FOREIGN AND LOCAL

LITERATURE REVIEW ABOUT

READING COMPREHENSION
FOREIGN
1.Reading Comprehension and strategy awareness of
Grade 11 English second Language learners
 In recent 10 years,there has been an increased focused on reading instruction in primary,secondary and higher
education(lei 2010).The literature has shown that xcomprehension strategy instruction,including multiple
reading strategies,has been justified in being beneficial to helping learners becomes strategic readers and
improve their reading comprehension(klapwick 2012;Medina 2011;Fan 2010;Antoniou & Souvignier
2007),reading is a powerful learning tools a means of constructing meaning and acquiring new
knowledge.Moreover reading is a cornerstone of instruction for all learnes regardless of their ability level
because it sets the foundation for fututre progress and success in virtually all other facets of life(Scott
2010;Luckner & Handley 2008).The literature has revealed taht awareness and monitoring of ones
comprehension processes are important aspects of skilled readers(Alexander & Jetton 2000; Makatan &
Reichard 2007).
2.Reading Comprehension:CognitiveSkills,Strategies,and
Interventions
 Comprehension is the essence of reading and active process of constructing meaning from text
(duskein, 1993). Reading comprehension is a complex interaction among automatic and strategic
cognitive processes that enables the reader to create a mental representaion of the reader test (Van den
Brock estin, 2012). The national assesment educational progress (NAES; 2012) revealed that that
24% of eight grades and 33% of fourth grades tested below tested skill in 2011. Further, on the
International Assessment And Adult Comprehencies Literacy Seal (ISDE, 2012), adults on the United
States achieved an average Literacy Seals (ISDE, 2012), adults in the United States achived an
averages Literacy Propiceing score of 270 on a scale of 0-500-3 points below the international
average score of 273; these result indicates a need to examine current practice in reading
comprehension instruction because comprehension is to complex and requires multiple cognitive
skills and stored memory
Reading comprehension of Narrative Text

 Reading is the one of four important language skills that should be masterd by student. It is one of the ways for getting

knowledge that cannot be seperated from every learning process and it does not only happen in educational field but also

in our daily life. For getting knowledge and information, people read books, magazines, newspaper advertisement and

etc. Nation states that reading is a source of learning and enjoyment. It can help students learn a new vocabulary and

grammar. It also makes them enjoy the reading. They can learn more and more by reading.

According to Richard, reading means percieving a written text in order to understand its content. This can be done

silently. It is particular way in which the readers understand text, passages, paragraphs evend books and an ability to

understand and find out the information presented in the form of written text.
READING WITH MEANING (David Raudenbush)
 1) in 1997, Ellin Oliver Keene and Susan Zimmerman published “Mosaic of Thoughts”, which explained how good readers
use thinking strategies to build comprehension. Zimmerman followed with 7 keys to comprehension; a work designed to
give parents and teacher practical advice on teaching children to read strategically. She explaine how readers use their
backround knowledge and imagination to visualize what they read. Finally, she knows how readers can be put ideas to form
a complete understanding of what they’ve been trying to comprehend

2) Comprehension is a thoughful process, she explains and readers need insturction that shows them how to reads and thin.
Debbie teaching, reading, comprehension to elementary schools in “reading with meaning”. Miller discusses setting up a
classroom where plan intruction around what students need individually and help those students with one-on-one
conferences. Miller teaches students to work with 7 strategies 2 immerman and keene cutline in thier works. However, in
the book. Miller describes teaching student to apply those comprehension strategies independently.
The use of Reading Strategies in Developing Students Reading
Competency among Primary School Teacher in Malaysia

 Madji Abdullah Ahmad defines reading as a receptive process of written communication. According to him

reading begins with a linguistic surface expression encoded by a writer and ends with meaning in which the

reader decoded. On the other hand, Grebe states that reading is not merely a receptive process of picking

up information from the page in a verbatim manner but it is a selective process which is characterized as

an active process of comprehending-3

 LOCAL/
NATIONA
L
Reading Comprehension Skills and Performance in Science among High School
Students in the Philippines
The Department Of Science and Technology (DOST) and Department of Education (DepEd) Science Education
Institute in the Philippines singled out the problem on poor reading comprehension as a principal factor in a
miserable performance of Students in the National Achievement test (Rimando,2006). In his study, Imam(2010)
reported that deped regarded tha reading comprehension as the single factor which caused frustrations of
students to perform better in Science Achivement Test. Prior research has shown the importance of domain
knowledge(e.g., Dochy, Seger & Buchl,1999), and reading strategy knowledge(e.g.,O’Rielly & McNmara,2002) for
science comprehension. Therefore, reading comprehension is a factor to be considered in seeking to elevate
academic performance of students.
The ability to read the text is one of the key aspects of teaching and learning science which involves an in
depth interaction with the text(Norris& Philips,2003). Students need to understand the concept presented in the
text and to critically evaluate or interpret the text containing these concepts i.e.. To determine the
credibilityand usefulness of the text. This involves inferring meaning from the text and integregating it with what
the students already knows resulting in the students interpretation of the text(Phillips,2002). A failure to learn on
how to read scientific text will ultimately result in a failureto understand science(Cromley,2009).
Previous studies provide a solid ground for the present investigation that such reading comprehension skills
play a vital role to educational success(Mamalakis,2009) particularly in learning content area such as science
(Voss & Silfies,1996). Moreover, studies consistently revealed that the students inability to read comprehensively
is a major stumbling block which frustrates them to perform well in all disciplines especially in Mathematics and
Science(Walker, Zhang and Suber, 2008)
 Improving grammar, vocabulary and reading comprehension skills
through cognitive academic language learning approach

Developing English language skills, particularly reading and its associated skills, is
undeniably difficult at times especially to second language learners in the Philippines.
One instance to prove this was the result of the National Achievement Test (NAT) in
2012. Which showed the 63 students got a mean percentage score of 54% and 42% in
English Reading Comprehensive (George Iveas Educational Foundation, 2015). The data
suggest that young Filipino learners find it difficult to understand English text. Thus, in
the Philippines teaching English, particularly developing vocabulary, grammar and
reading comprehensive among young learners is a great challenge among elementary
teachers.
 READING PROFICIENCY LEVEL OF STUDENTS: BASIS FOR
READING INTERVENTION PROGRAM
 In a technological age, most people are expected to possess basic skills in
reading, writing and arithmetic. Nobody could translate one’s vision of a
nation free from illiteracy without these basic skills. Information and
knowledge nowadays constitute power and the skills required from a
person to be able to access, interpret and process information (Wille,
2006). Hence, problem-solver, creative communicator and decision
maker are the successful workers in today’s time (Broadfoot, 1996). Most
industries and educational institutions focuses on the development of the
overall potentials of its workers or its students in order to develop the
desired goods and offer best services to the populace (Hungi,
2008).Without a doubt, the ability to comprehend written and spoken
languages as well as to communicate ideas and concepts are vital in
one’s growth and progress. Access to knowledge in the various disciplines
is made possible through comprehension and communication and through
the mastery of the several study skills, habits and attitudes, one can
develop the enthusiasm necessary in the continual persistence of
learning (Shippen, Houchins, Crites, Derzis & Patterson, 2010).
Therefore, one that is unable to comprehend and communicate well in
any forms is deprived
 of a wonderful learning experience in the life as a person (Cimmiyotti, 2013; Shin, Davison,
Long, Chan, & Heistad, 2013; Quirk, & Beem, 2012).In this context, the necessity of
assessment sprung from the prime factor of need theory. The assessment on the reading
proficiency levels of the pupils delve mostly on the internal structure of one’s persons and
to the degree of organization in one’s thoughts (Peterson & Taylor, 2012). Accordingly,
schools teach the children to do these things rightly, however, several variables affect the
degree of learning and the extent to what should be learned. In the end, the effect causes
several learning differences in the children and creating vast problems in the total school
system (Bryce, 2011). Learning is defined as a process inferred from relatively stable
changes in behavior that result through practice or interaction with and adaptation to the
environment (Bustos & Espiritu, 1996; Sevilla, et. al, 1997). Thus, an individual may learn
something when interactions of several cognitive, psychomotor and affective variables
enable one to perform certain task different from the usual performance. In this regard,
comprehension and understanding becomes important tool in getting to learn (Cromley,
2009).Generally, the academic achievement of children in public schools is found to be
weak to withstand the challenges in the 21st century (NAEP, 1988 as cited by Cabardo,
2008). Secretary Andrew Gonzales, the former Department of Education (DepEd) Secretary,
admitted during the Education Congress at Teacher’s Camp, Baguio City that poor academic
achievement is clearly shown in the low ratings they receive in the National Achievement
Test (NAT) which were administered by the National Education Testing and Research Center
(NETRC). Moreover, the results showed that most of the takers, both in elementary and
high school, were weak in the reading comprehension part in English. This denotes that
learners had low reading proficiency. In the classroom setting, most of the pupils who are
good oral communication are mostly performing well in their academic. But, it should be
noted that communication is just a part of the total abilities to be developed in the
learners. Hence, this study would like to determine the reading proficiency levels of the
pupils both in silent and oral reading and to correlate this to their academic performance.
Consequently, the study would provide the teachers with thorough knowledge on the