Table 1 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE-AGE AND COMPREHENSION FACTORS PROFILEAGE FACTORS THAT AFFECT COMPREHENSIVE

READING Mass Parents Teachers Peers Leisure media and family 10 8 5 5 5

Total

17 &below 18-19 20-21 22 and above TOTAL

33

12 5 5 32

15 2 5 30

11 1 2 19

8 5 3 21

2 1 2 11

48 14 17 225

Table 2 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE-PHYSICAL DISABILITY AND COMPREHENSION FACTORS PROFILEPHYSICAL DISABILITY

FACTORS THAT AFFECT COMPREHENSIVE READING Mass Parents and Teachers Peers Leisure media family 11 1 22 34 25 41 16 13 1 20 43 15 30 15 11 1 12 24

Total 66 3 94 163

Normal With disability No response TOTAL

Table 3 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE-SOCIO ECONOMIC STATUS AND COMPREHENSION FACTORS PROFILE FACTORS THAT AFFECT COMPREHENSIVE READING Socio Mass Parents Teachers Peers Leisure economic media and family Status Poor 15 22 14 15 10 Middle Rich TOTAL 13 1 29 10 1 33 14 2 30 22 7 9 1 20

Total

76 53 5 246

Table 4

TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE-PREVIOUS ENGLISH GRADES AND COMPREHENSION FACTORS PROFILE Previous English Grades 75 below FACTORS THAT AFFECT COMPREHENSIVE READING Mass Parents Teachers Peers Leisure media and family

Total

76-80 81-85 86-90 91 and above TOTAL

11 10 4 4 29

10 14 3 4 31

11 13 4 5 33

15 8 7 2 32

10 11 1 3 25

57 56 19 18 300

Table 5 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE-AGE AND COMPREHENSION FACTORS PROFILE AGE FORMS OF READING THE RESPONDENTS LEARN MOST Group Individual Peer Reading Reading Teaching 1 11 3

Total 14

17 &below

18-19 20-21 22 and above TOTAL

5 1

15 5 5

12 8

32 14 5

36

23

131

Table 6 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PHYSICAL DISABILITY AND COMPREHENSION FACTORS PROFILE PHYSICAL DISABILITY Normal FORMS OF READING THE RESPONDENTS LEARN MOST Group Individual Peer Reading Reading Teaching 2 9 5

Total 16

With disability No response TOTAL

1 3 5 20 30 8 13

1 31 96

Table 7 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- SOCIO ECONOMIC STATUS AND COMPREHENSION FACTORS PROFILE SOCIOECONOMIC STATUS Poor Middle Rich response TOTAL FORMS OF READING THE RESPONDENTS LEARN MOST Group Individual Peer Reading Reading Teaching 4 15 8 3 12 1 7 28 16 8

Total 27 23 1 102

Table 8 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PREVIOUS ENGLISH GRADES AND COMPREHENSION FACTORS PROFILE Previous English Grades 75 below 76-80 81-85 86-90 91 and above TOTAL 1 3 1 5 FORMS OF READING THE RESPONDENTS LEARN MOST Group Individual Peer Reading Reading Teaching 1 7 12 6 2 28 3 4 3 2 12

Total 1 10 17 12 5 90

Table 9 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- AGE AND FAMILIARIZATION FACTORS PROFILE AGE 17 &below 18-19 20-21 22 and above TOTAL READING RATE IN A WEEK Twice Thrice Five 8 10 1 1 20 3 1 2 1 1 3 1

Once 5 8 3 1 17

None of the Above 15 20 4 3 85

Table 10 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PHYSICAL DISABILITY AND FAMILIARIZATION FACTORS

PROFILE PHYSICAL DISABILITY Normal With disability No response TOTAL

READING RATE IN A WEEK Once 11 Twice 6 1 5 11 3 1 Thrice Five 2 None of the Above total 19 1 20 60

Table 11 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- SOCIO ECONOMIC STATUS AND FAMILIARIZATION FACTORS PROFILE Socio Economic Status Poor Middle Rich TOTAL 18 20 3 READING RATE IN A WEEK Twice Thrice Five None of the Above 13 1 7 3 1 1 3

Once

TOTAL

13 5

27 16 1 88

Table 12 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PREVIOUS ENGLISH GRADES AND FAMILIARIZATION FACTORS PROFILE Previous English Grades 75 below 76-80 81-85 86-90 91 and above TOTAL READING RATE IN A WEEK
TOTAL

Once

Twice 1

Thrice

Five

None of the Above 1

6 8 2 1 17

2 8 6 1 18

1 1

10 17

1 1 3 1 3

9 4 82

Table 13 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- AGE AND VOCABULARY SKILLS PROFILEAGE Most Challenging Item in Reading Unfamiliar Compound Words Slang Words Words with silent words sound 11 15 5 5 36 1 2 1 1 5 6 3 1 2 12 5 11 4 5 25

Total

17 &below 18-19 20-21 22 and above TOTAL

23 31 11 13 156

Table 14 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PHYSICAL DISABILITY AND VOCABULARY SKILLS PROFILEPHYSICAL DISABILITY Normal With disability No response TOTAL Most Challenging Item Reading Unfamiliar Compound Words Slang Words Words with silent words sound 14 1 20 35 4 5 8 10 17 23 1 2 6

Total

23 1 49 146

Table 15 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- SOCIO ECONOMIC STATUS AND VOCABULARY SKILLS ProfileSocio Economic Status Poor Middle Rich TOTAL Most Challenging Item in Reading Unfamiliar Compound Words Slang Words Words with silent words sound 17 17 1 35 2 2 1 5 3 5 1 9 14 9 1 24

Total

36 33 4 146

Table 16 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PREVIOUS ENGLISH GRADES AND VOCABULARY SKILLS ProfilePrevious English Grades 75 below 76-80 81-85 86-90 91 and Above TOTAL Most Challenging Item Reading Unfamiliar Compound Words Slang Words Words with silent words sound 2 6 15 7 4 34 2 2 1 5 1 3 3 3 10 1 5 9 3 4 22

Total

3 12 29 15 12 71

Table 17 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- AGE AND VOCABULARY SKILLS ProfileAGE INTERESTED TO READ IN ENGLISH Literature Grammar Idioms History

Current issues/ news 2 3 1 1 7

Total

17 &below 18-19 20-21 22 and above TOTAL

4 5 1 1 11

5 3 4 4 16

4 1 1 1 7

9 12 2 2 25

24 24 9

9
132

Table 18 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PHYSICAL DISABILITY AND VOCABULARY SKILLS ProfilePHYSICAL DISABILITY

INTERESTED TO READ IN ENGLISH Literature Grammar Idioms History

Current issues/ news 1 1 3 5

Total

Normal With disability No response TOTAL

6 1

4 1 2 7

9 1 15 25

23 4 33 120

4 7

9 16

Table 19 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- SOCIO ECONOMIC STATUS AND VOCABULARY SKILLS ProfileSOCIO ECONOMIC STATUS

INTERESTED TO READ IN ENGLISH Literature Grammar Idioms History Current issues/ news 5 2 1 8 11 4 1 16 4 3 1 8 17 7 1 25 4 2 1 7

Total

Poor Middle Rich TOTAL

41 18 5 128

Table 20 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PREVIOUS ENGLISH GRADES VOCABULARY SKILLS ProfilePrevious English Grades 75 below 76-80 81-85 86-90 91 and Above TOTAL 1 3 2 2 8 5 7 3 3 18 3 2 1 6 7 10 6 2 25 1 1 3 1 6 14 24 16 54 171 INTERESTED TO READ IN ENGLISH Literature Grammar Idioms History

Current issues/ news

Total

Table 21 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE-AGE AND BEHAVIORAL ASPECT

ProfileAge
17 &below 18-19 20-21 22 and above TOTAL

SELF ASSESSMENT IN READING Reader that Reader Wide reader needs for motivation granted 4 4 3 7 2 1 8 13 7 9 4 2 22

Total

14 20 6 3 43

Table 22 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE-PHYSICAL DISABILITY AND BEHAVIORAL ASPECT

ProfilePhysical disability
Normal With disability No response TOTAL

SELF ASSESSMENT IN READING Reader that Reader Wide reader needs for motivation granted 3 7 13 1 6 9 4 11 9 23

Total

23 1 19 86

Table 23 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- SOCIO ECONOMIC STATUS AND BEHAVIORAL ASPECT

ProfileSOCIO ECONOMIC STATUS

SELF ASSESSMENT IN READING Reader that Reader Wide reader needs for motivation granted 4 5 10 14 8 1 9 10 23

Total

Poor Middle Rich TOTAL

28 13 1 84

Table 24 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PREVIOUS ENGLISH GRADES AND BEHAVIORAL ASPECT

ProfilePrevious English Grades 75 below 76-80 81-85 86-90 91 and Above TOTAL

SELF ASSESSMENT IN READING Reader that Reader Wide reader needs for motivation granted 1 2 1 2 3 8 12 3 4 4 4 14 4 1 19

Total

1 9 19 10 4 43

Table 25

TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- AGE AND BEHAVIORAL ASPECT

ProfileAGE

QUALITIES OF A TEACHER WHO TEACHES READING SHOULD POSSESS

CHEERFUL

CONSID ERATE

UNDERS TANDING

FRIENDLY INTELLIGENT

TOTAL 44 58 17 16 270

17 &below 18-19 20-21 22 and above TOTAL

7 9 3 3 22

7 7 4 3 21

14 17 4 3 38

8 15 3 4 30

8 10 3 3 24

Table 26 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PHYSICAL DISABILITY AND BEHAVIORAL ASPECT

ProfilePhysical disability

QUALITIES OF A TEACHER WHO TEACHES READING SHOULD POSSESS

CHEERFU L

CONSIDE RATE

UNDERS TANDING

FRIEND LY

INTELLIGENT

TOTAL 63 7 67 283

Normal With disability No response TOTAL

10 1 11 31

9 2 11 22

20 1 15 36

13 2 15 30

11 1 15 27

Table 27 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- SOCIO ECONOMIC STATUS AND BEHAVIORAL ASPECT

ProfileSocio Economic Status

QUALITIES OF A TEACHER WHO TEACHES READING SHOULD POSSESS

CHEERF UL

CONSIDER ATE

UNDERS TANDING

FRIEND LY

INTELLIGENT

TOTAL 79 50 5 269

Poor Middle Rich TOTAL

13 7 1 22

13 8 1 22

23 14 1 38

16 13 1 30

14 8 1 23

Table 28 TESTING THE SIGNIFICANT DIFFERENCE BETWEEN PROFILE- PREVIOUS ENGLISH GRADES AND BEHAVIORAL ASPECT

ProfilePrevious English Grades

QUALITIES OF A TEACHER WHO TEACHES READING SHOULD POSSESS

CHEERFUL

CONSID ERATE

UNDERS TANDING

FRIENDLY INTELLIGE NT

TOTAL
5

75 below 76-80 81-85 86-90 91 and Above TOTAL

1 3 8 7 4 23

1 3 8 6 4 22

1 12 13 7 4 37

1 8 12 7 4 32

1 4 7 7 4 23

30 48 34 20 274

The Importance of Reading

.

It is a well-known fact that when there were no televisions or computers, reading was a primary leisure activity. People would spend hours reading books and travel to lands far away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There are many other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs. They are more creative and do better in school and college. It is recommended that parents to inculcate the importance of reading to their children in the early years. Reading is said to significantly help in developing vocabulary, and reading aloud helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues.
Importance of Comprehension To comprehend something means to understand it. How you handle a particular situation depends on how you comprehend the situation in the first place. Comprehension is a skill which can be taught effectively in early stages of human life. Teaching children to comprehend though might look very easy, requires constant interaction with the children and understanding the need of comprehension ourselves. Comprehension teaching comprises of two types: reading comprehension and listening comprehension. Of the two, listening comprehension is more basic which begins from the time children start to understand a language. Reading comprehension comes only at a later stage, when children start understanding the written language. In the following lines, we have covered both comprehension types and their relevance.

Significance Of Listening Comprehension Listening comprehension can be defined as the ability to recall and understand information which is presented orally. It is the most basic skill that needs to be imparted to children at a very young age, so that they can understand the twists and turns of the language that would

enter at later stages of their life. Listening comprehension starts as early as when a child starts responding to known voices and understands common words. Being able to recall and understand information is an important pre-reading skill. In order to be a strong reader later on, a child must be able to recall information when it is presented orally. Comprehension is very important in inculcating active and effective listening. A child who does not understand what is generally orated to him will always avert from listening attentively, as he/she might view it as a useless activity.

Also, strong listening comprehension skills initiate better thought process and creative skills in the young minds. Although it is very easy to promote comprehension in children, you have to involve them in the whole learning scenario. For example, while reading a story book, you need to ask them questions and help them answer if they cant. You should reward them on showing signs of development, as these positive reinforcements would add as incentives and push them to trying harder and thus growing faster. Listening comprehension also aids the person to become a better speaker as he/ she would understand the nuances of effective speaking from his own listening experiences. Furthermore, a good listener is better able to grab knowledge than a person who doesnt understand.

Significance of Reading Comprehension Reading comprehension means understanding something that you read and not just read through. Whenever you read something, there may be instances when you just browse through a paragraph which you are reading. On the contrary, at times, you may try to understand what the content is. The latter is the actual way of reading comprehension. You must be able to recollect, assimilate and reproduce whatever you have read. Needless to say, this is the most important skill for success in academics and your career. People who like to read actually comprehend whatever is written. Since reading comprehension is individualistic, so is the interpretation.

This often reflects in the fact that different people interpret the same piece of prose or verse in various ways. The ability to interact with the text is directly proportional to the ease of reading or fluency. A person will be able to understand the intentions expressed in whatever he is reading only when he is able to decipher the words without difficulty. If the person spends more time to understand the words, then he will find it increasingly difficult to combine them and form meaningful interpretations. As such, this skill should be imparted early in kids, using story books and illustrated works. When the child starts understanding things easily, he develops a sense of literary comprehension which sticks to him forever.

CHAPTER 3

READING PROFICIENCY OF COLLEGE FRESHMEN OF CEGUERA TECHNOLOGICAL COLLEGES, IRIGA CITY This chapter is a presentation, analysis and interpretation of data about the Reading Proficiency of College Freshmen of Ceguera Technological Colleges, Iriga City. The questionnaires are evaluated through the students profile, comprehension factors, familiarization, vocabulary skills, and behavioral aspect. These are all being analyzed and interpreted b y the researchers through the use of data gathering tools and the use of statistical tools. After the distribution of the questionnaires among the students, data were grouped and classified making way for the creation of a series of tables the data are presented in a tabular form in order to provide a clear presentation, followed by a textual form. The tables provide the evaluation of results of the questionnaires according to the profile and the four main factors of reading. The respondents of this study are the freshmen students of the said institution.