Lead Experiences in Reading of Selected Junior High School Students of

Alos National High School Amid Pandemic

A Qualitative Research Presented to the

College of Teacher Education (CTE)

Bachelor of Secondary Education (BSED)

The Great Plebeian College

Alaminos City

In Partial Fulfilment

of the Degree of Bachelor of Secondary Education Major in English

Maribel N. Lopez

Alberto O. Galimba

Maria Erica C. Gamboa

Januario C. Casipit

Julie Ann M. Custodio

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 CHAPTER I

This chapter presents the preliminary parts of the study. It gives the background of the study,

statement of the problem, objectives, significance of the study, scope and delimitations. The

definition of terms is also included to facilitate analysis of the lead experiences of readers.

Background of the Study

Nowadays, reading is one of the most important ingredients to success. The ability to read

plays a vital role in students’ learning, including the development of broader literacy skills and

their future active engagement in society.

It is indispensable that the global pandemic has brought radical change to everyone’s lives,

especially for students. The sudden shift from face-to-face classes to Modular Distance Learning

has had a big impact on the students’ reading abilities since they cannot gauge how well they

understand what they are reading or how fluent they are when they read aloud.

In the study conducted by (Domingue, Hough, Lang, et al., 2021), they look at how the COVID-

19 pandemic has affected children's Oral Reading Fluency (ORF). They have discovered that

students' ORF in the second and third grades lags roughly 30% behind what they would

anticipate in a typical year. Furthermore, these averages can be an underestimation of the

actual losses given that a large number of pupils were not examined. Their studies also show

that there are still grounds to be concerned, as students in lower-performing districts showed

higher learning decreases in the autumn, which, if unchecked, will deepen already-existing

performance inequalities.

This study aims to find out the lead experiences of selected Junior High School students of Alos

National High School in reading amid pandemic.

2
Statement of the Problem

This study is mainly concerned with the lead experiences in reading of selected Junior High

School students of Alos National High School amid pandemic.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Reading materials available at home

d. Parent’s highest educational attainment

2. What are the strategies used by the selected Junior High School students of Alos

National High School in reading amid pandemic and level of effectiveness?

3. What are the lead experiences in reading encountered by the selected Junior High

School students of Alos National High School amid pandemic?

Hypothesis

Working in this study, the researchers formulated the following hypothesis:

1. There is no significant relationship in the demographic profile of the respondents in

terms of age, sex, reading materials available at home and parent’s highest

educational attainment.

2. There is no significance in the strategies used by the selected Junior High School

students of Alos National High School in reading amid pandemic and that there is no

level of effectiveness.

3. There is no significance in the lead experiences in reading encountered by the

selected Junior High School students of Alos National High School amid pandemic.

3
Objectives of the Study

The researchers of this study aim to:

1. Determine the demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Reading materials available at home

d. Parent’s highest educational attainment

2. Find out the strategies used by the selected Junior High School students of Alos National

High School in reading amid pandemic and level of effectiveness?

3. Know the lead experiences in reading encountered by the selected Junior High School

students of Alos National High School amid pandemic

Significance of the Study

The result of the study will benefit the following:

Students. This study will help the students determine the areas for improvement with regards
to their reading skills and strategies.

Teachers. This study will help the teachers take action on some students' reading illiteracy
(significantly when it is declining or poor), considering their needs, interests, and diverse
backgrounds.

Parents. This study will help the parents in guiding their child/children on the possible
implications of reading illiteracy which might lead to the poor academic performance of students
in class.

School Administrator/s. The result of this study will help the school administrators to create
or develop an innovative approach that would lessen the rate of non-readers in their respective
schools.

Future Researchers. This study will be helpful to other researchers who want a practical
guide for their research. Results or findings may help future researchers.

4
Definition of Terms

To better understand the study, some terms need to be clarified their meaning for the research
technically and operationally.

Reading. In this study, reading is the ability the respondents should develop to have more
advanced reading comprehension skills.

Comprehension. In this study, comprehension refers to understanding what the text implies
and grasping basic rules or orders in reading.

Vocabulary. In this study, it is the collection of words in the student’s word list that they can
use in comprehending the text.

Literacy. In this study, it refers to the ability of the students to read and write to obtain
comprehension.

Strategy. In this study, it refers to an approach that should be taken to improve the learners’
reading skills.

Academic performance. In this study, it refers to how students perform in their class in
relation to their reading comprehension skills.

Pandemic. In this study, it refers to the disease that affects the learning situation of the
students.

Modular Distance Learning. In this study, it is the learning modality that Alos National High
School used during the Pandemic.

Scope and Delimitation

The study focuses on the lead experiences in reading of the selected Junior High School

students of Alos National High School amid pandemic. The respondents of the study will be

composed of 40 total populations of selected Junior High School students of Alos National High

School, school year 2022-2023. There will be 10 student respondents each grade level

regardless of their section.

The researchers considered working on this study to find out the lead experiences of the

selected Junior High School students of Alos National High School in reading amid pandemic.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE: LOCAL AND FOREIGN

Foreign Literature

Reading

Students must be able to master the four basic English skills of speaking, listening, reading, and

writing in order to learn English. Reading is regarded as the most important of the four basic

skills. It has received the most attention of any aspect of education. Reading can be classified

as a receptive skill, similar to listening. This means that rather than producing text, it involves

responding to it.

1. Definition of reading

Reading is defined differently by different people. Sutari defines reading as “the process of

deciphering the meaning of something written or printed by interpreting its characters or

symbols. In addition, reading is the process of grasping full linguistic meaning in the new

language through the symbol used to represent it.”

Harris defined, “reading is the meaningful interpretation of printed or written verbal symbols,

which also involves sensing, perceiving, achieving meaning, learning, and reacting in a variety

of ways.”

Reading, according to these definitions, is an effort by students to understand, grasp, translate,

and give meaning to the written form in order to obtain or transfer the meaning and

information from the text.

6
As a result, it can be concluded that reading is more than just looking at words in the form of

graphic symbols; it is also about understanding the content of a text and gaining information

from it.

2. The Importance of Reading

Reading ability is becoming increasingly important in the world of education. Reading can

provide students with information that teachers cannot provide in the classroom. Furthermore,

reading ability accounts for nearly half of the national final examination items.

As a result, students should be trained to improve their reading skills. According to Harmer,

reading is beneficial for language acquisition because it is required for a career, study, or simply

for enjoyment.

Reading and comprehension are important skills to have in everyday life. Hudson elaborates:

“Only by reading, the people can acquire the speed and skill he will need for practical purpose

when he leaves the school. In our literate society, it is so hard to imagine any skilled work that

does not require the ability to read.”

In other word, reading skill is very crucial to be mastered by language learners, especially for

the junior high school students because it will be useful for them when they decide to continue

their study.

Local Literature

Reading is essential for success in society’s various industries. Reading is highly valued and

essential for social and economic advancement. The majority of children learn to read fairly

well. Teachers in the Philippines are most concerned about the large number of children who

may be jeopardized in their social opportunities because they lack the necessary reading skills

7
to meet the demands of an increasingly competitive economy. The current reading difficulties

are largely indicated by rising literacy demands. In a technological society, the demands for

higher literacy are increasing all the time, resulting in more severe consequences for those who

fall short (Fountas and Pinnell: 2008) as cited by (Aquino, Marife & De Vera, Presley, 2018).

Catts and Hogan (2008) as cited by (Aquino, Marife & De Vera, Presley, 2018) confirm that

many children learn to read easily; however, there are many children who struggle to learn to

read and require additional support or instruction. Poverty, cultural and linguistic differences,

neurologically-based problems, inadequate instruction, limited development-enhancing

opportunities, and a family history of reading disabilities are all factors that lead to increased

risk for reading difficulties.

In the midst of pandemics, huge challenges occur in the educational system. Teaching and

other learning platforms are utilized through distance learning. The most common type of

distance learning is modular learning. Because, according to a poll performed by the

Department of Education (DepEd), learning through printed and digital modules is the most

favoured distance learning mode among parents with children enrolled this academic year, it is

now employed by all public schools in the Philippines. Learners in rural regions who do not have

access to the internet for online learning are also considered (Malipot, 2020).

Foreign Study

A study conducted by Albader, entitled "Difficulties in Second Language Reading." This study

concentrated on the learners' reading comprehension skills in the TOEFL exam. Albader

discusses the difficulties that people face when reading in a second or foreign language in this

study. The difficulties cover all aspects of linguistics, including grammar (syntax), pronunciation

(phonetics), and word meaning (semantics). Furthermore, he concludes that it is difficult for

8
students to read so many technical and scientific terms in such a short period of time in the

TOEFL exam.

Another related study from McNamara entitled: "Understanding the Fourth-Grade Slump:

Comprehension Difficulties as a Function of Reader Aptitudes and Text Genre." The purpose of

this study is to gain a better understanding of young readers' difficulties in comprehending text,

as well as how those difficulties vary depending on reader aptitudes and text genre. When

examining reading comprehension abilities and difficulties, the findings of this study highlight

the importance of text genre and reader knowledge.

A research was done by Sasmita entitled “Identifying Students’ Abilities in Understanding

English Reading Texts: A Case Study at The Second Year Students of Smkn 1 Gangga in

Academic Year 2012-2013”. This study was aimed to find out the students’ level of abilities in

understanding English reading texts and the factors may make the students had difficulties in

understanding English reading texts. Based on the research findings the factors that may make

the students have difficulties in understanding English reading texts were related to vocabulary,

grammar knowledge, and reading interest.

Local Study

According to a 2018 study, a sample of 15-year-old Filipino students ranked last in reading

comprehension out of 79 countries. They were also 78 th in science and math. One important

finding from this study is that the majority of those tested attended public schools. As a result,

the crisis is exacerbated by the fact that many Filipinos cannot read or do simple math.

The Department of Education (DepEd) is continuously fulfilling its mandate to produce

productive and responsible citizens equipped with essential competencies and skills for lifelong

learning in support of the implementation of the K to 12 Basic Education Program. Schools

9
across the country are tasked with supporting students in developing their reading skills in

order to make every learner a proficient reader.

However, based on recent national assessments of student learning, such initiatives are still

insufficient. The National Assessments results show that (a.) Many early grade students

continue to struggle to meet learning standards in early language, literacy, and numeracy; (b.)

Low achievement levels in English, Math, and Science appear to be caused by gaps in learners’

reading comprehension. This means that many low-performing students are unable to

comprehend (read and understand) Math and Science word problems written in English. As a

result, they were unable to demonstrate their knowledge in these content areas; elementary

and high school students continue to be deficient in literacy skills in both languages and content

areas, particularly reading (Llego, Hamon: Bawat Bata Bumabasa (DepEd 3Bs Initiative), 2019).

To address the gaps mentioned above, the DepEd shall strengthen the “Every Child A Reader

Program” (ECARP), which aims to equip learners with reading skills to make them proficient and

independent readers in their grade level; capacitate teachers to become effective reading

teachers; and cultivate a reading culture in schools, communities, and various levels of

governance in the DepEd-central office (CO), regional offices (RO’s), and schools’ division

offices (SDO’s). Therefore, there is a need for guiding instructions and commitment from

various levels of school offices to support children in developing their reading literacy skills.

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Theoretical Framework

The foundation of this current study was associated with the following theories underlying the

examination of the posited research problems and major constructs relevant to the study.

Schema Theory is one of the relevant theories of reading. (Kucer, 1987:31) as cited by

(Pardede, 2008) Schema Theory postulates how the learner's prior knowledge interacts with the

reading task and demonstrates how a student's prior knowledge and experience with the world

is critical to deciphering a text. The ability to use this schema, or background knowledge, is

critical in one's attempt to comprehend a text. This means that previous experiences will be

linked to new ones, which may include knowledge of "objects, situations, and events, as well as

procedures for retrieving, organizing, and interpreting information." As a result, the reader's

prior knowledge allows him to predict events and meaning while also inferring meaning from a

larger context. A schema, then, is a generalized description or conceptual system for

comprehending knowledge—how knowledge is represented and used.

Another relevant theory that associated with this study is the Interactive theory. Cognitive

psychologists generally agree that reading is an active thinking process. (Walker, 1989)

mentioned four factors that can assist in defining this process. To begin, readers construct

meaning by combining what they know (reader-based inferencing) and information from the

text (text-based inferencing) (Pearson & Johnson, 1978). Readers can facilitate understanding

by using knowledge sources such as word features and meaning, sentence organization, and

overall textual organization along with prior grammatical and topic knowledge (Stanovich,

1986).

In the second factor of reading process, readers elaborate on what and how they read. They

make connections that aid in remembering and interpreting what and how they read. These

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new connections become part of the reader's understanding. These new connections become

ingrained in the readers' minds. As a result, reading becomes an important tool for acquiring

new information. Students use extensive reading to not only comprehend the text but also to

elaborate on the strategies they use to construct meaning.

The third factor is that readers constantly check their understanding to see if it makes sense

(Baker and Brown, 1984). Readers' comprehension is constantly tested through self-questions

that direct the use of repair strategies.

A fourth factor is that readers use the situational context to focus their goals and frame their

attitude toward the literacy event (Harsye, Woodwart and Burke, 1984; Winograd and Smith,

1987). Different circumstances influence what readers consider important, how information

sources are combined, what is elaborated, how the text is monitored, and students' perceptions

of the literacy event.

The concept of interactive reading – a type of reading that leads readers to independent

reading and sufficient practice of the HOTS (Higher Order Thinking Skills) that range from literal

to interpretive or inferential, critical or evaluative, and application or creative – was also

acknowledged in the current study as it highlighted the hierarchical nature of reading. The

reading comprehension test in this study was prepared to reflect reading levels that differed in

complexity and structure (Milar R. D., 2015).

The aforementioned theories are taken into consideration in the present study accentuated the

following: reading tests should allow readers to use their prior knowledge; tests both measures

their lower and higher domains of reading; and finally, tests should be logically arranged and

prepared so that students can use specific strategies in deciphering and comprehending

selections.

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Conceptual Framework

In the context of this present study, the foregoing concepts are capsulated in the following

diagram. The study is made used of a framework which illustrates the independent and

dependent variables. The socio-demographic characteristics of the respondents served as

independent variable which includes: age, sex, reading materials available at home and parent’s

highest educational attainment. Therefore, the dependent variables comprise of strategies used

by the selected Junior High School students of Alos National High School in reading amid

pandemic and the level of effectiveness and the lead experiences encountered by the selected

Junior High School students of Alos National High School in reading amid pandemic. Based on

the findings of this study, the proposed intervention program would be developed to assess and

evaluate the lead experiences of the respondents with regards to reading.

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 Research Paradigm

Dependent Variables:
a. Strategies used by the selected Junior
Independent Variables:
High School students of Alos National
a. Age High School in reading amid pandemic Lead Experiences of Selected Junior
b. Sex and the level of effectiveness High School Students of Alos
c. Reading materials available at home b. Lead experiences encountered by the National High School in Reading
selected Junior High School students of Amid Pandemic
d. Parent’s highest educational
Alos National High School in reading
attainment
amid pandemic

Fig. 1. Research Paradigm

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 CHAPTER III

This chapter presents the method of research utilized in this study. It explains the research

methodology that the researchers used to achieve the study’s objectives. It further analyzes the

data collection process and how these data were collected and analyzed. The latter part also

explains the research procedures undertaken to complete this study.

RESEARCH METHODOLOGY

This chapter presents the method of research which will be utilized in the study. It explains the

research methodology that the researchers will use to achieve the study’s objectives. It further

analyzes the data collection process and how these data were collected and analyzed. The latter

part also explains the research procedures undertaken to complete this study.

Research Design

In this study, the researchers will use phenomenalogical as their research design. The purpose

of the phenomenological approach is to illuminate the specific, to identify phenomena through

how the actors in a situation perceive them In the human realm, this is usually the case. This

translates to gathering 'deep' information and perceptions using inductive, qualitative methods.

such as interviews, discussions, and participant observation, as well as representing it from the

participant's point of view of the research subject (s). Phenomenology is the study of

experience from the standpoint of the individual. Individual perspective, 'bracketing' taken-for-

granted assumptions, and conventional ways of thinking perceiving. Phenomenological

approaches are epistemologically based on a personal paradigm. Knowledge and subjectivity

are highlighted, as is the significance of personal perspective and interpretation. As such, they

are effective for gaining insights into people's motivations and actions, as well as cutting

through the clutter of assumed assumptions and conventional wisdom.

15
Phenomenological methods as explained by (Lester 2011) are particularly effective at bringing

to the fore the experiences and perceptions of individuals from their own perspectives, and

therefore at challenging structural or normative assumptions. Adding an interpretive dimension

to phenomenological research, enabling it to be used as the basis for practical theory, allows it

to inform, support or challenge policy and action.

Subject of the Study

The respondents of the study will consist of forty (40) selected Junior High School students of

Alos National High School, school year 2022-2023. There will be 10 student respondents each

grade level regardless of their section.

Research Instrument

The researcher will use survey questionnaires and interviews as instruments to gather the

needed data and information.

With these instruments, the respondents will be given enough time to think and decide their

choices or answer the questions presented, which will serve as the data needed for the study.

To gather the needed data, the researcher will provide a questionnaire that will consist of two

parts. Part I will be the profile of respondents in terms of age, sex, reading materials available

at home and parent’s highest educational attainment. Part II will revolve around the strategies

used by the selected Junior High School students of Alos National High School in reading amid

pandemic and the level of effectiveness, and the lead experiences encountered by selected

Junior High School students of Alos National High School in reading amid pandemic. Although

16
the instrument is adapted by the researchers, it will be passed to the adviser and the thesis

critics for further improvements and to assure its validity.

Validation of the Instruments

The researchers will construct a questionnaire and a survey form anchored with the focus of

their study to be passed to the adviser and thesis critics for improvements. Their comments or

suggestions will be incorporated into the final draft of the instrument. The final draft will be

passed on to the Panelist of the research paper. The final draft will also be submitted to a pool

of evaluators which are composed of 2 English coordinators, 1 master teacher teaching English,

and 1 Doctor of Education. This pool of evaluation should have finished their Masteral or

Doctoral degrees. An Expert’s Assessment Checklist which is adapted from the study of Allam

(2020) with some modifications was used. His permission was sought by the researcher. The

questionnaire is said to be valid if the evaluator’s ratings have grand mean of 2.00 or greater.

Data Gathering Procedure

Before conducting the study, the researcher sought the permission of the School Principal of

Alos National High School. The researchers will secure a permit from the School Principal for the

conduct of the survey once the instrument has been validated. A list of selected Junior High

School students will be obtained from the office of the high school registrar or from the

guidance office. Respondents will answer the questionnaire or interview via google form for fast

and efficient floating of the questionnaires after explaining them the purpose of the survey. The

17
respondents shall be assured that data and information gathered shall be treated as highly

confidential.

Statistical Treatment of Data

After gathering the needed data, the researchers will proceed to the analyzation of data using

appropriate statistical tools to arrive at accurate analysis and interpretation of the data

gathered.

The researchers will use frequency counts and percentage for all the three (3) stated problems

which pertains to: the profile of the respondents in terms of age, sex, reading materials

available at home and parent’s highest educational attainment, the strategies used by the

selected Junior High School students of Alos National High School in reading amid pandemic

and the level of effectiveness, and the lead experiences encountered by selected Junior High

School students of Alos National High School in reading amid pandemic. The formula in

percentage is:

P = n/N x 100

Where:

P = percentage

n = number of frequency of the respondents N = total number of the respondents

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QUESTIONNAIRE ON DETERMINING THE LEAD EXPERIENCES OF SELECTED JUNIOR

HIGH SCHOOL STUDENTS OF ALOS NATIONAL HIGH SCHOOL IN READING AMID

PANDEMIC

Part I: Student’s Socio-Demographic Characteristics

DIRECTION: Please provide the necessary information or put a check (/) on the box
corresponding to your choice.
I. Personal Profile
Name (optional): ___________________________________________
a. Age:
 11-13
 14-16
 17-20
 21 above
b. Sex:
 Male
 Female
c. Reading Materials available at home
 Almanacs
 Journals
 Dictionaries
 Encyclopedias
 Magazines
 Newspapers
 Others (please specify): __________________
d. Parent’s highest educational attainment

Father
 Elementary Undergraduate
 Elementary Graduate
 High School Undergraduate
 High School Graduate
 Vocational Course Graduate
 College Undergraduate
 College Graduate
 MA/ MS Units
 MA/ MS Graduate
 Ph. D/ Ed. D. units
 Ph. D/ Ed. D. Graduate
Mother
 Elementary Undergraduate
 Elementary Graduate
 High School Undergraduate
 High School Graduate
 Vocational Course Graduate
 College Undergraduate
 College Graduate
 MA/ MS Units
 MA/ MS Graduate
 Ph. D/ Ed. D. units
 Ph. D/ Ed. D. Graduate

19
PART II.
Problem 2.a. Reading strategies used by the selected Junior High School students of
Alos National High School amid pandemic
Legend:
Quantitative Interpretation Qualitative Interpretation Limit of Index
4 Most Frequent 3.25-4.00
3 Frequent 2.50-3.24
2 Moderately Frequent 1.75-2.49
1 Seldom 1.00-1.74
Reading strategies used by the selected Junior High School 4 3 2 1
students of Alos National High School amid pandemic
1. Annotating.
I underline important parts of the text, such as the thesis statement, topic
sentences of body paragraphs and explanatory material. I also encircle the
key words and writing comments or questions I have about the material
in the margins.
2. Contextualizing.
I place it within its original historical or cultural context. As a reader I try
to identify this context and consider how this context differs from my own.
3. Reflecting on challenges to my beliefs and values.
I identify the points in the text where you feel your beliefs are being
challenged and choose one or two of the most troubling challenges and
analyze my feelings about them.
4. Paraphrasing.
When I paraphrase a text, I put it into my own words. This can help me in
understanding a difficult or ambiguous passage.
5. Outlining.
This can be used as a preliminary to summarizing. Outlining allows me to
identify the basic structure of a text and the main ideas of the text. In an
outline, I am listing the main ideas and supporting evidence of a text.
6. Summarizing.
Summarizing creates a new text by synthesizing the material of the
original. After outlining the text, the information is put together again in
my own words. Summarization fosters understanding of the text, as I
need to be able to recreate the meaning of the text in my own words.
7. Exploring the figurative language.
Similes, metaphors and symbols are all examples of figurative language.
This type of language helps writers illustrate their points and get the type
of reaction they want from me (as a reader).
8. Looking for patterns of opposition.
I make a note next to each pair which one the author prefers. I come up
to a conclusion about what the writer wants me to believe based on these
preferred oppositions.
9. Evaluating the logic of an argument.

20
Arguments must pass the ABC test. That is the argument must be,
a. Appropriate
b. Believable
c. Consistent
10. Recognizing emotional manipulation.
Writers are guilty of improper emotional manipulation when they use false
or exaggerated appeals. When a writer acts as an alarmist, uses
emotionally loaded words, like racist, or tries to vilify the opposition, I, as
a reader, should be suspicious.

Problem 2.b. Degree of effectiveness of reading strategies used by the selected

Junior High School students of Alos National High School amid pandemic
Legend:
Quantitative Interpretation Qualitative Interpretation Limit of Index
4 Very Effective 3.25-4.00
3 Effective 2.50-3.24
2 Moderately Effective 1.75-2.49
1 Less Effective 1.00-1.74
Degree of effectiveness of reading strategies used by the 4 3 2 1
selected Junior High School students of Alos National High School
amid pandemic
1. Annotating.
I underline important parts of the text, such as the thesis statement, topic
sentences of body paragraphs and explanatory material. I also encircle the
key words and writing comments or questions I have about the material
in the margins.
2. Contextualizing.
I place it within its original historical or cultural context. As a reader I try
to identify this context and consider how this context differs from my own.
3. Reflecting on challenges to my beliefs and values.
I identify the points in the text where you feel your beliefs are being
challenged and choose one or two of the most troubling challenges and
analyze my feelings about them.
4. Paraphrasing.
When I paraphrase a text, I put it into my own words. This can help me in
understanding a difficult or ambiguous passage.
5. Outlining.
This can be used as a preliminary to summarizing. Outlining allows me to
identify the basic structure of a text and the main ideas of the text. In an
outline, I am listing the main ideas and supporting evidence of a text.
6. Summarizing.
Summarizing creates a new text by synthesizing the material of the
original. After outlining the text, the information is put together again in
my own words. Summarization fosters understanding of the text, as I
need to be able to recreate the meaning of the text in my own words.

21
 7. Exploring the figurative language.
Similes, metaphors and symbols are all examples of figurative language.
This type of language helps writers illustrate their points and get the type
of reaction they want from me (as a reader).
8. Looking for patterns of opposition.
I make a note next to each pair which one the author prefers. I come up
to a conclusion about what the writer wants me to believe based on these
preferred oppositions.
9. Evaluating the logic of an argument.
Arguments must pass the ABC test. That is the argument must be,
a. Appropriate
b. Believable
c. Consistent
10. Recognizing emotional manipulation.
Writers are guilty of improper emotional manipulation when they use false
or exaggerated appeals. When a writer acts as an alarmist, uses
emotionally loaded words, like racist, or tries to vilify the opposition, I, as
a reader, should be suspicious.

Problem 3. Lead experiences in reading encountered by the selected Junior High

School students of Alos National High School amid pandemic
Quantitative Interpretation Qualitative Interpretation Limit of Index
4 Most Frequent 3.25-4.00
3 Frequent 2.50-3.24
2 Moderately Frequent 1.75-2.49
1 Seldom 1.00-1.74

Lead experiences in reading encountered by the selected Junior 4 3 2 1

High School students of Alos National High School amid
pandemic
1. Because of reading, I was able to expand and build my vocabulary.
The words make sense within the context of what I am reading so
it makes it easier for me to remember.
2. By reading, I was able to develop my oral language ( phonemic
awareness, fluency development, and comprehension.)
3. It is through reading why I was able to develop written language.
Reading has helped me improve the way I use grammar. The more
I read the more familiar I become with the rules of grammar. This
helped me unconsciously to incorporate these rules into my own
writing. Thus, reading assists me to have fewer grammar mistakes
in my writing.
4. Reading fictional works, especially stories that take readers inside
people's lives and minds, enhance my social skills by exercising a
part of my brain involved in empathy and imagination
5. As I read, I developed my reading and spelling skills, focusing on

22
 phonemic awareness have improved my phonological skills.
6. As I connect the text to myself, to other texts, and to events that
have or are happening in the world, I have a clearer focus for
using many of the other comprehension reading strategies.
7. By reading, I began to question the text I am reading. It helped
me to clarify what I am reading and to better understand the text.
By asking good questions, it has been one way for me to monitor
my own comprehension.
8. Reading helped me improve my listening comprehension in several
ways like vocabulary acquisition. There is usually more vocabulary
in written text than in oral speech. When I read a lot, it is easier
for me to recognize new words in oral speech.
9. When I read, it lowers stress faster and by lowering my stress it is
associated with better ability to connect and empathize with
another person.
10. I realized that reading develops important skills like recognizing
letters and story elements, and it helps me understand that printed
type represents the spoken word.

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