H of Angelica Pajarillo Haidee Sinoli Angelica Gussawel

Mallig Plains Colleges INC.
Casili, Mallig, Isabela
MASTERY LEVEL OF GRADE 7 LEARNERS
ON THE COMPETENCIES OF ENGLISH
________________________________________________________________
Research Proposal
Presented to
Mallig Plains Colleges, Inc.
In Partial Fulfillment of the Requirements
for the Methodology of Research
___________________________________________________________________
Submitted by:
ANGELICA G. PAJARILLO
ANGELICA B. GUSSAWEL
HAIDEE A. SINOLI
Second Semester 2022-2023
MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 1

ACKNOWLEDGEMENT
The researcher wishes to express he deepest thanks and appreciation to the following
individuals for their assistance, prayers, guidance and encouragement in the completion of
this study:
The heavenly father, our great advisor, for his measurable and unconditional love and
guidance which he bestowed upon the researcher.
Mr. BONIFACIO N. DE GUZMAN, the Executive Vice President/ Vice president
for Administration/ OIC Principal Basic Education, for allowing us to conduct to float our
questionnaires to our respondents.
Dr. FELONILA L. CATUIZA, Dean of College of Teacher Education, for her
continuous support, encouragement and intelligence for their completion of the study.
Dr. ARTURO B. NANO, our professor, for imparting his knowledge and diligently
help us in this study.
MA’AM JOVERBY L. LLAMADOR, for helping us to make our study better and
sharing her knowledge.
Mr. JERIKO G. PELIMIANO, for sharing his knowledge and for his support and
endless preachment.
Their family who inspired, encouraged and fully supported them in every trial that
came their way, in giving them not just financial but morally and spiritually.
Finally, the research’s beloved family most especial to our, parents, sisters, and brothers
for their spiritual and moral support given throughout the study.

DEDICATION
This research paper is dedicated to the parents of researchers who gives their
outmost support, and never- ending inspiration throughout the study. They are the one
who provide the resources that needed in the making of this study. It also dedicated
the teachers who are behind in making this research possible through guiding the
researcher to complete this study.
Also, this study is also dedicated to the school who gives opportunity the
researchers to nurture, test their skills, and cooperation to build this study. We look up
and dedicated this whole study to our Almighty God who gave the strength,
knowledge, wisdom, protection, and will to continue and keep positive to finish this
research.
Researchers

TABLE OF CONTENTS
TITLE PAGE 1
ACKNOWLEDGEMENT 2
DEDICATION 3
TABLE OF CONTENTS 4
CHAPTER
1. THE PROBLEM AND ITS BACKGROUND
Introduction 6
Conceptual Framework 7
Research Paradigm 9
Statement of the Problem 10
Hypothesis 11
Scope and Delimitation 12
Significance of the Study 12
Definition of Terms 13
2. REVIEW OF RELATED LITERATURE
Foreign Literature 19
Local Literature 21

3. RESEARCH METHODOLOGY AND PROCEDURE
Research Design 25
Respondents of the Study 26
Data Gathering Procedure 26
Data Gathering Instrument 26
Statistical Treatment of Data 27
4. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA 31
5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Findings 39
Conclusions 39
Recommendations 39
BIBLIOGRAPHY 40
APPENDICIES 43
CURRICULUM VITAE 46

Chapter 1
PROBLEM AND ITS BACKGROUND
Introduction
I grew up with the love of reading because I was able to escape from the world, I
lived in. Books were where I went to get away from the anxiety I lived with. I would open up
a book and my mind was instantly connected to the materials and I was no longer in my
room, I was in the book, and as I continued to read the story, the scenes and characters came
alive for me. Reading was amazing and I couldn’t get enough of it.
Reading comprehension is vital to a student’s success in school. I always say if a
student can read, they have learned the most important skill, and they will be able to get
through life a bit easier. This skill for many students is a major problem because they have
not been able to master it. Teachers have the opportunity and it is also their responsibility to
assist their students with developing this vital skill. There are many strategies for teaching
reading comprehension available to teachers even in inclusive settings.
Reading Comprehension In any interaction with a text, the text is pretty much useless
unless the reader can comprehend the meaning of that text. Since narrative, expository, and
poetic texts all have different reasons for being written, and different forms of presenting the
text, different strategies are needed to comprehend these texts. There are also many reading
strategies that can be used for all of these types of text. In order to describe strategies to help
develop activities that facilitate comprehension of narrative, expository, and poetic texts one
must first have an understanding of what comprehension means, they then need a better
understanding of how the human brain works.
Reading is a process which is done and used by the reader in getting the message and
information that is made by the author in the form of written or printed material. Generally,

many people read a written or printed material for getting pleasure and relaxation. However,
academically the students read a book which is made based on the rules of academic
discourse for increasing their knowledge and getting some information that can help them in
learning. So they should understand about written symbol on the text in getting the point.
According to Brasell and Rasinski (2008:20) reading comprehension is the ability to take
information from written text and do something with it in a way that demonstrates knowledge
or understanding of that information. Reading comprehension is an intentional, active, and
interactive, process that occurs before, during and after a person reads a particular piece of
writing.
Reading is one of the macro-skills which should be developed among learners to
become successful in their literacy and academic endeavors. It is the most significant skill to
master in order to ensure success in learning (Alderson, 2014 in Schwartz, 2015). It is
believed that failure in all other academic subjects can be attributed to the learners’ failure to
read and comprehend. Several exercises are designed by teachers to help students develop
their reading skills. A child who fails to develop his or her reading skills at a certain level of
education finds reading boring and difficult to achieve (Mondero, 2009). If children are not
independent readers by the end of the third grade, it is unlikely that they will be able to be
successful in the middle grades and beyond and most likely they will rarely be able to “catch
up” with their peers. This phenomenon of reading failure makes the child inattentive,
irritable, and passive. Therefore, failure in this area hampers him to achieve academically in
other content area subjects. This may even lead to negative attitude towards schooling. The
importance of reading was emphasized in the following quotation: “Leave a students
unexposed to printed page materials and unable to read and he will be likened to some extent,
to blind man grouping in the dark.”
Theoretical/Conceptual Framework

Reading comprehension is the ability to understand information in a text and interpret
it appropriately what is meant by the text (Grabe and Stoller, 2002). It means that reading
comprehension is the ability to read text, process and understand its meaning. An individual’s
ability to understand text is influenced by their natures and skills, one of which is the ability
to make inferences. Reading comprehension also can improve vocabulary and writing skill.
According to Nuttal (1982), there are five aspects of reading comprehension which the
students should understand in comprehending a text well, such as determining main idea,
finding specific information, making inference, identifying reference, and understanding the
meaning of words or detail information. These aspects are regarded as difficulties that the
students encounter in comprehending the text. That’s contradicted to what was proposed by
the supporters of transformational generative theory who described comprehension as
building up the meaning from simplest forms of language which is sentence. (Betty &
Adams, 2009). To extract and comprehend the meaning from text, the reader uses some
cognitive and meta-cognitive strategies as this requires the clarity of vocabulary and
knowledge of the world that surrounds the reader. This extraction means to identify and
understand the information and ideas contained in the text. Or it means to rebuild the
meaning by interpreting the text and making Inferences based on what the personal
experiences that the reader have. (Neff, Nancy; Showers, Peggy; Vaughan, Charlene, 1999).
Reading is one of the most important language skills that should be developed inside
and outside the classroom. It is also one of the most common ways to get information.
According to (Harmer, 2010) the reader employs a number of specific skills when reading
and their success in understanding the content of what they see depends on a large extent on
these specific skills. The skills of reading are: productive skill, extracting specific picture,
getting specific picture, extracting detailed information and discourse pattern, deducting
meaning from context. Furthermore, (Yekovich in Westwood 2008) states that skilled reading

is highly complex capability involving many component processes. In short, learning reading
is a complex process that depends upon learning specific skills. Reading comprehension is a
"construction process" because it involves all of the elements of the reading process working
together as a text, read to create a representation of the text in the reader's mind.
Theoretically, reading comprehension is a process of interaction between the readers with the
text or it is a process by which the reader constructs meaning by interacting with the text.
According to Smith in Westwood reading comprehension is considered to occur at four levels
of complexity.
According to the views of language teachers, in this period, the learning to read does
not exceed the level of translation of language written units and symbols into spoken sounds.
Decoding of language symbols process is considered as one of the assisting skills in the
formation of reading comprehension where that process is an easy way that does not consume
the effort of the reader. If the children do a great effort to identify the words and letters, this
will reduce their mind energy for the process of comprehension (Chen, 2009). In other words,
the school should contribute in strengthening those initial skills to have children engaged in
language symbols decoding process for the purpose of comprehension. School’s failure to
build basic reading skills and related knowledge leads to have a reader suffers from weakness
throughout the duration of the school. (Harb and Jamal 0.2004).
Comprehension is a process that cannot be fully mastered. The reader has to use his
skills and comprehensive operations in various grades of comprehension and for all types of
texts. (Neff & et al, 1995). So, the curriculum should be sufficient and flexible at both variety
and level of content including what the teacher is supposed to do to teach students using a
system of strategies for teaching how to read. The researchers were able to draw a number of
problems and difficulties which reduce the comprehension efficiency process from what are

stated in the educational literature (Shubaylat 0.2010; Manasrah 0.2007; 2008; Nasr 0.2003;
Asr 1999; Kamahi & Catts, 1991). The most important problems are:
1. Limited previous knowledge of the reader with inability to integrate new
knowledge to the previous one.
2. A limited vocabulary.
3. Lack of oral language skills before entering school.
4. Excessive concentration of teachers in the early grades on teaching the skill of
decoding the symbol.
5. Focus on accurate reading performance at the expense of meaning.
6. Lack of listening comprehension skills.
7. Parents’ carelessness to communicate with their children or follow up them at the
school.
8. Lack of exposing children in the early grades for printed materials.
9. Create negative attitudes among students towards reading and materials.
10. Lack of dedicated time for independent reading.
11. The weakness of the students’ self-confidence in their abilities to read.
The strategies for learning to read which should be intensively dealt with by the
teachers of the class in the attitudes of the teaching of reading are as follows: review the
previous relevant knowledge, identify the purpose of reading, connect among text parts,
identify key words and important information, try to review what has been understood or sum
up, monitor the progress in reading, make sure of the meanings of some of words, fill up the
shortfall or gaps in the text and to identify the problem that hinder understanding. In contrast,

the teacher uses similar strategies and teaches students these strategies directly or indirectly
(Nasr and Smadi 0.1996. (Some studies have indicated that teachers teach loud reading and
assess silent reading, which means that teachers do not know the strategies that supposed to
be used by students during practice silent reading (Neff & et al., 1995), reading is represented
as a system as follows:
1. Input: The input includes letters knowledge, meanings of words, previous
experiences and curriculum including textbooks and teaching methods and what the learner
have of positive or negative trends and a variable information.
2. Operations Processes: operations primarily include words recognition through
recognizing overall form of linear units, merge letters and the building of words, or the use of
context and linguistic structure then to link words with their significances listed in mind
finally in the third phase is to link the various parts of meaning to grasp the overall meaning.
All this is done by employing an effective long-term memory and working memory in
particular.
3. Output: The output is represented in completing the reading process by
comprehending the text and understanding the meaning. If the inputs are incomplete, the
outputs will be dominated by a lot of defects The curriculum is an essential means to achieve
the objectives of language education where some studies have indicated that language
textbooks need further change and development to keep pace with the global conditions for
language learning especially in the early teaching grades, also they have pointed a severe
shortage in voice training and teaching vocabulary needed to be learnt to read in spite of
development and innovations introduced in the textbooks for the developed English
curriculum in Jordan (Manasrah 0.2007; Nasr, 2003) which requires re-examining the
construction of textbooks of teaching English language, particularly with regard to reading

skill. (Al-Ayed, 2006). Reading has a relationship with each of conversation, listening and
writing. Reading and listening are from the reception skills while writing and speaking are
sending skills. Therefore, the reader should have mentality skills such as near, distant
meaning, purpose of the writer, significance, the ability to assess the text and pass judgment
on the article (Habibullah 0.2000: 251).
This study used the I-P-O Model wherein the Input box includes the profile of the
respondents such as gender, age, highest educational attainment of parents, parents’
occupation. . Also the mastery level of the learners in English along the competencies:
Reading reading comprehension, listening comprehension, viewing comprehension,
vocabulary comprehension, literature, writing and composition, oral language and fluency,
grammar awareness. Pre and Post-test results is also included together with their miscues.
The researchers considered these variables to see if there is an impact to the mastery
of the learners.
The process is to determine profile of the respondents, assess the mastery level of the
leaners based on the competencies, Pre and Post-test results is also included together with
their miscues.
The expected output will be Improved Learners’ Mastery Level in English through
Effective and Appropriate Strategies.

Paradigm
INPUT PROCESS OUTPUT
1. Profile of the 1. Determine the profile of

respondents as to: the respondents.
a. Gender
b. Age
c. Parents’ Highest
educational attainment
d. Parents’ Occupation
2. Mastery level of the 2. Assess the mastery level

learners based on the of the leaners based on the
English 7 learning competencies.
Competencies
a. reading comprehension
b. listening comprehension
c. viewing comprehension Improved Learners’
d. vocabulary Mastery Level in English
comprehension through Effective and
e. literature Appropriate Strategies
f. writing and composition
g. oral language and
fluency
h. grammar awareness
3. Pre- and Post-Test

Results for the First
Quarter
4. Challenges encountered 3. Assess the Pre- and Post-

by the teachers Test Results for the First
a. mispronunciation Quarter.
b. Omission
c. substitution 4. Determine the challenges
d. Insertion encountered by the
teachers.
Feedback Mechanism

Statement of the Problem
This study aims at determining the mastery level of grade 7 learners along the
competencies of English.
Specifically, it seeks to answer the following questions:
1. What is the learners’ profile in terms of:
a. Gender
b. Age
c. Parents’ educational attainment
d. Parents’ Occupation
2. What is the mastery level of the learners along the competencies of English 7:
a. reading comprehension
b. listening comprehension
c. viewing comprehension
d. vocabulary comprehension
e. literature
f. writing and composition
g. oral language and fluency
h. grammar awareness
3. What is the Pre- and Post-Test results of the learners for the first quarter?
4. What are the challenges encountered by the teachers?
5. Is there a significant relationship between mastery levels of the learners when grouped
according to their profile?
6. Is there a significant relationship between the mastery level of the learners along the
competencies of English 7 and their Pre- and Post-Test results?
7. Is there a significant difference between the results of Pre- and Post-Test results
during the first quarter?

Hypothesis
1. There is no significant relationship between mastery levels of the learners when
grouped according to their profile.
b. There is no significant relationship between the mastery level of the learners along
the competencies of English 7 and their Pre- and Post-Test results.
c. There is no significant difference between the results of Pre- and Post-Test results
during the first quarter.
Significance of the Study
d. The importance of the study which focuses on the Reading Comprehension Mastery
Level of Grade 7 Learners on the Competencies of English will benefit on its
findings:
e. School Officials. This study would provide first-hand information of the challenges
that the parents and students experienced in the new normal modality.
f. Teachers. The results of the study would probably serve as a sort of hint and
awareness as to what causes of the students to become less in activeness and improper
answering of modules. Through this, it is hoped that they will be encouraged and give
considerations to the parents and students to lessen the pressure they have feel.
g. Parents. The result of this study would be the proper role of the parent is to provide
encouragement, support and access to activities that enable the child to aster key
developmental task. A parent is their child’s first teacher and should remain their best
teacher throughout life.
h. Students. The results of this study would be useful to student-respondents as the
committed miscues don’t merely taken as difficult situations as roadblocks and
setbacks but these turn into possibilities and opportunities for grand development.

i. Stakeholders. The findings of this study would serve as motivation in extending their
support in activities and modules of the students
j. Researchers. The findings of this study would give clear answer to problems of the
researchers and doing this research will improve their skills in doing researches.
k. Future researchers. The outcomes of the study would serve as their guide and
reference as they go through in conducting their future research coherent to this.
Scope and Limitations
This study which focuses on Reading Comprehension Mastery Level of Grade 7
Learners on the Competencies of English involving 35 learners randomly selected from the
entire population of the grade 7 learners at Mallig Plains Colleges, Inc. who will be
responding to the gathering tool to be distributed to them in the form of a questionnaire.
On the other hand, it intends to determined profile of the respondents, respondents’
pre-test reading assessment result, learner-respondents’ commonly committed miscues,
learners’ Comprehension Skills, Effects of remedial instruction to address gaps on elements
of comprehension skills, Challenges encountered by the learners in remedial instruction in
reading
Definition of Terms
The following terms were operationally defined for better understanding.
1. Academic Performance. It refers to the pupils’ achievement as reflected
by the general rating in each of the basic subjects.
2. Comprehension. This refers to the act of understanding the meaning of printed
or spoken language as contrasted with the ability to perceive and pronounce
words without reference to the meanings.
3. Comprehension Skills. Is a multifaceted process affected by a variety of factors:
experiential, background, word recognition capability, language ability and

reading purposes. Readers employ a number of types of comprehension in order to
understand fully what they read.
4. Hesitation. This is the reading difficulty, in which the child hesitates to
read, which may be attributed to non-recognition of words or printed symbols.
5. Language. It is a structural system of arbitrary vocal sounds and
sequences of sound which is used in interpersonal communication
and which, rather exhaustively, catalogs the things, events, and processes of
human experiences.
6. Literary Appreciation Skill. It is the capability of the reader to see the
aesthetic part of printed language. This is clearly illustrated in poems, stories,
verse and others.
7. Oral reading ability. This refers to the reading skills acquired and applied
in the vocalization and articulation of printed symbols at a reasonable rate and
with clarity of expression to be understood by an average listener.
8. Reading. Experts in reading instruction around the world agree upon the
common-sense proposition that there are two major acts to be performed in the
reading process recognizing the printed word on the page and understanding and
dealing with the meaning intended in the passage.
9. Reading Difficulty is defined in this study as the deficiency of skills acquired
by fourth graders in four reading skill categories namely: Vocabulary Skills,
Comprehension Skills, Literary Appreciation and Work Study Skills. Based on the
adjectival rating of responses, 4 is considered difficulty.
10. Repetition. It is an act of reading a word for the second time or more due to
non-recognition of the next word or limited eye span in reading.

11. Reversal. This is a kind of reading difficulty wherein a child has
directed his attention to the end of the word; thus, the word is read in the
reverse order.
12. Stammering. This is another kind of reading difficulty wherein the reader
repeats the first syllable of the word or even more, before reading the next syllable
or the whole word.
13. Substitution. This refers to the reading difficulty wherein the reader the
child changes a word with another word, or sometimes a mere guessing because of
non-recognition of the word.
14. Vocabulary Skill. Vocabulary terms are clusters of concepts or
15. Words grasped from experiences in reading and other forms of communication
which the person can use independently. The ability of the person to use these
concepts and words confidently in any form of communication illustrated his
vocabulary skills.
16. Word for word reading. A reading difficulty which is characterized by the
long pause between words due to non-recognition of the next word at a glance.
17. Work-Study Skill. Integrated reading skills that allow the child to do an
independent study and work. They are concretized in the capacity of the child to
study frequently, independently do researches in the library and to use reference
materials such as encyclopedia, atlas, map, periodicals and others.

Chapter 2
RELATED REVIEW LITERATURE
Presented in this chapter are foreign and local literatures and studies gathered from
online journal resources used by the researchers who was seeking of this paper as a guide in
order to have a more accurate study. This Related Literature helped the researchers have a
better understanding and a wider perspective on the topic gathered.
Foreign Literature
The teaching of reading different conceptualizations of reading for understanding and
divergent hypotheses about the malleable factors that could contribute most effectively to
improved comprehension. Furthermore, the three projects operated independently and
without cross project input to develop their initial instructional approaches, study their
implementation, and refine them to better support reading for understanding. These are the
three common themes: 1. Students purposefully engage with and actively process multiple
forms of texts (e.g., traditional verbal, digital, static, and dynamic visuals). 2. Instructional
routines incorporate social support for reading through a variety of participation structures
(e.g., pair-share following individual reading, small and large-group discussions, team-based
learning). 3. Instruction supports new content learning by leveraging prior knowledge and
introducing key constructs and vocabulary.
Reading comprehension is defined as “a thinking process by which a reader selects
facts, information, or ideas from printed materials; determines the meanings the author
intended to transmit; decide how they relate to previous knowledge; and judge their
appropriateness and worth for meeting the learner’s own objectives” Veeravagu, et al
(2010:206). Word recognition is one aspect of comprehension. Good readers are able to
process words quickly, accurately, and as an automatic process (Pressley, 1998; Stanovich,

2000). Pressley (1998) also found that good readers are able to read about more difficult text
at the rate of 200 words per minute and for relaxed reading about 250 to 300 words per
minute. They are able to do with little effort. Poor readers have difficulty processing more
complex text.
Reading is more than letter recognition, but involves determining meaning and
context. As a person reads, information is organized into patterns that are recognized (Norris,
1998). Direct or indirect connections are made between the information. As the information
is processed, comprehension is developed. When presented with visual stimuli, Norris (1998)
identified two types of information processing: perceptual and conceptual. Perceptual
processors receive input that is individual or grouped letters, passages, phonemics, and word
forms and processes it. Meaning is assigned by using prior knowledge, looking at discourse
structure, and context.
Reading comprehension, according to Numan (2003), is a fluent process that
combines information from the text with existing information to reach a meaning.
Comprehension is more than a linguistic skill, it is also a general cognitive skill (Walter,
2007). Walter’s work utilized Gernsbacher’s Structure Building Framework (SBF) which is
composed of three processes. These processes are laying a foundation for a mental structure,
mapping new information onto the developing mental structure, and shifting to build a new
substructure. These mostly automatic, unconscious processes utilize “memory nodes”, as
referred to by Gernsbacher, as building blocks in the development of comprehension. These
memory nodes are activated through (a) information in the input, (b) the comprehender's
world knowledge, and (c) the comprehender’s language knowledge (Walter, 2007) First, the
laying of the foundation process commences with the beginning of reading. As the reader
moves through phrases, sentences, and paragraphs, the information onto an already developed
structure is the second process. Is there cohesion between the two structures? This coherence

is derived from matching new information with previous information regarding time,
reference, and cause. Items that can be matched take less time to process and to recall, as
compared to items that do not match (Gernsbacher, 1997). Process three, shifting, occurs
when what the reader has read is not coherent with their present knowledge. This lack of
cohesion results in the activation of other memory nodes, resulting in the development of new
substructure. Comprehension is related to the accessibility of material for recall by the reader.
This accessibility is related to level of activation of the information. Another variable
that has been identified as being related to reading comprehension is the size of the
vocabulary of the reader. Hsueh-Chao and Nation (2000) estimated that readers must know
about 98% of the words in a text to be able to understand the text without any other
assistance. Additionally, the exposure to new words must be repeated for understanding to
develop. Ten exposures or more are required for a new word to be acquired by the reader
(Nation and Wang, 1999). “Vocabulary knowledge can influence reading comprehension in
two ways: directly through it effect on semantic of the text as well as indirectly through its
effect on word reading skills,” stated Babayiğit (2011:172). Grabe and Stoller (2002)
indicated that reading ability is more than just phonemic awareness and phonic skills and that
vocabulary size need to be addressed by teachers.
Reading and understanding involves the interaction of several processes covering
knowledge and ability, decoding, sentence structure, and other cognitive processes (Hudson,
1996). Hudson identified these reading skills: automaticity in word and sentence recognition;
content and schema; strategies and metacognitive skills; and reading purpose and context.
Reading is actually an overlapping of these processes. Sadeghi (2007) looked at reading
comprehension as related to two main factors, internal and external factors. Internal factors,
related to the reader, were things such as cognitive abilities and strategies, background
knowledge, and affective characteristics.

External factors were identified as text modality, text characteristics, time and place
of reading and others. Singhal (1998) stated that background knowledge affects the ease or
difficulty with which one understands a text and may impact comprehension performance.
Another factor that demonstrates the complexity of understanding reading comprehension is
related to how it is measured. Koda (2005) stated that that there are numerous, diverse ways
of conceptualizing how reading comprehension can be measured. Different formats of test
will measure different aspects of comprehension. Testing will be discussed in more detail
later, but the measurement of reading comprehension is a challenging task. Reading test
formats are not guaranteed to measure students’ cognitive structure constructed during
reading (Magliano and Millis, 2003).
Local Literature
In Edward William Dolch’s 1951 book Psychology and Teaching of Reading, reading
was defined as “imagining, thinking and feeling about ideas and thoughts made from past
experiences that are suggested by perception of printed words" (p.9).
According to Juan Miguel Cruz (2007) despite our supposedly high literacy rate,
many Filipinos can barely read and write. This is true especially of those living in remote
areas as well as the slum areas of the country. Someone once remarked that we are not a
nation reader, we are nation of storytellers. Ours is a culture of oral library passed on by word
of mouth not thought the written word.
On the other hand, Aikat (2007) stated that “the act of reading is a dynamic
‘transaction’ between the reader and the text” (p.700), an idea taken from Louise M.
Rosenblatt’s 1978 book, The Reader, The Text, The Poem. According to the aforementioned
book, there are two kinds of reading—reading for leisure, called Aesthetic Reading, and
Efferent Reading in order to gain information. Efferent readers read for the purpose of the

facts they will learn, while aesthetic readers read for the reading experience, making it easier
for them to “connect emotionally” to the text.
In order for readers to attain this connection and fully comprehend the text they read,
Dolch (1951) asserted that the process of reading requires the different capabilities of the
mind, as the reader processes words and their meanings. The authors asserted that through
this cognitive process of reading, readers learn to apply the meanings of the words and
sentences that they comprehend to their present knowledge. Castello and Charlton posited
that readers can then incorporate and evaluate the content of these readings to their own lives
and experiences, as well as use the text as basis for future actions.
However, "Imaginative growth" as well as a capacity for attention are only a few of
the benefits of reading and literacy. Another possible benefit may be the development of
writing skills. In her work Theories of Literacy, Stewart (2006) explained the relationship
between reading and writing, stating that they are two skills that are “so interrelated that one
cannot be understood without the other” (p.618) so that students are able to “draw on their
skills in one to develop the other as they build proficiency in both” (p.618). Stewart also
presented yet another benefit of reading--a proficiency in the oral language, taken from the
theories of Michael Halliday in the 1970’s, which compared the two and stated that they were
both “social” forms of communication. Aside from these assertions, Stewart went on to say
that literacy and reading in general also applies to students' academic performance in other
fields, such as in language arts, mathematics, the sciences, the arts and computer
technology. Another research, as pointed out by Lukhele showed out that leisure reading
alone might not be enough for academic development and vocabulary improvement, citing
possible issues and factors such as “educational resources, literacy levels and instructional
methods” (Scheepers, as cited in Lukhele, 2008. p.71). Recognizing known words that are in
one’s understanding but one does not recognize in print, learning new meanings for known

words by adding new shades of meanings to words partly known, and recognizing new words
that represent new concepts (40 clarifying and enriching the meanings of known words in
communication (Heilman, Blair and Rupley, 1996). Advantages of quality materials for
reading teaching staff connect literacy to all elements of classroom life. Teaching staff
alternate books in the classroom library to maintain student's interest and expose them to
various genres and ideas. Addressing or mitigating commission of miscues, oral reading
miscues are defined as “unexpected responses cued by readers’ linguistic or conceptual
cognitive structures” (Goodman & Goodman, 1994, p. 105). During oral reading, oral
responses are generated when the reader is engaging in comprehension of a written text.
Thus, oral reading responses provide a window through which to examine readers’
competence in processing and understanding text (Goodman & Goodman, 1994). Reading
generally involves two levels of cognitive processing: lower-level processing, which leads to
lexical access, and higher-level processing, which enables text comprehension (Perfetti,
1985). Although oral reading differs from silent reading in many aspects, fluent oral reading
requires that readers identify words automatically and read with correct prosody (Wolf &
Kaitzir-Cohen, 2001). Thus, fluent oral reading involves cognitive processing of lexical
access, leading to surface-level sentence comprehension.

Chapter 3
RESEARCH METHODOLOGY
This chapter covers the research design and methodology, including sampling,
population, establishing rigor during and after data collection, ethical considerations and data
analysis. The sample that will use in this study consist of 35 learners randomly selected from
the entire population of the Grade 7 learners at Mallig Plains Colleges, Inc.
This study will utilize the survey design in determining the challenges on
reading comprehension of grade 7 and descriptive design in identifying the different solutions
to these challenges. The opinions and recommendations of students will gather through a
survey, particularly by using questionnaires with open-ended questions.
Research Design
This study will be conducted at Mallig Plains Colleges INC., between October and
November 2022, during the middle of classes for this school year. The study was designed to
describe the phenomenon of the reading comprehension after the pandemic. The researcher
will use questionnaire as a research design to get some specific information and address their
research question.
As a developmental study, an output was generated, a learning material appropriate
for Grade 7 struggling readers. The development of this output underwent the standard
scientific steps in instructional development. The merits obtained from correlating the sets of
variables inspired the outline, features and contents of the instructional material.

Locale of the Study
This study will be conducted at Mallig Plains Colleges Inc., this is located at Casili
Mallig Isabela.
Respondents of the Study
The respondents will be approximately 30 learners randomly selected from the
entire population of the grade 7 learners at Mallig Plains Colleges, Inc. SY. 2021-2022
Ethical Issues
The researcher seeks consent from the respondents via asking them in person for them
to be part of the research work. However, their involvement is voluntary in nature where they
have all the understanding and rights of withdrawal and refusal. There will be no data which
could exhibit participants’ direct identity like names, telephone numbers, address, area or
national identification number.
Data Gathering Instruments
The instruments that will be used in gathering the needed data for this study will be
survey researcher-made questionnaire. The data collection instrument shall be consisted of
two sections: personal profile and a set of three open-ended questions related to reading
comprehension. For fear that the researcher might disturb the classes; the questioner will be
carried out at vacant time of the students the questionnaire will be floated to the students of
the respondent school, the Mallig Plains Colleges Inc., through the help of the adviser. The
researcher will also ask the permission of the School Principal to float the questioner to the
students by giving a transmittal letter signed by the researcher.

Statistical Treatment of Data
In the statistical treatment of the data, the simple frequency count, percentage, and
weighted mean will be used.
Frequency counts. The data are gathered regarding the respondents’ variables and
were tallied and counted using the frequency distribution and the formula below:
f
P= x 100
N
Where: P = Percentage (%)
f = Frequency
N = number of respondents
Weighted mean. This tool will be used to assess reading comprehension skills of
grade 7 students on selected text materials. The result of the computation will give the data
that will answer the questions.
The formula for the weighted mean is:
x= weight assigned to each response
f= frequency of responses
n= total frequency
∑= the sum of (in other words… add them up)
wX
WM=∑
w

QUESTIONNAIRE
The researchers are undergoing a study entitled READING COMPREHENSION
MASTERY LEVEL OF GRADE 7 LEARNERS ON THE COMPETENCIES OF
ENGLISH which is a requirement for the degree Bachelor in Elementary Education (BEED)
for School Year 2021-2022.
Along this line, we are requesting your full cooperation to please read each item
carefully then provide answers to questions with utmost honesty either by writing the
information asked for or by putting the check (/) mark opposite the item which you deem
most appropriate for you.
The researcher is giving full assurance that any sensitive informative you give shall be
dealt with extra confidentiality.
Part I
1. Profile of Respondents.
Directions. Please read the items carefully then put a check mark on the choice that corresponds to your answer.
a. Gender
_ male
_female
b. Age
_12
_13
_14 above
Parents Educational Attainment
1. Father Highest Educational Attainment
____ Elementary Graduate____ High school Graduate ____ College Graduate
____ Elementary level ____ High school Level ____ College Level
2. Mother Highest Educational Attainment

c. Parents’ Occupation
Father Occupation Please Check
1. Carpenter
2. Driver
3. Teacher
4. Seaman
5. Farmer
6. Doctor
7. Construction Worker
8. Pulis
9. Unemployed
10. Not Mentioned
Mother Occupation Please Check
1. Carpenter
2. Lawyer
3. Teacher
4. Saleslady
5. Farmer
6. Doctor
7. Home maker
8. Pulis
9. Unemployed
10. Not Mentioned
II. Competency Level of the Learners (FOR TEACHERS’ ONLY)
III. Pre – and Post-Encountered (TEACHERS’ RECORD)
IV. Challenges Encountered (TEACHERS’ RECORD)

Directions: Please check as many the Challenges Encountered in Teaching English
4. What are the challenges encountered by the teacher?
Indicators Please Check
a. Spelling
b. Grammar
c. Writing Composition
d. Communication Skills
e.Vocabulary

MALLIG PLAINS COLLEGES, INC.

HIGH SCHOOL DEPARTMENT
First Monthly Examinations
School Year 2022-2023
PHILIPPINE LITERATURE - 7 SLATE & SCHIST
Name: Score:
Grade & Section: Date:
MULTIPLE CHOICES:
Read the statement carefully. Encircle the letter of the best answer to each
question.
ERASURE MEANS WRONG
1. It is a comparison between two things based on ways they are alike.
a. Biology b. Anatomy c. Analogy
2. It is the RECEIVER of the action.
a. Active b. Passive c. Achieve
3. It is the DOER of the action.
a. Achieve b. Active c. Passive
4. It is the highness and lowness of the voice.
a. Pitch b. Volume c. Tone
5. It is the loudness and softness of the voice.
a. Pitch b. Tone c. Volume
6. When we change the volume of our voice in relation to a listener or an audience.
a. Projection b. Voice c. Voice projection
7. Refers to words or expressions that have only been invented or derived from more formal
word or phrase recently.
a. Colloquialism b. Tone c. Slang
8. It is an informal expression that are used in everyday conversation
a. Information b. Colloquialism c. Slang
9. It is a technique that enables you to search for specific information
a. Skimming b. Scanning c. Dictionary
10. You can get the main idea, the author’s purpose, and the method of organization at the
material
a. Skimming b. Scanning c. Dictionary
11. It is a grammatical tense whose function is to place an action or situation in the past.
a. Present tense b. Past tense c. Future tense
12. It is a grammatical tense whose function is to place an action in the past before another
event in the past.
a. Present tense b. Past tense c. Past Perfect tense
13. It is referring to the demographic that writers expect will read and interest with their
work.
a. Genre b. Purpose c. Intended audience
14. It is a strip of motion-picture film.
a. Genre b. Trailer c. Movie clip

15. It is a commercial advertisement for a feature film that will be exhibited in the future at a
cinema.
a. Movie clip b. Trailer c. Genre
ENUMERATION:
 Give the four elements or part of Genre

 Give at least 6 present tense and 5 past tenses
Prepared By: Verified By:

ANGIE D. EUSTAQUIO FLORDELINO D. COROTAN JR.
Subject Teacher Coordinator, Senior High School
Checked By: Noted By:

GLYCERIN P. GARCIA, LPT BONIFACIO N. DE GUZMAN, MSCRIM
English Coordinator OIC- Basic Education

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter presented through tables the gathered data about Reading
Comprehension Mastery Level of Grade 7 learners in reading and the discussion of the
findings, following the sequence of the specific research problem.
1. Profile of the Learners
a. Gender
Table 1
Distribution of Learners as to Gender
Indicators Frequency Percentage

Male 20 50.00
Female 20 50.00
TOTAL 40 100.00
Table 1 showed the distribution of respondents’ profile variable a gender where there
were 20 or 50.00 percent who are female and 20 or 50.00 percent who are male during the
conduct of the study.

b. Age
Table 2
Distribution of Learners as Age
Age Frequency Percentage

12 years old 29 72.5
13 years old 11 27.5
14 above 0 0
TOTAL 40 100
Table 2 displayed the respondents’ age where there were 29 or 72.5 percent whose
age is 12 years old, while there was 11 or 27.5 percent whose age belongs to 12 years old.
Hence, majority of the respondents belonged to 12 years old.

c. Parents’ Educational Attainment
Table 3
Distribution of Learners as to Fathers’ Educational Attainment

College Graduate 22 55
College Level 4 10
High school Graduate 9 22.5
High school Level 4 10
Elementary Graduate 1 2.5
Elementary Level 0 0
TOTAL 20 100
Table 3 Fathers’ Educational Attainment 22 of the respondents, father or 55 percent
have reached College Graduate while 4 fathers or 10 percent are College Level. Also, there 9
or 22.5 percent High school Graduate while there are were 4 or 10 percent are Highschool
Level, 1 or 2.5 percent in Elementary Graduates. The result showed that majority of the
respondents’ father have reached College Graduate.

Table 4
Distribution of Learners as to Mothers’ Educational Attainment

College Graduate 26 65
College Level 4 10
High school Graduate 4 10
High school Level 4 10
Elementary Graduate 2 5
Elementary Level 0 0
TOTAL 20 100
Table 4 Mothers’ Educational Attainment 26 of the respondents, mother or 65 percent
have reached College Graduate while 4 mothers or 10 percent are College Level. Also, there
4 or 10 percent High school Graduate while there are were 4 or 10 percent are Highschool
Level, 2 or 5 percent in Elementary Graduates. The result showed that majority of the
respondents’ mother have reached College Graduate.

d. Parents’ Occutpation
Table 5
Distribution of Learners as to Fathers’ Occupation

1. Carpenter 0 0
2. Driver 1 2.5
3. Teacher 2 5
4. Seaman 0 0
5. Farming 13 32.5
6. Doctor 1 2.5
7. Construction Worker 0 0
8. Police Officer 2 5
9. Unemployed 1 2.5
10. Husband 20 50
TOTAL 40 100
As seen in Table 5, there were 1 driver, father or 2.5 percent, 2 teacher or 5 percent,
13 farming or 32.5 percent, 2 police officer or 5 percent, 1 or 2.5 percent unemployed while
there are 20 or 50 percent husband.
Majority of the respondents’ fathers’ occupation are Husband.

Table 6
Distribution of Learners as to Mothers’ Occupation

1. Carpenter 0 0
2. Lawyer 0 0
3. Teacher 4 10
4. Saleslady 2 5
5. Farming 3 7.5
6. Doctor 0 0
7. Housewife 5 12.5
8. Police Officer 0 0
9. Unemployed 3 7.5
10. Home maker 23 57.5
TOTAL 40 100
As seen in Table 6, there were 4 teachers, mother or 10 percent, 2 saleslady or 5

percent, 3 farming or 7.5 percent, 5 housewife or 12.5 percent, 3 or 7.5 percent unemployed
while there are 23 or 57.5 home maker.
Majority of the respondents’ mothers’ occupation are home maker.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents a summary of the findings of this study and a set of conclusions
derived from such findings. Moreover, recommendations are presented in the light of the
conclusions discussed.
Summary of Findings
1. Profile of Respondents
a. Gender. Majority of the respondents are equal.
b. Age. Majority of the respondents fell under the age of 12.
c. Parent’s Educational Attainment. Majority of the respondents’ father’s
educational attainment.
CONCLUSION
In the light of the foregoing findings, the following conclusions are presented,
Which became basis of the researcher in coming up with recommendations.
1. There was a significant relationship between the reading comprehension level of the
learners along their Gender, Age, Parents’ Educational Attainment, and Parents’
Occupation.
2. The reading skills of the learners significantly related to their comprehension level in
English. This indicates that the Mastery Level of Grade 7 learners on the
competencies of English.

Recommendations
1. The school should initiate an action to address the reading challenges among the
struggling readers.
2. Language classroom to improve reading pedagogy to develop domains of literacy.
3. Develop the ‘’love for reading ‘of learners through interactive reading activities
4. Develop lesson exemplars that support the enhancement or reading skills and
comprehension levels of the learners.
5. Futher studies are related research should be done for the reliability of the result of
this study.

BIBLIOGRAPHY
Guthrie J. T., Klauda S. L. (2014). Effects of classroom practices on reading comprehension,
engagement, and motivations for adolescents. Reading Research Quarterly, 49, 387-
416.
Gersten R., Fuchs L. S., Williams J. P., Baker S. (2001). Teaching reading comprehension
strategies to students with learning disabilities: A review of research. Review of
Educational Research, 71, 279-320.
Afflerbach, P., Cho, B.-Y., and Kim, J.-Y. (2015). Conceptualizing and assessing higher-
order thinking in reading. Theory Pract. 54, 203–212.
Alexander, P. A. (2004). “A model of domain learning: reinterpreting expertise as a
multidimensional, multistage process,” in Motivation, Emotion, and Cognition:
Integrative Perspectives on Intellectual Functioning and Development. eds. D. Y. Dai
and R. J. Sternberg (Mahwah, NJ: Erlbaum), 273–298.
Abdelhalim, S. M. (2017). Developing EFL students’ reading comprehension and reading
engagement: Effects of a proposed instructional strategy. Theory and Practice in
Language Studies, 7(1), 37-48. https://doi.org/10.17507/tpls.0701.05 Alenizi, M. A.
K. (2019). Understanding of Reading among Teachers and Learners: A Descriptive Study of
Pre-university English Language Teaching/Learning in Saudi Arabia. Arab World
English Journal, 10. https://doi.org/10.2139/ssrn.3418530 Alfallaj, F. S. S. (2017).
Reading Competence of the Saudi EFL Learner: Empowering the Teachers through
Linguistics. Advances in Language and Literary Studies, 8(3), 12-17.
https://doi.org/10.7575/aiac.alls.v.8n.3p.12 DeBruin-Parecki, A., Van Kleeck, A. &
Gear, S. (2015). Developing early comprehension: Laying the foundation for reading success.
Paul H. Brookes Publishing Co. Glenberg, A. M. (2017). How reading comprehension is

embodied and why that matters. International Electronic Journal of Elementary
Education, 4(1), 5-18. Gorsuch, G., Taguchi, E. & Umehara, H. (2015). Repeated reading for
Japanese language learners: Effects on reading speed, comprehension, and
comprehension strategies. The Reading Matrix: An International Online Journal,
15(2), 18-44. Ismail, N. M. & Tawalbeh, T. E. I. (2015).
Effectiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving
EFL Readers. International Education Studies, 8(1), 71-87.
https://doi.org/10.5539/ies.v8n1p71 Ismail, S. A. M. M., Petras, Y. E., Mohamed, A.
R. & Eng, L. S. (2015). Compensatory Reading among ESL Learners: A Reading Strategy
Heuristic. English Language Teaching, 8(8), 46-55.
https://doi.org/10.5539/elt.v8n8p46 Javed, M., Eng, L. S. & Mohamed, A. R. (2015).
Developing Reading Comprehension Modules to Facilitate Reading Comprehension among
Malaysian Secondary School ESL Students. International Journal of Instruction, 8(2),
139-154. https://doi.org/10.12973/iji.2015.8211a.
Heyman, J. (1998). Questionnaire design : An expert approach questionnaire design. Georgia:
Infosurv Hidayah, L., Setyono, B., & Tasnim, Z. (2003). The implementation of genre
based Approach in the Teaching of Writing at SMPN 7 Jember (Undergraduate's
thesis).
Universitas Negeri Jember Kementerian Pendidikan dan Kebudayaan.Peraturan Menteri
Kementerian Pendidikan dan Kebudayaan Nomor 21 Tahun 2005. Retrived from
http://peraturan.go.id/permen/kemendikbud-nomor-21-tahun-2015.html Kolligian, J., &
Sternberg, R. J. (1987). Intelligence, Information Processing, and Specific Learning
Disabilities: A Triarchic Synthesis. Journal of Learning Disabilities, 20(1), 8–17.
https://doi.org/10.1177/002221948702000103 Kusumawanti, W. D., & Bharati, D. A.

L. (2018). The effectiveness of close and explicit reading instructions to enhance
reading comprehension to highy and lowly motivated students. English Education
Journal of UNNES, 8(40), 1–9. doi: 10.15294/eej.v8i1.21995 Learn, Y. O. U. W. (1998).
Questionnaire Design : An Expert Approach Questionnaire Design : An Expert
Approach Contributing Editor 9. Longman Dictionary online. (n.d). Retrived from
https://www.ldoceonline.com/spellcheck/english/?q=Reading+Comprehension.

APPENDIX A
BONIFACIO N. DE GUZMAN, CSP, LPT, MSCrim

Executive Vice President/OIC of Basic Education/Vice President for Administration
Mallig Plains Colleges, Inc.
Sir:
Greetings in the name of Service!
We, the Bachelor of Elementary Education students are in the process of undergoing a
research work focused on “MASTERY LEVEL OF GRADE 7 LEARNERS ON THE
COMPETENCIES OF ENGLISH,” which is expected to be accomplished within this
semester.
In this regard, we would like to solicit your permission for us to conduct our research work in
the Tertiary Level involving the 4th year students as our respondents.
Your favorable approval on this request will facilitate its final completion for submission as a
partial requirement in Research for Education II.
Thank you.
Very truly yours,
ANGELICA G. PAJARILLO ANGELICA B. GUSSAWEL
HAIDEE A. SINOLI
Noted:
ARTURO B. NANO, EdD

Instructor
Recommending Approval:
FELONILA L. CATUIZA, PhD

Dean of Teacher Education
Approved:
BONIFACIO N. DE GUZMAN, CSP, LPT, MSCrim

Executive Vice President/OIC of Basic Education/Vice President for Administration

APPENDIX B
QUESTIONNAIRE
The researchers are undergoing a study entitled READING COMPREHENSION
MASTERY LEVEL OF GRADE 7 LEARNERS ON THE COMPETENCIES OF
ENGLISH which is a requirement for the degree Bachelor in Elementary Education (BEED)
for School Year 2021-2022.
Along this line, we are requesting your full cooperation to please read each item
carefully then provide answers to questions with utmost honesty either by writing the
information asked for or by putting the check (/) mark opposite the item which you deem
most appropriate for you.
The researcher is giving full assurance that any sensitive informative you give shall be
dealt with extra confidentiality.
Part I
11. Profile of Respondents.
Directions. Please read the items carefully then put a check mark on the choice that corresponds to your answer.
d. Gender
_ male
_female
e. Age
_12
_13
_14 above
Parents Educational Attainment
1. Father Highest Educational Attainment
2. Mother Highest Educational Attainment

f. Parents’ Occupation
Father Occupation Please Check
1. Carpenter
2. Driver
3. Teacher
4. Seaman
5. Farmer
6. Doctor
7. Construction Worker
8. Pulis
9. Unemployed
10. Not Mentioned
Mother Occupation Please Check
1. Carpenter
2. Lawyer
3. Teacher
4. Saleslady
5. Farmer
6. Doctor
7. Home maker
8. Pulis
9. Unemployed
10. Not Mentioned
II. Competency Level of the Learners (FOR TEACHERS’ ONLY)
III. Pre – and Post-Encountered (TEACHERS’ RECORD)
IV. Challenges Encountered (TEACHERS’ RECORD)

Directions: Please check as many the Challenges Encountered in Teaching English
4. What are the challenges encountered by the teacher?
Indicators Please Check
a. Spelling
f. Grammar
g. Writing Composition
h. Communication Skills
i. Vocabulary

CURRICULUM VITAE
PERSONAL PROFILE
Name: ANGELICA G. PAJARILLO
Address: VICTORIA, MALLIG, ISABELA
Date of Birth: JULY 10, 2000
Citizenship: FILIPINO
Civil Status: SINGLE
EDDUCATIONAL BACKGROUND
Elementary: VICTORIA ELEMENTARY SCHOOL

VICTORIA, MALLIG, ISABELA, 2012-2013
Secondary: MALLIG PLAINS COLLEGES, INC.

CASILI, MALLIG, ISABELA, 2018-2019
Tertiary: MALLIG PLAINS COLLEGES, INC.


PERSONAL DATA:
Name: HAIDEE ABBACAN SINOLI
Address: CATAO, BURINGAL PARACELIS MOUNTAIN PROVINCE
Date of Birth: OCTOBER 20, 2001
Place of Birth: CATAO BURINGAL PARACELIS MOUNTAIN PROVINCE
EDUCATIONAL BACKGROUND:
Elemenary: CATAO, ELEMENTARY SCHOOL

CATAO, BURINGAL, PARACELIS MT. PROVINCE, 2012-2013
Secondary: MALLIG PLAINS COLLEGES, INC.

Tertiary: MALLIG PLAINS COLLEGES, INC.


PERSONAL DATA:
Name: ANGELICA B. GUSSAWEL
Address: MAKILO, BURINGAL PARACELIS MOUNTAIN PROVINCE
Date of Birth: JANUARY 17,1999
Place of Birth: MAKILO BURINGAL PARACELIS MOUNTAIN PROVINCE
EDUCATIONAL BACKGROUND:
Elementary: MAKILO, ELEMENTARY SCHOOL

MAKILO, BURINGAL, PARACELIS MT. PROVINCE, 2012-2013
Secondary: MALLIG PLAINS COLLEGES. INC.

Tertiary: MALLIG PLAINS COLLEGES. INC. MALLIG ISABELA


H of Angelica Pajarillo Haidee Sinoli Angelica Gussawel

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

H of Angelica Pajarillo Haidee Sinoli Angelica Gussawel

Uploaded by

Copyright:

Available Formats

Mallig Plains Colleges INC.

Casili, Mallig, Isabela

MASTERY LEVEL OF GRADE 7 LEARNERS

ON THE COMPETENCIES OF ENGLISH

Mallig Plains Colleges, Inc.

Casili, Mallig, Isabela

In Partial Fulfillment of the Requirements

for the Methodology of Research

Second Semester 2022-2023

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 1

guidance which he bestowed upon the researcher.

Mr. BONIFACIO N. DE GUZMAN, the Executive Vice President/ Vice president

questionnaires to our respondents.

Dr. FELONILA L. CATUIZA, Dean of College of Teacher Education, for her

help us in this study.

sharing her knowledge.

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 2

researcher to complete this study.

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 3

1. THE PROBLEM AND ITS BACKGROUND

Statement of the Problem 10

Scope and Delimitation 12

Significance of the Study 12

2. REVIEW OF RELATED LITERATURE

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 4

3. RESEARCH METHODOLOGY AND PROCEDURE

Respondents of the Study 26

Data Gathering Procedure 26

Data Gathering Instrument 26

Statistical Treatment of Data 27

4. PRESENTATION, ANALYSIS AND

5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 5

PROBLEM AND ITS BACKGROUND

Reading comprehension is vital to a student’s success in school. I always say if a

reading comprehension available to teachers even in inclusive settings.

understanding of how the human brain works.

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 6

or understanding of that information. Reading comprehension is an intentional, active, and

Reading is one of the macro-skills which should be developed among learners to

master in order to ensure success in learning (Alderson, 2014 in Schwartz, 2015). It is

importance of reading was emphasized in the following quotation: “Leave a students

to blind man grouping in the dark.”

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 7

the supporters of transformational generative theory who described comprehension as

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 8

According to Smith in Westwood reading comprehension is considered to occur at four levels

throughout the duration of the school. (Harb and Jamal 0.2004).

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 9

1. Limited previous knowledge of the reader with inability to integrate new

knowledge to the previous one.

3. Lack of oral language skills before entering school.

4. Excessive concentration of teachers in the early grades on teaching the skill of

decoding the symbol.

5. Focus on accurate reading performance at the expense of meaning.

6. Lack of listening comprehension skills.

7. Parents’ carelessness to communicate with their children or follow up them at the

8. Lack of exposing children in the early grades for printed materials.

9. Create negative attitudes among students towards reading and materials.

10. Lack of dedicated time for independent reading.

11. The weakness of the students’ self-confidence in their abilities to read.

MASTERY LEVEL OF GRADE 7 LEARNERSON THE COMPETENCIES OF ENGLISH 10