Chapter 1 5 Sample 1

Aritao National High School
Senior High School
Chapter1
INTRODUCTION
Rationale and Context
Reading is one of the most vital ingredients in macro skills. It is also an act of
communication wherein the information was transferred to a transmitter from a receiver
(Smith, 1973). The views were supported by William (1984) when he stated that reading
is a process of understanding several words and make it meaningful. By means of reading
some books, magazines and other learning paraphernalia, it can aid the people to
understand the acquired information and they can also gain more knowledge from what
they have read.
On the other hand, some learners are more likely to acquire reading difficulties
than others. Students might develop reading difficulties through family histories; can be
recognized with a language impairment or hearing disability or if they learned less
knowledge or literacy skills during preschool years (Snow, Burns, & Griffin, 1998).
There are three common difficulties in reading which are de-coding, poor
comprehension, and speed (Cicerchia, 2016).
Meisinger (2010) specified that “the process of decoding print must become an
automatic, subconscious, effortless habit so that the mind is free for text comprehension.’
(Cited in Wolf, 2016, p.11).
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In addition, Morin (2018) articulates that decoding skill can aid students to notice
words that are already familiar to them and to interpret new words.
Pertinent to this, poor comprehension skill is when an average readers encounters
vocabulary words that are not accustomed with, most probably skipping in reading is
applied, the more blanks in the text is the harder it is to understand (Cicerchia, 2016).
As stated, if speed in reading is an issue, the readers might have an underlying
problem such as slow processing. The claims were supported by Konstant, Hodder &
Stoughton (2003) when they contend that no matter how fast your reading speed, unless
you remember what you read you will have wasted your time. In addition, “Some books
are fast and some are slow, but no book can be understood if it is taken at the wrong
speed” (Dover, 2002).
In accordance with the study, to read means to understand the meaning of written
or printed words symbols (Oxford South African Dictionary). Reading is fundamental in
such way as finding and conveying information and necessary skill that is developed at
the very young age. It helps to discover new things, develop the mind, imagination on
creative side of a person, helps to improve (vocabulary and spelling) communication
written and spoken, plays an important part in building a good self-image and today’s
society its functions that is necessary (Keyser, 2015).
Being knowledgeable about the different reading skills is very important
especially for students. It is a must for language teachers to teach these skills to see what
is the most suitable in students’ learning. These techniques are skimming, scanning,
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intensive and extensive reading. Skimming is in the most basic level of reading and what
is used to get specific information but in terms of understanding it is very low in level.
What is applied in getting simple information is scanning. It is getting eyes quickly to
barely understand the context. Intensive reading is the most suitable in making aims clear
and beneficial in improving vocabulary. In having long term memory, intensive reading
helps a lot while extensive reading is reading for pleasure, in what is interesting
(McDonald, 2012).
It is the ability to read, understand, process and recall what was just read and it is
called reading comprehension. Having excellent reading comprehension skills is a crucial
skills, increases enjoyment and effectiveness of reading and helps professionally,
person’s personal life, also academically (Rutzler, 2017). There are basically two types of
reading comprehension skills and it is concrete and abstract. In concrete skills include the
ability to answer questions, vocabulary, main idea, fact or opinion, sequencing, following
directions and reading for details while the abstract it includes inference, analysis,
evaluation, drawing conclusion, and cause or effect (OPTIMID).
Reading comprehension talks about on how a reader could establish thoughts of
interaction in mind while reading a text. For a reader be able to comprehend a text
effectively, prior knowledge and field of experience are the gateway on it. The more
information the reader knows about what is being read, the better and more excellent
comprehension comes in (Admin, 2017).
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In long term reading and content analysis area of skills, reading comprehension
affects a lot especially to those who are in the beginning stage of learning together with
the vocabulary and background knowledge. These aspects help a lot to the learners in
learning spontaneously. Therefore, comprehending thoughts would not be an asymptote
to learners anymore (Paris, 2005).
Furthermore, according to Active Learning Practice for Schools (n.d.)
understanding is a capability wherein application on what has been known comes in. One
of education’s highest priorities is to bring complete understanding on what has been
taught in variety of texts. Understanding does not only deal with stating what has been
understood throughout the reading process but more likely in being able to perform it as
one of the most worthy skills.
According to Williamson (1988), what will be the level of reading comprehension
is based on the students’ interest. It lies on what attracts students to do so and what they
engage in. As supported by Admin (2017), variety of knowledge the reader has leads to
different thoughts being analyzed upon the reading. Kokuyo (1989) said that one’s
interest is one of the most influential factors that motivate children to read
comprehensively.
On the other hand, children face difficulties in comprehending thoughts while
reading. To be actively engaged with the text’s idea while reading is important to adopt
and process on mind what the text points out. Lack of comprehending strategy is the main
problem. With the absence of strategy, children would really have a hard time to
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understand what is being read. Therefore, reading comprehension strategies are very
useful and here are some: make children excited on the reading and let them build
connection between themselves and the story; help children to decode words used in the
story effectively; even before reading, set goals to suffice right after reading and for these
strategies to be done effectively, watch over and guide children while doing so (Admin,
2017).
In Nagcuartelan Elementary School (NES), activities in reading have always been
conducted to improve reading comprehension skills, however, their reading
comprehension ability levels remain problematic. Some English teachers sometimes
resort to code switching and translating whenever there are reading discussions and
analysis among the Grade VI pupils and in the different results of their reading tasks,
poor comprehension is manifested.
The above mentioned premises inspired and motivated the researchers to
determine the reading comprehension level of Grade VI Pupils of Nagcuartelan
Elementary School for the school year 2018-2019.
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Statement of the Problem
This study aims to determine the Reading Comprehension Ability Level of Grade
VI Pupils of Nagcuartelan Elementary School.
Specifically, this study sought to answer the following questions:
1. What is the profile of the participants in terms of;
a. gender; and
b. vocabulary skills level?
2. What is the level of reading comprehension ability of the grade VI pupils along
the literal level, critical level, analytical level and synthopical level?
3. Is there a significant relationship between the participants’ reading
comprehension ability level and their profile variables?
Significance of the study
The future finding of this study are hoped to be beneficial to the following:
The Language teachers, upon knowing the strength and weaknesses of the pupils in
reading comprehension, they will be aided to have an understanding on the factors that
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affect their poor comprehension among their pupils and develop techniques to use in
improving pupils reading comprehension ability.
Pupils will be benefitted as this study will serve as a reference guide in higher ability in
reading comprehension.
Parents, the study will help the parents to support their children in uplifting their reading
skills by constant monitoring of their ability and allotting time to have reading discussion
at home.
Administrators, the study will lead them in what should be emphasized by the language
teachers in the school curriculum guide to enhance pupils reading ability level,
specifically the language teachers as they propound solutions and techniques pertinent to
reading comprehension ability.
Future Researchers, this study is open for innovation and it might serve as future
reference for them to conduct other related studies.
Conceptual Framework
This study used macro skills as its framework. King(n.d.) defined the macro skill
as an approach to communication and learning that implies the students to understand,
interpret, evaluate what she or he discovered and apply in schooling.
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Ermetes (2012) posited that macro skills are one of the must have ability of
students particularly in learning and each macro skill is indispensable and plays a vital
role on behalf of the learners, mentors or educators.
It is a misconception among humans that communication is only limited with
auditory and speaking skill. Language is bound with the four macro skills in learning
namely; listening, speaking, reading and writing (Sharma, 2018).
As time passes by, macro skills were elevated from the previous four types, now
it has six types that are divided into two categories namely; receptive and productive
skills respectively. Receptive skills include listening, reading, and viewing as its sub-
categories. On the other hand, speaking, writing and presenting are the productive skills
All six are the fundamentals of learning (Barrot, 2016).
Receptive skills or passive skills is one of the most common abilities of humans
from birth itself. Listening is relevant to be able to speak, one listens to speak and can
improve the fluency in speaking whereas reading follows (Holmes, 2017).
It is categorized into 3 sub-categories first is listening. “Listening ability lies at
the very heart of all growth, from birth through the years of formal education the better
those learning skills are developed, the more productive our learning efforts” (Vennum
1987, para 4).
The second category is reading. As stated by Gangula, Eliah (n.d.), “Reading any
material is expected to make the reader more competent and give him more knowledge
and insight.” Thus reading is one of the main resources of learning (para 8).
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The fact that macro skill encompasses viewing and proliferation of multimedia
technology, it is largely significant to the speaker and listener to assess the meaning from
the audiovisual inputs presented (Curriculum Planning & Development Division, 2010).
On the other hand, productive skills are speaking, writing and presenting. First is
speaking. It is the process that includes concurrent attention content, structuring of data’s,
discussion using vocabulary words, morphosyntax, the rhythm and pattern of sounds or
prosody, sound system and pragmalinguisic features in a complex way (Hinkel, 2006).
Writing is the act of putting ideas as one on prints. It is also a “non-linear,
exploratory, and generative process” as learning new ideas and reformulating it (Zamel,
1903, p.165).
Last is presenting, it is to formally talk about someone or something to a group of
people (Merriam Webster’s Dictionary).
A primary student must gain a high level on reading comprehension skills for
easier and deeper understanding.
The study will have views on stories that will test the reading comprehension skill
of students.
In accordance with interrelated conceptual frameworks cited on reading
comprehension, the analytical framework of the study is illustrated below.
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INDEPENDENT VARIABLE DEPENDENT VARIABLE
Profile of the Levels of Reading

Respondents Comprehension
gender Literal Level
vocabulary Critical Level
skills level Analytical Level
Synthopical Level
Figure 1 shows the paradigm of the research study.
The first box showcases the independent variables used in this study which are the
gender and the vocabulary skills level
The second box displays the dependent variable which is the level of reading
comprehension along literal level, critical level, analytical level, and synthopical level.
The Dependent and Independent variables used in this study were correlated to
showcase the relationship between the variables.
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Definition of terms
Decoding- a useful instrument for literacy most especially reading ability. Also include
the sounding out of words and incorporating the sounds as one.
Comprehension- an ability to understand meaning/importance of something and came
from “a seizing.” (Vocabulary.com Dictionary)
Intensive reading- a form of reading that involves the learners reading in detail with
specific learning aims and task. (Teaching English)
Extensive reading- a form of reading that immerses the learners into leisure activities.
Analytical reading- a more authoratively level for readers were it is more complex
rather than preceding levels, represents thorough and complete form of reading (P.19)
Syntopical Reading – readers on what they do when they are in working on a literature
review for a research paper (educator’s technology).
Scope and Delimitation of the Study
The focus of this study will only be on the ability of the participants in reading
comprehension and will not delve on other aspects of reading. Materials used are
dependent on the ability and level of the respondents. The respondents only involved the
Grade VI pupils of Nagcuartelan Elementary School for the school year 2018-2019.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
The first part of this chapter starts with a review of related literature as regards the
study’s theory and concepts on reading and comprehension. The second part comprised
of studies related to the present study, its similarities and differences.
Related Literature
Reading
Reading is one of the language skills other than listening, writing and speaking.
It is a medium in comprehending written texts. Nutal (2002) defines reading as a
consequences of interaction between the writer’s intelligence and then and the audience’s
mind. It is a tactics wherein the reader tries to take the message or the aim of the writer.
By this instrumentality reader tries to execute the intention of the writer, the reader may
take the message, and the sender’s gist.
According to Sutari (2000), “reading is a process of getting the meaning of
something written or printed by interpreting its character and symbols. Reading is a
second language that defined as process of grasping full linguistics meaning in the new
language through the symbol used to represent it” (para 2).
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Reading is the instantaneous identification of diverse written symbol by virtue of
knowledge and can be defined as comprehension of ideas, data, and information
gathered.
There are four(4) levels of reading mainly; literal, critical, analytical and
synthopical.
Literal
Literal level of reading comprehension is the foundation of reading, simply what
the text says, an important level as the level of reading comprehension interdependently
needs each other. Without understanding and analyzing the text in the literal level, one
cannot go farther. It is also called as the foundation of deep comprehension (Roundy L,
2018).
Literal reading is also known as elementary reading. In this level of reading it is
mainly the interpretation of letters, the text and follows a simple plot (Latchman, n.d.).
Critical
In this level of reading comprehension, the reader uses an external criteria in
comprehending the text, the reader may use his/her personal experiences in contrasting
and comparing in order to test the quality, the values of the text, reasoning,
generalizations and simplifications. In this stage of comprehension, connection between
the field of experience and the text come in. The reader gets involved on what does the
text deliver (Critical reading, para 6).
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The steps in reading is highlighted by Joyce (n.d.) home with kids must first be
filled with reading materials, create and practice your reading habit, read the stories to
your children more often, read the text carefully explain if necessary, and keep the
reading session short but concise as the children might get bored while listening.
Analytical
A reading that needs more understanding than any other level, analyzing the text
is most likely to be applied to better comprehend the text, an example is a standardized
text/questionnaire. In analytical level, it is not just understanding what does the text all
about but rather going into deeper thoughts (Thompson, 2017).
Thompson (2017) states that analytical reading or understanding is a technique
that requires a deep understanding of the given text.
Synthesis or comparative reading is the most complex level of reading since it
follows a systematic pattern. The reader compares the text on the same subject or topic
whereas analysis is applied to understand the text holistically (Adler, Doren, 1940).
Synthopical
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Also known as “intelligent reading” the highest level of reading comprehension,
focuses on the implementation and in maximizing understanding and the elevation of
reader’s mind more advanced than the basics (Marquiez, 2017).
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Skimming
Latchman (n.d.) defines skimming as the level of reading where understanding the
outline is applied whereas comprehending the structure follows in a short given amount
of time. The readers discover the worthiness of the text being read in slower way.
There are two main approaches in reading a given text the intensive reading and
extensive reading as follows:
Intensive reading
Maria (n.d.) defines intensive reading as an approach in reading where testing,
evaluation and increasing knowledge is the main objective. Understanding the meaning
of the text literally is vital, also include note-taking. It is underscored on deconstructing
sentences to comprehend the syntax and grammar rules besides extricating the point of
the content. And engaging reading comprehension testing, such as finding solutions to a
specific question. Some examples of intensive reading are contracts, reports, blog posts,
news article and short stories.
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Extensive Reading
Extensive reading is a form of reading where the main objective is for fun, usually
used in leisure time. Fluency and broad comprehension are not required. Understanding
the text or words are not relevant. Guessing is applied, the goal of extensive reading is
purely exposure in reading that guides stronger language skills. Some examples of
extensive reading are magazines and mostly literary works such as novels and poems as
stated by Maria (n.d.).
On the other hand the importance of reading is underscored by Davis (2016) as it
is the basic tool in functioning in society, it is also vital in finding a job, it develops the
mind, discovers new things, develops imagination, elevate the creativeness of the people,
aid in developing good self-image, upgrade the levels in spelling.
Comprehension
Comprehension is the capacity in understanding and getting the meaning from
unwritten and written language (National Institute of Literacy, 2001).
Comprehension is the concession of a complex procedure involving, experience,
thinking, knowledge and teaching (Fielding, Pearson, 1994).
In addition , Harvey & Goudvis, (2000) defines comprehension as an approach in
finding the meaning of a given text. Also means that audiences do not only think or
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understand the text but learning as well. When readers invent idea they are structuring
their store of wisdom. Apart from knowledge understanding must come.
The above mentioned premises are the definition of comprehension.
Miller (n.d.) emphasizes that the importance of reading comprehension is timely,
relevant and significant in our society as it aid in developing 21 st century literacies, an
important tool in reading in our modern age wherein we gain an idea from the text
someone else has made, learn something, confirmation for something, understanding the
viewpoint of others, in relaxation and escaping the pressures of everyday life.
Reading Comprehension
According to Sweet & Snow (2003), reading comprehension is important to
students for them to develop their reading skills and comprehension ability. Students
must have the ability to understand the content of the story or a lesson. Reading
comprehension is one of the vital ingredients in the academic performance of students.
Reading and Comprehension or Reading Comprehension is the act of
understanding the story or text one is reading. Reading comprehension is one of the
foundations of reading.
Review of Related Studies
Studies on reading, on reading comprehension in particular have been conducted
locally and internationally among language learners.
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Dolchandra ( 2010), for instance, investigated the reading comprehension level
among the students enrolled under foundation English III at Kasetsart University. The
study was entitled; “The Use of Phonics Instruction to Enhance Students Reading
Ability.” The researcher intervented the capital and lowercase consonant letter cards to
introduce letter sounds. In other methods the researcher used Text Structure Reading
Strategy CALL program (TSRS). Upon using both methods, the students were found to
improve in their reading ability especially for those who have low English proficiency
students has been effective.
In addition in the study (McKown, Barnett, 2001) “Improving Reading
Comprehension Through Higher Order Thinking Skills.” Three instruments were used to
assess the changes or development of the students. Specifically, metacomprehension
strategy index, state snapshots of early literacy test and test ready’s practice reading
comprehension test. This study was to determine the
improvements of the student’s comprehension ability and did found out that it is useful in
alleviating the level of comprehension of the students.
Richardson (2010) conducted a study entitled “Guided Reading Strategies for
Reading Comprehension.” The methods used are pre-reading strategies, during reading
strategies, and post-reading strategies specifically modified to improve comprehension. It
was revealed in the findings that, students pre-reading strategies were proved to have
greatest impact in comprehension. In addition when students struggle with
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comprehension they do not retain what has been read that leads to collaborative
discussion promoting the students to rely on others, being dependent.
Another study worthy to note is the study of Blickenstaff, Hallquist, & Kopel,
(2013). They investigated on the effects of reading strategies in comprehension of
elementary age learners. An experimental study was undertaken among their
kindergarten to 4th grade participants and a center-based classroom for students with
(DCD) Developmental Cognitive Disabilities. They made used of finger retell and
fluency check strategies that were conducted over the 6 weeks. As a result of the study
students reading comprehension increased in all study groups.
In addition, Chayarathee (2003) determined the reading comprehension, and
attitude and behavior, of students taught ESL By Cooperative Learning In Prathom
(Grade 6) Classrooms In Thailand. The study aims to determine if cooperative learning
improves reading comprehension, and attitude and behavior to learning ESL. The study
were conducted with 3 phases. Phase 1 involved creating linear scale of English reading
comprehension. Phase 2 involved an experiment group taught by cooperative learning
and a control group. And phase 3 involved trainee teachers keeping journal records of
their attitude and behavior towards cooperative learning. Reading comprehension were
measured in 3 aspects; understanding the main facts, sequencing the order of ideas, and
understand ing the meaning from pictures. The data were analyzed through rash computer
program. In addition, in phase 2 it were treated with ANOVA (SPSS). The study reveals
that students improved their English reading comprehension under both the cooperative
learning and Thai communicative group methods of teaching. On the other hand,
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Students improved their attitude and behavior more on English cooperative learning than
Thai communicative group method of teaching.
Another study is the study of Anggot, Conteras, Espino, Legardo, & Pardillo
(2014) which is entitled “The Reading Comprehension Abilities of Selected Grade Six
Pupils in English and Filipino”. They conducted the investigation at Integrated
Laboratory School Zamboanga. It was found that there is no significant difference in the
reading comprehension in English and Filipino while there is significance difference in
gender and section. It is also shown that the reading comprehension level of the
participants is “good” and the general performance is “average.”
Disabil (2016) also conducted a study related to reading and comprehension.
Believing that both Mathematics and Science subjects are the core subjects of education
in the Philippine system, he took a total of 660 freshman students to respond into the
research entitled; “Effects of Reading Skills on Student’s Performance in Science and
Mathematics in Public and Private Secondary Schools.”
Said study was held in both private and public schools in Cotabato City. The
researchers constructed a 150 item standardized test. The findings showed that only
making inference and getting the main idea were predictors of mathematics performance
of students in public school and private school, respectively. The analysis of data
revealed that two reading skills such as noting the details and making inferences had an
influence on science subject performance of the students that are enrolled in public
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schools. On the other hand skills in getting the main idea and drawing the conclusion
influenced science performance in private schools.
A study on “Improving Reading Comprehension Skills Through the SCRACTH
Program” was also conducted by Papatga & Ersey (2016). The study took place in a
middle socio-economic level elementary school in Turkey among eight grade four pupils.
Criteria sampling method was used in the process of the study which includes Informal
Reading inventory, readability assessment rubric, participant solution and identification
form. For the qualitative result, thematic analysis method was used or the MAXQDA
while for the quantitative one, correlation analysis using Kendall W Test was used. For
the result, the researchers found out that the reading comprehension of the participants
improved from the anxiety level to the instructional level.
SYNTHESIS
The present study is similar to the presented studies in terms of its topic on
reading comprehension level. They only differ in the methodology, instruments and
techniques and participants’ level.
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Chapter III
RESEARCH METHODOLOGY
Research Design
The study made use of a quantitative-descriptive design as it determined the level
of the respondents’ reading comprehension of Grade VI students of Nagcuartelan
Elementary School.
A set of test with questions in regards with reading comprehension was
administered to determine their reading comprehension level.
The quantitative data were processed by means of simple frequency counts,
percentage distribution, descriptive statistics, and pearson-moment correlation.
Research Locale
The local took place in Nagcuartelan Elementary School. This school has seven
primary teachers and a school head and a total of a hundred and sixty seven students.
Among six Grade Levels the researchers took Grade VI pupils as the participants of the
study.
Research Participants
The participants involved in this study were 32 pupils of Grade VI for the school
year 2018-2019 which is purposively selected. Their selection as participants in the study
emerged from the fact that despite their being the senior elementary pupils, poor
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comprehension levels among them remains problematic as shown in the different reading
comprehension activities conducted by language teachers in the said school.
Research Instrument and Techniques
The data gathered will be done through a standardized questionnaire that is
composed of two parts which is the profile of the respondents and the questionnaire. The
research questionnaire was sub divided into four-level assessment test. The levels of the
Reading Comprehensions are Literal Level, Critical Level, Analytical Level and
Synthopical Level, and a vocabulary test was also part of the standardized questionnaire
as it was correlated with the profile variables.
Furthermore, Pearson moment correlation will be used to showcase the
relationship of the participants’ profile variables and their level in reading
comprehension.
Data Gathering Procedure
Octo
June- Aug Augu Septe Septe Octo Octob
ber
PROCESS/STEPS July ust 1 st 13 mber mber ber 1
13 –
er 18-
2018 –10 –28 1 –15 16-30 –10 30
17
Preparation of the
Proposal
Gathering of Data
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Interpretation and
Analysis of Data
Making the Conclusions

and
Recommendations
Preparation for Oral

Defense
Presentation of Research
Work
Finalization of Outputs
Submission of Final
Research Output
Data Analysis and Treatment
This research study employed the following statistical tools for the treatment and
interpretation of the gathered data.
Frequency and Percentage. This was used to establish the profile of the participants in
terms of the selected variables.
Mean. This was used to determine the participants’ level of reading comprehension.
Pearson moment correlation. This was used to determine the significant relationship
between the participants’ level of reading comprehension and their profile variables.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the accumulated data through the procedure of this study. It
is divided into 3 categories namely: (1) The profile of the respondents; (a) gender; and (b)
vocabulary skills. (2) Level of the reading comprehension ability of the pupils. And
lastly, (3) the significant relationship between the profile of the participants and their
profile variables.
Problem 1. What is the respondents’ profile in terms of their gender and vocabulary
skills level?
The preceding tables present the frequency distribution of the participants when they
are grouped according to gender, and vocabulary skills level.
Table 1. Frequency and percentage distribution of the participants when
grouped according to gender.
Gender f %
Male 14 43.75
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Female 18 56.25
Total 32 100
The table 1 shows the frequency and percentage distribution of the participants
when grouped according to gender. Fourteen (14) or 43.75% of the participants are male
while 18 (56.25%) of them are female.
This further shows that more than a half of the participants are female. Meanwhile
minority of the sample population are male.
Table 2. Frequency Distribution of the respondents when Grouped according
to Vocabulary Skills Level
Total
f %
1. Beginning (74% & below) 32 100
2. Developing (75-79%) 0 0
3. Approaching Proficiency 0 0
80-84%)
4. Proficient (85-89%) 0 0
5. Advanced (90% & above) 0 0
60 100
Table 3 presents the vocabulary skills of the participants based on the test given.
As what is shown on the table, 32 out of 32 or a hundred percent of the participants are in
the beginning level
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Thus, all of the participants have poor vocabulary skills for they are in the
Beginning stage.
The performance of the participants on their vocabulary skills which is very poor
at the beginning level may affect their reading comprehension ability level.
Problem 2. What is the level of reading comprehension ability of the grade VI
pupils along the literal, critical, analytical, and synthopical level?
The reading comprehension ability level of the participants is divided into four
category levels namely (1) Literal level (2) Critical level (3) Analytical level (4)
Synthopical level. The results are presented by the tables shown below.
Table 4. Reading Comprehension Level of the Participants in terms of
Literal Level.
Total
f %
Beginning (74% & below) 28 87.5
Developing (75-79%) 0 0
Approaching Proficiency 80- 0 0
84%)
Proficient (85-89%) 2 6.25
Advanced (90% & above) 2 6.25
60 100
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Table 4 shows the level of the reading comprehension of the participants in literal
level. 2 (6.25%) of the participants reached the Advanced level, the same number of 2
(6.25%) for the Proficient level and 28 (87.5%) of the participants belong to the
Beginning level. There were no participants identified in developing, approaching
proficiency, and proficient levels.
It only depicts that majority of the participants belong to Beginning level that
reflects poor skills in reading comprehension in the literal level.
With the result gathered, most number of the participants have difficulties in
comprehending texts in literal level.
Critical Level.
Total
f %
Beginning (74% & below) 24 75
Approaching Proficiency 80- 6 18.75
84%)
Proficient (85-89%) 0 0
60 100
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The table 5 presents the level of reading comprehension of the participants in
critical level. For the Advanced level, 2 (6.25%) of the participants reached the said level.
6 (18.75%) of the participants belong to the Approaching Proficiency level while 24
(75%) are in the Beginning level. There were no participants classified in the developing
and proficient levels.
Therefore, with the Beginning level where most of the participants are categorized
in, participants have poor skills in critical level in reading comprehension.
Most of the participants struggle in reading comprehension specifically in Critical
level.
Analytical Level.
Total
f %
84%)
60 100
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Table 6 shows the level of the reading comprehension of the participants in
analytical level of the test given. With a percentage of 6.25%, 2 of the participants
reached the Advanced level. 37.5% (12) of the participants are in Approaching
Proficiency level and 56.25%(18) are in Beginning level.
It only depicts that more than a half of the participants have a poor reading
comprehension skill when it comes in analytical level.
With this result, more than half of the number of the participants have difficulties
in Analytical level.
Synthopical Level.
Total
f %
Developing (75-79%) 2 6.25
84%)
60 100
Table 7 presents the level of the reading comprehension of the participants in
synthopical level. It is shown in the table that 2 of the participants reached the Advanced
level, same number with the Developing level while minority or 6(18.75%) of the
participants belong to Approaching Proficiency level and 22 out of 32 participants are in
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Beginning level. Levels were categorized in Beginning (74 below), Developing (74-79),
Proficient (80-84), Advanced Proficient (85-89) and Advance (90 and above).
It only depicts that more than a half of the participants have problem in dealing
with the Synthopical level in reading comprehension.
Thus, the participants do not find that synthopial stage in reading comprehension
an easy one based on the scores they obtained.
Problem 3. Is there a significant relationship between the participants’ reading
Table 8. Significant Relationship between the Participants’ gender and the
level of reading comprehension.
Computed Value Critical Value Conclusion

-1.23 2.145 Accept Ho
Correlation Remark
-0.39 Weak Relationship
Table 8 shows the relationship between the profile variable gender and the literal
level of reading comprehension. There is no significant relationship between the gender
and reading comprehension level of the participants.
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Therefore, the null hypothesis is accepted with the state of moderate relationship,
correlation of - 0.40, computed value of - 1.64, and a critical value of 2.145.
Thus, there is no relationship between the profile variable gender and the literal
level of reading comprehension with weak relationship. This could mean that gender does
not affect the level of their reading comprehension ability.
Table 13. Significant Relationship between the Participants’ Reading
Comprehension Ability Level and Vocabulary skills Level
Computed Value Critical Value Conclusion

-2.69 2.145 Reject Ho
Correlation Remark
-0.79 Moderate Relationship
Table 13 shows the relationship between the participants’ reading comprehension
ability level and vocabulary skills level.
With the computed value of -2.69 and a critical value of 2.145, the null hypothesis
is rejected. The correlation coefficient -0.79 manifests the strong relationship of the two
variables.
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Thus, there is a significant relationship between the participants’ reading
comprehension ability level and their vocabulary skills level. This could imply that the
participants’ skills in vocabulary is related and can affect their reading comprehension
level.
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CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This study aims to determine the Reading Comprehension Ability Level of Grade
VI Pupils of Nagcuartelan Elementary School.
Specifically, this study sought to answer the following questions:
1. What is the profile of the participants in terms of;
a. gender; and
b. vocabulary skills?
2. What is the level of reading comprehension ability of the grade VI pupils under
literal, critical, analytical, and synoptical level?
3. Is there a significant relationship between the participants’ reading
This study is a quantitative-desciptive research with 32 participants involved from
Nagcuartelan Elementary School in Barangay Nagcuartelan, Aritao, Nueva Vizcaya. In
order for the study to be successful, the participants administered a standardized
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questionnaire. The questionnaire was distributed mainly to ask the level of the Grade VI
Pupils of Nagcuartelan Elementary School on their Reading Comprehension Ability
Level. Part 1 consists of the Profile variables of the participants in terms with their
gender, and vocabulary skills. Part II is the research questionnaire proper which entails a
story to read (Why the Sky is Far Away) then a standardized questionnaire that comprises
of the 4 levels of reading comprehension; literal, critical, analytical and synthopical level.
And lastly, the vocabulary questions that is 35 points.
Summary of the Findings
Based on the data gathered, the following findings were obtained:
1. Distribution of the participants’ profile
1.1 More than a half of the participants are female (18 or 56.25%).
1.2 All of the participants are in the beginning level as regards their
vocabulary skills level (32 or 100%)
2. The participants’ reading comprehension ability level
The participants’ reading comprehension ability under the literal level, critical
level, analytical level, and synthopical level are in the beginning level.
3. Relationship between the participants’ reading comprehension ability level and
their profile variables
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There is no significant relationship between the participants’ reading
comprehension ability level and gender while there is a significant relationship between
the participants’ reading comprehension ability level and vocabulary skills level.
Conclusions
Based on the significant findings, the following conclusions were drawn.
1. The participants are mostly female and have poor vocabulary skills level.
2. Majority of the participants have poor reading comprehension skill in all the
different levels such as literal, analytical, critical, and synthopical.
3. The participants’ gender does not relate significantly with their reading
comprehension ability level, however, their vocabulary skills level does affect
their reading comprehension ability level.
Recommendation
From the drawn conclusions, this study intends to recommend the following:
1. The language teachers as well as the non language may develop a technique or
strategy in teaching vocabulary among the pupils that can be integrated in any
parts of their lesson. They may devise a plan on how to help the students
widen their vocabulary as it may help improve their reading comprehension
skills.
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2. The language teachers may guide the students more, specifically with their
comprehension in reading and vocabulary skills. They may use interactive
instruments such as games and other activities for the students to be more
attentive, engaged, excited and interested during reading activities especially
in developing their reading comprehension skills. Focus should not only be
given to the literal level during the activities on reading comprehension but
more importantly of other levels such as analytical level, critical level, and
synthopical level.
3. Since vocabulary skills level is significantly related to the participants’ reading
comprehension ability level, language teachers should take into account the
factors that may affect the pupils’ reading comprehension and target those
weaknesses. They should improve their ways in teaching vocabulary in such a
way that the pupils may learn best and develop a wide bank of vocabulary.
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REFERENCES
Anggot., Conteras., Espino., Legardo., Pardillo (2014). The reading comprehension

abilities of selected grade vi pupils in english and Filipino. Zamboanga City: C.
Contreras. Retrieved from:
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BILITIES_OF_SELECTED_GRADE_SIX_PUPILS_IN_ENGLISH_AND_FILI
PINO
Barrot J. (2016). Current Principles and Concepts in the Teaching of Macroskills. Manila.
National University.Retrieved from:
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Blickenstaff J. Hallquist F. Kopel K. (2013). The effects of reading strategies in
comprehension for elementaary age learners. St. Catherine University. Retrieved
from: https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1001&context=maed
Chayarathee . (2003). Reading comprehension, and attitude and behavior, of students
taught ESL by cooperative leaning in Prathom (Grade6) classrooms in Thailand.
Edith Cowan University. Retrieved from: https://ro.ecu.edu.au/viewcontent.cgi?
article=1068&context=ceducom
Cicerchia (2016). Three common reading problems for students. Touch-type Read &
Spell.Retrieved from: https://www.readandspell.com/common-reading-problems
Disabil (2016). Effects of Reading Skills on Student’s Performance in Science and
Mathematics in Public and Private Secondary Schools. ResearchGate
2019.Retrieved from:
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on
_Students_Performance_in_Science_and_Mathematics_in_Public_and_Private_S
econdary_Schools
Ermetes A. (2012). Imporant macro skills in teaching a particular language. Wikinut Ltd.
Retrieved from: https://www.guides.wikinut.com/Important-macro-skills-in-
teaching-a-particular-language/1ivwnam3/
Hinkel (2006). Key concepts in teaching macroskills. National University, Philippines.
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Concepts_in_Teaching_Macroskills
Holmes B. (2017). Receptive skills for English teachers: how to teach listenng and
reading. English for Asia. Retrieved from:
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https://hongkongtesol.com/blog/2017/07/receptive-skills-english-how-teach-
listening-and-reading
Keyser (2015). Why is reading important? WorksheetCloud.Retrieved from:
https://www.worksheetcloud.com/blog/why-is-reading-important/
Konstant T., Hodder., Stoughton. (2003). Speed reading. ThoughtCo. Retrieved from:
https://www.thoughtco.com/reading-speed-1691898
McDonald (2012). Strategies of teaching reading education essay. Part of All Answers
Ltd. Retrieved from: https://www.ukessays.com/essays/education/strategies-of-
teaching-reading-education-essay.thp
Meisinger, E. (2010). Reading fluency: implications for the assessment of children with
reading disabilities. The International Dyslexia. Retrieved from:
https://www.deepdyve.com/lp/springer-journals/reading-fluency-implications-for-
the-assesment-of-children-with-qOGdlcS7Bq
Morin A. (2018). Understanding the value of decoding skills for students. About, Inc.
(Dotdash). Retrieved from: https://www.verywellfamily.com/what-are-decoding-
skills-620853
Papatga & Ersey (2016). Improving Reading Comprehension Skills Through the
SCRACTH Program. Turkey. IEJEE.Retrieved from:
https://www.files.eric.ed.gov/fulltext/EJ1126664.pdf
Rutzler (2017). Importance of reading comprehension. Prosperity Associates Inc.
Retrieved from: https://www.mathgenie.com/blog/importance-of-reading-
comprehensionSmith, F. (1973). Understanding reading. New Jersey: Lawrence
Erlbaum Associates, Inc. Retrieved from:
https://archive.org/stream/UnderstandingReading-FrankSmith/frank-smith-
reading_djvu.text
Sharma R. (2018). Four macro skills of communication. Leaf Group Ltd.Retrieved from:
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Snow C., Burns S., Griffin P. (1998). Identifying risk factors to prevent difficulties.
National Academy Press. Retrieved from:
https://files.eric.ed.gov/fulltext/ED416465.pdf
Sutari (2000). Basic reader for teaching. New York. McKay company. Retrieved from:
http://digilib.unisby.ac.id/701/3/Bab%202.pdf
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William, R. (1984). ‘Top ten’ principles for teaching reading. England: ELT Journal.
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Nature_and_Development
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Aritao National High School

Senior High School

Rationale and Context

communication wherein the information was transferred to a transmitter from a receiver

is a process of understanding several words and make it meaningful. By means of reading

they have read.

recognized with a language impairment or hearing disability or if they learned less

comprehension, and speed (Cicerchia, 2016).

(Cited in Wolf, 2016, p.11).

Pertinent to this, poor comprehension skill is when an average readers encounters

As stated, if speed in reading is an issue, the readers might have an underlying

speed” (Dover, 2002).

or printed words symbols (Oxford South African Dictionary). Reading is fundamental in

creative side of a person, helps to improve (vocabulary and spelling) communication

society its functions that is necessary (Keyser, 2015).

Being knowledgeable about the different reading skills is very important

What is applied in getting simple information is scanning. It is getting eyes quickly to

called reading comprehension. Having excellent reading comprehension skills is a crucial

skills, increases enjoyment and effectiveness of reading and helps professionally,

evaluation, drawing conclusion, and cause or effect (OPTIMID).

Reading comprehension talks about on how a reader could establish thoughts of

comprehension comes in (Admin, 2017).

learning spontaneously. Therefore, comprehending thoughts would not be an asymptote

to learners anymore (Paris, 2005).

Furthermore, according to Active Learning Practice for Schools (n.d.)

of education’s highest priorities is to bring complete understanding on what has been

one of the most worthy skills.

According to Williamson (1988), what will be the level of reading comprehension

On the other hand, children face difficulties in comprehending thoughts while

In Nagcuartelan Elementary School (NES), activities in reading have always been

conducted to improve reading comprehension skills, however, their reading

comprehension ability levels remain problematic. Some English teachers sometimes

poor comprehension is manifested.

The above mentioned premises inspired and motivated the researchers to

determine the reading comprehension level of Grade VI Pupils of Nagcuartelan

Elementary School for the school year 2018-2019.

Statement of the Problem

VI Pupils of Nagcuartelan Elementary School.

Specifically, this study sought to answer the following questions:

1. What is the profile of the participants in terms of;

b. vocabulary skills level?

3. Is there a significant relationship between the participants’ reading

comprehension ability level and their profile variables?

Significance of the study

improving pupils reading comprehension ability.

reading comprehension ability.

reference for them to conduct other related studies.

as an approach to communication and learning that implies the students to understand,

interpret, evaluate what she or he discovered and apply in schooling.

role on behalf of the learners, mentors or educators.

It is a misconception among humans that communication is only limited with

namely; listening, speaking, reading and writing (Sharma, 2018).

All six are the fundamentals of learning (Barrot, 2016).

improve the fluency in speaking whereas reading follows (Holmes, 2017).

It is categorized into 3 sub-categories first is listening. “Listening ability lies at

1987, para 4).

Writing is the act of putting ideas as one on prints. It is also a “non-linear,

Last is presenting, it is to formally talk about someone or something to a group of

people (Merriam Webster’s Dictionary).

easier and deeper understanding.

In accordance with interrelated conceptual frameworks cited on reading

comprehension, the analytical framework of the study is illustrated below.

INDEPENDENT VARIABLE DEPENDENT VARIABLE