FACTORS THAT AFFECT READING PROGRESS

INTELLIGENCE
Intelligence or mental aptitude has long been considered, a crucial factor in reading
growth and development
Many research studies have been undertaken in this area and highly significant positive
correlations were noted between intelligence and reading achievement. One example is a
correlation study made between verbal intelligence test scores on the Thorndike- McCall reading
Text. The result was positive and highly significant (Strang, 1968: 19-20).

Proficiency in reading skills

They read with imagination and sensitivity to the authors style and characterization
They created many speculations
They read with imagination
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The above findings are supported by another study conducted in Centro Escolar
University, Manila. (Diaz, 1972:16:28), where scores obtained from the Wechsler Adult
Intelligence Scale were correlated with "reading gains"-difference between the pre-test and posttest scores after one semester of intensive instruction in reading skills. The study revealed a
positive and highly significant correlation. Observation show that highly intelligent and creative
individuals accelerate fast in the acquisition of reading skills. Many research studies confirm this
observation.
Used as subjects highly creative and highly intelligent secondary high school students.
This is the reason it has become a common practice I.Q. test scores in addition to reading rest
scores, in determining who should go into the remedial reading program.
Visual and Auditory Efficiency
Visual and Auditory Acuity are basic to success in reading, especially in the beginning
stage. This is because children learn to read by associating the sound of familiar letters and
words with their corresponding written symbol. Without the normal functioning of these two
sensory organs, there can be no normal reading for, to see clearly, the eyes must work well
together, diverge and converge at will, and integrate the two images in one. Likewise, to hear
clearly, the two ears must be in perfect condition. They should be able to distinguish and
perceive clearly, the sounds in the environment, the sounds of the letters of the alphabet, and the
sound if the words listened to. Without visual and auditory acuity, any attempt to attain in
reading is almost possible.
Language Proficiency
The linguistic factor is of major importance in the acquisition of reading power. One who
is proficient in the language of the material to be read is more likely to learn to read and progress

much faster than one who was no competence in the same language. This is easily
understandable because one who does not know the meaning of the words he is learning to read
will have to exert double efforts in learning to recognize the words and to understand the
meanings of these words. This difficulty is common among these who are non - speakers of the
language they are learning to read, as in the case of the Filipino Children learn in order to read in
English. If the students concentrates on identifying every word correctly, "he will be unable to
read for meaning" (Smith, 1973:62). This is why in learning, speaking skills should precede
learning to read and write. Familiarity with or conversational knowledge of the target language
ideal for learning to read. In this connection, Kim (1984:3) wrote that "Reading is basically a
language process. Language the medium the reader principally relies on for active formation of
ideas, which we often refer to as 'meaning' represented in the reading material." 4copy. He adds
that aside from the fact that no conceptualization will take place, the linguistic factors become a
major problem that limits the reader's progress in the acquisition of reading power.
Kim (1984:3) He explained that it is difficult to imagine a reader with no knowledge of
the language in which the material is written.
Resources:
Developmental Reading Book.

Prepared By: Jhon Kenly L. Yumul

BSED 2 2
Submitted to:
Professor: Elizabeth P. Balanquit

Republic of the Philippines

Tarlac State University
College of Education

Written Report
in Developmental
Reading 1
Factors that Affect Reading
Progress (Intelligence, Visual and
Auditory Efficiency, and
Language Proficiency)
Submitted by:
Jhon Kenly L. Yumul
BSEd 2 A Mathematics
(BSEd 2 2)

Submitted to:
Professor Elizabeth P. Balanquit