THE EFFECTS OF READING MODE TO THE READING COMPREHENSION

SKILLS OF SENIOR HIGH SCHOOL STUDENTS

Chapter 2

Review of Related Literature

This chapter presents local and foreign literatures, references, articles, journals,
magazines, and studies that are relevant to the study.

Foreign Literature

According to Birsch (2011), reading comprehension requires various reading skills to be

undertaken rapidly so that the reader may gain knowledge from text. Reading comprehension is
essential in improving a student’s understanding skills which will be used in exams and test that
they will encounter in the future. In order to comprehend, students need to have different reading
strategies. Sadly, students fail to use reading strategies which can help aid reading
comprehension. (Jitendra & Gajria, 2011).

Silent reading and oral reading are examples of reading strategies that will help students
to further understand a text. According to N. Schimmel and M. Ness (2017), silent reading is
stronger for narrative passages in retell measures, but there is no difference for comprehension
questions. Sustained silent reading affirms the students’ developing critical thinking skills and
cultivates their intellectual curiosity (Tone, 2012). This leads to a better perspective and
understanding in life. According to Rasinski (2008), training in silent reading constitutes a real
preparation for life reading. Learning how to read and understand a text silently is not that hard
to do. According to Trainin et al., (2009), silent reading fluency may develop naturally from oral
reading fluency.

Another mode of reading necessary in reading comprehension is the oral reading fluency,
many students find oral reading helpful in understanding a text because evaluation of oral reading
fluency provides essential aid emphasized on identifying difficulties in reading skills. (Hosp &
Fuchs, 2005). This results to a better reading comprehension skill. According to Bredekamp,
Copple, and Neuman (2000), reading aloud is the single most important activity for reading
success. Silent reading rates and processing is limited by capacities such as eye movements, but
oral reading rates are even more constrained by the speed of speech production (Samuels,
Hiebert, & Rasinski, 2010). It also says that students in Grade 4,5,10,11 and 12 were better able
to answer comprehension questions following oral reading than after reading silently and that this
was equally true across grade levels (Hale et.al., 2007).
 THE EFFECTS OF READING MODE TO THE READING COMPREHENSION
SKILLS OF SENIOR HIGH SCHOOL STUDENTS
Local Literature

According to the study conducted by Daane, Campbell, Grigg, Goodman, and Orange
(2005), reading mode proved to be significantly related to overall reading achievement for
students beyond the primary grades, and a significant number of these students lack even basic
reading fluency skills. This proves that reading mode plays a very important role in enhancing the
minds of young individuals, developing their capacity for focused attention as well as their
imaginative growth (Aikat, 2007). There are many students who struggles a lot in reading
comprehension, it is estimated that 75 to 90 percent of students who struggle in comprehension
have reading fluency problems that significantly cause their comprehension difficulty. (Duke,
Pressley, & Hilden, 2004). According to the study conducted by Cabasan (2008), students both
in high school and college levels are, in one way or another, not fluent in oral reading.

There are many ways to improve one’s reading comprehension skills, it includes reading
strategies and techniques, like silent and oral reading which is a helpful mode of reading once a
student tried to understand a text. According to Bacus, Dayagbil and Abao (2015), sustained
silent reading is effective in improving the student’s reading achievement. Teach the students to
sustain their concentration during the silent reading of challenging and extensive texts and you
will see improved test performance and the students would become better readers to boot.
(Shanahan, 2014). According to Caldwell and Gaine (2000), students who reads a text silently
builds up his confidence tackling trouble spots in books and allows them to use their word attack
skills to figure out new vocabulary. On the other hand, oral reading fluency also serves as a
stepping stone for a student’s success. According to Levasseur, et al., (2006), it is a shared view
by several researchers and language teachers that oral reading fluency is the gateway to over-all
proficiency in reading. When readers read easily and accurately but without expression in their
voices, when they place equal emphasis on every word but have no sense of phrasing, and when
they ignore most punctuation, then it is unlikely that they will fully understand the text (Estrada,
2004). When one reads a reading material orally, it is a sign of his language aptitude. Students
who can read orally are neither fluent nor accurate in the language they are reading (Jaca ,2017).
 THE EFFECTS OF READING MODE TO THE READING COMPREHENSION
SKILLS OF SENIOR HIGH SCHOOL STUDENTS
Research Paradigm

Below are the set of assumptions about how things work regarding the study. It states the
input, process and output of the research.

Input Process Output

1. What are the The researchers will The researchers

Demographic Profile provide one hundred believe the following
of the Respondents? fifty (150) test hypothesis:
1.1 Age questionnaires Ha: There is a
1.2 Gender composed of a story statistically
2.What is the mean and questions significant
score of the connected to the story, relationship between
following? seventy-five (75) silent reading and
2.1 Age questionnaires will be reading
2.2 Gender given to the oral comprehension.
2.3 Silent Readers readers and the other
Ha: There is a
2.4 Oral Readers seventy-five (75)
statistically
3.Is there a questionnaires will be
significant
significant given to the silent
relationship between
relationship between readers. With the same
oral reading and
oral readers and the story and questions,
reading
reading the respondents will be
comprehension.
comprehension given a limited time to
skills? read, comprehend and
4.Is there a answer the provided
significant questionnaires. In this
relationship between way, the researchers
Demographic Profile will identify what is
and reading the relationship of
comprehension reading mode to the
skills? reading comprehension
1.1 Age of the students.
1.2 Gender
 THE EFFECTS OF READING MODE TO THE READING COMPREHENSION
SKILLS OF SENIOR HIGH SCHOOL STUDENTS
Conceptual/ Theoretical Framework