Factors Affecting Non-reader Students of Grade 10 Einstein in Simeon Ocdol National

High School

s.y. 2019-2020

A research proposal presented to the

of Senior High school Simeon Ocdol National High School in

partial fulfillment in the subject Practical Research I

by:

Josephine Lacaba

Leahville Pagpaguitan

Ronald Aquinde

Edessa Mae Alcaraz

Randell Baldo

Ronald Camposano

James Matthew Ducducan

Carl Ritz Larion

Mary Claire Andales

January 2020
 ACKNOWLEDGEMENT:

The researchers would like to express their gratitude to the following people who

have generously extended their assistance for the compilation.

First, we would like to thank our parents for the financial support, encouragement and

undying support.

Also, the researchers like to acknowledge with much appreciation to the people who

helped them finish this research paper.

Above all, we thank to the almighty God for all his goodness and guide. Without his

divine providence, this research paper would not have been a reality.
 CHAPTER I

INTRODUCTION

Reading is a cornerstone of the child’s success at school throughout life, point

out that learners who struggle to read or to master reading concepts in the elementary

years (early grades) are often discouraged in the world of school and eventually dropout

mastering basic skills. These learners are led to believe that success is in school is

beyond their reach. Early and sustained failure in reading can have devastating

consequences regarding schooling for the lives of poor readers and their families, and

for the socioeconomic life of the community. We observed that most learning school

dependents largely on reading competence, which is a challenge to most learners in

school. Despite the perceived importance of reading and considerable efforts of

teachers and other stakeholders across the country, research finding indicate that there

are many learners who experience reading difficulties. For some, letters and words

create confusion rather than meaning, for others a failure to develop the prerequisite

skill and knowledge prevents them from becoming good readers.

This motivated us to conduct this study on our school, where basic reading skills

should be inculcated because the most important element of high-quality education is

literacy and that without the ability to read, leaders are denied pertinent information

about health, social, cultural, and political issues, as well as sources of pleasure and

enrichment.
 Reading is important for learning as it gives learners independent access to a

vast world of information as well as fulfillment and enjoyment. The ability to read is a

critical component of school success and a strong correlation exists between poor

reading ability and school failure. Reading is essential for learning and if learners have

not property mastered the skill their potential for success in the learning context is

hampered. Learners who do not learn how to read during their elementary school years

have difficulty in navigating the school curriculum during the upper grades which is high

school.

BACKGROUND OF THE STUDY:

Reading is the process of constructing meaning through the dynamic

interaction among the reader, the text and the context of the reading situation. Reading

process involves visual motor skills and perception of the symbols by the brain it is

generally broken down into two components “reading” the words or decoding and

understanding what is read or comprehension.

Typical reading difficulties of adolescents with mild disabilities include problems

with vocabulary, word recognition, and reading comprehension. Reading appears to

affect performance in all other academic subjects as well as to impact vocational needs

and option denotes several types of reading problems that are typically found among

students such as reading habits, word recognition errors, comprehension errors and

miscellaneous symptoms. Also lists several common problems experienced by some

students who suffer from reading disabilities. These include: omitting letters, syllables or

words: inserting extra letters, words or sound: substituting words that look or sound
similar mispronouncing words: repeating words and using improper inflection during oral

reading.

STATEMENT OF THE PROBLEM:

This study sought to find out the extent to which reading difficulties effects

academic performance of one student in grade 10 Einstein in simeon ocdol national

high school.

1. What is the demographic profile of the respondents?

1.1. Gender

1.2. Age

1.3. Year level

2. What are the factors affecting non-readers based on academic performance?

3. What are the overall factors affecting non-readers students in grade 10 Einstein?

OBJECTIVES

This research study attempts to the factors affecting non-readers. it aims to:

1. Determine the demographic profiles of non-reader students in grade 10 Einstein.

2. Determine the factors affecting non-readers based on academic performances.

3. Determine the overall factors affecting non-reader students in grade 10 Einstein.

SIGNIFICANCE OF THE STUDY:

Data and information obtained from this study can be used to inform teacher

about the student with reading difficulties to improve her/his academic performance.

School Administrator- the result of this study could serve as a baseline data to

improve programs for school advancement.

Curriculum Planner- the result of this study will help them appraise the existing

programs in terms of the student’s need and abilities and make changes as required.

Guidance Counselor- this study will help develop the guidance program in line with

individual needs and abilities of the students.

Facilitator- the result of this study may serve as an eye opener to create and innovates

instructional materials, and to use varied and appropriate teaching strategies.

Students- this study will help the students to develop their interest toward reading and

appreciate the importance of reading in everyday lives.

Parents- who are directly concerned with the education of their children considering

school performance in different discipline.

SCOPE AND DELIMITATION:

The study was concerned with the student in Grade 10 included other causes of

reading difficulties except the comprehension errors which the researcher was able to

handle in the limited time.

CONCEPTUAL FRAMEWORK:

STUDENTS WITH READING DIFFICULTIES

TYPES OF READING DIFFICULTIES

 Word recognition error.

 Comprehension error.

 Inappropriate word grouping.

TEACHER QUALITIES SCHOOL RESOURCES

 Motivating and inspiring
 Library resources
 Differentiating instruction
 Guidance and counselling
 Offer study and academic skills
 Information technology
DEFINITION OF TERMS:

Academic Performance- it refers to how well or badly individual student scores in each

specific examinable subject in secondary school as indicated by scores and grades.

Comprehension- reconstructing the authors message using one’s experiential

knowledge of language and thinking skills.

Decoding- secondary school learners’ ability to recognize words and associate

meaning with them.

Disability- this is students lack or restriction of ability to perform a mental or physical

activity to perform a mental or physical activity in the manner within the range

considered normal to a given age or sex in a school setting.

Emotional Adjustment- it refers to students’ ability to change his/her behavior and

attitudes to agree with the feeling of others at school.

Reading-The process of constructing meaning through the dynamic interaction among

the reading situation.

Reading difficulty- It is used interchangeably with the terms reading disability and

learning disability in this study. It includes problems in reading habits.

Social Adjustment-It refers to the ability of the students to change their behavior and

attitude to agree with the common activities and attitude are performed in teams or

groups for pleasure at school.

CHAPTER II

REVIEW RELATED LITERATURE (RRL)

Comprehension is the main goal when reading or many students with disabilities,

reading is a skill that clues them for a variety of reasons. Cognitive processes such as

working memory and phonological processing can account for some of the variability in

reading comprehension. These processes allow the reader to not only decode words

but access memory to understand written text. Readers also rely on lexical knowledge
and reading strategies to comprehend specific words they have read. Additionally, a

reader’s motivation to can influence reading comprehension. Reading is essential not

only to school success but for post-secondary option (e.g. getting a job or going to

college). Understanding which factors are most important to reading comprehension is

vital to inform instructional practice so that students with disabilities can make academic

progress that will ensure they have avenues for post-secondary success.

This chapter review the literature for the propose study of the relationship

between working memory, vocabulary, prior knowledge, word recondition, reading

strategies and motivation-to-read and reading comprehension for secondary students

with disabilities (SWD). The first section examines how working memory affects reading

comprehension for SWD, while the second section looks at the function of vocabulary

toward reading comprehension. The third section explores the role of prior knowledge in

reading comprehension, and the fourth section of this review investigates the

importance of word recognition on reading comprehension. The fifth section review the

role of reading strategies on reading comprehension, and the sixth section review the

role motivation-to-red has on reading comprehension. Kintsch Construction Integration

Model of Reading is well-developed theory of comprehension; consequently, several of

the studies reviewed use Kintsch C1 model as the theoretical framework for their

research. The chapter concludes with a summary of the factors and their importance to

the proposed study.

There is a substantial amount of research on the relationship between working

memory and reading comprehension for students with disabilities (Alloway Gathercole

Kirkwood, & Elliot,2009). Working memory has been describe as the ability to store
information temporarily while manipulating information needed to complete complex

cognitive tasks such as learning, reasoning, and comprehending.

The inception and reliance upon high-stakes testing as predictors of reading has,

according to Dennis (2012), interfered with instruction and targets constrained skill (i.e.,

phonemic awareness, decoding. and fluence)rather than unconstrained

skills(comprehension and vocabulary).

Research supports that prior knowledge about a topic improves both

comprehension and memory. Prior knowledge has been defined as domain or content

knowledge that has been attributed to increased reading comprehension and memory

about what has been read (Priebe, Keenan & Miller,2012). In fact, the efforts of prior

knowledge measures to comprehension test batteries. The aim of one reading

comprehension (Hirsch,2006).

As students move further way from elementary school, a stronger focus is put

being able to comprehend text. Since there is a strong relationship between word

recognition and reading comprehension, oral reading fluency (ORF)has become an

accepted way to qualify reading competence. Whether this applies to older students is

unknown. Denton, et al. (2011) indicate that few studies have examined the relationship

between ORF and reading comprehension and, those that have, report lower

correlations between ORF and comprehension.

The review thus far considered learner-centered attributes and abilities. In this

last section of review, a look at the role students affect (e.i, motivation) has in reading
comprehension will be considered in their study, Guthrie, Coddington, and wigfield

(2009) affirmed the importance of motivation in reading by expressing that, while

reading achievement is important, a major aim for student reading should be to foster

lifelong readers. While educators often confirm the importance of motivation, it has often

been overlooked in research, theory, practice, and teacher education.

This review has considered the literature significant to the proposed study of

constructs that affect the reading comprehension of secondary SWD. The studies

include in the review investigated the role that working memory, vocabulary, prior

knowledge recognition, reading strategies, and motivation-to-read have on the reading

comprehension of these students.

Each of these constructs was chosen because they have been identified in the

research literature as important to reading comprehension. Several of the studies were

chosen specifically because of their reference to Kintsch C1 Model of Reading (Cain &

Oakhill, 2011; Fritschmann et al.,2007; Guthrie et al., 2009) acknowledging how readers

comprehend text. Most articles in this literature review, however, espouse a variety of

theoretical models to explain reading comprehension. Table I below provides a list of

theories of reading and a brief description of the theory. Each theory describes at most

three constructs that are relevant to reading comprehension, which are all included in

the present study.

Upon analysis of the numerous theories of reading and reading comprehension

the Kintsch Construction-Integration Model of Reading (C1) was chosen for this study

because the important components describe in the C1 Model are same components
under consideration in the present in the present study, which are also identified in the

literature as significant to reading comprehension. While Kintsch theory describes

reading comprehension from a cognitive processing perspective and is not centered on

a hierarchical model, factor analysis and multiple regression were used to evaluate the

constructs and understand the relative importance of each one.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter explains the factors that affects the non-reader students in
grade10 Einstein. This includes the research design used to acquire information,
research respondents, research instrument, research locale, as well as the data
gathering procedure.

Research Design

We used a descriptive method to describe current conditions and investigate the

factors affecting the non-reader students in grade 10 Einstein using the information that
we gained from interviewing the students with reading disabilities. This method will
enable us to gain information that will be used to find solutions for the research
questions of the study.

Research Respondents

The respondents included in this study are the grade 10 Einstein students with
reading difficulties.

Research Instrument

The researcher constructed a research questionnaire to determine the factors

that affects the reading difficulties of the students in grade 10 Einstein.

Research Locale

This study is conducted in Simeon Ocdol National High School in the grade 10
Einstein the advisory class of Mrs. Agnes Urmeneta. It is in Brgy. San Antonio Basey,
Western Samar.
Data Gathering Procedure

The original title we proposed was checked revised and rechecked by the
researcher adviser to maintain conformity on the subject of research. The questionnaire
that aims to draw out proper response on the objectives of this study was constructed.
This questionnaire made by the researcher and was presented to analyzed and
checked by the research adviser to consume the validity of response it would be.

Data gathered from answered questionnaires were check classified, tabulated

and analyze according to the research design describe in this chapter using Microsoft
Excel and prepared for final presentation to the experts of different fields of
specialization.