CHAPTER 1

THE PROBLEM AND IT'S BACKGROUND

INTRODUCTION

Reading comprehension is one of the most complex behaviors in which humans engage. Reading

theorists have grappled with how to comprehensively and meaningfully portray reading

comprehension and many different theoretical models have been proposed in recent decades

(McNamara & Magliano, 2009; Perfetti & Stafura, 2014).

One framework, the Simple View of Reading (SVR), posits that reading comprehension is the product

of word decoding and linguistic comprehension (Gough & Tunmer, 1986). Across many languages,

research has shown that reading comprehension can be explained by individual differences in these

two components, though the relative relationship of the components changes over time (Catts, 2018).

Reading comprehension requires the coordination of multiple linguistic and cognitive processes

including, but not limited to, word reading ability, working memory, inference generation,

comprehension monitoring, vocabulary, and prior knowledge (Perfetti, Landi, & Oakhill, 2005).

The multifaceted nature of reading comprehension is reflected in component models that consider

subcomponents of comprehension. Component models such as the direct and inferential mediation

model (DIME; Ahmed et al., 2016; Cromley, Snyder-Hogan, & Luciw-Dubas, 2010; Oslund, Clemens,

Simmons, & Simmons, 2018; Oslund, Clemens, Simmons, Smith, & Simmons, 2016) have been fairly

consistent in their findings. These models indicate that vocabulary, both directly and indirectly, is

consistently the strongest predictor of reading comprehension for younger adolescents.

STATEMENT OF THE PROBLEM

This study intends to answer the following questions;

1. What is the comparative effectiveness of pre-reading activities and summarization methods in

enhancing reading comprehension?

2. How does the implementation of targeted reading comprehension interventions impact the

proficiency levels of selected students across different grade level?

3. How do individual differences such as learning styles and prior knowledge, interact with specific

reading comprehension strategies?

SIGNIFICANT OF THE PROBLEM

This study focused on the level of reading comprehension of selected students in makapuyat senior

high school. This will be the significant to the following:

TO THE STUDENTS

Understanding the factors influencing reading comprehension leaves provides students with tailored

strategies to enhance their learning experience. It empowers them with effective tools to navigate

academic challenges, fostering a sense of confidence and self-efficacy in their educational journey.

TO THE TEACHERS

Armed with a deeper understanding of effective comprehension strategies, teachers can adapt their

instructional approaches, creating a more engaging and supportive learning environment.

TO THE PARENTS
 The study's outcomes can guide parents in supporting their children's literacy skills at home,

reinforcing the strategies identified as most effective. This involvement strengthens the parent-child

academic partnership and contributes to overall educational success.

TO THE COMMUNITY

A community invested in the educational well-being of its members benefits from improved literacy

levels. Enhanced reading comprehension skills among students contribute to a more informed and

engaged community.

SCOPE AND DELIMITATIONS OF THE STUDY

This research focused on the level of reading comprehension of the selected senior high school

students of Makapuyat National High School in the school year 2023 - 2024. Along with this, it also

aimed to know if they still need to practice reading.

This study is limited to the selected senior high school students. Also, it is inclusive only for 30

respondents. Furthermore, this study is delimating to the students who cannot read properly.

DEFINITION OF TERMS

READING - It is
CONCEPTUAL FRAMEWORK

INPUT PROCESSES OUTPUT