ILFB S FINAL MANUSCRIPT

i
EASTERN QUEZON COLLEGE
“READING COMPREHENSION IN ENGLISH IN RELATION WITH

SCHOLASTIC PERFORMANCE OF SELECTED GRADE VI PUPILS OF
PLAZA RIZAL ELEMENTARY SCHOOL IN GUMACA, QUEZON
DURING THE S.Y. 2018-2019”
_____________________
An Undergraduate Thesis
Presented to
The College of Education
Eastern Quezon College
_____________________
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education
________________________
by
Irene Loraine Forbes Barrago

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APPROVAL SHEET
In fulfillment of the requirements for the Degree of Bachelor of Elementary
Education General, this undergraduate thesis is entitled: “READING
COMPREHENSION IN ENGLISH IN RELATION WITH SCHOLASTIC
PERFORMANCE OF SELECTED GRADE VI PUPILS OF PLAZA RIZAL
ELEMENTARY SCHOOL IN GUMACA, QUEZON DURING THE S.Y. 2018-
2019” has been submitted by Irene Loraine Forbes Barrago who is hereby
recommended for Pre-oral and Final Oral Examination.
ARNEL PEDRO V. RODELAS Ph. D.

Research Professor
COMMITTEE ON ORAL EXAMINATION
Approved by the Committee on Pre-Oral Examination on ___________ with a
grade of ______.
________________________
Chairman
_____________________ ___________________
Member Member
Accepted and approved in partial fulfillment of requirements for the Degree of
Elementary Education.
ARNEL PEDRO V. RODELAS Ph. D.

VP for Academic & Student Services
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AKNOWLEDGMENT
iv
DEDICATION
v
ABSTRACT
TITLE
RESEARCHER:
THESISADVISER:
SCHOOL:
DEGREE CONFERRED:
YEAR CONFERRED:
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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Introduction 1
Statement of the Problem 2
Conceptual Framework 3
Research Paradigm 4
Significance of the Study 5
Scope and Delimitation 6
Definition of Terms 7
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES
Conceptual Literature 8
Research Literature 11
A. Research in the Foreign Setting11

B. Research in the Philippine Setting 13
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CHAPTER III: RESEARCH DESIGN AND METHODOLOGY
Research Method and technique 15

Research locale 15
Sampling Design 16
Instrumentation 16
Data Gathering Procedure 17
Statistical Treatment 17
CHAPTER IV: PRESENTATION ANALYSIS AND 19

INTERPRETATION OF DA
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings 28
Conclusions 29
Recommendations 29
BIBLIOGRAPHY 32
APPENDICES 35
A.Letters 36
B. Questionaire 38
C. Certification 44
C. Curriculum Vitae 46
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LIST OF TABLES
Table No: Title Page
Distribution of Frequency of
1 Respondents as to Age 18
Distribution of Frequency of Respondents as to

2 Sex 19
Distribution of Frequency of Respondents as to

3 Years in Service 20
Distribution of Frequency of
4 Respondents as to Grade Level 21
Handled
Distribution of Respondents in
5 Terms of Factors that Affect 22
Absenteeism
Solution Offered to Minimize the
6 Factors Affecting Absenteeism 24
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LIST OF FIGURES
Figure No. Title Page
1 Factors that affect Absenteeism among Elementary 4

pupils
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CHAPTER I
PROBLEM AND ITS SETTING
INTRODUCTION
“The eye sees only what the mind is prepared to comprehend,” (Henry
Bergson). People can only appreciate anything around him only if he understands the
importance and essence of its existence. We can see using our sense of sight with the
use of our eyes. Comprehension differs depending on our individual differences. As the
old saying goes, “Every human is a unique being,” he has his own capabilities and
limitations, strengths and weaknesses. Comprehension and understanding differs
depending on our age, gender, educational attainment, health, social, and civil status,
personality, interests, and how far we have been in this life’s journey.
To assist reader to construct meaning from the texts is the major focus of the
reading program. You learn as you read, but the questions are, do you understand what
you have read? Or, how many times a person needs to read a story or phrase before he
understands the message the author wants to implicate to his readers? How many times
a movie should watched before a watcher understands the full context of it? Or, how do
you understand and interpret the message that is being written or viewed? Because
learning and understanding are two different things, these two must intertwine to gain
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wisdom. And the only time that our mind appreciates the true essence of reading is
when we can read with full understanding, and that is when comprehension takes place.
Students’ rankings are based on the grades fairly given by teachers and
instructors depending on scholastic performances that may differ from each student or
pupil. According to the research of Jennifer Grace Cromley (2005), reading is a critical
academic skill, one which is necessary for success in all academic domains. Teachers,
instructors, educators, play a very important role in the learning process of every
student and one of its foundation is reading, reading with comprehension. Reading
comprehension starts with the proper sound, pronunciation, and diction of each letter
and every word since they signify different meaning that give various understanding
and interpretations.
As of today, most of the instructional materials and examinations are written in
English. Since then, English language was used as medium of communication and
known as the “international language.” Most likely, this is the reason why parents,
relatives, and even the neighbors of pre-school children (even before a child learns how
to speak fluently) are always asking, “Ano ang english sa…?”, “What is your name?”,
“How old are you?”, “Where do you live,” and so and so forth. It is not only here in the
Philippines that has this connotation, “When an individual knows how to speak in
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English, they are said to be an intelligent person and some will say, “Malayo ang
mararating nya.”, this might be applicable before. Due to increasing qualifications for
job employment, even English proficiency is being tested. Furthermore, some schools
are having English Proficiency Test and the student’s grade in English subject is taking
into consideraion. Meaning, it is not enough to know how to speak in English, but
learning how to use it properly is one of its specifications. Proficiency starts with
constant practice and continuous studies. Efficiency of the teacher to teach is highly
needed especially, from pre-elementary to elementary level, since all the basic learnings
of the child are being taught at this level. According to Caroll Gray, “reading early in
life gives a youngster a multitude of friends to guide intellectual and emotional
growth.” (Villanueva Et. Al., 2008)

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STATEMENT OF THE PROBLEM
This study intends to determine the effects of reading comprehension in English
to scholastic permformance among selected Grade VI pupils of Plaza Rizal Elementary
School in Gumaca, Quezon, during the school year 2018-2019
This research sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
a. sex,
b. age, and
c. overall class standing?
2. What are the effects of reading comprehension in English to scholastic
performance among selected Grade VI pupils of Plaza Rizal Elementary School
in Gumaca, Quezon?
3. What are the difficulties and struggles among Grade VI pupils of Plaza Rizal
Elementary School in Gumaca, Quezon that affects their reading comprehension
in English in terms of:
a. Physiological Factors,
b. Cognitive Factors,
c. Psychological Factors,
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d. Linguistic Factors?
THEORETICAL FRAMEWORK
“The greatest gift is a passion for reading. It is cheap, it consoles, it excites, it
gives you knowledge of the world and experience of a wide kind. It is a moral
illumination.” as stated by Elizabeth Hardwick. (Villanueva Et. Al. - 2008)
From the report of Miss Peggy Anne W. Orbe (2017), Goodman (1967; cited in
Paran, 1996), presented reading as a psycholinguistic guessing game, where the reader
reconstructs a message which has been encoded by an author as graphic display, a
process in which reader’s sample text, make hypotheses, confirm or reject them, make
new hypotheses. The reader rather than the text is at the heart of the reading process. In
addition, from the report presented by Miss Lenie Mangubat (September, 2014), the
Psycholinguistic Model of Reading is the marriage of two disciplines; psychology the
study of how the mind works and linguistic the study of language and how it develops.
This psycholinguistic theory postulated that reading took place in the reader’s head
where they sampled the print and made predictions about what the author would say
next. Moreover, Gray’s Model of the Reading Process attempts to explain what goes on
in the reader’s head while reading. It becomes the forerunner of the underlying
philosophy of the basal readers. (Orbe, 2017)

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Durkin (1992) stated that, reading as an interactive activity where the reader
samples from the text, language knowledge, background of experiences and their own
schema for a topic or narrative leads educators to teach in interactive manners.
Interactive Reading Theory accepts that reading involves many levels of analysis at the
same time but at different levels. These varying levels include skills, reasoning,
decoding and hypothesis generation, confirmation and rejection (Mangubat, 2014).
Good readers construct a scenario as they read and predict what the author will say.
Through reading, the communication between the writer and the reader must establish
through the reactions, questions, conclusions, or anything that awakens the interests of
the reader. These become the good indications that the reader will pursue reading up to
the very end of the text to satisfy and verify the hypotheses or conclusions formulated
in his mind before and while reading the text. In the end, the reader will be able to
comprehend every detail of the text. Albert Einstein once said, “Any fool can know.
The point is to understand.” It is tantamount to say that reading without understanding
and comprehension is a waste of time and effort. There is no reading without
comprehension. From the report of Mangubat (2014), readers who do not understand
the text and cannot discuss or react to the text have not read the text even if they have
called or pronounced every word correctly.

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One of the most recent theory of reading comprehension is called “Schema
Theory” or the “Schema perspective.” The goal of the theory is to describe interaction
between what is in the text and how that information is shaped and store by the reader
(EM Sheridan, 1981). According to this theory, comprehending a text is an interactive
process between the reader’s background knowledge and text. Efficient comprehension
requires the ability to relate the textual material to one’s own knowledge (Kyrsha
Seymour, January 23, 2017). In addition, the schemata theory states that as we read, we
are influenced by the knowledge previously stored in our memory. The schemata (store
of past experiences) influence us in interpreting new textual information (Villanueva,
2008). Further, the schemata theory recognizes that background knowledge facilitates
the reader’s comprehension to text (Marquez, 2009).
Johann Wolfgang von Goethe stated that, “Whatever you cannot understand,
you cannot possess.” Helping children to see the words that are connected to
meaningful activities produces greater reading activities. Children will construct
develop, their own discrimination, skills as they read, write, and print words and
pictures. In relation to these, the imagination, reasoning, and perspectives of children
will open up, soon give them the interest and motivations to read, furthermore, to
develop the habit of reading.

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RESEARCH PARADIGM
CAUSES EFFECTS
Key Areas of Effects in
Reading Scholastic
Process Performance
Development of the
pupil's ability to
Phonemic understand that words
Awareness are made up of
sounds.
Development of the
pupil's ability to
Phonics identify letters and
their specific sounds.
Pulipls will begin to

Decoding sound out words.
Development of the
Word pupil's ability to see a
Identification word and know what it
is.
Fluency Pupils can read text

quickly and accurately.
The pupils learn the

combination of Word
Vocabulary Identification and
Fluency, or reading
accurately and knowing
what the word means.
The pupil is able to

Comprehension actively construct
meaning from the words
just read.
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Figure 1. Reading Comprehension in English in Relation with Scholastic
Performance of Selected Grade VI Pupils of Plaza Rizal Elementary School in
Gumaca, Quezon During the S.Y. 2018-2019
HYPOTHESIS
There is significant relationship between reading comprehension in English with
respect to the scholastic performance in terms of sex, age, and academic standing.
SIGNIFICANCE OF THE STUDY
The aim of every student is to get high grades and to graduate with flying colors
and eventually have a good and decent job and be productive and be someone that can
be proud of, of the people who knows him and the community and institution where he
came from.
The study would serve as information for the respondents regarding the
significance and relationship of reading comprehension in English to scholastic
performance of the student.
The study would also serve as a baseline information for the educators on how
to help the students improve their academic standings and scholastic performance as a
whole through strategic planning and systematic teaching.
For future educators, the study will provide information about the significance
and relationship of reading comprehension in English to the scholastic performance of

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the student and for them to have a glimpse of how important their dedication and future
profession in the learning process and experience of the students.
In one way or another, the study will serve as reference to other researchers who
will undertake other studies related to this.
SCOPE AND DELIMITATIONS OF THE STUDY
The study pertains to the significance and relationship between reading
comprehension in English and scholastic performance.
To arrive at the facts, the researcher utilized thirty (30) selected Grade VI pupils
of Rizal Elementary School in Gumaca, Quezon.
DEFINITION OF TERMS
The following terms used in this research were all given operational and
conceptual definitions for better and common understanding.
Academic Standing - academic standing is a term used to denote a student’s status
based on criteria for completing the credential.
Cognitive - it involves concious intellectual activities such as thinking, understanding,
reasoning, learning and remembering.
Learning - is the activity or process of gaining knowledge or skill by studying,
practicing, being taught, or experiencing something.

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Learning experience - refers to any interaction, course, program, or other experience
in which learning takes place, wheter it occurs in traditional academic settings (schools,
classrooms) or nontraditional settings (outside-of-school locations, outdoor
environments), or wether it includes traditional educational interactions (students
learning from teachers or professors) or nontraditional interactions (students learning
through games and interactive software application). https://www.edglossary.org
Learning process - refers to the activities carried out by the students to achieve the
educational objectives. They are carried our individually, although this takes place in a
cultural and social context, in which students combine their new knowledge with their
previous cognitive structures. https://www.igi-global.com
Proficiency - a mastery of specific behavior or skill demonstrated by consistently
superior performance, measured against established or popular standards.
www.businessdictionary.com
Psycholinguistic - the study of the mental faculties involved in the perception,
production, and acquisition of language.
Reading - the traditional definitions of reading states that learning to read means
learning to pronounce words, to identify words and get their meaning and to bring
meaning to a text in order to get meaning from it.

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Scholastic performance - it is based upon students’ progress towards course and
program.
Understanding - the power of comprehending the knowledge and the ability to judge a
particular situation or subject.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related sources of gathered information necessary to
provide background and insights to have better understanding of the study and helped
the researcher in the formulation of questionnaire used in the conduction of the entire
study, also, it includes the foreign and local related studies that the researcher examined
and considered to augment the concept.
A. CONCEPTUAL LITERATURE
In the past, reading is simply known as getting meaning from the printed page
by way of a passive and receptive phase of written communication. Stress was given to
literal reading the lines to get the message drift on what, who, where, why, and how of
information. In this traditional idea of reding, it is enough for the reader to perceive
letters and words. Using semantic cues (word meanings), syntactic clues (word order),
phonetic/gramaphonic cues (sound-and-word relationships), picture cues, and structural
cues. The use of study guides are helpful in careful reading and increased retention
(Villanueva, 2008).
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Reading is indispensable. Through reading, we get to know the world around us
and we are able to travel around the globe to meet new faces and experience wondrous
events we never encountered before. As what Francis Bacon posits, “Reading maketh a
full man.” This implies that we create a total view of ourselves and the environment we
live in through reading, making us qswhole complete, learned and persons that matter
(Villanueva Et. Al., 2008).
To acquire information by reading requires that the reader be as efficient as
possible, in the use of problem-solving and in concept attainment. In the affective
domain, the reader must be equally able since he reads with a heart as well as mind.
The art of reading includes all of the skills included in the art of discovery, perceptive
keenness, functional memory, creativity, logical reasoning trained in analysis, reflection
and critical evaluation. To read is to comprehend. Reading without comprehension is
not reading. The principal determiner of what is read, is the reader’s purpose. His
purpose or his reason for reading reflects his experiences, his knowledge, and his
motivation. Certainly too, it reflects his ability to make decisions. Purpose for reading
is also the principal determiner of rate pf reading. To decide on a rate of reading
requires that the reader makes a decision. This is an individual act of considerable
responsibility and requires a certain amount of training. So, it is paramount that the
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reader first declares his own purpose for reading, and, second, adjust his rate
accordingly (Anonat, 2011).
According to Staufer (1969), there are three (3) categories of reading purpose
which definitely affects rate adjustment in reading. Each reader should be thoroughly
acquired with the attributes that distinguish one adjustment from another so that he can
use each effectively when reading different degrees of complexity (Anonat, 2011).
1. Skimming
Skimming is the ability to read swiftly and lightly to locate bits of information
literally stated. Answers sought are usually in response to who or a what, or a when, or
a where questions and seldom in response to a how or why questions, and the answer
usually stated in a word or two or in a phrase; and the reader can skim along
exceedingly fast. If the reader fails to find the answer, the reader usually results in
100% attainment but not necessarily 100% comprehension (Staufer, 1969).
2. Scanning
Scanning may be defined as the ability to read along at a good rate on a point by
point basis locating literal information. Scanning differs from skimming in that the
answer to a question maybe located in different parts of a selection and thus require the
reader to do more than garner a single fact or a series of isolated facts. Oftentimes, the
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facts needed maybe a qualifying nature and require the reader to do a certain amount of
selective discrimination and grouping. Scan questions are more comprehensive than
skim questions.
3. Browsing
In browsing, the reader casually looks through in order to find items of interest
especially on something one has no knowledge about; or has got no idea what to look
for beforehand. Mere browsing of a reading material is just a leisurely activity. It is
going through a text or article without any purpose in mind. Browsing is exploration of
a body of information based on the organization of the collection of list, rather than by
direct searching on purpose. The reader gets hold of a reading material, look around
casually and randomly without seeking anything in particular.
It is reading superficially or at random or like “surfing the internet or the worldwide
web.” As an example, it might be that the reader is just looking for food products on
display.
Five Essential Components of Reading
The five essential components of reading as presented by Buendicho (2010):

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1. Phonemic awareness - The knowledge and manipulation of sounds in spoken
words. Phonemic awareness is the ability to hear, identify, and manipulate
individual sounds, known as phonemes, in spoken words.
2. Phonics - The relationship between written and spoken letters and sounds. Phonics
is the relationship between the spoken and written languages. It is the ability to
hear, identify, and use sounds that make up words.
3. Reading fluency, including oral reading skills - The ability to read with accuracy,
and with appropriate rate, expression, and phrasing. Fluency is the ability to read
text quickly and accurately.
4. Vocabulary development - The knowledge of words, their definitions, and context.
Vocabulary includes knowing the meaning and pronunciation of words necessary
for communication.
5. Reading comprehension strategies - The understanding of meaning in text.
Comprehension occurs when readers are able to understand, remember, and
communicate with others about what they have read. Good readers employ many
strategies as they comprehend what they read.

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Stages of the Reading Process
An individual reader may be identified in terms of his readiness, skills and own pace.
Marie Clay (1991) and Fountas and Pinnell (2001) have noted five man stages of
literacy development that relate to both reading and writing.
Self-
Transitional extending Advanced Reader
Emergent Early Reader
Reader Reader Reader
beginning word towards fluent independent mastery in reading
reader recognition reading reading proficient
basic concepts strategies reading of reading comprehension
of print sight words length texts various texts reading for
picture print reading little reliance reading for information
analysis gradual speed in pictures information reading for pleasure
sound-letter in reading inferential reading
recognition
interpretive reading
internalized reading
strategies
Source: Developmental Reading 1, Marquez, et. al. (p44)

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The Reading Pyramid
The goal of every reader is not only to tackle every word in a book but also to
understand what they read - reading comprehension. The National Reading Panel,
SCORE! Educational Center, a developmental reading center in the United States,
breaks down the
reading process into
seven key areas
shown in the Reading
Pyramid.
1. Phonemic Awareness is the foundation of reading because it is the ability to
understand that words are made up of sounds.

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2. Phonics is the ability to identify letters and their specific sounds.
3. Decoding is where children will begin to sound out words.
4. Word Identification is the ability to see a word and know what it is.
5. Fluency is when a child can read text quickly and accurately.
6. Vocabulary is the combination of Word Identification and Fluency, or reading
accurately and knowing what the word means.
7. Comprehension is the end result of all the pieces of the pyramid where a child is
able to actively construct meaning from the words just read.
The end result is that by the time a child reaches the top of the pyramid, he will
not only be able to read, but he will also have the comprehension skills required to truly
understand what is being read (Bernardo, 2011).

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Factors Affecting Reading Development
There are many factors that affect the reading ability of a person. Snow, Burns,
and Griffin (1998) classify them as follows (Bernardo, 2009):
Factor Indicators
 Is the child in good health?
 Does he/she have a clear vision?
 Can the child hear sounds clearly?
1. Physical and
 Does he/she suffer from physical discomfort?
Clinical
 Does he/she have motor control?
Factors
 Does he/she have speech defects?
 Is he/she able to attend to a task?
 Does he/she have neurological disorders?
 is the child mature enough to begin formal reading
instruction?
 What does the child feel about self and about others?
2. Predictors of
 Is the child interested in studying/reading?
School Entry
 Does the child have emotional problems?
 what is the age of the child?
 Has the child received preparatory instruction?
 How many the intellectual development of the child be
3. Acquired
described?
Knowledge of
 Does the child have a good language background?
Literacy
 What is the IQ level of the child?
4. Family-based  What is the general atmosphere at home?
Risk Factors  Are the child’s parents supportive?
 Do the family members encourage the child to read?
 Are there books at home?
 What kinds of reading materials are read at home?
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 Does the child belong to a poor or an affluent family?
 Is the school conducive for learning?
 Are the teachers competent? Do they have emotional
5. Neighborhood maturity?
, Community,  Does the community show support for literacy?
and School-  Are there enough reading materials in schools /
based Factors libraries?
 Are there clear policies and projects that support
developmental reading programs?
Reading Models
Researchers have shown that readers process text in different modalities. They,
too, have identified reading models that aim to explain how the complex process of
reading takes place (Bernardo, 2011).
Reading Main
Key Features
Model Proponents
 It is a reading model that emphasizes the  Flesch,
written or printed text; says reading is Rudolf,
driven by a process that results in 1955
meaning (or, on other words, reading is  Gough,
driven by text), and proceeds from part to Philip, 1985
whole.  LaBerge,
 It stipulated that the meaning of any text David and
must be “decoded” by the reader and that Samuels,
Bottom-up the students are “reading” when they can Jay, 1985
Reading “sound out” words on page. (Phonics)
Model  It emphasizes the ability to decode or put
into sound what is seen in the text,
 It is based on the “phoneme” or smallest
meaningful unit of sound. Readers derive
meaning in a linear manner, first decoding
letters, then words, phrases, and
sentences to make sense of print. Rapid
word recognition is important to this
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approach, which emphasizes sight
reading of words in isolation. When word
recognition becomes automatic, the
reader is not conscious of the process
(Gough, 1972).
 It suggests that processing of the text  Goodman,

begins in the mind of the readers with Kenneth,
meaning-driven processes, or an 1985
assumption about the meaning of a text.  Smith,
 The “top down approach emphasizes Frank,
readers bringing meaning to text based on 1994
their experiential background and
Top-Down interpreting text based on their prior
Reading knowledge (whole language).
Model  A model in which Top is the higher order
mental concepts such as the knowledge
and expectations of the reader and
Bottom as the physical text on the page.
 It is where meaning takes precedence
over structure. Although readers make
use of sound-letter correspondence and
syntactic knowledge, they draw on their
experiential background knowledge
(schema) to predict the meaning of the
text and then read to confirm or correct
their predictions (Goodman, 1967; Smith,
1971).
 It is a reading model that recognizes the  Rumelhart,
interaction of bottom-up and top-down David,
processes simultaneously throughout the 1985
reading process.  Barr,
 In this model, good readers are both good Rebecca,
decoders and good interpreters of text, Sadow
their decoding skills are becoming more Marilyn,
automatic, but no less important as their and
Interactive reading skill develops (Eskey, 1988). Blachowicz,
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Reading  An interactive model is one which uses Camil,
Model print as input, too, and the reader, 1990
interacting with the text, is selective in  Ruddell,
using just little of the cues from the text as Robert and
necessary as construct meaning Speaker,
(Goodman, 1981). Robert,
 The reader and text interact as the reader 1985
uses prior background knowledge and
knowledge from the text to derive
meaning (Grave, 1991; Hood, Solomon,
and Burns, 1996).
Reading Comprehension
The definitions of comprehension from the book Developmental Reading 1
(Bernardo, 2011): It is the ability to understand or get meaning from the text (any type
of written material) and the thinking done before, during, and after reading. It is the
reason for reading and a critical component of all content learning. if the reader can
read the words but do not understand what they are reading, they are not really reading.
From Leu and Kinzer (1985), it is the interaction between the text being read and the
reader’s existing prior knowledge and expectations will generate meaning and
comprehension. From Webster’s Dictionary, comprehension is the capacity of the mind
to perceive and understand fully; the act or action of grasping with the intellect, while
reading is to receive or take in the sense of (as letters or symbols) by scanning; to
understand the meaning of written or printed matter; to learn from what one has seen or
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found in writing or in print. Reading comprehension, then, would be the competence to
perceive and understand the meanings communicated by texts.
As stated by Villanueva (2008, p39), in the case of megacognition, students
must develop the megacgnitive ability which provides natural ease in reflecting,
summarizing, questioning, classifying, and predicting as one read.
In mega-cognition, reading has the following characteristics:
 a self-awareness while reading
 a dynamic and interactive process of constructing meaning
 an interaction between the reader and the text/context
 the incidencce of a constructive//creative process which happens not only
during reading, but after the reding activity
 while reading, the reader makes judgements (confirming, testing, sampling
hypothesizing)
 the reader takes corrective action when comprehension fails
 on reading for information, SQ3R (Survey, Question, Read, Recite, and
Review) is now adopted as an effective formula
Levels of Comprehension
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From the book Developmental Reading 1, written by Villanueva (2008), the
following levels of comprehension were enumerated:
1. Literal level refers to recognition of what is simply, directly, and explicity the
textual message. Reading at this level is called literal reading, reading the lines of
the textual message.
2. Inferential level which goes beyond the direct and explicit statement and adds on
by enriching the meaning of the textual message. Reading at this level is reffered to
as interpretative level or reading between the lines combining information with
inferred meanings.
3. Critical level wherein the reader raises questions ans evaluates the printed text for
its veracity, style, pattern, and the like. Reading at this level is reffered to as
critical reading or reading beyond the lines.
4. Creative level in which the reader sees new ideas/insights from the textual material.
Reading at this level of comprehension is known as creative reading.

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Indicators of Learner’s Reading Comprehension
Comprehension Activation of Monitoring of Identification of

of meaning from background learners’ own what they do not
text. knowledge understanding of understand.
before, during, text.
and after reading
text.
Ability to use Creation of visual Identification and Generating
appropriate and other interpretation of questions to
strategies to sensory imagery vocabulary integrate
synthesize what from text during critical to the information from
the read. and after reading. meaning of the text.
text.
Retelling text Summarizing text Using graphic Examining and
orally and/or in orally and/or in aids and extending the
written form. written form. illustrations. meaning of the
text.
Responding to Making Ability to Analysis of the
text in oral inferences from compare complex text structure and
discussion and text. concepts of text. story elements.
written form.
Source: Developmental Reading 1 by: Villanueva et. al. (2008)
28
Skills that are Important for Comprehension
The following are skills that are important for comprehension according to
Bernardo (2011):
1. Understand the words comprehend what the words mean
seek one or more pieces of information in

2. Find facts and details
the text
from the whole content, prioritize the
3. Find main ideas
overriding (primary)
4. Figure out the sequence tell the order of events

see how one person, action, or event
5. Find cause-effect triggers another; also, identify the “who” or
“what” that occurs
develop ideas or images based in what is
6. Make inferences
read in the text but nit stated
discern the relationship between single
7. Generalize events and the larger situation or other
events
29
sense how the author was feeling and how
8. Identify tone/mood
he wanted the reader to feel while reading
9. Identify “theme” see the “big picture” moral or abstract idea
comprehend what makes character act as

10. Identify characterization
they do
sort out what is real and what is part of the
11. Distinguish fact from fiction
imaginary word created by the author
12. Find bias or propaganda notice obvious or hidden bias
From the posted article entitled, Theory & Practice to Improve Reading
Comprehension Skills and Motivation, this article stated they point out the following:
https://www.edu.uwo.ca
 Break old patterns where students read texts and then discuss as a whole class:
The more whole class teaching, the less learning occurs
 Explicitly model reading comprehension strategies
o Monitor and fix up
o Back up and reread
o Connect to prior knowledge
o Ask questions throughout
o Infer and support with evidence
o Use text features

30
o Determine author’s purpose
o Recognize literary elements
o Compare and contrast
 Reinforce comprehension strategies through small group guided reading and
individual conferencing
 Build background knowledge by using context and information texts
 Build vocabulary and teach word identification strategies
 Stimulate active reading through pre-reading questioning and critical literacy
exercises
o Whose voices are presented? Marginalized? Silenced?
o What are the intentions of the author?
o Switching involves reframing the text by switching certain elements (gender,
theme, setting, emotion, ethnic, language switch)
o Exploring different viewpoints (alternative texts, character substitutions or
perspectives, juxtaposing texts or pictures)
 Through conferencing, detect students who lack accuracy and fluency and thus
lose track of the meaning of what they are reading. Work together to target
corrective strategies.
31
 Writing about reading (formally and informally) deepens comprehension
 Choose engaging and culturally relevant reading material
 Incorporate the oral aspect of literacy where students discuss their reading with
each other
 Struggling readers and writers need more practice, not less!
B. RELATED STUDIES IN FOREIGN SETTING
According to Sayafi’i relevant research is required to observe some previous
researcher conducted by other researchers in which they are relevant to the research
being conducted. The writer has to analyze the point that was focused on, informs the
design, finding and draw conclusion from the previous research.
Vocabulary instructions play a major role in improving comprehension,
Laflamme (1997) points out that comprehension is impossible if meaning of words is
not known. It is important to teach children to find meaning of words in dictionaries
and by use of contextual clue skills. A large vocabulary is critical not only for reading
but also for academic performance and for related background knowledge.
According to Grebe in Celle-Murcia there are six general component skills and
knowledge areas of complex reading process. They are:

32
1. Automatic recognition skill: a virtually unconscious ability, ideally requiring little
mental processing to recognize text, especially for word identification.
2. Vocabulary and structural knowledge: a second understanding of language
structure and large recognition vocabulary.
3. Formal discourse structure knowledge: an understanding of how texts are
recognized and how information is put together into various genres of text.
4. Content or world background knowledge: prior knowledge of text related
information and a shared understanding of the cultural information involved in text.
5. Synthesis and evaluation skill or strategies: the ability to read and to compare the
information from multiple sources, to think critically about what one reads, and to
decide what information is relevant or useful for one’s purpose.
6. Metacognitive knowledge and skill monitoring: an awareness of one’s mental
process and the ability to reflect on what one is doing and the strategies one is
employing while reading.
From the research of Jian-ping Luo (2013) enitled “An Action Research on
Improvement of Reading Comprehension of CET4 (College English Test 4)”
mentioned that, in China, College English (CE) is one major compulsory foreign
language course for all students at the first two years in colleges and universities.
33
According to the latest College English Curriculum Requirements (CECR) set by the
Chinese Minister of Education (2007), which claims that College English, an integral
part of higher learning, is a required basic course for undergraduate students. In fact,
since 1980s English has already become one of the most strategic courses to the
national civil education, and thus is the one that takes up much larger number of
teaching hours than any other academic courses (Huang & Luo, 2011.9). He also
concluded that the difficulties to cause low efficiency of reading come from both
linguistic and schematic knowledge, but the schematic knowledge and proper reading
skills weigh much more. A CE teacher could achieve improvement of reading by means
of text-based reading as well as skill-based reading, and the former is much more
valuable than the latter, for it might more appeal to CE learners and arouse their interest
of reading, since interest is the best teacher.
Laflamme (1997) affirms that comprehension is impossible if meaning of words
is not known. A reader will have a limited understanding of the concepts and content if
he does not know the meaning of words. Educational Researchers Raphael, Pardo and
Highfield (2002) found a strong correlation between reading and vocabulary knowledge
which meant that readers with a large vocabulary are usually good readers. Research
shows that when teachers provide explicit comprehension instruction to children

34
reading improves. According to the National Reading Panel (2000) there is a
correlation between direct instruction and enhancement in comprehension.
As a result of the study performed by Kerubo (2014), her study findings
confirmed that reading comprehension practices have an influence on academic
performance and therefore there is a significant correlation between reading
comprehension practices and academic performance. The findings also confirmed that
there is a relationship between reading difficulties and academic performance. She also
stated that, a teacher‘s knowledge on how to teach reading to learners is very crucial.
To improve in reading comprehension teachers need to teach meaning. The rationale of
teaching meaning is to help the learners develop their reading skills and enhance
comprehension power.
Meaning is not found in the text but the reader brings meaning with him.
Meaning can be brought out by associating the text with experience. For reading
comprehension word knowledge is very important. When teaching meaning, learners
should be taught literal meaning of words and how they can be used in a particular
contexts.
Cummins (1979) in studies of language skills of bilinguals concluded that a
certain level of linguistic proficiency seemed to be necessary for academic achievement

35
because language competence allows one to use it as an organizer of knowledge and as
a tool for reasoning.
From the study of Kerubo (2014), she cited that, it is argued that poor
performance in the academics is due to poor mastery of the subject skills. Dalton,
Glussman, Guthrie and Rees (1996) noted that pupils taken through reading
comprehension skills over a period of time were successful in their academics in
comparison to those trained in the study skills in the relevant subjects over the same
period of time. The poor performance could be attributed to lack of language skills
rather than lack of mastery of different subjects.
From one of the references used by Jian-ping Luo in his research, he cited the
work of Hedge (2000: 188-189) that suggests six types of knowledge a reader needs to
employs in struggling to make sense of a text. They are syntactic knowledge,
morphological knowledge, general world knowledge, sociocultural knowledge,
topic knowledge, genre knowledge. The first two can be put into the category of
language (linguistic, or systemic) knowledge, which “help a reader to decode the
language of a text”. The other four are together often referred to as schematic
knowledge, which “enable a reader to work with the language of the text in order to
interpret its meaning”.

36
Researchers such as Barnet (1989) have proposed different activities which
contribute to integration of reading with language skills such as discussions, writing
compositions, summarizing and listing facts. The theory supports such activities as
activating prior knowledge and it recognizes the importance of the three reading stages;
pre-reading, while reading and post reading.
C. RESEARCH LITERATURE IN PHILIPPINE SETTING
Based on the study conducted by Julita (2011), reading need a carefully worked
out program of institution. Its fundamental concepts, abilities, skills, interest and
attitudes are acquired in school. When reading has been inadequate or imperfectly
mastered, the acquisition of other areas of learning becomes difficult and sometimes
impossible.
In addition, research work of Valderama (2012), reading is the primary avenue
to knowledge. As one goes up the ladder of education, he has to learn to read
extensively in order to improve his level of achievement.

37
Furthermore, the study done by Itable (2013), a modern world today is a reading
world. Studies, investigation, and discoveries come to person’s knowledge through the
printed materials of various forms. Reading is considered as the most economical
means in acquiring knowledge and information.
From the work of Garcia (2013), understanding of reading materials both of the
aforementioned languages will mean success in all fields of human endeavors. In
connection to this, the researcher jibed to an idea of measuring pupil’s ability in
comprehending Filipino and English reading materials.
Ching (2014) stated that reading could truly make a difference on the life of
every child, if he will learn to read and use this skill effectively in meeting the
challenges of learning and living. Reading itself is the power that makes a big sense to
the personal life of an individual. It is not just a tool or a child’s preparation for life but
a meaningful experience to live and enjoy life to the fullest.
Ombra (2010) has contrary findings. He conducted research on deteriorating
performance of Filipino in the national and international tests and the findings showed
that the overall students‘ reading skills were not significantly correlated to mathematics
performance. Hence the poor mathematics performance could be explained by other
factors not related to reading comprehension skills. This notwithstanding, the overall
38
position of majority of the researchers relate academic performance to the ability of the
pupils to comprehend what they read.
Based on the finding of the study conducted by Paz (2018), these are some
conclusions drawn: (1) the profile variables of the students do not affect their reading
comprehension levels and (2) the factors that determine the reading comprehension of
the students are not related to their reading comprehensions levels. This imply that
English teachers should consider programs and activities in school that develop
students’ critical and interpretive thinking, and conduct regular evaluation to monitor
their academic progress in reading comprehensions.
CHAPTER III
METHODOLOGY
The purpose of this study is to investigate the correlation between reading
comprehension practices and academic performance. This section highlights the
research design, population, sample and sampling procedures, research instruments,
data collection and data analysis procedures that will be used to gather information
from the participants.
RESEARCH DESIGN
39
A research design is the “glue” that holds all of the elements in a research
project together. It is used to structure the research. Orodho (2003) defines it as the
scheme, outline or plan that is used to generate answers to research problems. It is the
research design that determines the research methods and procedures to be applied as
determined by the nature of the research problem. Research design is the overall
research methodology such as qualitative and quantitative approach. Research design
relates to the general approach adopted in executing the study. The researcher has to
specify the type of the design followed in the study (Oyedele, 2003).
This study used both quantitative and qualitative approaches for data collection
and analysis. The qualitative research approach relies on the collection of non-
numerical data such as words and pictures. The qualitative research design was
appropriate for this study because the data collected was in form of words and
behaviors as they occur in the natural environment (Gay, 1998, Johnson and
Christensen, 2004 and Shank, 2006). Qualitative research design implies the use of
methods such as interviews and tests for collecting and analyzing data. This allowed the
researcher to interpret the results in different ways. Specifically the case study was used
for executing this study.
LOCATION OF THE STUDY

40
The location of the study is in Plaza Rizal Elementary School located in
Barangay Villa Nava, Municipality of Gumaca, Province of Quezon
TARGET POPULATION
Powers (1995) in De Vos et al (2005 p.193), defines a population as a set of
entities in which all the measurements of interest to the researcher are presented while
Seaberg (1988), defines population as the total set from which the individuals of the
study are chosen. The target population consists of randomly selected Grade VI pupils.
SAMPLE AND SAMPLING PROCEDURE
Seaberg (1998) defines a sample as a small portion of the total set of objects,
events or persons which together comprise the subjects of the study, while sampling
according to Kerlinger (1986) means taking any portion of the population as
representative of that population. One school was selected based on accessibility and
performance.
According to Mcmillan and Schumacher (2001), convenience sampling is used
when a group of subjects are selected on the basis of being accessible. The researcher
41
chose the convenience sampling method because the cases were available and easily
accessible (Borg and Gall, 1996). The researcher selected particular elements from the
population that were informative about the topic of interest. The researcher did not deal
with all the Grade VI pupils enrolled in Plaza Rizal Elementary School S.Y. 2018-
2019, but randomly selected thirty pupils. The reason why the researcher decides to
have few pupils in the sample is because she wants to have more test(s). Increasing the
learners in the sample will necessitate a reduction in the number of tests to be
administered. More tests will be required to measure aspects which will help the study
to attain the objectives.
DATA COLLECTION AND PROCEDURES
Data refers to all the information a researcher gathers for his study. This section
describes data collection procedures. The instruments used in data collection for
purposes of getting the required information were an interview guide, a classroom
observation schedule, a comprehension passage and examination performance scores.
DATA ANALYSIS
Mugenda and Mugenda (1999) stated that, “Data obtained from the field in raw
form is difficult to interpret…” Data analysis is all about examining what was collected
42
in a survey or experiment and making deductions and inference. Data was sorted out
according to objectives in this study. Each research instrument belongs to an area under
investigation in line with the research objectives. The responses will be tabulated
according to the type of response made. From the analysis the researcher will be able to
come up with suggestions.
STATISTICAL TREATMENT
The researcher will use statistical measure to treat the collected data. The gather
data will carefully read and examine for analysis. She will tally and enter into a master
list of the data collection sheet. Percentage will use to interpret the profile of the
respondents.
Percentage Formula:
F
%= X 100
N
where:
% = percentage
F = frequency
N = total number of respondents
100 = constant
To get the correlation between reading comprehension in english and scholastic
performance of the respondents, the researcher used the Pearson Correlation Coefficient
formula.
43
N ∑ xy−( ∑ x ) ( ∑ y )
r=
√¿ ¿ ¿
where:
N = number of pairs of scores
∑xy = sum of the products of paired scores
∑x = sum of x scores
∑y = sum of y scores
∑x2 = sum of squared x scores
∑y2 = sum of squared y scores
QUESTIONNAIRE
PART I: Demographic Profile of Respondents
Direction: Put a check mark () in the box for the information that describes you.
A. Sex:
Male Female
B. Age:
10 - 11 12 - 13
C. Over-all Class Standing:
1-5 6 - 10
11 - 15 16 - 20
44
21 and below
PART II: The Effects of Reading Comprehension in English to Scholastic

Performance
Direction: Please put a check mark () on the column that corresponds to your answer.
Be guided by the scale below.
5 - Strongly Agree 3 - Uncertain 1 - Strongly Disagree
4- Agree 2 - Disagree
Effects of Reading Comprehension in

English to the Scholastic 5 4 3 2 1
Performance
1. Reading comprehension in
English influences pupils’
scholastic performance.
45
English helps the pupils to
improve their performances in
all subjects
English helps the pupils to be
interested and excited towards
learning.
English improves the pupils’
academic performances.
retain information gathered
from reading.
PART III: Difficulties and Struggles that Affect Reading Comprehension in

English
Direction: Please put a check mark () on the column that corresponds to your answer.
Be guided by the scale below.
5 - Strongly Agree 3 - Uncertain 1 - Strongly Disagree
4- Agree 2 - Disagree
A. Physiological Factors 5 4 3 2 1
1. Readability of reading materials

is a strong factor in the reading
process.
2. When the pupil has visual or
hearing difficulty, it affects
his/her reading comprehension.
3. A well-ventilated classroom
promotes high chance in
reading comprehension.
4. Unorganized environment
46
causes difficulty to understand
the piece that readers want to
express.
5. Safety is another aspect that
affects reading comprehension.
B. Cognitive Factors 5 4 3 2 1
1. Larger stock of vocabulary helps to

improve reading comprehension.
2. Experiences has something to do

with reading comprehension.
3. Retention is a serious problem if
memory span deficiencies exist.
4. Good readers develop cognitive
ability to identify the important
details in the text.
5. The reason behind the reading task
can influence the student’s ability
to understand the materials.
C. Psychological Factors 5 4 3 2 1
1. Pupils choose topics that

capture their interests.
2. Experiences has something to

do with reading comprehension.
3. Retention is a serious problem if
memory span deficiencies exist.
4. Good readers develop cognitive
ability to identify the important
5. The reason behind the reading
task can influence the pupil’s
ability to understand the
materials.
47
D. Linguistic Factors 5 4 3 2 1
1. If the reading materials are

written in unfamiliar language,
the comprehension is limited.
2. Pupils recognize the ideas when

they understand the patterns
that the author used to organize
text.
3. Awareness of the pupils in

using dictionary as a reference
for the correct pronunciation of
the encountered words.
4. Understanding the sounds of the

spoken language helps the
pupils to develop their
comprehension skills.
C. Social Factors 5 4 3 2 1
1. Parents and teachers play an

important role to the
development of the pupils’
comprehension skills
2. The type of instructional
materials that the teacher gives
will affect their reading
comprehension.
3. Peers can affect the reading
comprehension of the pupils.
4. Being socially active helps
pupils to develop
5. The competence of the teacher
develops the comprehension
skills of the pupils.
48
Name: ___________________________________ Score: _____________

Grade and Section: ________________________ Date: ______________
Direction: Encircle the correct answer.

Lost at Sea
The weather was fine. The day was bright and the sea was calm. Father and Ben
went fishing. Father prepared his fishing rod, reel, and boat. They rowed the boat until
they were at the middle of the sea.
But in the afternoon, rain poured down. The wind was getting stronger. It
pushed their boat farther and farther out to sea. It was difficult for them to go back to
the shore. The great waves carried their boat to the other side of the island. They could
not find their way back. They were lost at sea.
Mother was now worried. She asked the help of their neighbors. The men
searched for the lost boat. Later, they found the boat hiding behind a big rock.
Questions:
1. Who are the characters in the story?

49
a. Father, Mother, Ben and his neighbors
b. Ben and his neighbors
c. Father and Ben
d. Father and Mother
2. What is the story all about?
a. fishing
b. farming
c. hunting
d. gardening
3. What was the weather when the story began?
a. dry
b. wet
c. fine
d. stormy
4. What happened to the condition of the weather in the afternoon?
a. it became foggy
b. it started to rain
c. the boat turned over
d. the sun shone brightly
5. Why was it difficult for Father and Ben to go back?
a. because the thunder roared

b. because the fog was getting thicker
c. because the great waves were too high
d. because the strong wind pushed their boat to the sea
6. Where did the wave carry their boat?
a. near the mountain

b. along the jungle
c. in the other side of the island
d. in the river
7. How did Mother feel about Father and Ben’s situation?
a. She felt sad.
b. She felt lonely.
c. She was worried.
d. She felt hopeless.
50
8. How did the weather affect Father and Ben’s life?
a. The weather taught them to sail.
b. the weather set them free from danger.
c. The weather gave them time to bond/
d. The weather caused them danger.
9. What does the story prove about weather?

a. It is merciful.
b. It is constant.
c. It is a part of life.
d. It is unpredictable.
10. If you were the mother, would you do the same? Why?
a. Yes, because they are my family.
b. No, because it is their fault.
c. No, because I don’t love and care for them.
d. Yes, because the boat is very expensive.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter highlights the presentation of the findings, data analysis, and a
discussion and interpretation of the results. The findings and the results were presented
in the following sections within the framework of the research questions, supported by
tables and figures to exemplify the results. Data analyses were done to answer the
research questions.
Results of the Data Analysis Concerning Research Question #1
The research question of the current study sought to answer the demographic
profiles of the respondents which are age, sex, and overall class standing. In order to
51
answer research question #1, frequency and percentage were applied to the data in the
table presentation below:
Table 1. Frequency and Percentage Distribution of the Respondents as to their Sex
SEX Frequency (f) Percentage (%)

Male 15 50%
Female 15 50%
TOTAL 30 100%
The table exhibits that there were equal number of male and female
respondents.
This shows that, respondents were given an equal chance to participate in the
research study as to their sex.
Table 2. Frequency and Percentage Distribution

of the Respondents as to their Age
AGE Frequency (f) Percentage (%)

10-11 14 46.67%
12-13 16 53.33%
TOTAL 30 100%
Out of 30 respondents, there were 14 or 46.67% pupils within the bracket of 10-
11 years old and 16 or 53.33% within the bracket of 12-13 years old. This implicates
that the respondents were within the right age limit for a Grade IV pupil.
Table 3. Frequency and Percentage Distribution

of the Respondents as to their Overall Class Standing
Overall Class Standing Frequency (f) Percentage (%)

52
1-5 10 33.33%
6-10 6 20%
11-15 9 30%
16-20 3 10%
21 and below 2 6.67%
TOTAL 30 100%
The table reflects the overall academic standing of the respondents. There were
10 pupils who belong to the bracket of 1-5; six (6) pupils belong to the bracket of 6-10;
nine (9) pupils belong to 11-15 bracket; three (3) pupils belong to16-20 bracket; and
two (2) pupils were at the bracket of 21 and below. As shown on the table, each bracket
has respondents to participate in the research survey.
Results of the Data Analysis Concerning Research Question #2
Research question #2 sought to answer the Effects of Reading Comprehension
in English to the Scholastic Performance as perceived by the respondents. To answer
the research question, a tabulated data is presented below:
Table 4. Effects of Reading Comprehension in Engligh to the

Scholastic Performance as Perceived by the Respondents
EFFECTS OF READING Strongly

Agree Uncertain Disagree
Strongly
COMPREHENSION IN ENGLISH Agree Disagree TOTAL
TO THE SCHOLASTIC 5 4 3 2 1
PERFORMANCE f % f % f % f % f % f %
16.67%
13.33%
100%
60%
10%
0%
English influences pupils’ 5 18 4 0 3 30

scholastic performance.
53
23.33%
26.67%
16.67%
33.33%
100%
0%
7 8 5 10 0 30
improve their
performances in all
3. subjects
Reading comprehension in
6.67%
3.33%
100%
40%
50%
0%
12 15 2 1 0 30
be interested and excited
towards learning.
36.67%
33.33%
6.67%
3.33%
100%
English improves the
20%
6 11 10 2 1 30
pupils’ academic
performances.
23.33%
26.67%
16.67%
23.33%
100%
10%
7 8 5 3 7 30
retain information
gathered from reading.
Table 3 shows the following interpretations:
1. Five (5) pupils strongly agreed; eighteen (18) pupils agreed; four (4) pupils were
uncertain; none of them disagreed, but there were three (3) pupils who strongly
disagreed that, reading comprehension in English influences pupils’ scholastic
performance.
2. Seven (7) pupils strongly agreed; eight (8) pupils agreed; five (5) pupils were uncertain,
while ten (10) pupils disagreed that reading comprehension in English helps the pupils to
improve their performances in all subjects.

54
3. Twelve (12) pupils strongly agreed; fifteen (15) pupils agreed; two (2) pupils were
uncertain, and only one pupil disagreed that, reading comprehension in English
helps the pupils to be interested and excited towards learning.
4. Six (6) pupils strongly agreed; eleven (11) pupils agreed; while ten (10) pupils were
uncertain; two (2) pupils disagreed and one (1) pupil strongly disagreed that reading
comprehension in English improves the pupils’ academic performances.
5. Seven (7) pupils strongly agreed and eight (8) pupils agreed, while there were five
(5) pupils that are uncertain; three (3) pupils disagreed and seven (7) strongly
disagreed that reading comprehension in English helps the pupils to retain
information gathered from reading.
To sum these up, even though there were pupils who disagreed on the effects of
reading comprehension in English on their scholastic performance, most of the
respondents perceived that reading comprehension in English has a significant effect on
their scholastic performance. These were supported by researchers who have over time
conducted research on reading comprehension and academic performance across the
globe to find out the role of language in academic performance in different subjects.
55
Through the representations of gathered data from table 4, question #3 sought
the answers for the significance of reading comprehension in English in the scholastic
performance of the pupil.
Table 5.1. Difficulties and Struggles that Affect

Reading Comprehension in English as to Physiological Factors
Strongly Strongly
A. PHYSIOLOGICAL Agree Disagree TOTAL
FACTORS 5 4 3 2 1
f % f % f % f % f % f %
1. Readability of reading
6.67%
3.33%
100%
materials is a strong
20%
50%
20%
6 15 6 2 1 30
factor in the reading
process.
2. When the pupil has
100%
visual or hearing 3 8 9 7 3 30
difficulty, it affects
his/her reading
56
3. A well-ventilated
100%
classroom promotes 9 4 11 6 0 30
high chance in reading
comprehension.
4. Unorganized
100%
environment causes 2 15 9 1 3 30
difficulty to understand
the piece that readers
5. Safety is another aspect
100%
that affects reading 3 9 13 2 3 30
comprehension.

Reading Comprehension in English as to Cognitive Factors
Strongly Strongly
Agree Disagree TOTAL
B. COGNITIVE FACTORS
5 4 3 2 1
f % f % f % f % f % f %
1. Larger stock of
100%
vocabulary helps to 9 17 4 0 0 30
improve reading
comprehension.
2. Experiences has
100%
something to do with 5 7 11 5 3 30
57
3. Retention is a serious
100%
problem if memory span 7 14 6 2 1 30
deficiencies exist.
4. Good readers develop
100%
cognitive ability to 8 15 4 1 2 30
identify the important
5. The reason behind the
100%
reading task can 13 9 2 4 2 30
influence the student’s

Reading Comprehension in English as to Psychological Factors
Strongly Strongly
C. PSYCHOLOGICAL Agree Disagree TOTAL
FACTORS 5 4 3 2 1
f % f % f % f % f % f %
6. Pupils choose topics that
100%
capture their interests. 9 8 7 2 4 30
7. Experiences has
100%
something to do with 7 14 8 1 0 30
8. Retention is a serious
100%
problem if memory span 7 9 10 2 2 30

deficiencies exist.
58
9. Good readers develop
100%
cognitive ability to 10 7 2 8 3 30
identify the important
10. The reason behind the
100%
reading task can 8 9 6 3 4 30
influence the pupil’s

Reading Comprehension in English as to Linguistic Factors
Strongly Strongly
D. LINGUISTIC FACTORS
5 4 3 2 1
f % f % f % f % F % f %
11. If the reading materials are
100%
written in unfamiliar
6 8 12 0 4 30
language, the
comprehension is limited.
12. Pupils recognize the ideas
100%
when they understand the

6 14 8 0 2 30
patterns that the author
used to organize text.
13. Awareness of the pupils in
100%
using dictionary as a
12 6 7 4 1 30
reference for the correct
pronunciation of the
encountered words.
59
14. Understanding the sounds
100%
of the spoken language
14 5 3 3 5 30
helps the pupils to develop
their comprehension skills.
Strongly Strongly
E. SOCIAL FACTORS
5 4 3 2 1
f % f % f % f % F % f %
15. Parents and teachers
16. 67 %
63.33 %
6. 67 %
3.33 %
100%
10 %
play an important role to 19 5 1 2 3 30
the development of the
pupils’ comprehension
16. The type of instructional
100%
materials that the 6 14 6 2 2 30
teacher gives will affect
their reading
17. Peers can affect the
100%
reading comprehension 4 9 7 8 2 30
of the pupils.
18. Being socially active

100%
helps pupils to develop 14 7 4 5 0 30

19. The competence of the

100%
teacher develops the 8 11 4 2 5 30

comprehension skills of
the pupils.
60
Reading Comprehension in English as to Social Factors
61
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This chapter presents the summary of the research, the
conclusion or judgment after thorough examinations of data and
information. Recommendations are then offered by the researcher
based on findings for the factors that affect absenteeism among
elementary pupils in Gumaca East Central School as perceived by the
teachers for the school year 2016-2017.
Summary of Findings:
Conclusions:
62
Recommendations
BIBLIOGRAPHY
A. BOOKS
Anonat, Rosa D. (2011). Developmental Reading 1, Books Atbp. Publishing
Corporation, Mandaluyong City, Philippines.
Bernardo, Alejandro S., (2011) Developmental Reading 1, First Edition. Rex Book
Store Inc. Quezon City, Philippines.
Buendicho, Flordeliza C., (2010). Developmental Reading 2, First Edition. Rex Book
Store Inc. Quezon City. Philippines.

63
Marquez, Servillano T. Jr., Casela, Neliza C., Sadorra, Bryan Eli, (2009).
Developmental Reading 2 Lorimar Publishing Inc. Quezon City. Philippines
Villanueva, Aida S., Delo Santos Rogelio L., (2008). Developmental Reading 1.
Lorimar Publishing Inc. Quezon City. Philippines.
B. UNPUBLISHED MATERIALS
Bernardino, Bernadette S. (2018). Determinants of Reading Comprehension Among
Grade IV to VI Pupils of Gumaca West Central and Rizal Elementary Schools.
Garcia, Fatima F., (2013) Comparative Reading Comprehension Ability in Filipino and
English Among Grade V Pupils of Dulong Bayan Elementary School SY 2013-
2014
Itable, Marinel Reano. (2013) The Problems Encountered in Teaching Reading Among
Grade 1 Pupils as Perceived by Selected Teachers in Gumaca East District in
Gumaca, Quezon During SY 2013-2014.
Julita, Jemalyn A., (2011). The Problems Encountered in Teaching Reading by the
Selected Elementary School Teachers at San Francisco B Elementary School,
Lopez, Quezon School Year 2011-2012.

64
Mensote, Ana Alicia L., (2013) Factors Affecting Reading Comprehension Among
Grade V Pupils in General Luna Elementary Central School During S.Y. 2012-
2013
Valderama, Shane Rose R., (2012). Factors That Affect the Nonreaders Among
Elementary Pupils in Selected Elementary Schools in Quezon, Quezon SY:
2011-2012.
C. PUBLISHED RESEARCH WORKS
Cummins, J. (1979). Linguistic Interdependence and Educational Development of
Bilingual Children. Review of Educational Research, 491, 222 – 251
Laflamme, J.G. (1997). The Effect of Multiple Exposure Vocabulary Method and the
Target Reading/Writing Strategy on Test Scores. Journal of Adolescent and Adult
Literacy 40, 5, 372 -381.
Lou, Jian-ping Luo, (2013). An Action Research on Improvement of Reading
Comprehension of CET4 (College English Test 4)”

65
Kerubo, Onkoba Mary, (2014). Correlation Between Reading Comprehension Practices
and Academic Performance: A Case Study of Class Three Pupils in Westlands Sub-
County, Kenya.
D. ARTICLES
Theory & Practice to Improve Reading Comprehension Skills and Motivation,
https://www.edu.uwo.ca . Extracted on April, 2018
APPENDICES
66
Appendix A
Letters
67
Researcher
Noted:
GLORIA L. CHING, Ed. D ARNEL PEDRO V. RODELAS, M. A. Ed.

Thesis Adviser Vice President for Academic and Student Services
Approved:
MERLITA M. NATIVIDAD
Principal III
68
Appendix B
Questionnaire
69
Appendix C
Certification
70
Appendix D
Curriculum Vitae
71

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i

EASTERN QUEZON COLLEGE

“READING COMPREHENSION IN ENGLISH IN RELATION WITH

The College of Education

Eastern Quezon College

of the Requirements for the Degree

Bachelor of Elementary Education

Irene Loraine Forbes Barrago

In fulfillment of the requirements for the Degree of Bachelor of Elementary

Education General, this undergraduate thesis is entitled: “READING

COMPREHENSION IN ENGLISH IN RELATION WITH SCHOLASTIC

PERFORMANCE OF SELECTED GRADE VI PUPILS OF PLAZA RIZAL

ELEMENTARY SCHOOL IN GUMACA, QUEZON DURING THE S.Y. 2018-

recommended for Pre-oral and Final Oral Examination.

ARNEL PEDRO V. RODELAS Ph. D.

COMMITTEE ON ORAL EXAMINATION

Approved by the Committee on Pre-Oral Examination on ___________ with a

Accepted and approved in partial fulfillment of requirements for the Degree of

ARNEL PEDRO V. RODELAS Ph. D.

TABLE OF CONTENTS vii

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

A. Research in the Foreign Setting11

CHAPTER III: RESEARCH DESIGN AND METHODOLOGY

Research Method and technique 15

CHAPTER IV: PRESENTATION ANALYSIS AND 19

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS AND

Table No: Title Page

Distribution of Frequency of Respondents as to

Distribution of Frequency of Respondents as to

Figure No. Title Page

1 Factors that affect Absenteeism among Elementary 4

PROBLEM AND ITS SETTING

limitations, strengths and weaknesses. Comprehension and understanding differs

As of today, most of the instructional materials and examinations are written in

life gives a youngster a multitude of friends to guide intellectual and emotional

growth.” (Villanueva Et. Al., 2008)

This study intends to determine the effects of reading comprehension in English

to scholastic permformance among selected Grade VI pupils of Plaza Rizal Elementary

School in Gumaca, Quezon, during the school year 2018-2019

This research sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

c. overall class standing?

2. What are the effects of reading comprehension in English to scholastic

performance among selected Grade VI pupils of Plaza Rizal Elementary School

Elementary School in Gumaca, Quezon that affects their reading comprehension

in English in terms of:

“The greatest gift is a passion for reading. It is cheap, it consoles, it excites, it

illumination.” as stated by Elizabeth Hardwick. (Villanueva Et. Al. - 2008)

reconstructs a message which has been encoded by an author as graphic display, a

Psycholinguistic Model of Reading is the marriage of two disciplines; psychology the

philosophy of the basal readers. (Orbe, 2017)

schema for a topic or narrative leads educators to teach in interactive manners.

decoding and hypothesis generation, confirmation and rejection (Mangubat, 2014).

The point is to understand.” It is tantamount to say that reading without understanding

and comprehension is a waste of time and effort. There is no reading without

called or pronounced every word correctly.

(EM Sheridan, 1981). According to this theory, comprehending a text is an interactive

of past experiences) influence us in interpreting new textual information (Villanueva,

the reader’s comprehension to text (Marquez, 2009).

meaningful activities produces greater reading activities. Children will construct

pictures. In relation to these, the imagination, reasoning, and perspectives of children

develop the habit of reading.