Emjeay Thesis Final Na To 2

EASTERN QUEZON COLLEGE
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the introduction of the study, statement of the problem,
conceptual framework, research design, significance of the study, scope and delimitation
and definition of terms.
Introduction
There is an old saying, "The pen is mightier than the sword." Ideas written down
have changed the destiny of men and nations for better or worse. The flow of ideas cannot
be stopped. We need to read and research to build on the good ideas and expose the bad
ideas before they bring destruction. Only by reading can we be armed in this never-ending,
life-and-death struggle. A child’s reading can be affected by many factors including
background knowledge, ability, home environment, school experiences and interest level.
However, pure reading performance is most directly linked to a child’s success with five
early literacies skills—phonemic awareness, alphabetic principle, fluency, vocabulary and
comprehension. Phonemic awareness is the ability to hear and orally manipulate the
individual sounds that make words.
According to David (2016) Reading is important because it develops the mind. The
mind is a muscle. It needs exercise. Understanding the written word is one way the mind
grows in its ability. Teaching young children to read helps them develop their language
skills. It also helps them learn to listen. Everybody wants to talk, but few can really listen.
Lack of listening skills can result in major misunderstandings which can lead to job loss,
marriage breakup, and other disasters - small and great. Reading helps children and adults
focus on what someone else is communicating. Good reading skills, especially in a phonics
reading program, improve spelling.
Reading is important because words - spoken and written - are the building blocks of
life. The result of words that you have heard or read and believed about yourself. What
become in the future will depend on the words you believe about yourself now. People,
families, relationships, and even nations are built from words.
Statement of the Problem
This study is aimed to determine the factors affecting the reading ability of
primary pupils as observed by the selected schools in Buenavista District as observed by
the Teachers in Buenavista, Quezon S.Y. 2019-2020.
Specifically, this study sought to answer the following questions;
1. What is the demographic profile of the respondents in terms of:
a. age;
b. sex;
c. and highest educational attainment?
2. What are the factors affecting the reading ability of primary pupils in terms of the
following?
a. environmental factor;
b. pupil factor;
c. family factor and
d. teacher factor
3. Is there a significant difference on the factors as perceived by the respondents when

grouped by profile?
Hypothesis: There is no significant difference on the factors as perceived by the

respondents when grouped by profile?
Conceptual Framework
Reading is a complex process, involving skills such as decoding, making predictions

and asking questions. Good readers know sight words, use context clues to understand
unfamiliar vocabulary, and reach into their background knowledge to make connections
from what they know to what they want to learn. Teaching children to read is a complex
process, too. Students come to the classroom with a variety of abilities and learning styles.
Experiences, family dynamics, and health and nutrition affect how children learn. And those
who teach reading at any level must help children of every learning style and ability acquire
the skills required to comprehend text in all subject areas.
Teachers are facing the fact that real-life problems involving math knowledge are
seldom presented as a worksheet full of four-step multiplication problems. Instead, in
contemporary test settings where students are asked to evaluate and solve realistic problems,
students’ reading skills must support grade-level math ability. According to the Intercultural
Development Research Association, “Reading and writing activities can help students
analyze, interpret and communicate mathematical ideas. These are skills needed to evaluate
sources of information and the validity of the information itself, a key competency for
mathematically literate citizens.”
Taadese (2017) pointed out that reading skill refers to the ability to understand
written text. It is advisable to develop this skill at early age of schooling. When students
comprehend or understand written text, and combine their understanding with prior
knowledge, they are able to perform the following three reading-comprehension skills.
1. Identify simple facts presented in written text (literal comprehension)

2. Make judgments about the written text’s content (evaluative comprehension)
3. Connect the text to other written passages and situations (inferential comprehension)
The development of these reading skills is vital to children’s development, and a

sheer volume of studies has demonstrated a link between competency in reading and overall
attainment in school (literacy attainment and other outcomes). This is so because the
development of reading is a key to future success both in school and in life. By supporting
children to read in their leisure time at every age, parents can help to ensure that children are
equipped with the necessary skills to succeed in later life.
EASTERN QUEZON COLLEGE 4
Research Paradigm
Independent Variables Dependent Variables
1. Demographic Profile
2.Factors affecting the

 Identified factors
reading ability of affecting the
reading ability of
primary pupils primary pupils
Figure 1
Factors affecting the reading ability of primary pupils as observed by the
teachers of selected schools in Buenavista District.
In this paradigm the researcher used independent variables and dependent

variables. The independent variables consist of Demographic Profile of the respondents and
the factors affecting the reading ability of primary pupils. Whereas the dependent variables
consist of identified factors affecting the reading ability of primary pupils.
EASTERN QUEZON COLLEGE 5
Significance of the Study
The main focus of this study was to assess and evaluate the factors affecting the
reading ability of Primary pupils of selected school in Buenavista District Elementary as
observed by the teachers S.Y. 2019-2020.
The results will provide insights and information to the following:
To the Teachers, this study would help them to be more aware of the teaching
strategies they are using in classroom.
To the Pupils, this study would help them to understand why reading is important
to enhance their knowledge.
To the Future Researchers, this study would give them ideas and insights that
may be helpful in their research study. And the useful and relevant findings obtained from
this study will be of great assistance to them.
Scope and Delimitation
This study delimited itself in determining factors affecting the reading ability of
primary pupils as observed by the teachers of Selected school in Buenavista District S.Y.
2019-2020. The respondents of the study were the selected public-school teachers as they
considered as the first reliable source of information. It used self-made questionnaire in
solving the factors affecting the reading ability of primary pupils as observed by the
teachers.
Definition of Terms
The following terms are defined conceptually and for better and clearer
understanding of the research study.
Ability- possession of the means or skill to do something.

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Academics- relating to education and scholarship.

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Affects- means "to influence" or "to produce a change in

https://www.google.com/search?
biw=1366&bih=625&ei=7U9iXvyjMNDyrAHTjAg&qt
Disabilities - a physical or mental condition that limits a person's movements, senses, or

activities.https://www.google.com/search?
biw=1366&bih=625&ei=VFhiXummJoSS9QOdx
Environment- the circumstances, objects, or conditions by which one is surrounded.

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Factors- a circumstance, fact, or influence that contributes to a result or outcome.

biw=1366&bih=625&ei=9VdiXueSO4aortoPmYO7kAI&q=factors+meaning
Family- a group consisting of parents and children living together in a household.

biw=1366&bih=625&ei=SFliXtzaEtC7rQGU353oAw&q
Reading- is the complex cognitive process of decoding symbols to derive meaning. It is a

form of language processing. Success in this process is measured as reading
comprehension. https://www.google.com/search?biw=1366&bih=
Perceived- become aware or conscious of (something); come to realize or understand.

https://www.google.com/search?biw=1366&bih=625&ei=mlliXtirK9aDrtoP
CHAPTER II
REVIEW OF RELATED LITERATUR E AND
STUDIES
This chapter presents the review of different studies and educational literature
which is related to the determining factors affecting the reading ability of primary pupils to
their academic performance as observed by the teachers. The research on the different
conceptual literature and research literature serve as a guide in the construction of the study.
Included on the review was investigation made on published thesis and books.
RELATED LITERATURE
FOREIGN LITERATURE
According to Davis (2016) Reading is fundamental to functioning in today's

society. There are many adults who cannot read well enough to understand the instructions
on a medicine bottle. That is a scary thought - especially for their children. Filling out
applications becomes impossible without help. Reading road or warning signs is difficult.
Even following a map becomes a chore. Day-to-day activities that many people take for
granted become a source of frustration, anger and fear. Reading is a vital skill in finding a
good job. Many well-paying jobs require reading as a part of job performance. There are
reports and memos which must be read and responded to. Poor reading skills increases the
amount of time it takes to absorb and react in the workplace. The fact of the power of
written ideas communicated through reading is a foundational reason why some
governments oppose free and honest communication. Illiterate people are easier to control
and manipulate. They cannot do their own research and thinking. They must rely on what
they are told and how their emotions are swayed. There is a good possibility that this is one
of the main reasons phonics was removed from the schools about 100 years ago. A person is
limited in what they can accomplish without good reading and comprehension skills.
Reading is important because words - spoken and written - are the building blocks of life.
You are, right now, the result of words that you have heard or read and believed about
yourself. What you become in the future will depend on the words you believe about
yourself now. People, families, relationships, and even nations are built from words. Think
about it.
Dumepnas 2016 cited that there are many factors that pertain to the complex
process of reading. Environmental factors such as ambient lighting, temperature, comfort,
and complexity of the material affects reading greatly. Intrinsic factors such as regression,
eye movement, and number of words per fixation also affects reading. Motivation affects
reading. If someone is bored by the reading material, they won't want to do it. Also, being
able to decode what you are reading is important. Being able to understand vocabulary and
the main idea is also important. In my classes, I find that sometimes words that seem easy to
the teacher are not easy to the students, and may throw off the main idea of the text if those
words are not correctly interpreted.
Logsdon (2019) pointed out that learning disability in reading comprehension

affects the learner's ability to understand the meaning of words and passages. Students with
this issue may also struggle with basic reading skills such as decoding words, but
comprehension is the greater weakness. A learning disability in reading comprehension
likely involves difficulty with the language processing and visual reasoning centers of the
brain. This may be owed to an inherited condition or developmental differences. Difficulty
with hearing, speech, or vision, or a lack of appropriate instruction may also be involved.
Based on Silbert (2014) Poor Reading Comprehension Skills Lead to Poor Grades.
When kids don’t understand what they read, it affects their ability to succeed in school. All
subjects, including science and math, require reading comprehension. Even Tests and exams
require good reading comprehension which results in low grades and poor test scores if a
student has poor reading comprehension. Children with limited vocabulary and oral reading
fluency will have difficulties understanding written text. Recent research has shown that
“spoken language training seems to have resulted in a generalized improvement in the kids’
ability to understand language. “Working memory deficit occurs with kids who can’t
remember what they’ve read long enough to talk about it or explain the story immediately
after reading. It’s common with kids with ADHD, Visual processing disorder affects
students’ reading comprehension if they skip words or lines.
Lindamood (2019) cited that the primary cause of language comprehension

problems is difficulty creating mental images for language. This weakness causes
individuals to get only “parts” of information that they read or hear, but not the whole. This
weakness often undermines the reading and thinking process. Students with weak language
comprehension are commonly saddled with the misconceptions that they are just not trying,
or that they are distractible. In fact, they may be trying very hard to memorize everything
they have heard or read. And they need help.
Synthesis
Based on the Foreign Literature Some factors with a learning disability in reading
comprehension can read aloud with little or no difficulty pronouncing words, but they do
not understand or remember what they've read learning disability in reading comprehension
likely involves difficulty with the language processing and visual reasoning. Reading is
good for everyone, not only children or young adults. The more you read, the more
imaginative you become. Whenever you read a fiction book, it takes you another world. In
the new world, your imagination works at its best as you try to see things in your own mind.
LOCAL LITERATURE
According to (Lastrella, 2010). For an individual to survive in today’s world, it is a

requirement for him/her to know how to read with understanding. He/she should be capable
of understanding simple text such as transportation documents which includes travel
directions and road instructions, bills and contracts. The effect of not being able to
comprehend could be disastrous
Lastrella, (2010) cited that with the ability to comprehend a text, people are able
not only to live safely and productively, but also to continue to develop socially,
emotionally and intellectually. Likewise, reading is a very significant language skill for a
student. Since they are subject to a continuous flow of information, they need to prepare
themselves for the demands that reading in school and in the bigger society places on them.
Reading also has been a segment of the entrance test in most colleges and universities. But
there are cases by which students fail during the entrance examination.
In the local context, Mante (2010) in Ilustre 2011 sought to identify factors that
affected Filipino bilingual high school student’s reading comprehension in English. The
objective of her paper was twofold; first was to determine and measure the participants'
dimensions of motivation to read, and second was to identify the relationships between the
participants’ motivation to read in English, their reading comprehension and their use of
meta-cognitive reading strategies when reading in the same language. Results were not
conclusive as to whether reading motivation or use of meta-cognitive reading

strategies affects reading comprehension more for there was no single predictor of the
reading test scores.
Cited in Lastrella (2010) presented that the recall of information in a text is

affected by the reader’s schemata and explains that a reader comprehends a message when
he is able to bring to mind a schema that gives account of the objects and events described
in the message.
Synthesis
Based on (Lastrella 2010) an individual to survive in todays’ world, it is a

requirement for him/her to know how to read with understanding. Reading is a very
significant language skill for a student. Since they are subject to a continuous flow of
information, they need to prepare themselves for the demands that reading in school and in
the bigger society places on them.
RELATED STUDIES
FOREIGN STUDIES
According to Dr. Monica (2011) Reading is a complex combination of skills. The

human brain must act like a computer: data is taken in via the eyes (or fingers, in the case of
Braille), processed within the brain, interpreted and becomes information. Several factors
affect an individual's ability to read: native intelligence, eyesight, neural processing, and
prior knowledge. Elementary school teachers are well-acquainted with the child who can
decode well enough to read a passage aloud, but who cannot restate what has been "read" in
order to demonstrate that it actually was comprehended.
(Trophy 2011) cited that motivation affects reading. If someone is bored by the
reading material, they won't want to do it. Also, being able to decode what you are reading
is important. Being able to understand vocabulary and the main idea is also important. In my
classes, I find that sometimes words that seem easy to the teacher are not easy to the
students and may throw off the main idea of the text if those words are not correctly
interpreted
Krishna-agrawala (2011) is right that psychological factors can influence the ability
to read. If a child is anxious and suffers from a learning disability, learning to read can be a
drawn-out and painful process. Additionally, if a child does not see adults and older siblings
in the home valuing reading, it can influence the child to disparage reading as something to
be endured rather than enjoyed.
Based on Shedrick (2011) the amount of material that is actually read by a

person has a positive or negative effect on reading ability. Many students do not read unless
it is for an assignment in school. Any type of reading, such as fiction, nonfiction, news,
magazine articles, recipes, instructions, reviews, and so on, would help a person become a
better reader. Certainly, reading something the person finds interesting would be best. But,
reading something because it is helpful is good too. The reason for the positive affect is that
increasing exposure to reading a wide range and amount of material increases a person's
resource of neuron connections in the brain.
According to Cox (2019) Teacher can transform the school experience for a student.
Science has found that caring student-teacher relationships help students do better in school,
as well as act kindlier toward others. If you were to imagine two teachers teaching the same
lesson, while one was acting with kindness and the other was acting unfriendly, you would
probably find that the students liked, as well as learned better from the kind and caring
teacher. A productive student-teacher relationship is essential, students need to feel cared
about. Fortunately, there are lot of ways for teachers to build caring relationship with their
students.
Varmland (2016) cited that the teachers were given a set of short stories to use
while teaching the strategies. In addition, they received a set of instructions and guidelines
for the lessons where methods were described how to use the strategies and the short stories.
These instructions were discussed and adjusted during the meetings with researchers. The
teachers used the majority of the lessons in Swedish for the work with the reading strategies
during the first term. After this term the teachers continued to work with the new innovative
approach and have spread the ideas to teachers from Centralskolan of other subjects
Synthesis
Based on the Foreign Studies. Environmental factors include the student's home,
school, social, and cultural environments. Difficulty in reading can also be linked with
emotional factors. Reading difficulty is often associated with intelligence and intellectual
factors. Language factors also affect reading performance. And also, motivation can affect
reading. If someone is bored by the reading material, they won't want to do it. from a
learning disability, learning to read can be a drawn-out and painful process. It can influence
the child to disparage reading as something to be endured rather than enjoyed.
LOCAL STUDIES
Ozdemir (2010) pointed out that stressed that reading is fundamental in

getting knowledge as all the lessons and learning activities are mostly based on the power of
comprehensive reading; indeed, it is really necessary to read comprehensively. In addition,
reading comprehensively really affects a learner’s education and his life as a whole.
Learning in any lesson depends on understanding of the learning instrument of that lesson;
thus, a learner who cannot read comprehensively finds it difficult for him/her to be
successful in his or her lessons.
According to (Al- Khateeb, (2010) Reading comprehension is considered the real

core for the reading process; and a big process around which all other processes are
centered. Comprehension is the peak of the reading skills and the basis for all reading
processes. It is viewed by some researchers as the ultimate objective of the reading process,
since he who does not comprehend what he reads is considered as if he has not read The
skills such as acquiring the correct meaning, analyzing the author’s point of view and
applying what one learns from reading to real- life situations are what constitute reading
comprehension. Reading comprehension must be the basic consideration of all readers. The
ability of the readers to understand what they are reading; interpret ideas and inject meaning
to printed words is comprehension.
Based to Marylene N. Tizon (2011) teachers therefore have a very important role to
play in helping their students get most out of reading and become good readers. They need
to introduce to them extensive reading and provide them essential guidance as they read
comprehensively. While teaching reading comprehension, teachers must always keep in
mind that the goal is to let the students understand what the author meant. Moreover,
teachers must help students do well in their subject and pass the required examination. At
the same time, they can increase their students‟ competency in English and help them
become fluent readers in English by engaging them in extensive reading. Thus, teachers in
Kinangay Elementary School must be able to identify the level of their students‟
comprehension skills so that they could plan for effective strategies or programs that will
eventually enhance their learners‟ critical thinking skills.
("Importance of Reading", 2009). Comprehension is a part of the communication

process of getting the thoughts that were in the author’s mind into the reader’s mind. It is
thought a difficult process because the transmission of an idea through several imperfect
media is involved. For example, the author must have a clear idea in his mind, and then
reduce this idea to written language; this will be printed; and finally, the reader looks at the
printed word and forms an idea. Reading comprehension enables the reader to interact with
the text in a meaningful way. For many, there are doors to lifetime of reading recreation and
enjoyment. Moreover, the experiential and cultural background of the ESL reader has a
strong effect on reading comprehension and ESL learners, early in their development of
English, can write English and can do so for various purposes.
Du Boulay (cited by Khateeb, 2010) assures that weakness in the reading ability
constitutes one of the biggest problems that encounter students at all educational levels.
Thus, teaching reading is viewed as a teaching objective at the different educational stages;
and the key to success in other subjects of study.
Synthesis
A student, who can read comprehensively, can also be successful in all his or her
lessons. In mathematics lesson, when a learner encounters with a problem, understanding
this problem can help him/her to solve the problem. It is known that in the Philippines. The
university and high school entrance examinations have mostly questions based on testing
learner’s ability whether they can read comprehensively and can come up with new
interpretations by making analysis and synthesis on the given data in the many research
tasks.
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the description of the research method and techniques,
research local, sampling design, the subject of the study, instrumentation, data gathering
procedures, and statistical treatment.
Research Method and Technique
The research design that was used in this study was the descriptive method to
collect data. Through questionnaire the data were gathered including the demographic
profile and the factors affecting the reading ability of primary pupils in the academic
performance as observed by the teachers in Buenavista district.
Research Locale
The study was conducted in Buenavista District Elementary School. situated in the
Municipality of Buenavista. The selected teachers of the said school were the respondents
for this study.
Sampling Design
The respondents in this study were the selected public teachers of Buenavista
District Elementary School. The respondents consisted of eighty (80) teachers which were
selected purposively. The researcher used this sampling technique because it is the most
convenient type of having respondents. After the respondents answer the questionnaire, the
researcher collected the questionnaire on the same day after answering the questionnaire.
Instrumentation
First, the researcher drafted the questionnaire for comments and suggestions by the
thesis adviser and 2 validators regarding its content. The suggestions served as the
guidelines for revision of the questionnaire. Prior to the conduct of the study, the researcher
sent a letter to Dr. Luciano Ever C. Calumno District I supervisor and Dr. Isidro P. Delos
Reyes of the District II upon approval the researcher administered the instruments to the
target respondents. The quantitative research methods using Likert scale was used in order
to rate Factors affecting the reading ability of primary pupils in the academic performance
as observed by the teachers in Buenavista district.
Data Gathering Procedure
The data were gathered through survey-questionnaire and answered by the selected
teachers’ respondents. The quantitative research methods using Likert scale was used in
order to rate the teachers’ roles in the teaching-learning process in Buenavista District.
Some of the questionnaires used in this study were derived from other researchers. Data
were gathered by purposive sampling technique. This questionnaire has 5 options; Strongly
Agree= 5(SA) Agree= 4 (A), Moderately Agree= 3 (MA), Disagree= 2 (DA), Strongly
Disagree = 1(SD). The research questionnaire was consisted of three parts: The first part
deal with the demographic profile of the respondents in terms of age, sex, and highest
educational attainment. The second part the factors affecting the reading ability of primary
pupils in terms of the following environmental factor, pupil factor, family factor and teacher
factors. And the last part is a significant difference on the factors as perceived by the
respondents when group by profile.
Statistical Treatment
In this study, the researcher used different statistical measures to treat the collected
data. All the data were carefully read and examined for analysis. They were tallied and
entered into a master list of the data collection sheet. Percentage was used to interpret the
profile of the respondents:
f
P= x 100
N
Where:
P-percentage
f-number of responses
N-number of respondents
To get the weighted mean used to describe the items in the indicators, the researcher will
use the formula (Calmorin, 2007; 116-118)
X=
∑ fx
∑f
Where:
x= weighted mean
∑fx= sum of the product of the frequency and rating scale
∑f= sum of all the frequency
This table shows the range of mean, descriptive meaning and scale to analyze and
interpret the collected data from the respondents of this study.
Range of Mean Descriptive Meaning Scale

4.20-5.00 Strongly Agree (SA) 5
3.40-3.19 Agree (A) 4
2.60-3.39 Moderately Agree (MA) 3
1.80-2.59 Disagree (D) 2
1.00-1.79 Strongly Disagree (SD) 1
Anova Formula. Analysis of variance, or ANOVA, is a strong statistical technique that

is used to show difference between two or more means or components through significance
tests. It also shows us a way to make multiple comparisons of several population means.
CHAPTER IV
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
This chapter deals with the presentation, analysis, and interpretation of data.
Distribution of respondents according to their sex. (District I)
Sex Frequency Percentage (%) Rank

Male 11 27.5 2
Female 29 72.5 1
TOTAL 40 100
This table shows the distribution of the respondents as to their sex, we have male with the
total of 11 respondents which are 27.5% and the female with the total of 29 respondents
which are 72.5%. This revealed that the majority of the respondents were female.
Distribution of respondents according to their sex. (District II)
Sex Frequency Percentage (%) Rank

Male 2 5 2
Female 38 95 1
TOTAL 40 100
This table reveals the distribution of the respondents as to their sex, we have male with
the total of 2 respondents which are 5% and the female with the total of 38 respondents
which are 95%. This revealed that the majority of the respondents were female.
Distribution of the respondents as to Age. (District I)
Age Frequency Percentage Rank

20-30 years’ old 21 52.5 1
31-40 years’ old 8 20 2
41-50 years’ old 6 15 3
51-60 years’ old 5 12.5 4
TOTAL: 40 100
This table reveals that most of the respondents belonged to age group of 20-30
with the frequency of 52.5 of the respondents. Followed by the age group of 31-40 with
the frequency of 8 or 20%. The next one is the age group of 41-50 a with the frequency of 6
or 15% and the last group would be the age group of 51-60 with the frequency of 5 or
12.5% of the respondents.
Distribution of the respondents as to Age. (District II)
Age Frequency Percentage Rank

20-30 years’ old 13 32.5 2
31-40 years’ old 14 35 1
41-50 years’ old 6 15 4
51-60 years’ old 7 17.5 3
TOTAL: 40 100
This table show that most of the respondents belonged to age group of 20-30 with
the frequency of 13 or 32.5 of the respondents. Followed by the age group of 31-40 with
the frequency of 14 or 35%. The next one is the age group of 41-50 a with the frequency of
6 or 15% and the last group would be the age group of 51-60 with the frequency of 7 or
17.5% of the respondents.
Distribution of respondents according to their highest educational attainment.

(District I)
Educational Attainment Frequency Percentage (%)

Rank
College Degree 22 55 1
College Degree with units in M. A 16 40 2
M.A Graduate 2 5 3
Ph.D/Ed. D.Graduate 0 0
Other Specify 0 0
TOTAL 40 100
This table reveals that most of the respondents are college degree with the
frequency of 22 having percentage of 55 while college degree with units M.A with the
frequency of 16 or 40 percent and the lowest is M.A graduate of the frequency of 2 or 5
percentage.
Distribution of respondents according to their highest educational attainment.

(District II)
Educational Attainment Frequency Percentage (%)

Rank
College Degree 2 5 2.5
College Degree with units in M. A 36 90 1
M.A Graduate 2 5 2.5
Ph.D./Ed. Graduate 0 0
Other Specify 0 0
TOTAL 40 100
This table shows that most of the respondents are college degree with the
frequency of 22having percentage of 5 while college degree with units M.A with the
frequency of 36 90 percent and the last is M.A graduate of the frequency of 2 or 5
percentage.
Factors affecting the reading ability of primary pupils. (District I)
Environmental Factors (District I)
Indicators 5 4 3 2 1 WM INT R
1. The room is 18 14 6 2 0 4.12 SA 4

well ventilated
2. The environment 17 15 8 0 0 4.22 SA 3
3. Is a child friendly
place.
4. Free from noise 17 17 6 0 0 4.27 SA 2

pollution

is safe and secure.
6. The classroom 13 17 6 4 0 3.97 A

is well structured.
AVERAGE WEIGHTED MEAN 4.21 SA
It can be gleamed that most of the respondents in District I are choose the
environment is safe and secure having weighted mean of 4.45 while the lowest is the
classroom is well structured having weighted mean of 3.97.
It conforms of Dumepnas 2016 cited that there are many factors that pertain to the
complex process of reading. Environmental factors such as ambient lighting, temperature,
comfort, and complexity of the material affects reading greatly. Intrinsic factors such as
regression, eye movement, and number of words per fixation also affects reading. And also,
Shedrick (2011) cited that the reason for the positive affect is that increasing exposure to
reading a wide range and amount of material increases a person's resource of neuron
connections in the brain.
Pupils Factors. (District I)
1. Pupils are 9 13 5 7 6 3.3 A 4

always sick.
2. Pupils are 16 15 7 2 0 4.12 SA 1

always attending
classes.
3. Pupils are 12 16 9 3 0 3.92 A 3

interested
to read.
4. Pupils have 7 13 7 6 7 3.17 MA 5

learning
disability
5. The pupils are 11 19 8 2 0 3.97 A 2

always energetic
of healthy diet.
It can be gleamed that most of the respondents in District I are choose pupils are
always attending classes having weighted mean of 4.12 while the lowest is the pupils have
learning disability having weighted mean of 3.17.
It conforms of Logsdon (2019) pointed out that learning disability in reading

comprehension affects the learner's ability to understand the meaning of words and
passages. Students with this issue may also struggle with basic reading skills such as
decoding words, but comprehension is the greater weakness.
Family Factor. (District I)
1. Parents are 16 8 15 1 0 3.97 A 2
too busy in
their work.
2. Parents have 8 17 9 6 0 3.67 A 3

an ample time to
teach pupils to
read at home.
3. Parents cannot 6 18 7 9 0 3.52 A 4

afford to buy reading
materials for their
child.
4. Parents need to 15 16 8 1 0 4.12 SA 1

involve themselves
in school related
activities.
5. Pupils’ parents 11 9 6 9 5 3.3 A 5

are separated.
AVERAGE WEIGHTED MEAN 3.72 A
The table reveals that the highest is parents need to involve themselves in school
related activities having weighted mean of 4.12 while the lowest is pupils’ parents are
separated having weighted mean of 3.3.
According to Taadese (2017) the development of these reading skills is vital to

children’s development, and a sheer volume of studies has demonstrated a link between
competency in reading and overall attainment in school (literacy attainment and other
outcomes). This is so because the development of reading is a key to future success both in
school and in life. By supporting children to read in their leisure time at every age, parents
can help to ensure that children are equipped with the necessary skills to succeed in later
life. And also, Krishna-agrawala (2011) is right that psychological factors can influence the
ability to read.
Teacher Factor. (District I)
1. Provides 25 12 3 0 0 4.55 SA 3
activities for
reading.
2.Monitors 29 6 5 0 0 4.6 SA 2.5

Pupils’ strength
and weaknesses.
3. Utilized 27 10 3 0 0 4.6 SA 2.5

Instruction materials
for reading.
4. Innovates 24 11 5 0 0 4.47 SA 5
strategies fitted
to the pupils
diversity.
5. Shows love 34 2 4 0 0 4.7 SA 1

and care for his
pupils.
The table reveals that the show love and care for his pupils having weighted mean of
4.7 while the lowest is innovates strategies fitted to the pupils’ diversity. Having weighted
mean of 4.47.
According to Cox (2019) Teacher can transform the school experience for a student.
Science has found that caring student-teacher relationships help students do better in school,
as well as act kindlier toward others and also, Varmland (2016) pointed out that the teachers
used the majority of the lessons in Swedish for the work with the reading strategies during
the first term. After this term the teachers continued to work with the new innovative
approach and have spread the ideas to teachers from Centralskolan of other subjects.
Factors affecting the reading ability of primary pupils. (District II)
Environmental Factors (District II)
1. The room is 29 9 1 1 0 4.65 SA 3
well ventilated

is a child friendly
place.
3. Free from noise 29 9 2 0 0 4.67 SA 2

pollution

is safe and secure.
5. The classroom 27 9 4 0 0 4.57 SA 5

is well structured.
It can be gleamed that most of the respondents in District II are choose the
environment is a child friendly having weighted mean of 4.8 while the lowest is the
classroom is well structured having weighted mean of 4.57.
It conforms of Dumepnas 2016 cited that there are many factors that pertain to the
complex process of reading. Environmental factors such as ambient lighting, temperature,
comfort, and complexity of the material affects reading greatly. Intrinsic factors such as
regression, eye movement, and number of words per fixation also affects reading. And also,
Shedrick (2011) cited that the reason for the positive affect is that increasing exposure to
reading a wide range and amount of material increases a person's resource of neuron
connections in the brain.
Pupils Factors. (District II)
1. Pupils are 15 7 8 6 4 3.57 SA 4
always sick.
2. Pupils are 23 9 5 2 1 4.27 SA 1

always attending
classes.
3. Pupils are 19 12 5 3 1 4.12 SA 2

interested
to read.
4. Pupils have 13 5 10 6 6 3.32 SA 5

learning
disability
5. The pupils are 18 10 9 3 0 4.07 SA 3

always energetic
of healthy diet.
It can be gleamed that most of the respondents in District II are choose pupils are
always attending classes having weighted mean of 4.27 while the lowest is the pupils have
learning disability having weighted mean of 3.32.
It conforms of Logsdon (2019) pointed out that learning disability in reading

comprehension affects the learner's ability to understand the meaning of words and
passages. Students with this issue may also struggle with basic reading skills such as
decoding words, but comprehension is the greater weakness.
Family Factor. (District II)
1. Parents are 19 10 7 3 1 4.07 SA
2
too busy in
their work.
2. Parents have 16 10 7 6 1 3.85 A 3

an ample time to
teach pupils to
read at home.
3. Parents cannot 9 8 14 5 4 3.57 A 4

afford to buy reading
materials for their
child.
4. Parents need to 22 10 7 1 0 4.32 SA 1

involve themselves
in school related
activities.
5. Pupils’ parents 13 6 11 8 2 3.5 A 5

are separated.
The table reveals that the highest is parents need to involve themselves in school
related activities having weighted mean of 4.12 while the lowest is pupils’ parents are
separated having weighted mean of 3.3.
According to Taadese (2017) the development of these reading skills is vital to

children’s development, and a sheer volume of studies has demonstrated a link between
competency in reading and overall attainment in school (literacy attainment and other
outcomes). This is so because the development of reading is a key to future success both in
school and in life. By supporting children to read in their leisure time at every age, parents
can help to ensure that children are equipped with the necessary skills to succeed in later
life. And also, Krishna-agrawala (2011) is right that psychological factors can influence the
ability to read.
5.4 Teacher Factor. (District II)
1. Provides 36 3 0 0 1 4.82 SA 3.5
activities for
reading.
2.Monitors 36 4 0 0 0 4.9 SA 1
Pupils’ strength
and weaknesses.
3. Utilized 34 6 0 0 0 4.85 SA 2
Instruction materials
for reading.
4. Innovates 36 6 1 0 0 4.8 SA 5
strategies fitted
to the pupils
diversity.
5. Shows love 34 5 1 0 0 4.82 SA 3.5

and care for his
pupils.
The table reveals that the Monitors pupil’s strength and weaknesses having
weighted mean of 4.9 while the lowest is innovates strategies fitted to the pupil’s diversity.
Having weighted mean of 4.8.
It conforms of Lindamood (2019) pointed out that this weakness causes individuals
to get only “parts” of information that they read or hear, but not the whole. This weakness
often undermines the reading and thinking process. Students with weak language
comprehension are commonly saddled with the misconceptions that they are just not trying,
or that they are distractible. In fact, they may be trying very hard to memorize everything
they have heard or read. And they need help. And also, Varmland (2016) pointed out that
the teachers used the majority of the lessons in Swedish for the work with the reading
strategies during the first term. After this term the teachers continued to work with the new
innovative approach and have spread the ideas to teachers from Centralskolan of other
subjects
Table 6. Significant difference on the factors as perceived by the respondents when

group by profile.
Annova (One Way)
DISTRIC GRAND SSW SSB DFW MSSW MSSB F

T MEAN critical
(X)
1 4.0575 1.3312 2.74012 16 .0832031 .9133746 3.63
5 4
2 4.3125 1.1751 3.98862 16 .0734468 1.329541 3.63

5 4 3
Using Anova, the null hypothesis has been rejected because, the computed value
is greater than tabulated value. So alternative hypothesis is now used, there is as significant
difference on the factors as perceived by the respondents when grouped by profile.
According to Allen (2020) Overall, there was no consistent pattern between the
differences in average transportation times and average reading performance for rural and
urban jurisdictions. Rural students were less likely to have a computer or Internet access at
home than urban students, but in most provinces the difference was small. It conforms that
(Trophy 2011) cited that motivation affects reading. If someone is bored by the reading
material, they won't want to do it. Also, being able to decode what you are reading is
important. Being able to understand vocabulary and the main idea is also important. In my
classes, I find that sometimes words that seem easy to the teacher are not easy to the
students and may throw off the main idea of the text if those words are not correctly
interpreted
CHAPTER V
SUMMARY, SUMMARY OF FINDINGS,
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, summary findings, conclusions and

recommendations derived the study.
Summary:
This study was conducted due to investigate and analyze to determine the
Factors Affecting the Reading Ability of Primary pupils in the Academic Performance as
Observed by the teachers in Buenavista District S.Y 2019-2020 Specifically, it sought to
answers to the following questions; (1) What is the demographic profile of the respondents
in terms of:( a) age;(b)sex and (d) highest educational attainment. (2) What are the factors
affecting the reading ability of primary pupils in terms of the following? (a) environmental
factor; (b)pupil factor; (c) family factor and (d) teacher factor (3) Is there a significant
difference on the factors as perceived by the respondents when grouped by profile?
Hypothesis: There is no significant difference on the factors as perceived by the
respondents when grouped by profile?
Summary of Findings
From the findings of this research, it became evident that the Factors affecting the
reading ability of primary pupils as observed by the teachers of selected schools in
Buenavista District.
I. Demographic Profile of the Respondents
District I. Majority of the respondents as to their sex, were male with the total of
11 respondents which are 27.5% and the female with the total of 29 respondents which are
72.5%. This revealed that the majority of the respondents were female. Most of the
respondents belonged to age group of 20-30 with the frequency of 52.5 of the
respondents. Majority of the respondents are college degree with the frequency of 22
having percentage of 55.
District II. Majority of the respondents as to their sex, were male with the total of
2 respondents which are 5% and the female with the total of 38 respondents which are
95%. This revealed that the majority of the respondents were female. Most of the
respondents belonged to age group of 20-30 with the frequency of 13 or 32.5 of the
respondents. And the last group would be the age group of 51-60 with the frequency of 7 or
17.5% of the respondents. Most of the respondents are college degree with the frequency of
22 having percentage of 55 while college degree with units M.A with the frequency of 16
or 40 percent and the lowest is M.A graduate of the frequency of 2 or 5 percentage.
II. The factors affecting the reading ability of primary pupils.
District I. It can be gleamed that most of the respondents in District I are choose
the environment is safe and secure having weighted mean of 4.45. Most of the respondents
are choose pupils are always attending classes having weighted mean of 4.12. The highest
is parents need to involve themselves in school related activities having weighted mean of
4.12. And last reveals that the show love and care for his pupils having weighted mean of
4.7
District II. It can be gleamed that most of the respondents in District II are
choose the environment is a child friendly having weighted mean of 4.8. Most of the
respondents are choose pupils are always attending classes having weighted mean of 4.27.
the result in family factor is parents need to involve themselves in school related activities
having weighted mean of 4.12. For the teachers’ factor the most dominated questions is
monitors pupil’s strength and weaknesses having weighted mean of 4.9.
III. Significant difference on the factors as perceived by the respondents when group
by profile.
According to Allen (2020) Overall, there was no consistent pattern between the
differences in average transportation times and average reading performance for rural and
urban jurisdictions. Using Anova, the null hypothesis has been rejected because, the
computed value is greater than tabulated value. So alternative hypothesis is now used, there
is as significant difference on the factors as perceived by the respondents when grouped by
profile.
Conclusions
Based on the findings the following conclusions are derived:
1. Most of respondent from district 1 and 2 were female.
From district 1 the respondent age ranges from 20-30 while district 2 respondents
age ranges from 31-40.
The respondents from district 1 were all college degree holder while district 2
respondents were college degree with units in M.A.
2. The environment was safe and secure for the primary pupils that helped pupils
learned peacefully.
The pupils learned more because of their daily attendance.
Cooperation was observed with the teachers and parents in monitoring pupil’s
strength and weaknesses.
3. There is significant difference on the factors as perceived by the respondents

when grouped by profile.
Recommendations
Based on the findings and conclusions the following are recommended:

1. Administrators, may maintain the environmental safety of the school in order for
the pupils to learn and read peacefully.
2. Parents may monitor the academic performance and reading ability and pupils
activity in school.
3. Teachers, may render more care and love for their pupils in order for them to be
more motivated to learn and read.
4. Pupils, may sustain their perfect attendance in order for them not to skip other
lessons.
5. Future Researchers, may conduct a parallel study using a large population for
stronger evidences and result.
BIBLIOGRAPHY
BOOKS
De Leon, E. B. (2019) Action Research (for beginners in classroom-based contents) p.1
Garcia, et. Al (2011) Research Simplified Guide to Thesis Writing (First Edition)
Broto, Antonio S (2006). Statistics made simple (Second Edition) p.23
JOURNALS
Clarise R. (2011) Beliefs about Reading, Metacognitive Reading Strategies and Text
Comprehension among College Students in a Private University
https://www.philippine-esl-journal.com/wp-content/uploads/2014/01/V7-
A2.pdf
Cox (2012) Four Ways Teachers Can Show They Care

https://greatergood.berkeley.edu/article/item/caring_teacher_student_relatio
nship
ONLINE REFERENCES
Allen E. (2020) Understanding rural Eric T

https://files.eric.ed.gov/fulltext/ED505294.pdf
Davis G. (2016) Why is reading is important? https://www.learn-to-read-prince-

george.com/why-is-reading-important.html
Duepas. T (2016) The Relation between Reading Skills and Eye Movement Patterns in
Adolescent Readers: Evidence from a Regular Orthography
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4699816/
Logsdon (2019) Reading Comprehension Problems

https://www.verywellfamily.com/learning-disability-in-reading-comprehension-
2162449.
Silbert.L (2014) Poor Reading Comprehension https://tigertuesday.com/poor-reading-

comprehension/
La Estrella (2010) INSTRUCTIONAL STRATEGIES AND READING

COMPREHENSION SKILLS OF GRADE FIVE LEARNERS
https://tibungcodistrict.wordpress.com/2016/09/01/lbc-instructional-strategies-
and-reading-comprehension-skills-of-grade-five-learners
Lindamoond. B (2019) Visualizing and Verbalizing Program for Cognitive

Development,
Comprehension, & Thinking https://lindamoodbell.com/program/visualizing-and-
verbalizing-program
Monica C. (2011) Brains of blind people reading in Braille show activity in same area
that lights up when sighted readers read
https://www.sciencedaily.com/releases/2011/02/110217124903.htm
Trophy (2011) Reading Comprehension https://www.google.com/search?

biw=1242&bih=632&ei=OvhmXsHJN_et0PEPt8CRwAk&q=%28Trophy+2011%
Shedrick T. (2011) What are some factors affecting reading

https://www.enotes.com/homework-help/what-some-factors-affecting-reading-
390931
Varmland (2016) How to Adapt Your Teaching Strategies to Student Needs

https://www.readingrockets.org/article/how-adapt-your-teaching-strategies-
student-needs.
APPENDICES
February 07, 2020
ISIDRO P. DELOS REYES

District I Supervisor
Buenasvista, Quezon
Sir:
Greetings:
I MARY JEAN V. LISTANA a Bachelor of Elementary Education of Eastern Quezon

College, Inc., presently conducting a thesis entitled, “FACTORS AFFECTING THE
READING ABILITY OF PRIMARY PUPILS IN THE ACADEMIC
PERFORMANCE AS OBSERVED BY THE TEACHERS IN BUENAVISTA
DISTRICT S.Y: 2019-2020.” The undersigned researcher would like to request
permission to conduct his research through a survey questionnaire on your selected
teachers as my respondents.
I understand that as a researcher, I have the responsibility to uphold the ethics in research
such as the anonymity of the respondents and that the consent of the respondents shall be
sought.
Hoping for your positive response in this regard.

Thank you!
Respectfully yours,
LISTANA MARY JEAN V.

Research Student
Noted: Approved:
ISABELITA E. DE TORRES
Research Adviser SGD. DR. ISIDRO P. DELOS REYES
DR. MELCHOR B. ESPIRITU

Dean of Research/Accreditation
February 06,2020
LUCIANO EVER C. CALUMNO

District II Supervisor
Buenasvista, Quezon
Sir:
Greetings:
I MARY JEAN V. LISTANA a Bachelor of Elementary Education of Eastern Quezon

College, Inc., presently conducting a thesis entitled, “FACTORS AFFECTING THE
READING ABILITY OF PRIMARY PUPILS IN THE ACADEMIC
PERFORMANCE AS OBSERVED BY THE TEACHERS IN BUENAVISTA
DISTRICT S.Y: 2019-2020.” The undersigned researcher would like to request
permission to conduct his research through a survey questionnaire on your selected
teachers as my respondents.
I understand that as a researcher, I have the responsibility to uphold the ethics in research
such as the anonymity of the respondents and that the consent of the respondents shall be
sought.
Hoping for your positive response in this regard.
Thank you!
Respectfully yours,
LISTANA MARYJEAN V.
Research Student
Noted:
Approved:
ISABELITA E. DE TORRES
Research Adviser SGD, LUCIANO EVER C. CALUMNO Ed.D
DR. MELCHOR B. ESPIRITU

Dean of Research/Accreditation
FACTORS AFFECTING THE READING ABILITY

OF PRIMARY PUPILS IN THE ACADEMIC
PERFORMANCE AS OBSERVEDBY
THE TEACHERS IN BUENAVISTA
DISTRICT S.Y. 2019-2020
Questionnaire
Dear Respondent;
Below are the set of information and questions needed, which the researcher
wants to obtain from you as primary teacher in Buenavista Quezon.
Kindly supply the necessary information to the best of your knowledge, your
answer must be based on the actual happening and observation to know the factors
affecting the reading ability of primary pupils in the academic performance
Your cooperation will be of great help in the realization of this research work with
assurance that your name will be treated confidentially.
Rest assured that you and your data will be treated with utmost confidentiality and
be used solely for this purpose.
Thank you very much and GOD SPEED!
THE RESEARCHER
Survey Questionnaire for the Public School Teachers of

Buenavista District during School Year 2019-2020
Title of the Study: “Factors affecting the reading ability of primary pupils of
selected school in Buenavista District as observed by the teachers in Buenavista,
Quezon S.Y. 2019-2020.”
Direction: Please answer the following honestly and truthfully by putting check
mark (/) on the blank.
Part I. Demographic Profile for the Respondents.
Sex:
____ male
____ female
Age:
___20-30
___31-40
___41-50
___51-60
Highest Educational Attainment:
____College Degree
____College Degree with units in M.A
____M.A Graduate
____Ph.D/Ed. D. Graduate
____others specify
Part II- The observation of the respondents concerning about the factors affecting the
reading ability of primary pupils.
Direction: Please put a check mark (/) in the appropriate column that
corresponds to your answer.
5 – Strongly Agree (SA)
4 – Moderately Agree (MA)
3 – Agree (A)
2 – Disagree (D)
1 – Strongly Disagree (SD)
INDICATORS 5 4 3 2 1
a. Environmental factor
1. The room is well ventilated.

2. The environment is a child friendly place.
3. Free from noise pollution.
4. The environment is safe and secure.
5. The classroom is well structured.
b. Pupil factor
1. Pupils are always sick.
2. Pupils are always attending classes.
3. Pupils interested to read.
4. Pupils have learning disability.
5. The pupils are always energetic because of healthy

diet.
c. Family factor
1. Parents are too busy in their work.
2. Parents have an ample time to teach pupils to read at

home.
3. Parents cannot afford to buy reading materials for their
child.
4. Parents need to involve themselves in school related
activities.
5. Pupils parents are separated.
d. Teacher Factor
Teacher…
1. provides reading activities for reading.
2.monitors pupils’ strength and weaknesses.
3. utilizes instructional materials for reading.
4. innovates strategies fitted to the pupils diversity.

5. shows love and care for his pupils.
CERTIFICATION
This is to certify that the undersigned has thoroughly checked and
calibrated the necessary corrections of the INSTRUMENTS/
QUESTIONNAIRES of the undergraduate thesis of Listana Maryjean V, a
Bachelor of Elementary Education undergraduate student of Eastern
Quezon College, Inc., Gumaca, Quezon with the title “Factors Affecting the
Reading Ability Of Primary Pupils in The Academic Performance as
Observed By The Teachers In Buenavista District S.Y. 2019-2020

Issued this 5 day of December, 2019 at Eastern Quezon College, Inc.
for whatever legal purpose it may serve.
MARIA CELERINA D. ORETA Ed.D

Validator – 1
CERTIFICATION
This is to certify that the undersigned has thoroughly checked and
calibrated the necessary corrections of the INSTRUMENTS/
QUESTIONNAIRES of the undergraduate thesis of Listana Maryjean V, a
Bachelor of Elementary Education undergraduate student of Eastern Quezon
College, Inc., Gumaca, Quezon with the title “Factors Affecting the Reading
Ability Of Primary Pupils in The Academic Performance as Observed By
The Teachers In Buenavista District S.Y. 2019-2020”.

Issued this 5 day of December, 2019 at Eastern Quezon College, Inc.
for whatever legal purpose it may serve.
SGD. GIL T. SEGUI

Validator - 2
CURRICULUM
VITAE
ANNOVA COMPUTATION
MARY JEAN V. LISTANA

Address: Brgy. Ibabang Wasay, Buenavista, Quezon
Mobile Number: 09461786173
Email Address: maryjeanlistana@gmail. com
Objection
I want to have a job so that I can save money for my family, to gain more working
experiences and grow as an individual, and to nurture my skills and be a part of the company’s
success.
Personal Information
Nickname: emjeay
Age: 23 years old
Gender: Male
Date of Birth: November 27,1996
Place of Birth: Buenavista, Quezon

Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Height: 5’3
Weight: 41 kgs.
Educational Attainment
Tertiary Eastern Quezon College

Guamaca, Quezon
Bachelor of Elemenatary Education (General Education)
Secondary St. Lawrence Academy Foundation

2009-2013
Primary Buenavista Central Elementary School

2003-2009
Working Experience
 Place: Buenavista,Quezon
 Position: Cashier
Date: 2015
Skills:
 Computer Assistant
 Flexible
 Fast learner
 Hard working
Maryjean V. Listana

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EASTERN QUEZON COLLEGE

Statement of the Problem

Specifically, this study sought to answer the following questions;

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

3. Is there a significant difference on the factors as perceived by the respondents when

Hypothesis: There is no significant difference on the factors as perceived by the

Reading is a complex process, involving skills such as decoding, making predictions

1. Identify simple facts presented in written text (literal comprehension)

The development of these reading skills is vital to children’s development, and a

Independent Variables Dependent Variables

2.Factors affecting the

In this paradigm the researcher used independent variables and dependent

Significance of the Study

The results will provide insights and information to the following:

Scope and Delimitation

Ability- possession of the means or skill to do something.

Academics- relating to education and scholarship.

Affects- means "to influence" or "to produce a change in

Disabilities - a physical or mental condition that limits a person's movements, senses, or

Environment- the circumstances, objects, or conditions by which one is surrounded.

Factors- a circumstance, fact, or influence that contributes to a result or outcome.

Family- a group consisting of parents and children living together in a household.

Reading- is the complex cognitive process of decoding symbols to derive meaning. It is a

Perceived- become aware or conscious of (something); come to realize or understand.

According to Davis (2016) Reading is fundamental to functioning in today's

Logsdon (2019) pointed out that learning disability in reading comprehension

Lindamood (2019) cited that the primary cause of language comprehension

According to (Lastrella, 2010). For an individual to survive in today’s world, it is a

conclusive as to whether reading motivation or use of meta-cognitive reading

Cited in Lastrella (2010) presented that the recall of information in a text is

Based on (Lastrella 2010) an individual to survive in todays’ world, it is a

According to Dr. Monica (2011) Reading is a complex combination of skills. The

Based on Shedrick (2011) the amount of material that is actually read by a

Ozdemir (2010) pointed out that stressed that reading is fundamental in

According to (Al- Khateeb, (2010) Reading comprehension is considered the real

("Importance of Reading", 2009). Comprehension is a part of the communication

Research Method and Technique

Data Gathering Procedure

Range of Mean Descriptive Meaning Scale

Anova Formula. Analysis of variance, or ANOVA, is a strong statistical technique that

Distribution of respondents according to their sex. (District I)

Sex Frequency Percentage (%) Rank

Distribution of respondents according to their sex. (District II)

Sex Frequency Percentage (%) Rank

Distribution of the respondents as to Age. (District I)

Age Frequency Percentage Rank

Distribution of the respondents as to Age. (District II)

Age Frequency Percentage Rank

Distribution of respondents according to their highest educational attainment.

Educational Attainment Frequency Percentage (%)

Distribution of respondents according to their highest educational attainment.

Educational Attainment Frequency Percentage (%)

Factors affecting the reading ability of primary pupils. (District I)

Environmental Factors (District I)

1. The room is 18 14 6 2 0 4.12 SA 4

2. The environment 17 15 8 0 0 4.22 SA 3

4. Free from noise 17 17 6 0 0 4.27 SA 2

5. The environment 24 10 6 0 0 4.45 SA 1

6. The classroom 13 17 6 4 0 3.97 A

Pupils Factors. (District I)

1. Pupils are 9 13 5 7 6 3.3 A 4

2. Pupils are 16 15 7 2 0 4.12 SA 1

3. Pupils are 12 16 9 3 0 3.92 A 3