Bachelor of Secondary Education Major in English

Research Titles Proposal and Review of Related Literature

EL 110: Language Education Research

Davao Doctors College, Inc

Gen. Malvar Street, Davao City, Philippines, 8000

Submitted by:

Judy Mae Fuentes

Lysa Karylle Villanueva

Submitted to:

Emman Clark Naparan

January 2023
Reader Leader: A Reading Intervention Program for Struggling Reader Among

Selected Grade 11 HUMSS Students of Davao Doctors College

Independent Variable (IV): Reading Intervention Program

Authors Original Text Paraphrased Text

Levitas, 2017 Reading intervention Reading intervention

provides additional offers additional methods
strategies and activities to and exercises to help
boost reading skills in the struggling readers
areas of decoding, improve their decoding,
comprehension, and comprehension, and
fluency for struggling fluency skills. The
readers. Reading curriculum of traditional
intervention programs act reading programs is
as a supplement to the supplemented with
mainstream reading reading intervention
program curriculum. programs. However, not
However, not all students every student reads
read at a level of proficiently. In this
proficiency. When this is situation, reading
the case, reading intervention techniques
intervention strategies are are required.
necessary.

Homan, 2019 The Reading Intervention For students who are

program is designed as a having difficulty reading
short-term intervention for and writing, there is a
students struggling with program called Reading
reading and writing. The Intervention. The Reading
one-to-one intervention Intervention Program,
model became a popular also known as the
literacy model due to the Reading Recovery
Reading Intervention Program, is responsible
Program, also known as for the one-on-one
the Reading Recovery intervention model's rise
Program. to popularity as a literacy
strategy.

Llego, 2018 Reading intervention Reading intervention

strategies are techniques are measures
interventions put in place taken to assist pupils who
to help students are having some sort of
struggling with reading in reading difficulty. A kid
some way. There can be may be having trouble
many different reasons a reading for a variety of
 student may be reasons, but teachers
struggling, but by using may assist these pupils
specific reading become better readers by
intervention strategies, employing particular
educators can help these reading intervention
students improve their techniques.
reading skills.

Blackborne, 2019 Reading intervention At their instructional level,

provides students with an reading intervention
opportunity to increase provides students the
reading, writing, chance to improve their
test-taking, and study reading, writing,
skills at their instructional test-taking, and study
level. Moreover, Reading skills. Additionally,
Intervention enhances Reading Intervention
students’ confidence and builds students' skills and
their skills through confidence by teaching
instruction in decoding, decoding,
comprehension, writing, comprehension, writing,
study skills, and study techniques, and
test-taking strategies test-taking strategies
across our school throughout the curriculum
district's curriculum and and study units of our
units of study. school system.

Hicks, 2018 Reading intervention Students who struggle

programs are a viable with reading
intervention of varying comprehension can
complexity to address the benefit from reading
reading deficits of intervention programs of
students struggling with varied complexity to
reading comprehension address their reading
skills. Reading impairments. For students
comprehension is a who struggle with reading,
cognitively demanding reading comprehension
activity that can be can be a mentally taxing
daunting for students with exercise.
reading deficits.

Bitrubern, 2020 Reading intervention Reading intervention

programs provide the programs lay the
foundation for the groundwork for students'
educational success of academic success,
students, especially those especially those who are
who are considered regarded as problem
struggling readers. The readers. Since these
choice in reading programs define the
 instructional programs requirement for retention
has long-term impact on in response to this
the future of students, as legislation, students'
it is these programs that futures are significantly
determine the need for impacted by the reading
retention in response to instruction programs they
this legislation. Thus, the choose. In order to
implementation of prevent retention, districts
legislation related to are mandated to offer
reading achievement, in particular literacy
which districts are interventions to struggling
required to provide readers under regulations
specific literacy relating to reading
interventions to struggling achievement.
readers in order to
prevent retention.

Shaywitz, 2019 Effective reading Systematic, direct

intervention programs for
students with reading
disabilities provide
systematic, direct
instruction in phonemic
awareness and phonics.
The program needs to
teach students to apply
these skills to reading and
writing. Furthermore, the
program should include
rich experiences listening
to and using oral
language as well as
fluency training.
instruction in phonemic
awareness and phonics is
provided by effective
reading intervention
programs for students
with reading difficulties.
Students must learn how
to use these skills when
reading and writing as
part of the curriculum.
The curriculum should
also incorporate fluency
training as well as
numerous opportunities
for oral language use and
listening.

Alida, 2021 Reading intervention Reading intervention

provides struggling offers extra tips and
readers with additional exercises to help
strategies and activities to struggling readers
boost reading skills in the improve their decoding,
areas of decoding, comprehension, and
comprehension, and fluency abilities. The
fluency. Reading curriculum of traditional
intervention programs act reading programs is
as a supplement to the supplemented with
mainstream reading reading intervention
program curriculum. programs.
Sedita, 2021 Reading intervention has
certainly evolved into a
more productive,
student-based program.
Reading intervention
types included pull-out in
a small group using
part-to-whole language
strategies, a intervention type using
computer-based reading
intervention type, and an
integrated reading
intervention type using
whole-to-part language
strategies.
Allington, 2020 A reading intervention is a
focused instructional plan
that supplements existing
reading instruction. Like
any type of intervention,
reading interventions are
designed to be used for
short durations. In other
words, an effective
reading intervention
should enhance students’
current reading levels to
the point that the reading
intervention is no longer
needed.
Reading intervention has
developed into a more
successful,
student-centered
approach. A
computer-based reading
intervention type, an
integrated reading
whole-to-part language
procedures, and pull-out
in a small group were all
examples of reading
intervention types.
A reading intervention is a
targeted lesson plan that
is added on top of current
reading education.
Reading interventions are
intended to be utilized for
brief periods of time, just
like any other sort of
intervention. In other
words, a successful
reading intervention
should raise pupils'
reading proficiency to the
point where it is no longer
required.
Reader Leader: A Reading Intervention Program for Struggling Reader Among

Selected Grade 11 HUMSS Students of Davao Doctors College, Inc.

Dependent Variable (DV): Struggling Reader

Author Original Text Paraphrased Text

Vaughn, 2021 Struggling readers were Low achievers, students

defined as low achievers, with reading problems,
students with unidentified dyslexia, and/or reading,
reading difficulties, learning, or
dyslexia, and/or with speech/language
reading, learning or disorders were all
speech/language considered to be
disabilities. struggling readers.

Sylviana, 2019 A struggling reader is a A student who finds

child who has difficulty
learning to read. Hence,
struggling readers are
different from reluctant
readers, but many may
also be reluctant readers.
This is because they find
reading difficult and
frustrating, which leads to
their refusing to learn.
reading challenging is
referred to as a struggling
reader. Therefore,
reluctant readers and
struggle readers are
distinct, though many
struggling readers may
also be reluctant readers.
This is due to the fact that
they find reading to be
frustrating and
challenging, which causes
them to reject learning.

Scruggs, 2020 Struggling readers are Reading comprehension

likely to experience at problems are likely to
least some difficulty make it difficult for
comprehending the texts struggling readers to
required of them in school understand the texts they
and, in particular, in are expected to read in
content area classrooms. school, especially in
Though students who are content-area classes.
a part of this population Although each member of
will have their own unique this demographic will
strengths and have particular strengths
weaknesses, common and weaknesses, there
characteristics among are some traits that they
them include having share, including
difficulty decoding text, difficulties with text
having poor decoding, low
 metacognitive skills, not metacognitive skills,
comprehending what they problems understanding
read, and struggling to what they read, and
apply comprehension difficulties applying
strategies appropriately. comprehension tools
effectively.

Frankfort, 2020 A struggling reader is a A student who has trouble

child who experiences learning to read is
difficulty learning to read. referred to as a struggling
This may be due to: reader. This could be as a
speech and language result of speech and
problems, specific language issues,
learning difficulties, particular learning
English as a second challenges, learning
language acquired at a English as a second
later age, poor reading language later in life,
instruction when they inadequate reading
were learning to read, or instruction when they
a combination of the were beginning to read, or
above. a combination of the
aforementioned factors.

Rein, 2017 A struggling reader was a A student who was

student aged five to 18
who was not keeping up
with peers in learning to
read (elementary grades)
or at least two age levels
behind peers (secondary
level). K–12 students,
who typically read one or
more years below their
current grade level, are
often perceived as lacking
the skills other students
possess and use with little
difficulty.
struggling to read was
one who, between the
ages of five and 18,
lagged at least two age
levels behind their peers
when learning to read in
the primary grades
(secondary level).
Students in grades K–12
who read normally one or
more years below their
present grade level are
frequently thought to be
lacking skills that other
students have and can
utilize easily.

Nichols, 2018 Struggling readers often Reading vocabulary

do not make gains in their limitations in struggling
reading comprehension readers frequently
because they have a prevent them from
limited reading improving their reading
vocabulary. Through the comprehension. Students
enhancement of are better able to
vocabulary development recognize essential
and growth for children concepts in the texts they
 who are experiencing read, draw conclusions
reading difficulties, it within and across texts,
enables students to better and improve their
identify key concepts in comprehension skills
the text that they read, thanks to the
make inferences within improvement of
and between texts, and vocabulary development
increase their abilities to and growth for kids who
comprehend. are having trouble
reading.

Huggens, 2019 Struggling readers are Students that struggle

students who are lacking
skills in one of the five
essential areas of literacy.
This deficit negatively
affects students’
academic performance,
and they would benefit
from remedial instruction
or extra practice in an
identified area of
weakness.
with reading are those
who fall short in one of
the five key components
of literacy. Due to this
deficit, pupils' academic
performance suffers, and
they might profit from
remedial teaching or
further practice in a
particular subject.

Caitleyn, 2018 Struggling readers require To avoid failure and

explicit instructional hasten their growth,
support of varying levels struggling readers need
of intensity to prevent specific instructional
failure and accelerate guidance at varied levels
their progress. of intensity.

Lara, 2019 Young children at risk of The knowledge and

reading difficulty application of
encounter impediments in fundamental abilities such
understanding and using as phonemic awareness,
foundational skills such as phonics, fluency,
phonemic awareness, vocabulary, and
phonics, fluency, comprehension are
vocabulary, and hindered in young
comprehension. The children who are at risk of
underlying causes for reading difficulties.
which children are at risk Children who struggle
Reading difficulty can be with reading may be at
biological or risk for biological or
environmental. For environmental reasons.
example, dyslexia is a For instance, dyslexia is a
specific language particular language
disability associated with impairment linked to
reading difficulty. Dyslexia reading difficulties.
affects reading, Dyslexia has an impact
 specifically decoding, on reading, specifically on
accuracy, and/or fluent word identification,
word recognition and spelling, and decoding.
spelling.

Schisshels , 2020 Struggling readers avoid Reading is avoided and

reading and lack a skill not supported by the skill
set that supports reading. set of struggling readers.
Neuroscientists use brain Brain imaging equipment
imaging technology to see is used by neuroscientists
what's happening in the to observe what is
brains of students while happening in pupils'
they read. They have brains when they read.
found that a lot of Numerous struggling
struggling readers have readers have been found
vision or language deficits to have vision or
that interfere with language issues that
effective input and obstruct their ability to
processing of letters and enter and interpret letters
sounds. and sounds correctly.
 Motivating Students’ Speaking Skills Through Simulation in English for
Specific Purposes of Selected Grade 11 HUMSS Students of Davao Doctors
College, Inc.
Independent Variable (IV): Students’ Speaking Skills
Authors Original Text
Ur, 2017 Speaking is perceived as
the most prominent skill
compared to three other
language skills: reading,
listening, and writing.
Students are referred to
as "speakers of language"
when they speak the
language as if it included
all other types of
knowledge.
Manurang, 2018 Speaking skills are
defined as the skills that
allow us to communicate
effectively. In the
perception of a student, it
enables them to master
the ability to convey
information verbally and
in a way that the listener
can understand.
Hamouda, 2017 Speaking skills are
defined as the ability to
communicate effectively.
Although several students
mastered this skill among
others, many students in
EFL classrooms feel
reluctant to respond to
their teacher due to many
factors such as low
English proficiency, fear
of speaking in front of
others, negative
evaluation, shyness, lack
of confidence and
preparation, and fear of
Paraphrased Text
Comparing speaking to
the three other language
abilities of reading,
listening, and writing,
speaking is thought to be
the most important one.
When students speak the
language as though it
encompasses all other
sorts of knowledge, they
are referred to as
"speakers of language."
Speaking abilities are the
capabilities that enable
efficient communication.
According to a student's
opinion, it helps them
develop their verbal
communication skills and
their capacity to make
their points clear to
listeners.
Effective communication
is the definition of
speaking skills. Despite
the fact that some
students have mastered
this skill along with others,
many EFL students find it
difficult to respond to their
teachers due to a variety
of reasons, including poor
English proficiency,
apprehension about
speaking in front of
others, fear of receiving a
poor grade, shyness, a
lack of preparation and
 making mistakes.
Lai Mei, 2020 Speaking is one of the
most important skills to be
developed and enhanced
as a means of effective
communication. Speaking
is regarded as one of the
most difficult aspects of
language learning. Many
language learners find it
difficult to express
themselves in spoken
language. Moreover,
appropriate speaking
instruction was found to
be the learners’ priority
and a field in which they
need more attention.
Zakara, 2019 Speaking is considered
the most difficult skill to
master compared to other
language skills such as
listening, reading, or
writing. As a result, proper
selection of the best
language learning
strategies will assist
students in improving
their speaking skills both
inside and outside of the
ESL classroom.
Moreover, it was
suggested that effective
strategy and social
strategy can be applied to
enhance students’
speaking skills.
Leong, 2017 Speaking is one of the
skills that students have
to master in order to learn
English. It tends to get
students to do something
through speaking,
whether it's exploring
ideas, working out some
confidence, and a
concern about making
mistakes.
One of the most crucial
abilities to be cultivated
and improved as a way of
efficient communication is
speaking. One of the
most challenging
components of learning a
language is speaking. It
might be challenging for
many language learners
to express themselves
verbally. Furthermore, it
was discovered that the
learners prioritize and
require more attention in
the area of appropriate
speaking education.
Comparing speaking to
other language abilities
like listening, reading, or
writing, speaking is
thought to be the most
challenging to learn. The
right choice of the best
language learning
techniques can therefore
help students advance
their speaking abilities
both inside and outside of
the ESL classroom.
Additionally, it was
recommended that social
strategy and effective
strategy could be used to
improve students'
speaking abilities.
One of the abilities
students need to develop
in order to learn English is
speaking. Speaking tends
to compel students to
take action, whether it's
thinking through
concepts, sorting out the
 aspects of the world, or universe, or just hanging
simply being together. or out. or just spending time
simply being together. If together. Fluency in
the students can speak English will make it easier
English fluently, that can for the pupils to express
help them easily themselves and explore
communicate and also their thoughts. Accessing
explore their ideas. current knowledge in a
Speaking English well variety of sectors, such as
also helps students science, technology,
access up-to-date health, and so on, is
information in various made easier for pupils by
fields, including science, having good English
technology, health, and so communication skills.
on.

Cameron, 2018 Speaking is a productive Speaking is a useful

skill in the organs of ability for the speech
speech to express organs to express
meaning, which can be meaning, which can be
directly and empirically seen directly and
observed. There are three objectively. This
important points within description of speaking
this definition of speaking abilities emphasizes three
skills. First, productive key concepts. First, by
skill means the ability of a productive skill, we mean
person to actively the capacity of a person
produce the language by to actively produce
coordinating the organs of language by coordinating
speech such as the lips, the voice cords, larynx,
tongue, teeth, vocal pharynx, lips, tongue, and
cords, larynx, pharynx, other speech organs.
etc. Second, to convey Second, to impart
meaning means that the meaning means to deliver
purpose of producing ideas and experiences via
language in verbal verbal communication
communication is to with the intent of making
deliver ideas and them understandable to
experiences so that the the listener and others.
speaker can convey Third, the ability to be
meaning to the listener directly and empirically
and others. Third, being observed denotes the
able to be directly and ability to directly hear,
empirically observed see, and empirically
means that the measure the application
implementation of of speaking in the
speaking can be directly speaking process.
heard or seen and
empirically measured in
 the speaking process by
looking at the correctness
and effectiveness of the
speaker.
Juhana, 2019 Speaking skills is a
method of communicating
ideas, knowledge, and
emotions to others. It is
the most important way in
which the narrator can
express himself in a
language. Speaking is
essential for language
learners because the first
appearance of
communication is
speaking.
Harmer, 2020 Speaking abilities refer to
the ability to speak
fluently by applying
knowledge and
information and saying it
on the spot. It needs the
ability to assist in the
management of speaking.
It happens in the real
world with little time to
plan. Therefore, fluency is
needed to reach the goal
of the conversation.
Nunan, 2020 Speaking is an essential
skill to express in
communication. It was
argued that to express
meaning, the use of
language is needed in
speaking so other people
can understand what we
say. It indicates that
speaking consists of
creating systematic verbal
utterances to express
meaning, which will make
other people understand
what we are saying
clearly.
Speaking is a way of
expressing thoughts,
information, and feelings
to other people. It is the
most significant way the
narrator may
communicate in a
language. Speaking is
crucial for language
learners since speaking is
how communication
manifests itself.
Speaking skills are the
capacity to express ideas
clearly and spontaneously
while utilizing knowledge
and information. It must
have the capacity to help
with speaking
management. It occurs in
reality with minimal
opportunity for planning.
Fluency is therefore
required to accomplish
the conversation's
objective.
The ability to convey
oneself verbally is crucial
in communication. It was
stated that in order for us
to communicate meaning
effectively and for other
people to comprehend
what we say, language
must be used. It suggests
that speaking is the
process of organizing
verbal utterances into
coherent sentences that
express meaning and
help others understand
what we are trying to say.
 Motivating Students’ Speaking Skills Through Simulation in English for

Specific Purposes of Selected Grade 11 HUMSS Students of Davao Doctors

College, Inc.

Dependent Variable (DV): Simulation in English for Specific Purposes

Author Original Text Paraphrased Text

Walter, 2021 English for Specific To prepare students with

Purposes (ESP) teaching
is conducted to equip
learners with a certain
level of English
proficiency for a situation
where the language is
going to be used, termed
target needs. Since it
provides instructional
objectives, materials, and
methods developed on
the basis of learners’
needs and potential
interests, since the early
1960s, ESP has grown to
become one of the most
prominent areas of
English as a foreign
language.
a specific degree of
English proficiency for a
setting where the
language will be used, or
target needs, English for
Specific Purposes (ESP)
teaching is done. Since
the early 1960s, ESP has
expanded to become one
of the most significant
fields of English as a
foreign language because
it offers educational
objectives, resources, and
methods devised on the
basis of learners' needs
and future interests.

Hutchinson, 2021 English for Specific The English for Specific

Purposes (ESP) is an Purposes (ESP) method
approach to language of language instruction
teaching in which all bases all decisions
decisions as to content regarding the content and
and method are based on methodology on the goals
the learners’ reason for of the learners. It also
learning. Moreover, it was involved education,
also an enterprise training, and practice and
involving education, drew from three main
training, and practice and fields of knowledge:
drawing upon three major linguistics, pedagogy, and
realms of knowledge, the participants' or
namely language, students' specialized field
 pedagogy, and the of interest.
students' or participants’
specialist area of interest.

Hyland, 2020 The field of English for The area of English for
Specific Purposes (ESP) Specific Purposes (ESP)
draws its strength from an benefits from a diverse
eclectic theoretical theoretical framework and
foundation and a dedication to
commitment to research-based language
research-based language instruction, which aims to
education, which seeks to highlight the limitations
reveal the constraints of imposed by social
social contexts on circumstances on
language use and the language use and the
ways learners can gain strategies by which
control over these. learners can overcome
these limitations.

Rodger, 2020 English for Specific The English for Specific

Purposes is a movement
that seeks to serve the
language needs of
learners who need
English in order to carry
out specific roles (e.g.,
student, engineer, nurse)
and who need to acquire
content and real-world
skills through the medium
of it rather than master
the language for its own
sake.
Purposes movement aims
to meet the linguistic
requirements of students
who need English to fulfill
specific tasks (such as
students, engineers, or
nurses) and who must
use it to acquire content
and practical skills rather
than perfect the language
for its own sake.

Mountford, 2021 English for Specific The traditional purpose of

Purposes has typically English for Specific
functioned to help Purposes has been to
language learners cope assist language learners
with the features of in adjusting to linguistic
language or to develop characteristics or in
the competencies needed developing the skills
to function in a discipline, necessary to perform in a
profession, or workplace discipline, career, or
for which the learners workplace for which the
want to master English. learners wish to master
English.

Fiorito, 2019 English for Specific It is possible to define

Purposes (ESP) can be English for Specific
defined in terms of the Objectives (ESP) in terms
 "purposes'' and the
"specificity" of the
purposes for which the
teaching of English is felt
to be necessary. This
entails the importance of
the "needs'' of the
learners.who learn
English to respond to the
specific requirements of
the target situation in
which they will have to
use the language, which,
of course, cannot be
"contrived," but will have
to be "genuine" and
"authentic" to be able to
serve its purpose.
of the "purposes" and
"specificity" of the
purposes for which it is
believed that teaching
English is required. This
highlights the significance
of the "needs" of the
learners who learn
English to address the
precise needs of the
target situation in which
they will have to use the
language. Of course, the
language cannot be
"contrived," but it must be
"genuine" and "authentic"
in order to fulfil its
function.

Belcher, 2018 English for specific English for Specific

purposes (ESP) begins by Purposes (ESP) begins
surveying ongoing by reviewing current
debates on key topics: discussions on several
needs assessment and its important issues,
goals, specificity in including need
instructional methods, assessment and its
and the role of subject objectives, method
knowledge in instructor specificity, and the
expertise. significance of subject
knowledge in instructor
expertise.

Chalikanty, 2019 English for Specific Although English for

Purpose (ESP) is a
market-driven,
need-oriented, and
purpose-driven course,
but a snapshot of an ESP
classroom in a Gulf
country will reveal that it
is often taught along the
lines of general English,
focusing on language
teaching methods.
Furthermore, because it
uses distinctive
approaches, materials,
and methods based on
learners' specific needs,
ESP practitioners must
Specific Purpose (ESP) is
a market-driven,
need-oriented, and
purpose-driven course, it
is frequently taught
similarly to general
English in Gulf countries,
with a concentration on
language teaching
techniques. Additionally,
ESP practitioners must
evaluate learners' needs,
plan courses, generate
materials, select
appropriate training, and
implement it to meet the
recognized needs of the
 assess learners' needs, learners because it uses
design courses, develop various techniques,
materials, choose resources, and methods
appropriate instruction, based on the specific
and implement it to satisfy needs of the learners.
the identified needs of the
learners.

Laurel, 2020 English for Specific English for Specific

Purpose (ESP) is an Purpose (ESP) is a way
approach to language of teaching languages
teaching that targets the that focuses on the
current and/or future language, abilities,
needs of learners, discourse, and genres
focuses on the necessary needed to meet learners'
language, skills, present and/or future
discourse, and genres to requirements and helps
address these needs, and them reach their
assists learners in objectives through
achieving their goals general and/or
through general and/or discipline-specific learning
discipline-specific learning techniques.
methodologies.

Ruben, 2018 English for Specific The English for Specific

Purposes is an approach Purposes method of
to language teaching in teaching languages bases
which all decisions about all choices about both
content and method are content and methodology
based on the learner's on the learner's
reason for learning. In motivation. In other
other words, ESP is words, ESP is made to
designed to meet the specifically address the
specific needs of the demands of the learner.
learner. "ESP is special He talked about how the
because it is more language is restricted to a
complex." He discussed repertoire of words and
how the language is phrases in different tones
limited to a repertoire of and how ESP is special
words and expressions in since it is more
different tones. Thus, the complicated. Therefore,
word "special" may for ESP, which focuses on
substitute for the word fostering the unique
"specific" for ESP, which needs or future goals of
focuses on developing the learners, the word
special needs or aims of "special" may be used in
learners for the future. place of the word
"specific".
 Reading Comprehension Material and Students Performance of Selected

Grade 11 HUMSS Students of Davao Doctors College, Inc.

Independent Variable (IV): Reading Comprehension Material

Author Original Text Paraphrased Text

Carter, 2018 Reading comprehension The degree of

is defined as the level of understanding of a text is
understanding of a text. what is meant by reading
This understanding comprehension. This
comes from the comprehension results
interaction between the from the interaction
words that are written and between the written words
how they trigger and how they elicit
knowledge outside the outside-the-text
text. This being the case, knowledge. Given this, it
it is generally believed is commonly accepted
that proficient reading that the capacity for quick
depends on the ability to and uncomplicated word
recognize words quickly recognition is a
and effortlessly. Thus, if prerequisite for proficient
word recognition is reading. Thus, if word
difficult, students use too recognition is challenging,
much of their processing pupils read words using
capacity to read individual too much of their
words, which interferes processing power, which
with their ability to hinders their
comprehend what is read. comprehension of what is
read.

Samath, 2020 Reading comprehension The ability to analyze

is the ability to process what is being read,
what is being read, comprehend the author's
understand the meaning meaning—both explicitly
the author is trying to and implicitly—and draw
convey—both textually conclusions based on
and subtextually—and prior knowledge are all
make inferences based parts of reading
on prior knowledge. This comprehension. Outside
fundamental skill is variables have an impact
influenced by outside on this fundamental
factors. The reader’s ability. The cognitive
cognitive skills, such as abilities of the reader,
visual processing, including visual
processing speed, and processing, processing
logic and reasoning skills, speed, logic and
 can all have an impact on reasoning abilities, can all
their ability to affect their
comprehend text. comprehension of
material.

Perfetti, 2018 Reading comprehension Multiple linguistic and

requires the coordination cognitive processes, such
of multiple linguistic and as word reading ability,
cognitive processes, working memory,
including, but not limited inference creation,
to, word reading ability, comprehension
working memory, monitoring, vocabulary,
inference generation, and prior knowledge,
comprehension must operate together in
monitoring, vocabulary, order to understand what
and prior knowledge. is being read.

Ozura, 2018 Reading comprehension All people must possess

is a skill that is critical to
the educational success
of all individuals. Without
adequate reading
comprehension skills,
students can struggle in
many subject areas.
reading comprehension
as a skill if they are to
many subjects if they lack
the necessary reading
comprehension abilities.

Blunsom, 2019 Reading comprehension Contrary to information

(RC)—in contrast to retrieval, reading
information comprehension (RC)
retrieval—requires necessitates integrating
integrating information knowledge and reasoning
and reasoning about about events, entities,
events, entities, and their and their relationships
relations across a full throughout an entire
document. document.

Kelner, 2020 Reading comprehension The degree of word

is influenced significantly knowledge and decoding
by a student’s level of skills a student possesses
word knowledge as well have a major impact on
as the ability to decode their capacity to
words in print. It means understand what they are
that the ability takes part reading. It indicates that
in the reading the talent is involved in
comprehension skill. reading comprehension.
Reading Comprehension Understanding a read text
is understanding a text is referred to as reading
that is read. The comprehension. The
comprehension is about ability is what the
the ability. Reading comprehension is about.
 comprehension is the
ability to read and
understand the meaning
and all of the information
about the text that is read.
The capacity to read and
comprehend the meaning
and all of the information
in a text is known as
reading comprehension.

Odwan, 2020 Reading comprehension The process of reading

is a complex process. The
gist of reading
comprehension is the
capability to store and
retrieve explanations from
written texts.
comprehension is difficult.
The ability to retain and
recover explanations from
written texts is the
essence of reading
comprehension.

Sweet, 2020 Reading comprehension Understanding the

is a reader’s meaning of a text after
understanding of the reading it is known as
meaning of the text that is reading comprehension.
read. Furthermore, the Additionally, the reader
reader should be familiar should be able to
with and capable of understand the reading
comprehending the text and be comfortable
reading passage in with it. The typical
reading comprehension. questions that may be
The main ideas, details, inferred from the
and an inference are the passages include the
common questions that major concepts, specifics,
can be drawn from the and an inference.
passages.

Cromwell, 2020 Reading comprehension Reading comprehension

is the process of is the difficult task of
understanding the deciphering the meaning
meaning of the text by of the text by interpreting
interpreting the text that is the written content that
read, and it is not a has been read.
simple thing to do.

Falcon, 2017 Reading is an active Reading is an active

cognitive process cognitive process that
involving interaction with involves interaction with
print, monitoring print, assessing
comprehension, and understanding, and
establishing meaning, forming meaning; as a
which means the brain result, the brain does not
does not work in reading; work during reading;
the pupils get information instead, the teacher
by comprehending the encourages students to
message, and the teacher read. Additionally, reading
motivates the pupils to comprehension is more
read. Furthermore, likely to happen when
reading comprehension is children are reading
more likely to occur when something they enjoy or
students read what they are motivated to read for
want to read or see compelling reasons.
compelling reasons to
read.
 Reading Comprehension Material and Students Performance of Selected

Grade 11 HUMSS Students of Davao Doctors College, Inc.

Dependent Variable (DV): Students’ Performance

Naseem, 2020 Student performance is One of the many

among the several elements of academic
components of academic achievement is student
success. Many factors, performance. Students’
including socioeconomic achievement is influenced
status, student by a variety of variables,
temperament and such as socioeconomic
motivation, and peer and background, a student's
parental support, personality and
influence academic motivation, and peer and
performance. parental support.

Morto, 2020 Students' performance is The result of education is

the outcome of education; students' performance; it
it is the extent to which a measures how well a
student, teacher, or student, instructor, or
institution has achieved institution has
their educational goals. accomplished its
Thus, performance is educational objectives.
characterized by Performance is therefore
performance on tests measured by how well
associated with students do on tests tied
coursework and the to their schoolwork and
performance of students on other kinds of exams.
on other types of
examinations.

Bern, 2019 Students' performance is The way in which

the measurement of students perform is how
student achievement well they do in all of their
across various academic academic areas.
subjects. Teachers and Standardized test scores,
education officials graduation rates, and
typically measure classroom performance
achievement using are frequently used by
classroom performance, educators to gauge
graduation rates, and student achievement.
results from standardized
tests.
Olpao, 2019 Student performance can A number of metrics, such
be measured using a as grade point average
variety of benchmarks, (GPA), high school
including grade point graduation rate, annual
average (GPA), high standardized
school graduation rate, examinations, and college
annual standardized admission exams, can be
tests, and college used to assess student
entrance exams. A achievement. The
student's GPA is typically standard scale used to
measured on a scale of determine a student's
zero to four. GPA is zero to four.

Williams, 2019 The definition of students’ Achievements made

performance extends to outside of the classroom
achievement outside the are included in the
classroom. Some of the concept of academic
brightest students don’t performance. Even
earn straight As but are though they don't always
extremely well-rounded, get straight As, some of
succeeding at everything the smartest students are
from music to athletics. incredibly well-rounded
The ability to master a and excel in everything
diverse set of skills from music to sports. The
illustrates intelligence, aptitude for learning a
curiosity, and persistence, variety of skills
qualities attractive to demonstrates intelligence,
universities. curiosity, and
perseverance, qualities
that institutions value.

Beam, 2020 Student performance in a In a case method course,

case method course may a student's performance
be assessed along a may be evaluated in a
variety of dimensions, number of ways, including
including class class participation,
participation, individual individual written work for
written work on papers papers and exams, and
and exams, and group group projects and
activities such as projects presentations.
and presentations.

Lamas, 2018 School readiness and Poor performance,

academic performance achievement, and school
are terms used to performance are all
describe poor described by the phrases
performance, "school preparation" and
achievement, and school "academic performance,"
 performance, but
generally the difference
between the two concepts
can only be explained by
semantics, as they are
used as synonyms.
Conventionally, it has
been agreed that student
performance should be
used. in university
populations and school
performance in regular
and alternative basic
education populations
Martinez, 2018 Student performance is
the product given by the
students, and it is usually
expressed through school
grades. Furthermore, it is
a measure of the
indicative and responsive
abilities that express, in
an estimated way, what a
person has learned as a
result of a process of
education or training.
Caballero, 2017 Students' performance
involves meeting goals,
achievements, and
objectives set in the
program or course that a
student attends. These
are expressed through
grades, which are the
result of an assessment
that involves passing or
failing certain tests,
subjects, or courses.
Torres, 2019 Students' performance is
defined as the level of
knowledge shown in an
area or subject compared
to the norm, and it is
generally measured using
the grade point average.
but since these terms are
often used
interchangeably, the
distinction between the
two notions can usually
only be explained by
semantics. It is accepted
practice to base decisions
on academic
performance. between
university populations and
academic achievement in
normal and alternative
groups pursuing basic
education
The product that pupils
produce is called "student
performance," and school
grades are often how they
are expressed.
Additionally, it is a
measurement of the
indicative and responsive
skills that convey what a
person has learned as a
result of an educational or
training process in an
estimated manner.
Students' performance
includes achieving the
objectives, goals, and
milestones stated in the
course or program they
are enrolled in. These are
represented by grades,
the outcome of an
evaluation that includes
passing or failing
particular exams,
subjects, or courses.
The definition of a
student's performance is
the degree of knowledge
demonstrated in a subject
or area relative to the
standard. The grade point
average is typically used
 to assess a student's
performance.

Marti, 2019 Students' performance The academic level,

involves factors such as personality, motivation,
the intellectual level, talents, interests, study
personality, motivation, habits, self-esteem, and
skills, interests, study the teacher-student
habits, and self-esteem or interaction are all aspects
the teacher-student that affect students'
relationship. When there performance. when
is a gap between academic standards
academics. When the differ. A diverging
student's expected performance is when the
performance and student's actual
performance occurs, it performance differs from
refers to a diverging their expected
performance. An performance. Academic
unsatisfactory academic performance that falls
performance is the one short of expectations is
that is below the expected considered unsatisfactory.
performance. It is Sometimes it has to do
sometimes related to with educational
teaching methods techniques.
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