research paper about reading comprehension pdf in the philippines

Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for Improvement

Chat with paper, through the lens of struggle: an inquiry into the reading difficulties of secondary high school learners, investigating the challenges and interventions for improving verbal proficiency, effective practices for developing reading, reading strategies employed by elt learners at advanced level, impact of reading ability on academic performance at the primary level, essential elements of fostering and teaching reading comprehension, types and causes of reading difficulties affecting the reading of english language: a case of grade 4 learners in selected schools in ogong circuit of namibia., related papers (5), the literacy dictionary: the vocabulary of reading and writing, a new look at comprehension in efl/esl reading classes, vocabulary assistance before and during reading., reading comprehension ability vis-a-vis demographics, reading materials, and time spent in reading, effects of reading medium on the processing, comprehension, and calibration of adolescent readers, trending questions (3).

Grade 5 pupils in the Philippines face challenges in reading due to poor comprehension, vocabulary, and critical thinking skills, influenced by resource scarcity and socioeconomic factors.

Teacher training on reading comprehension in elementary education in the Philippines is identified as a potential area for improvement to enhance Filipino students' reading abilities.

Challenges in learning Filipino language and vocabulary include poor reading abilities, lack of resources, and socioeconomic factors. Solutions involve early literacy programs, teacher training, and culturally relevant materials.

• Corpus ID: 54815132

READING COMPREHENSION SKILLS AND PERFORMANCE IN SCIENCE AMONG HIGH SCHOOL STUDENTS IN THE PHILIPPINES

• Maripaz Abas Mastura , H. Jamil , +1 author D. Siang
• Published 2014

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Effects of reading skills on students’ performance in science and mathematics in public and private secondary schools, reading and writing performance of senior high school students, improving reading comprehension of students through reciprocal reading: the case of canitoan national high school.

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Teaching and Learning Strategies of Reading Comprehension Skill for Asian Countries Students

Level of reading comprehension among grade 11 learners basis for instructional material development, science fluency in primary school: student transition from filipino to english language learning, multidisciplinary: applied business, science performance and scholastic aptitude of grade 9 learners, students' oral reading level and mathematics performance: a correlational study, english language proficiency of science and mathematics teachers: a basis for english enhancement program, 42 references, reading achievement and science proficiency: international comparisons from the programme on international student assessment, addressing scientific literacy through content area reading and proces, students ’ perceptions of science classes in the philippines, the interaction of reading skills and science content knowledge when teaching struggling secondary students, the impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students’ science achievement, the development of reading tests for use in a regularly spelled language, what’s a science student to do, use of text maps to improve the reading comprehension skills among students in high school with emotional and behavioral disorders, school types, facilities and academic performance of students in senior secondary schools in ondo state, nigeria, the walls speak: the interplay of quality facilities, school climate, and student achievement, related papers.

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Philippine E-Journals

Home ⇛ arete ⇛ vol. 4 no. 1 (2016), level of reading comprehension of the education students.

Mica Elaine M Bilbao | Connie Lizetthe S Donguila | Ma. Juliet G. Vasay

Discipline: Education

Reading comprehension is one of the reading competencies that every student has to develop. However, there are still students who are below the proficiency level of reading comprehension despite the reading instructions and strategies provided by the teachers for the improvement of students’ reading comprehension. This quantitative study employed the descriptive comparative research design. It aimed to profile the level of reading comprehension of the 124 Education students enrolled during the first semester of the academic year 2017-2018 in one of the catholic universities in Davao City. A validated adapted-but-modified test questionnaire was used to determine the level of reading comprehension of the Education students. Moreover, it sought to determine the significant difference in the level of reading comprehension of the students when analyzed according to sex and year level. The mean, t-test, and standard deviation were the statistical tools used in this study. The results of the gathered data revealed that the overall reading comprehension of the Education students is Satisfactory with a descriptive level of Moderate. This means that the students can understand difficult reading texts under literal, interpretive, evaluative, and creative levels with less supervision. Consequently, the respondents’ year level bear a significant difference when grouped accordingly. However, when grouped according to sex, the results show that it did not establish any significant difference.

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Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite

• Amado Montera Cadiong Polytechnic University of the Philippines

This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6 th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically.

Cimmiyotti, C. B. (2013). Impact of reading ability on academic performance at the Students' Reading Comprehension of Religious Concepts in Ma'an City.

De Dios, (2015). Reading as important gateway to different disciplines of Philippine Basic Education.

Jaua (2017) Oral Reading Errors In A Variety of Ways.

Lyon(2013) Importance of Reading Comprehension in Second Language Learning. (2009).

Kong (2012) These children who do not develop reading skills during primary education are at risk of limited educational progress and of limited economic opportunities.

Merillo, J. (2018) Journalistic Competence among Student Writers in the Eastern Samar Division; An Unpublished master’s thesis, Eastern Samar State University, Borongan City E. Samar

PSA’s 2010 census of population and Housing (CPH) relationship between internalizing 4. Other researches related to reading proficiency may be conducted to address other recurring problems in reading behaviors and social skills in Kindergarten to later reading ability.

Quirk, M., & Beem, S., (2012). Examining the relations between reading fluency and reading comprehension for English language learners. Psychology in the Schools, 49(6), 545- 549. Asia Pacific Journal of Education, Arts and Sciences, Vol. 5 No. 3, July 2018 P-ISSN 2362-8022 E-ISSN 2362-8030, www.apjeas.apimr.com

Rasinski, (2011), Protacio, (2013) In the reading instruction in the Philippines,

Rhodes, S.M., Booth, J.N., Palmer, R.A., Blythe, M., Delibegovic, N.J., Wheate (2013)Executive functions predict conceptual learning of science. British Journal of Developmental Psychology, 34 (2016), pp. 261-275.

Sheriff (2012) Critical analysis of students’ mobile phone

Stoffelma, (2014, p. 14). Public and private school students’ performance in public university entrance exam. The Quarterly Review of Economics and Finance, 50, 395 407.doi:10.1016/j.qref.2010.08.001 Google Scholar

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Reading Proficiency Level of Students: Basis for Reading Intervention Program

2015, SSRN Electronic Journal

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Psychology and Education: A Multidisciplinary Journal , 2023

Before the pandemic, education leaders had been concerned about Filipino students' low reading comprehension, as reflected in the 2018 Programme for International Student Assessment (PISA), wherein the Philippines scored the lowest among the 79 participating countries. Now that we have had two years of no face-to-face classes, their reading comprehension has been more seriously impacted. This study sought to measure Solano High School Gr. 8 students' reading comprehension levels during the pandemic and investigate factors related to their performance. A quantitative research approach was used in determining the reading comprehension level of student-respondents through the Group Screening Test of Phil-IRI, a reading inventory composed of graded passages. Moreover, the study used a descriptive survey and a correlational methodology to determine the significant relationship between the respondents' reading performance and their profile variables. The study revealed that 98.7% of the respondents fall under "Frustration," the lowest level, in which readers find reading materials so difficult that they cannot successfully respond to them. Findings also showed that a student whose parents have higher educational attainment, sufficient family income, access to multimedia resources, and superior academic performance might perform better in reading comprehension. Moreover, gender, ethnic affiliation, parental involvement in their reading activities, and length of one's exposure to multimedia materials were found to have no significant relationship with the respondents' reading comprehension level. Following the results, a reading program was designed that shall raise awareness among all stakeholders on the student's reading performance and the factors that influence it to meet readers' needs and abilities; equip teachers with the knowledge and skills in producing both digital and print reading materials that integrate content across learning areas and promote an inclusive reading environment that stimulates students to learn through reading.

This study aimed to test the effectiveness of an experiment with regard to developing the reading literacy among Grade I learners in the District of Candelaria. This research is quantitative in nature which utilized an experimental design where the experimental group, 99 pupisl-participants from public elementary schools in Candelaria, were selected as the study subjects and involved one group pre-test post-test design. The researcher utilized the following literacy strategies: Read-Aloud, K-W-L Charts, Graphic Organizers, Vocabulary Instruction, Writing to Learn, Structured Note-taking, and Reciprocal Teaching and engaged the pupil-participants in multiple readings of the texts over the course of eight weeks. The data gathered is analyzed using frequency distribution, descriptive statistics, and inferential statistics, specifically, T-test and One Way Analysis of Variance. The findings revealed that there is a significant difference in the performance of Grade I pupils in their reading competence based on the pre-test and post-test evaluation thus, utilizing a proper intervention can be instrumental in improving pupils' reading comprehension skill. Additionally, the study found out that there is no significant difference in the effectiveness of reading competence strategies before and after the activity.

International Journal of Research Studies in Education, 2021

The study was sought to determine the reading level of Grade II Pupils scaffolding for reading program of Eastern Schools in Botolan District. A reading program was devised to Grade II pupils to enhance their reading ability. Descriptive research design and quantitative in its analysis was employed by the researcher. The reading level of Grade II pupils in terms of word recognition/ oral reading, silent reading comprehension, listening comprehension is frustration. The difficulties in reading level in terms of silent reading comprehension, listening comprehension was described as difficult. The proposed reading program on reading ability of Grade II pupils addresses the identified frustration level on oral reading, silent reading comprehension, listening comprehension, and their difficulties. The evaluation of the reading program by the teachers in terms of content and usefulness was of strongly agree. The Grade II pupils may encourage and motivate to develop a reading habit in school and at home. The Grade II pupils may be exposed to varied techniques, strategies, exercises in executing reading activities for them to be able to achieve the highest level of reading according to standards set by Department of Education. The teacher may provide additional reading materials like books, magazines, encyclopaedias or short story books to improve their reading level in oral reading and comprehension. The Reading Skills Enhancement Program (RSEP) may be proposed to the Department of Education, Division of Zambales for implementation in the Eastern Schools of Botolan, Philippines.

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Psychology and Education: A Multidisciplinary Journal, 2024

The study determined the relationship of oral and silent reading proficiency and academic performance in English among grade 7 learners in Tipolo National High School for School Year 2022-2023 as basis for an enhanced reading remediation program using descriptive correlation research design. The Philippine Informal Reading Inventory (Phil-IRI) materials were used in assessing the level of reading proficiency among grade seven learners thru post test results and the 4th quarter or final ratings in English were used to assess the academic performance in English of the Grade 7 students at Tipolo National High School. The quantitative design of this study described the characteristics of the respondents including oral and silent reading proficiency level, and academic performance. The findings of the study revealed that Grade 7 Students are classified frustration in their oral and silent reading proficiency level. Based on the results obtained, it was concluded that oral reading had a positive weak correlation on the academic performance in English and this correlation was found to be statistically significant. In contrary, silent reading was not significantly related to the academic performance in English. The results supported the Information Processing Model Theory which promoted oral reading fluency strategies for learners and the Reading Systems Framework which highlighted various factors necessary in improving the complex reading process especially on word recognition and comprehension. Therefore, the results suggest that oral reading proficiency may have a more influential relationship with academic performance in English compared to silent reading proficiency. Consequently, the study would provide the English teachers with the enhanced reading remediation program in addition to the present intervention activities provided in the Phil-IRI package to address the reading difficulties among grade seven learners after the culmination of this research pursuit.

MAED-ELT, 2018

ABSTRACT Keywords: READING PROFICIENCY, LEAST MASTERED READING SKILLS, SCHOOL-BASED READING INTERVENTION PROGRAM The study sought to determine the reading proficiency of 296 Junior High School students of Calaitan National High School in relation to the following profiles: ethnicity, first language spoken, exposure to print and non-print reading materials, and grade level. The least mastered reading skills were determined through the validated Reading Proficiency Test that includes the skills on using phonetic analysis, using contextual clues, using idioms, getting the main idea and identifying facts and opinions, predicting outcomes, drawing conclusions, following directions, using parts of the book, and using dictionaries, encyclopedia and other reference materials and using the internet. Descriptive-developmental survey method was used in the study. The instrument used in the study has two parts: the first part determines the profile of the respondents; and the second part was the 50-item reading test of the thirteen skills being tested. The following statistical treatment were used in the study: (1) percentage and frequency to describe the profile of the respondents and (2) mean and mean percentage score (MPS) to determine the least mastered reading skills (below 60 % MPS) of the respondents. The study revealed that out of thirteen (13) reading skills, identifying facts and opinions fall under beginning level with a mean percentage score of 27.75% and the rest of the skills are under developing level. Their profiles particularly exposure to print and non-print reading materials and grade level influence their reading proficiency level. The results of the study were considered in the development of the reading intervention program and the reading materials that will be used in the conduct of the intervention. It is recommended that the school administrator adopt the proposed reading intervention to aid the least mastered reading skills of the junior high school students. Researchers are encouraged to validate the content and usability of the reading materials as well as to conduct an action research on the proposed intervention program.

This study aimed to describe the performance in the Phil-IRI test of 1,697 Grade II pupils from 19 schools in San Miguel North District, Bulacan during the School Year 2014-2015 after implementing a set of intervention activities. To determine the effectiveness of the strategies employed in preparing pupils for the Phil-IRI post test, t-test for correlated samples was used to compare the pre-test with the post-test results. The school heads and teachers rated their preparation of Grade II pupils for the Phil-IRI post test. The reading levels of pupils were categorized as frustration, instructional, and independent in silent reading speed, word recognition, and comprehension. In silent reading, there was a huge improvement for the slow readers; it increased from 23.60% to 45.98% and for the fast readers from 19.46% to 37.35%. For the average group, however, from 34.56% it only increased to 41.2%. The mean difference was statistically significant for the slow and the fast group but not for the average group. Similar trend was observed in word recognition and comprehension levels. The mean difference for the three levels in the pre-and post-test results were statistically significant, however, the increase for the instructional group was smaller. The different learning activities given resulted to a significant improvement in pupils' reading and comprehension level but it is unclear as to which intervention strategy was most effective. It was recommended to systematically assess the strategies employed and to have a uniform set of criteria for gauging pupils reading improvement. Furthermore, performance target must be set and teachers who have attained such target must be rewarded.

Abstract: This study investigated students’ reading literacy performance based on gender. The sample of this study was 285 tenth graders of three public schools in one of the Districts in Palembang who were selected by using a purposive sampling technique. To collect the data, PISA 2009 reading literacy test was distributed to the sample. The data were statistically analyzed. The findings showed that both male and female students’ reading literacy were at Level 3 and there were no gender differences in the students’ reading literacy performance. Key w ords : tenth graders, gender differences in reading, PISA reading literacy test

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This qualitative phenomenological study was conducted to unveil the underlying issues that affect the poor reading skills of learners in Don Mariano Marcos Elementary School, Digos City, Davao del Sur. The qualitative analysis revealed that non-mastery of the elements of reading; presence of learners-at-risk; and no culture of reading affect the reading difficulty of Grade 2 learners. In fact, phonics, phonemic awareness, vocabulary, fluency, and understanding are the five independent parts that make up the reading skills of learners. Although they are frequently taught separately, these elements combine to produce strong, rich, and reliable reading abilities. Moreover, the presence of nonreaders, learners in poor health, LSENs in regular classes, learners' lack of interest in reading, a lack of orientation and training to teach reading, and learners' frequent absences from class are the causes of learners-at-risk. Furthermore, the lack of reading opportunities, a lack of reading materials, inadequate reading instruction, the absence of a reading partnership between parents, teachers, and students, a lack of teacher commitment and confidence in their ability to teach reading, improper implementation of a reading program, and a lack of monitoring of learners' progress during interventions are some of the perceived causes of a lack of a reading culture. Finally, literacy programs, individual reading recovery programs, enrichment/enhancement programs were proposed as a comprehensive reading programs to eliminate the reading problems of Grade 2 pupils in Don Mariano Marcos Elementary School.

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