
Name: Nicole D. Deloviar
Age: 21 yrs. Old
Date of Birth: August, 23, 2001
Address: Villa Celestial Mansalay, Oriental Mindoro
Religion: Jehovah’s Witness
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Clarendon College
Elementary: Sta.Brigida Elementary School (SBES)
Sta. Brigida Mansalay, Oriental Mindoro
(SY 2007-2013)
Secondary: Fe Del Mundo National High School (FDMNHS)
San Antonio Mansalay Oriental Mindoro
(SY 2013- 2019)
SY 2019 - Present
Name: Melissa Shia Kim Pularez
Age: 24 yrs. Old
Date of Birth: December, 10, 1998
Address: Poblacion Mansalay, Oriental Mindoro
Religion: Catholic
62
Clarendon College
Elementary: Mansalay Central Elementary School (MCES)
(SY 2007-2013)
Secondary: Mansalay Catholic High School (MCHS)
(SY 2013- 2019)
SY 2019 - Present
63

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Clarendon College

Odiong, Roxas, Oriental Mindoro

THE PROBLEM AND ITS SETTING

Reading is an essential skill that is crucial for

success in all areas of life. It is the foundation for

academic achievement, as well as for personal and

professional development. For this reason, reading

comprehension is a critical component of education,

particularly in the early years. Grade 3 is a crucial year

for students’ reading development as they transition from

learning to read to reading to learn. At this stage,

students are expected to read more complex texts and

comprehend them at a higher level. However, not all

students develop reading comprehension skills at the same

pace, and some may struggle to understand what they are

Reading interventions are designed to provide targeted

support to students who are struggling with reading

comprehension. These interventions can take many forms,

including small-group instruction, one-on-one tutoring, and

technology-based programs. The goal of these interventions

is to help students develop the skills they need to read

and comprehend texts independently. In this context, it is

crucial to explore the effectiveness of reading

interventions in improving the reading comprehension skills

of grade 3 pupils. This can help educators identify the

most effective strategies for supporting struggling readers

and ensure that all students have the necessary skills to

succeed academically and in life. The ability to read and

comprehend written text is a fundamental skill that is

critical to a child’s academic success. Third grade is a

crucial year for developing reading skills, as students

transition from “learning to read” to “reading to learn.”

Unfortunately, some students may struggle with reading

comprehension, which can lead to difficulties in other

subjects. San Vicente Elementary School recognizes the

importance of reading intervention and its impact on

students’ comprehension skills. As such, the school has

implemented a reading intervention program for third-grade

students who need additional support in reading

The purpose of this study is to evaluate the

effectiveness of the reading intervention program at San

Vicente Elementary School. Specifically, this study aims to

determine whether the program has improved the reading

comprehension skills of third-grade students who

participated in the intervention. By examining the

effectiveness of the reading intervention program, San

Vicente Elementary School can identify areas for

improvement and ensure that students are receiving the

support they need to succeed academically. Additionally,

this study may provide insight into best practices for

reading intervention programs in other schools or

Objective of the study

To determine the impact of Reading Intervention to the

Reading Comprehension of grade 3 student

1. To describe the relationship of Reading

Intervention and Reading comprehension.

2. To investigate what are the impact of Reading

Intervention to the Reading comprehension of grade 3

3. To seek recommendation on how to enhance or

improve the Reading Intervention program on pupils

with reading comprehension.

Learning how to read is a vital skill that students

learn in their early childhood education. This skill sets

the foundation for academic success. There are many ways to