Beruflich Dokumente
Kultur Dokumente
Chapter 1
Introduction
activities that a man can do. It is through reading that a person is going
relaxing to our mind and soul it is a way for us to reach out to the world,
and it improves our thinking process. Reading has at all times and in all
Conceptual Framework
of activities that differ among themselves. She also believes that every
Strategies in Assessment of
developing teachers on the
reading skill strategies on
Proposed
- Skimming developing
action plan to
- Scanning reading skills
enhance the
- Intensive and problem
utilization of
reading affecting the
strategies in
- Extensive development
development of
reading reading skills.
reading skills
Problems Determining
among
affecting the the significant
learners.
development relationship
of reading between the
skills, strategies
- Pupil-related utilized by the
problem teachers in
- Teacher- developing
related reading skills
problem and the
- School- problems
related affecting the
problem development
- Home- of reading
related skills among
problem learners.
FEEDBACK
Figure 1
related problem.
determining the effects on the development reading skills. And last, the
the teacher.
5
1.1 skimming;
1.2 scanning;
1.3 intensive reading; and
1.4 extensive reading?
reading skills?
following assumptions:
6
Hypothesis
Definition of Terms
novels. It is extensive in the sense that the reading act is done in a quick
desired.
and concentration in the reading process that ultimately cause for the
inherent to the child- physical, emotional, mental, social that affects the
reading word for word. It is a superficial way of reading rapidly with the
pupils in developing their reading skills in grade three. They will gain
they can improve and solve their problems in connection with reading
comprehension.
Chapter 2
reviewed some literature and studies that are closely related to the
present study.
Related Literature
Foreign
The habit can become a healthy addictions and ads to the information
contemporary writers as well as those from the days of yore and makes
and teenagers who love reading have comparatively higher IQ’s. They
11
emotional bond between parents and children. The children who start
reading from an early age observed to have good language skills and
word. Furthermore he stated that readers who are reading for meaning
sentence.
Local
feeling, acting and learning or of escaping from their own limited words.
and t do other things. Through the rejection of themselves into the lives
themselves with other follows something about the general truth being.
It is the knowledge that is the most important news and books can offer
some answer to question and are stimulated to raise more question and
how to do things, labels of canned good other printed from notices and
graders tested in 2009 did not have adequate basic reading skills. If
your child is reading below her grade level, step in and help your child
improve his reading skills. By working with child one-on-one you will
give his the tools he needs to read more fluently and catch up to the rest
of her class.
schools often ends in the fifth or sixth grade. Thus “the reading skills
that were adequate for junior and senior high school classes will not
suffice for the amount and level of reading and studying required at the
14
vibration reading for word reading doesn’t help increase one’s reading
Filipino students are good in reading for details but poor in reading for
main ideas. Reading for details is a lower skill because details are
explicit in the text and is not a challenge in the reader’s imagination and
cognition.
and reliable instrument that can measure reading skills. Cayubit (2012)
also stated that Filipino readers can do more if the items are in Filipino.
15
Related Studies
Foreign
any young age, but some students may struggle with reading skills into
their teenage years. Middle school and high school students can be
language is the natural, but the process of learning to read is not reading
16
states that children learn to read while they learn to speak. He also
believes that reading is the foundation for success, and that the children
goals. Early and enjoyable pre-reading experiences set the stage for a
The child gains knowledge that will serve as the foundation for further
school students. The five strategies were skimming for the main idea,
the intervention, whereas the learners in the control group did not
the research indicate the reading strategy instruction can and does
18
Local
was used and the questionnaire checklist was utilized in gathering data.
they had good motivation, proud correct model, abilities, attitudes and
appropriate devices, and provide more patterns and maximize the use
students.
the reading skills of pupils. The study aim to determine the reading
disturbance and the quarrel some class condition. It was also revealed
that in order to enhance reading skills, the top two remedial measures
.
21
Chapter 3
Research Design
new truth.
1. Profile of Respondents
Table 1
Distribution of Respondents by Age
who belonged to 20-29 years old and below 20 years old; 3 respondents
Table 2
Distribution of Respondents by Sex
Table 3
Distribution of Respondents by Civil Status
married.
Table 4
Distribution of Respondents by Highest Educational Qualification
Table 5
Distribution of Respondents by Length of Teaching Service
0-9 years and 20-29 years; respondents or 60 percent, 10-19 years and
Research Instrument
was the questionnaire. Part 1 of the questionnaire dealt with the profile
of the respondents and part II dealt with the information regarding the
skills.
from some references that were relevant to the study like books,
thesis. The researchers organized the materials and prepared the first
adviser for final checking. Then, the final copy was computerized
study. After the permit was granted the researchers requested the
Scoring of Respondents
interpretation of data.
its whole in the profile of respondents. The following formula was used.
𝑓
P = x 100
𝑛
Where:
P = Percentage
f = Frequency
problem no.
𝛴𝑓𝑥
WM =
𝑁
28
Where:
Σ = sum of the
pupils and the strategies utilized by the teachers using the following
formula:
𝛴𝑥𝑦
r=
𝑁
_____________
(SDx) (SDy)
Where:
r = coefficient of correlation
𝛴𝑥 2
SD𝑥 1 = √ - 𝐶𝑥 2 = for reading skills
𝑁
𝛴𝑦 2
SD𝑦1 = √ - 𝐶𝑦 2 = for strategies
𝑁
C = correlation equivalent
29
Chapter 4
learners.
Table 6
Skimming Strategy in Developing Reading Skills
Skills AWM VI R
1. Identifying misplaced or irrelevant
sentence in the paragraph. 3.27 E 2
2. Matching a paragraph with a headline,
pictures or topic. 3.40 E 1.5
3. Identifying the key sentence 3.00 E 4
4. Recognizing the speed and accuracy of
visual discrimination. 3.13 E 3
5. Getting the general idea of the material. 3.40 E 1.5
Average Weighted Mean 3.24 E
Legend: E – Effective
headline, pictures or topic and getting the general idea of the material
30
weighted mean of 3.40 this could be an indication that the teacher did
their best to develop this skill using the needed materials and devices.
identifying the key sentence having the weighted mean of 3.00. This
could imply that the pupils were lack of comprehension skills and lack
Table 7
Skills AWM VI R
1. Locating Specific words, phrases and
facts. 3.27 3
2. Searching for answer to specific question. 3.40 E 1
3. Citing from the text the exact statements
to prove assertion. 3.07 E 4
4. Searching for clues such as contextual
clues. 2.93 E 5
5. Focusing on the specific information you
get. 3.33 E 2
Average Weighted Mean 3.20 E
Legend: E - Effective
ranked first and was developed among the learners using the scanning
strategy based on its computed weighted mean of 3.40. This only shows
that the teacher did their very best to develop this skill among the
specific information you get having a weighted mean of 3.27; citing from
the text the exact statements to prove assertion having a weighted mean
of 3.07. Last in rank was searching for clues such as contextual clues
3.20.
Table 8
Skills AWM VI R
1. Analysing variant meanings of words,
sentence structures and paragraph
organization. 3.47 E 2
2. Recognizing style of presentation. 3.53 VE 1
3. Visualizing of forming images, make them
come to life and take an extra dimension. 3.20 E 3
4. Drawing conclusions 3.13 E 4
5. Inferring symbols. 3.00 E 5
Average Weighted Mean 3.27 E
Legend: E – Effective
VE - Very Effective
The data showed that the reading skills like recognizing style of
of forming images make them come to life and take an extra dimension
weighted mean of 3.00. The findings showed that the learners was lack
mean of 3.27.
Table 9
Skills AWM VI R
1. Analysing the author’s techniques method
of manipulating material. 3.00 E 2
2. Studying the author’s choice and use of
words, his sentence and paragraph
structure. 2.93 E 3.5
3. Digesting the context from different
review of points and perspective. 2.93 E 3.5
4. Recreating the thought and experience of
the author. 3.20 E 1
5. Evaluating the validity of ideas accuracy
of information on the basis of experience. 2.93 E 3.5
Average Weighted Mean 2.99 E
Legend: E – Effective
that the teachers determine first the level of the learner’s ability before
starting reading class for the learners to recreate the thought. Other
having a weighted mean of 3.00. Last in rank were studying the author’s
choice and use of words, his sentence and paragraph structure; and
learners.
Reading Skills.
Table 10
Utilization of Strategies in Developing Reading Skills
Problems AWM VI R
1. Skimming 3.24 E 2
2. Scanning 3.20 E 3
3. Intensive Reading 3.27 E 1
4. Extensive Reading 2.99 E 4
Overall Weighted Mean 3.18 E
first wherein the pupils get the maximum understanding of the main
idea in text and their relationship with details that support the main
idea.
wherein the learners were able to quickly go over a text to get the main
extensive reading garnering the lowest weighted mean of 2.99. This was
the learners.
37
Table 11
Problems AWM VI R
1. Lack of confidence and being shy. 3.53 GE 4
2. Lack of interest in reading. 4.00 GE 1.5
3. Lack of reading materials at home. 3.73 GE 3
4. Lack of understanding, ideas expressed in
the selection. 3.80 GE 2
5. Lack of study habits. 4.00 GE 1.5
Overall Average Weighted Mean 3.81 GE
The data revealed that lack of interest in reading and lack of study
rank was lack of confidence and being shy garnered a weighted mean of
3.53.
38
learners.
Table 12
Problems AWM VI R
1. Lack of references and reading materials. 2.40 LE 5
2. Lack of knowledge on the techniques and
methods in teaching. 2.53 ME 4
3. Inadequate instructional materials. 3.40 ME 2
4. Lack of parent-teacher dialogue or
conduct. 3.33 ME 3
5. Time allotment or amount of time
available. 3.60 GE 1
Overall Average Weighted Mean 3.05 ME
ME – Moderate Extent
LE – Less Extent
39
The education of the child depends upon the point effort of the parents
and the teachers. This only showed the misconception of most of the
parents that the education of their children depends upon their teachers
Table 13
Problems AWM VI R
1. Lack of motivational strategies given by
teachers. 3.00 ME 2
2. Lack of books and reference materials. 3.60 GE 1
3. Lack of classroom. 2.60 ME 5
4. Lack of reading materials suited to the
grade level. 2.73 ME 4
5. Noise in neighbouring classroom 2.93 ME 3
Overall Average Weighted Mean 2.97 ME
ME – Moderate Extent
Table 14
Problems AWM VI R
1. Learner economic status affect
attendance to classes. 3.73 GE 2
2. Mobility of the family. 3.67 GE 3
3. Education and attitude of parents. 3.87 GE 1
4. Much time spent in leisure. 3.60 GE 4
5. Too many household chores 3.33 ME 5
Overall Average Weighted Mean 3.64 GE
ME – Moderate Extent
Last in rank was too many household chores garnering a weighted mean
of 3.33.
Reading Skills.
Table 15
Problems AWM VI R
1. Learner-Related problem 3.81 GE 1
2. Teacher-Related problem 3.05 ME 3
3. School-Related problem 2.97 ME 4
4. Home-related 3.64 GE 2
Overall Average Weighted Mean 3.37 ME
ME – Moderate Extent
43
Utilized by Teachers
Table 16
Relationship of the Problems Encountered in Developing the
Reading Skills Among Learners and the Strategies Utilized by
Teachers
Decision
Variables AWM df Ct Tv Level on Ho
1. Problems Encountered in
Developing the Reading 3.18
Not
Skills Among Learners 3 0.79 3.18 Accepted
Significant
2. Strategies Utilized by
3.37
Teachers
44
The computed t-value (Ct) of 0.79 did not exceed the tabular value
skills among learners did not significantly affect the strategies utilized by
was accepted.
Chapter 5
Summary
themselves.
1.1 Skimming;
1.2 Scanning;
Findings
Learners
or topic and getting the general idea of the material ranked topmost
based on its computed weighted mean of 3.40. Last in the rank was
evidenced by the average weighted mean of 3.20. The data revealed that
weighted mean of 3.40. Ranked last was searching for clues such as
3.00.
weighted mean of 3.20. Last in rank was evaluating the validity of ideas
Reading Skills. The overall average weighted mean of 3.18 showed that
reading skills among the learners. Ranked first was intensive reading as
3.81.Ranked first was lack of interest in reading and lack of study habits
as revealed by the same weighted mean of 4.00. Last in the rank was
3.53.
3.60 and was manifested to a great extent. Last in the rank was lack of
the overall average weighted mean of 2.97. Lack of books and reference
topmost which garnered a weighted mean of 3.87. Last in rank were too
Reading Skills. The overall average weighted mean of 3.37 showed that
teachers as evidenced by the computed t-value (Ct) of 0.79 which did not
exceed the tabular value of 3.18 at the 0.05 level of significance using 3
See “Appendix A”
strategies
that suit
the diverse
abilities
and
learning
styles of
students
Conductin
g
classroom
observatio
n
Checking
the
learning
experience
s provided
by the
teacher to
students
Conductin
g oral
reading to
correct
pronunciat
ion and
pausing
53
Conclusions
drawn:
teachers.
Recommendations
among learners.
54
learners in reading.
55
BIBLIOGRAPHY
A. UNPUBLISHED MATERIALS
B. INTERNET
CURRICULUM VITAE
I. Personal Information
Age : 18
Religion : Catholic
CURRICULUM VITAE
I. Personal Information
Age : 20
Religion : Catholic
CURRICULUM VITAE
I. Personal Information
Age : 18
Religion : Catholic
CURRICULUM VITAE
I. Personal Information
Age : 19
Religion : Catholic
APPENDIX “A”
Conductin
g
classroom
observatio
n
Checking
62
the
learning
experience
s provided
by the
teacher to
students
Conductin
g oral
reading to
correct
pronunciat
ion and
pausing
63
APPENDIX “B”
COLLEGE OF EDUCATION
August, 2016
The Principal
_________________________ Elementary School
San Nicolas, Batangas
Sir/Madam:
Good Day!!!
We hope that this request will merit your kind consideration and approval.
Respectfully yours,
JOCELLE D. DE RAMOS
CLARICE B. RODRIGUEZ
Noted:
Approved:
__________________________________
The Principal
64
COLLEGE OF EDUCATION
August, 2016
Dear Teacher,
Good day!!!
Respectfully yours,
JOCELLE D. DE RAMOS
CLARICE B. RODRIGUEZ
Noted:
Approved:
__________________________________
The Principal
65
APPENDIX “C”
DIVISION OF BATANGAS
QUESTIONNAIRE
1. PROFILE OF RESPONDENTS
Kindly check (/) the blank before each item that correspond to
1.1 Age
1.2 Sex
______ Male
______ Female
______ Single
______ Married
66
Masteral Units
reading skills. Kindly check (/) the column that indicates the
Very Effective VE
Effective E
67
Fairly Effective FE
Needs Improvement NI
2.1 Skimming
STRATEGIES VE E FE NI
1. Identifying misplaced or
irrelevant sentence in the
paragraph.
2. Matching a paragraph with a
headline picture or topic.
3. Identifying the key sentence.
4. Recognizing the speed and
accuracy of visual
discrimination.
5. Reading of verification.
2.2 Scanning
STRATEGIES VE E FE NI
1. Locating specific word,
phases, facts.
2. Searching for answer to
specific question.
3. Citing from the text exact
statements to prove assertion.
4. Searching for clues such as
contextual clues.
5. Glancing from point to point
of often casually in search of
particular item.
68
STRATEGIES VE E FE NI
1. Analyzing variant meaning of
words, sentence structures
and paragraph organization.
2. Recognizing style of
presentation
3. Visualizing of forming images,
make them come to life and
take an extra dimension.
4. Drawing conclusions
5. Inferring symbols.
STRATEGIES VE E FE NI
1. Analysing the author’s
techniques of manipulating
material.
2. Studying the author’s choice
and use of word in sentence
and paragraph structure.
3. Digesting the context from
different view of points and
perspective.
4. Recreating the thought and
experiences of the author.
5. Evaluating the validity of
ideas, accuracy of information
on the basis of experience.
69
developing reading skill among the pupils. Kindly check (/) the column
which tells the degree you encountered the problems. Please use the
code below.
Problems VGE GE ME LE NE
1. Lack of confidence and being
shy.
2. Lack of interest in reading.
3. Lack of reading materials at
home.
4. Lack of understanding ideas
expressed in the selection.
5. Lack of study habits.
Problems VGE GE ME LE NE
1. Lack of references and
reading materials.
2. Lack of knowledge in the
techniques and methods in
70
teaching.
3. Inadequate instructional
materials.
4. Lack of parent-teacher
dialogue or conduct.
5. Time allotment of amount of
tie available.
Problems VGE GE ME LE NE
1. Lack of motivational
strategies given by teachers.
2. Lack of books and other
reference material.
3. Lack of classroom.
4. Lack of reading materials
suited to the grade level.
5. Noise in neighbouring area.
Problems VGE GE ME LE NE
1. Pupil economic status affect
attendance to classes.
2. Mobility of the family.
3. Educations and attitude of
parents
4. Much time spent in leisure.
5. Too many household chores.