Chapter I To Appendix E WT Page No

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Reading comprehension is the process of making extracting from text. The

goal, therefore, is to gain an overall understanding of what is described in the text
rather than to obtain meaning from isolated words or sentences. In
understanding read text information children develop mental models, or
representations of meaning of the text ideas during the reading process. There
are two classes of mental models: a text-based model, which is a mental
representation of the propositions of the text and a situation model consisting of
what the text is perceived to be about (Kintsch 1998; van Dijk and Kintsch 1983).
People read for pleasure, relaxation, to discover new things, to improve

communication skills, and to widen vocabulary. Whatever purpose there is,
reading forms a part of our daily habit and learning. Reading is a means of
language acquisition of communication and of sharing information and ideas.
Like languages it is a complex interaction between the text and the reader which
shaped by the readers understanding, experiences and how he/she interpret the
literature.
Reading is one of the four macro skills taught in an English
language classroom, which requires a response from the reader through
summarizing the main facts based on what was read (Zintz&Maggart, 1986, in
Blay et.al, 2009).Reading is not just extracting meaning from the text but a
process of connecting to the information given by the text. Reading in this sense,
is a communication between the reader and the text (Grabe, 1988in Villanueva,
2006). Reading is essential to life. And reading with comprehension is the chief
justification why we read, understanding what the text is all about (Lastrella,
2
2010).Reading comprehension is a complex balance between recognizing
printed symbols and interpreting the meaning behind the symbols (Dennis,
2011).
Understanding a text is a simultaneous extraction and construction of

meaning through interaction and involvement with written language. In
comprehension, it requires three important elements; the reader who
comprehends, that text that should be understood and the activity which is
comprehension is a part.
Since reading comprehension is a complex interactive set operations it as

well requires complex cognitive functioning at a number of levels simultaneously.
Thus, the process of comprehension has a macro development aspect. It
changes over time, as the reader matures and develops cognitively, as the
reader gains increasing experience with more challenging text and as the reader
benefits from instruction.
Background of the Study
Reading plays a big role especially in students’ lives. Reading gives good
performance in class if they have positive attitude toward reading. But many
students in the present generation are functionally illiterate. Those unfortunate
students were trained in lesser appreciation of reading and this could really
develop into a worse scenario sooner or later if they don’t enjoy reading until
such time when they don’t read at all, like their status today. This only means that
the teachers, especially those are handling non-readers should have good
teaching guidance technique as well effective-student interaction method.
As a future secondary English teacher, the researcher observed that the

English Majors in Laguna State Polytechnic suffer many hindrances in
understanding a certain text. They affect not only their reading but also their
subjects in academics. Given that they are English majors reading
comprehension is not easy to grasp when the learners are experiencing this
3
problems. The researcher had been aware of this situation for some time given
that was observing and also experiencing these hindrances for almost two years
of being English major. It is obvious although the learners should read almost
every day they can’t always understand what they are reading.
Given these realities, they greatly influence the progress of every student
learning skills and other factors such as guidance of the parents and good
environment in learning. A student who experiences progress won’t be assured if
he will not be continuously exposed to such hindrance or problem of being non-
readers. He needs continued guidance from parents and teachers to make it sure
that he will develop good reading skills.
To be an effective reader, there must be objectives, monitoring of the

main meaning and reflecting upon own knowledge. It is worthy to note that
reading comprehension is a business between the text and the reader itself. This
means that a good reader actively engages himself into a variety of text
information which will enable the reader to comprehend the text or the reading
material. This will help the reader to construct his own meaning out of the
knowledge gathered from a certain text.
Many factors may consequently affect reading comprehension. Each of these

variables may work together which may lead to the children’s viewing themselves
on a continuing cycle of reading failure. This only shows that reading
comprehension difficulties are often seen as a complex combination of related
problems.
Literature Review
Age
Maturity can affect the Reading Comprehension of a learner, at a young

age learners are exploring and read the books or certain text that triggers their
interest. According to Mol ad Bus, (2011) children who more frequently at an
4
early age enter school with unlimited vocabularies and more advances
comprehension skills.
As children move beyond the beginnings of learning to read, the

correlations between reading comprehension and spoken language
comprehension increase and then level out by high school (Sticht and James,
1984).
Moreover, Genio (2007) stated that most children start their formal
schooling at the age six years old. A great deal of work must be laid before the
first primer is placed of a young learner. Inculcating the love of reading really is
the responsibility of parents.
The most treasured memories of childhood centre around books, perhaps

reading to them can develop them into avid readers, love for language and
dedicated to books since spoken word provides the basis for learning to read.
Peralta (2006) stated the responsibility of a teacher is to develop each

child up to the limit of his own capacity. Enabling to read in Grade 1 and 2, the
primary grades, is very necessary. It is in this stage the habit of reading should
be developed. If the child will not be able to read, he/she can hardly make in the
higher grades.
In addition, Abrigo (2010) added as cited by Dunas (2010), age matters.

Man’s physical, psychological and cognitive capacities usually weaken and
retrogress as age progresses. However, age does create more experiences and
experiences have been accepted as great teacher. On the other hand many
people think that proficiency in reading improve with age.
The older students get, the less likely they are to take risks and engage
themselves fully in activities at which they are not sure they will succeed.
According to Lumsden (1994), young children tend to maintain high expectations
for success even in the face of repeated failure, while older students do not. To
older students, failure following high effort appears to carry more negative
5
implications—especially for their self-concept of ability— than failure that results

from minimal or no effort (Lumsden, 1994)
Available Media at Home
Families must have access to print resources and literacy materials to

encourage children to explore reading. It is necessary that books are available in
a household. Exposure to books, magazines, newspapers and environmental
prints impact children’s progress in learning to read (Whitehurst, 1998). In terms
of entertainment, reading for all ages has long been leisure activity as compared
with TV watching or, more recently, using the internet.
Reading good books is very importance for the child’s academic growth
and parents should be reading models as well as provide interesting books in
their homes. Uyoata (2005) realizes the important of books and reading when
she stated that “African parents should show good example in their children by
reading books to younger ones. However, the status of the family should
consider the poor illiterate homes which may rank the purchase of books high as
against the purchase of food. The illiterate home will not able to set the
foundation of reading.
Numerous study show that access to books and other reading materials is
particularly important to children’s later enjoyment of reading and reading
attainment (Twist et al., 2007) On 2010, a research was conducted by Cristina
Clark and Lucy Hawkins stating that 85% of young people say that they own a
mobile phone or access to one at home, while 84% also either own a computer
or to have access one at home. 77% have a desk of their own, while 73% have
books of their own, 64% of young people have access to a newspaper at home,
while 67% have acess to magazines.
Cambourne (2002) maintained that when children are provided with a rich
social literacy environment with a wide variety of genre, and text-based
interactions with others, effective literacy learning could be enhanced. A German
6
study (Schubert and Becker, 2010) found that the home print environment was a
strong predictor of reading achievement, even when income, parental education,
aspects of schooling, language used at home, and other aspects of the home
environment were controlled.
Exposure to books, magazines, newspapers and environmental print

impact children’s progress in learning to read (Whitehurst, 1998), and children
who come from richer home literacy environments show higher levels of reading
knowledge and skills at the start of kindergarten (Nord, Lennin, Liu and
Chandler, 2000) and throughout primaty school (Wade and Moore, 2000). Most
books at home and that there was a clear association between the number of
books in the home and reading attainment. Similarly, acess at home to a
computer, a desk or table to study at, books of their own and a daily newspaper
were all strongly associated with higher reading achievement.
Book ownership in particular is related to enjoyment of reading, attitudes

towards reading and reading frequency. Twice as many young people who have
books of their own compared with those who do not have enjoy reading either
very much or quite a lot. Twice as many young people who have their own book
also said that they read every day compared with young people who do not have
their own books (Cristina Clark and Lucy Hawkins, 2010).
Furthermore, a meta-analysis of evidence from 108 relevant studies by

Reading is Fundamental in USA (Lindsay, 2010) found that access to print
material improves children’s reading performance, encourages children to read
more and for longer lengths of time and produces improved attitudes towards
reading and learning among children.
Gender
Gender is one of the factors affecting reading. Brantmeler (2003) indicated

that reading performance, as measured by recall comprehension, was
significantly influenced by passage content and reader’s gender, whereas
enjoyment and interest mattered little.
7
In addition to that, Foster (2010) cited that certain areas of the brain are
different in males and females. Brain specialists conclude that key fundamental
brain differences in males and females are what contribute to cognitive leaning
differences. According to the article by the Council for Exceptional Children,
“males tend to be right-brain dominant and females left-brain dominant’’. This
statement refers to the fact that males have capacity for math and science while
female’s forte is in reading and writing.
Moreover, Cuff (1999) as mentioned by Sahagun (2011) said that girls are
more interested in reading than boys. According to him reading interest of
children increases when they are in grades three through six.
According to Bauerlein and Stotsky (2005) boys’ interests in reading is

declining by the time they go to high school. As boys develop as readers in the
primary grades, they may fall “off-track” resulting in the development of less than
positive attitudes toward reading (Human Resource and Social Development
Canada, 2004).
Boys and girls do differ in their preference of the sort of reading materials as well
as reading fluency, speed and interest in terms of reading (Shaw, 1995).
Besides as children mature, males tend to be more analytic while females

tend to be more global in their approach to language learning, Young Oxford
(2000). Male adhere more to rules while females adhere more to cultural
differences. Furthermore, males and females may use the same number
strategies in language learning but females are more skillful in applying these
strategies qualitatively. Additionally, some researchers assert that males and
females differ in their knowledge, interest and experiences; hence their
performance in reading can also differ.
Several of the children, boys in particular, talked about how they used
their collections to learn about features or phenomena related to them. The study
found clear evidence of curiosity, at least as conceptualized by Loewenstein’s
(1994) information gap model.
8
Year-Level
According to a recent literature review, there is a scarcity of informational

text in primary-grade classrooms (and, to some extent, throughout elementary
school) (Palincsar& Duke, 2004). Low income first-grade students were given
extensive exposure to informational genres in an experiment. By the end of the
year, the experimental group of children was better writers of informational text
than children in the control groups, had progressed more quickly in reading level,
and had shown fewer declines in attitudes toward recreational reading
(Palincsar& Duke, 2004).
The poor reading skills result in poor attainment in the use of elementary
technical vocabulary which hampered full comprehension of the passage. This
affirms earlier findings by Luke (1984) Tizon (2009) and Lertpattaramanat (2010)
showing the relationship between the levels of reading comprehension. Students
first learn to read and understand texts that are story – like in nature that facilitate
their learning to read. Thus, across the years of school they progressively shift
from reading a story – like text to causal text which is reading for information
(Akhondi, Makyeri&Samad, 2011; Gillet, Temple & Crawford, 2004).
Attitudes towards Reading
Researchers have described how a larger vocabulary contributes to other

areas of school success. Manzo and Thomas (2006) concluded “word learning
can improve the capacity to learn’’ and ‘’a rich vocabulary increases
comprehension and, therefore, most all learning” simply stated, Lubliner and
Smetana (2005) declared, “children with larger vocabularies find reading easier,
read more widely, and do better in school”. Students with larger vocabularies
usually articulate responses to questions and ask better.
In order for the students to develop into effective readers, they must
possess the both skill and will to read. As noted by Guthrie and Wigfield (2000),
“motivation is what activates behavior.” Student attitudes towards reading are a
9
central factor affecting reading performance. Outside school hours, over for in
five (83%) young people read books in their spare time and 16% read them
every day.
High interest in reading topic motivates and engages students more to

read (Cho, Xu, Rodes 2010). Positive student attitudes towards reading and a
healthy reading self-concept are major objectives of the reading curriculum in
most countries. Students who enjoy reading and who perceive themselves as
good readers usually read more frequently and more widely, which in turn
broadens their reading experience and improves their comprehension skills.
Environment
The surroundings of the reader are very significant to understand and

comprehend the text that he/she is reading, not only in school but also in their
home and the community that they live.
Bills (2000) state that providing good facilities like conducive rooms,
lighting, availability of materials and etc. are considered affecting the learning
style of the respondents since any person will be motivated to learn if materials
were present. Further studies by Krashen (2004) stated that “More access to
books result in more reading” This also implies that having an access to reading
materials is one great factor that affects the development of the reading habit of a
person. Parents are one of the most important literacy teachers. Indeed, the
parents should encourage their children to read. Reading together is also a
central element of early years’ programs, such as Sure Start. We would therefore
urge schools to capitalize on and encourage reading that is done at home, by
providing guidance on how to build on materials used at school while engaging
their child with reading for fun.
The vitality of environment specifically in home for reading achievement of

children has been analyzed in various studies. Reading competencies can be
enhanced through a reach literacy environment where positive effects can be
expeted with respect to early language skills and emergent literacy (Senechal,
10
and LeFevre, 2002). Abundant researcher have provided insights into the
significance of home environment of children’s reading literacy.
Research has recognized the importance of early literacy experience in

the family context for young children’s reading achievement (Lonigan, 2006,
Whitehurst and Lonigan, 2001). One in five say they would want to read a book if
a member of their family tells them about it. Eight in ten young people said they
get at least some encouragement to read from their mother. By contrast, only
seven in ten said that their father encourages them to read to some degree
(National Literacy Trust 2010) Young people mostly enjoy reading through
continuous encouragement from their parents.
The term “learning difficulty” implies that even normally capable students
can fail to advance in reading, particularly if they receive poor quality instruction
from their teachers. (Lerner 2003) Promoting independent reading
comprehension skill for students will diverse abilities as a major concern of
teachers (Clark and Graves, 2005).
Patrick et al. (2007) found students perceptions of their classroom social

environment; including affiliation, cohesion, fairness, mutual respect, and support
from teacher and students are associated consistently with adaptive motivational
beliefs and achievement behaviors. During school, students interact and work
alongside peers and adults. These social perceptions and relationships are
related to and predictive of school-related outcomes. (Patrick, Knee, Canevello,
and Lonsbary, 2007).
Children who know adults who read in pleasure take it for granted that
reading is valuable and worthwhile activity. Children whose home experiences
promote the view that reading is a source of entertainment are likely to become
intrinsically motivated to read. The home environment exerts a significant effect
on academic motivation; which is over and above that predicted by
socioeconomic status. Thus, children whose home environment is more
11
cognitively stimulating have higher academic motivation than children whose

lacking those stimulation.
The beliefs held by children’s parents about the purposes of reading and
how children learn to read relate to children’s motivations for reading. More
specifically, parents who believe that reading is a source of entertainment have
children with more positive views about reading than parents who only
emphasize the skills aspect of reading (eg. Sonnenchei et al., 2000). Children of
parents who believed that reading is a source of pleasure had greater reading
motivation scores in primary school and children are more likely to continue to be
readers in homes where books and reading are valued (Baker and Scher, 2002).
Interest
Many researchers indicate that there are many factors affecting interests
in reading comprehension, such factors include text characteristics, teacher’s
qualification, the teacher’s method and large classes.
According to Renninger and Ann (2002), text characteristics (contents of

texts) contribute immensely to making reading materials more interesting. These
researchers indicate that certain concepts like death, violence and sex can be
considered absolute interests that most universally elicit individuals’ interest. This
subsequent research suggests that a variety of text characteristics (in addition to
the ones mentioned above) like rape, terror and natural disaster; contribute in a
positive way to the interestingness and memorability of written materials.
Sources were found to be sources of situational interest include novelty,
surprising situation, intensity, visual imagery, ease of comprehension, text
cohesion and prior knowledge.
Focusing on student interests in selecting reading materials may be more

beneficial in promoting reading success than a focus on reading level. It turns out
that interest is far more significant than readability. When students have strong
interest in what they read, they can frequently transcend their reading level
(Worthy, 1996). Many educators and researchers consider interest to be an
12
essential factor in all learning (Hidi, 1990; Schiefele, 1991). Hidi (2001) found that
all types of interests – topic and situational – serve as powerful determinants that
contributed to students’ increased recognition, comprehension, and recall.
Interest was a clear indicator of the quality of learning derived.
Flowerday, Schraw, and Stevens (2004) identify differences and
similarities between the importance of topic interest and situational interest. They
find that these variables correlate with one another and result in positive
outcomes. The researchers define topic interest as something that students have
prior knowledge about, personal experiences with, and that evokes some sort of
emotion. Situational interest is defined as something that depends on the present
context and tends to be informational in content. Situational interest often
precedes and facilitates an individual’s development of personal interest. When
combined these are an excellent way to activate students’ attention, increase
effort, engagement, and maintain deeper mental processing levels.
Hidi (2001) found that all types of interests (topic and situational) served
as powerful determinants that contributed to students’ increased recognition,
comprehension and recall. Interest was a clear indicator for the quality of learning
derived. Students’ interests were activated, which influenced readers to go
beyond the surface elements of the text and focus on more elaborate, higher-
order thinking skills, to help them uncover the underlying meaning of the main
ideas.
Stevens (2001) described interest as a motivational device to encourage
reading growth among students. If a gifted student has an interest in a particular
topic, he/she tends to apply a significant amount of effort to reading about it using
superior reading skills. This application of effort in turn resulted in improved
reading comprehension overall.
Individual interest is considered to be stable to engage with activities or
objects (Bergin, 1999; Hidi, 1990; Hidi, Berndorff, &Ainley, 2002; Krapp,
Hidi&Renninger, 1992; Schiefele, 1999). Hidi and Renninger (2006) have
developed a four-phase model of interest development wherein situational
13
interest, when provided with social support, can develop into increasingly
committed levels of individual interest.
It turns out that interest is far more significant than readability. When
students have strong interest in what they read, they can frequently transcend
their reading level (Worthy, 1996). Many educators and researchers consider
interest to be an essential factor in all learning (Hidi, 1990; Schiefele, 1991).
Students who do not enjoy typical school texts often fail to engage in reading,
and may develop a lifelong aversion to reading. Even if they are not initially
struggling readers, “reluctant readers tend to gradually lose some academic
ground, because wide reading is related to increases in general knowledge and
reading comprehension” (Williamson & Williamson, 1988).
Text-based interest can also be promoted by altering certain aspects of

the learning environment such a modifying task presentation, curriculum
materials and self-regulation. For example, Schraw (2001) was able to change
the interestingness and recall of text materials by assigning various reading
perspectives of the same topic. In addition, he remains that the research has
indicated that presenting education materials in meaningful, challenging or
personally relevant context can stimulate interest. Modifying the presence of
others in the learning environment can elicit interest. For example, Schraw
(2001) records that mono educational class in physics can contribute to girls’
increased interest in the subject area.
Many educators and researchers consider interest to be an essential

factor in all learning (Hidi, 1990; Schiefele, 1991). Students who do not enjoy
typical school texts often fail to engage in reading, and may develop a lifelong
aversion to reading. Even if they are not initially struggling readers, “reluctant
readers tend to gradually lose some academic ground, because wide Journal of
Inquiry & Action in Education, 3(2), 2010reading is related to increases in general
knowledge and reading comprehension” (Williamson & Williamson, 1988).
14
Also, Schraw (2001) records that Carole Sasone and colleagues in the
research studies shows that individual can self-regulate in order to make task
more interesting and subsequently to develop individual interest initially
considered uninteresting. Although these studies did not specifically with interest
in reading, they indicate that interest in reading could also be increased by
similar methods.
Spangler (2003) clarifies the distinction between reading interests and

reading preferences. Preferences studies are those that look at children’s
expressed attitudes towards reading, and they indicate what children might read
if given the opportunity. Reading interest studies, on the other hand, examine
actual reading behaviors of children by analyzing the books children have indeed
read.
Platt (2003) reviews several selected studies on reading preference of

adolescents and concluded that adolescents do read extensively in books,
periodicals and newspapers. Graduates and undergrad students reading
behaviors are slightly varied.
Researchers have also demonstrated that interest affects the type of

learning that occurs. Specifically, beyond increasing the amount of recall, interest
seems to have a substantial effect on the quality of learning. Interest leads to
more elaborate and deeper processing of texts. In 2000 Mark McDaniel, Paula
Waddill, KraigFinstad, and Tammy Bourg found that readers engaged with
uninteresting narratives focused on individual text elements, such as extracting
proposition-specific content, whereas readers of interesting texts tended to
engage in organizational processing of information. Furthermore, their research
suggests that text differing in interest may affect the degree to which processing
strategies benefit memory performance.
Study Habits
A study of third- and fifth-graders and eighth- and 10-graders by Guthrie,

Wigfield, Metsala and Cox (2009), found connections between the amounts of
15
time spent reading and comprehension and between the motivation to read and
the time spent reading. After statistically controlling for reading achievement,
prior topic knowledge, self-efficacy, and reading motivation, the study of third-
and fifth-graders showed reading motivation significantly predicted the amount of
reading. The study of older students (after similar statistical controls were
imposed) found that, as with the younger group, motivation predicted both the
amount of time spent reading, and the amount of time spent reading significantly
predicted text comprehension (Guthrie, Wigfield, Metsala& Cox, 2009).
Metsala, Wigfield, and McCann (1997) found that young children, who are
positively motivated, have a strong sense of their personal competency and
efficacy. Less motivated or disengaged students, on the other hand, “are
passive, do not try hard, and give up easily in the face of challenges” (Skinner &
Belmont, 1991).
Pachtman and Wilson (2006) discovered from their research findings that
supplying ample books in the class library, allowing students to choose their own
books, participating in book counts and celebrations, being able to visit the class
library every day, and recording books in book logs were the top results from
student questionnaires and surveys on student motivation.
Related Studies
The social environment emerging around readers is also a worry. Girls

who are currently outperforming boys in school may in part be doing so because
they are more strongly committed to reading. Girls are more avid readers than
boys: approaching one in five (16%) boys say they never read in their spare time
compared with just seven percent of girls.
Variety of students has shown differences between the performance of

males and females on topics are toward either gender. A 2004 study by National
Center for Education Statistics provided an analysis of gender differences in
reading achievement for the 1992-2003 administration of the National
16
Assessment of Educational Progress. This analysis revealed that females in

grade four, eight and twelve consistently performed better than their male
counterparts in reading achievement.
Based on the study conducted by the Canadian Government investigating

reading achievement 2004 showed that girls performed considerably higher than
boys.
Brain-based gender differences, they suggest, are one data-based

explanation for these differences. Additional research suggests that boys and
girls effectively use different parts of their brains, with each group exhibiting both
stronger left-hemisphere and right-hemisphere capacities. The left-hemisphere
strength of girls allows for advantages in speaking, reading and writing at early
grades. The left-hemisphere strength of boys allows them to outperform the girls
in categorizing and recalling factual information. The right-hemisphere strength of
girls allows them tomore emphatic and more understanding and reflective of
others’ feelings than boys. Boys, on the other hand, use their right-hemisphere
strength to outperform girls in visual-spatial and visual-motor skills based
subjects such as science, math and geography. (Connell and Gunzelmann,
2004).
Millard (1997) has identified some characteristics of reading programs

which then contribute to enhancement of a classroom environment that is more
supportive of the reading interests of girls than boys. This characteristics include
inadequate teacher guidance in selecting what to read, insufficient attention to
developing a variety of reading strategies, filling time with reading activities,
limiting the choice of genres available, labeling certain types of literature as not
suitable for classroom use and a discrepancy between a student’s concept of
why reading is important and a student’s sense of the purpose of reading in
school.
Families must have access to print resources and literacy materials to

encourage children to explore reading. It is necessary that books are available in
17
a household. Exposure to books, magazines, newspapers and environmental

prints impact children’s progress in learning to read (Whitehurst, 1998). In terms
of entertainment, reading for all ages has long been leisure activity as compared
with TV watching or, more recently, using the internet.
Numerous study show that access to books and other reading materials is
particularly important to children’s later enjoyment of reading and reading
attainment (Twist et al., 2007) On 2010, a research was conducted by Cristina
Clark and Lucy Hawkins stating that 85% of young people say that they own a
mobile phone or access to one at home, while 84% also either own a computer
or to have access one at home. 77% have a desk of their own, while 73% have
books of their own, 64% of young people have access to a newspaper at home,
while 67% have access to magazines.
Cambourne (2002) maintained that when children are provided with a rich
social literacy environment with a wide variety of genre, and text-based
interactions with others, effective literacy learning could be enhanced. A German
study (Schubert and Becker, 2010) found that the home print environment was a
strong predictor of reading achievement, even when income, parental education,
aspects of schooling, language used at home, and other aspects of the home
environment were controlled.
Exposure to books, magazines, newspapers and environmental print

impact children’s progress in learning to read (Whitehurst, 1998), and children
who come from richer home literacy environments show higher levels of reading
knowledge and skills at the start of kindergarten (Nord, Lennin, Liu and
Chandler, 2000) and throughout primary school (Wade and Moore, 2000). Most
books at home and that there was a clear association between the number of
books in the home and reading attainment. Similarly, access at home to a
computer, a desk or table to study at, books of their own and a daily newspaper
were all strongly associated with higher reading achievement.
18
Book ownership in particular is related to enjoyment of reading, attitudes

towards reading and reading frequency. Twice as many young people who have
books of their own compared with those who do not have enjoy reading either
very much or quite a lot. Twice as many young people who have their own book
also said that they read every day compared with young people who do not have
their own books (Cristina Clark and Lucy Hawkins, 2010)
Furthermore, a meta-analysis of evidence from 108 relevant studies by

Reading is Fundamental in USA (Lindsay, 2010) found that access to print
material improves children’s reading performance, encourages children to read
more and for longer lengths of time and produces improved attitudes towards
reading and learning among children.
Meanwhile study by Samuel Moges (2011) aimed at showing up to date

mechanisms that enable students to be competent readers. It particularly
attempted to find out factors that affect reading comprehension ability, the
magnitude of the comprehension problem, and its possible solution. The
identification of the magnitude of the problem was found to be the base for the
identification of the causes and the solution. Because, listing down causes and
suggesting for solution is pointless unless the problem is found rampant. With
this intension the study was conducted on 40 sampled students and their four
English language teachers. Students questionnaire, classroom observation
teacher interview and text book analysis were used to the required data. The
findings were the students’ insufficient practice, improper reading practices,
failure to read extensively and poor reading habits.
Guthrie and colleagues (2006) confirmed that a high number of simulating

tasks increase student motivation and that motivation has a positive effect on
reading comprehension. Reading comprehension instruction that explicitly
combines motivation practices strategy instruction increases reading
comprehension compared with strategy instruction increases reading
comprehension compared with strategy instruction alone or traditional instruction.
19
Yuen (2009) investigated the use of context clues to gain knowledge of

new word during reading. Context clues strategies taught during intervention
included locating appositives, searching for explicit definitions, and using prior
knowledge. The study occurred in a self-contained third grade classroom at
public school. The twenty students in experimental were taught the above-
mentioned strategies for three weeks. His research findings suggested that
teaching students how to use context clues while reading improves their
understanding of new vocabulary words. Furthermore, results from the
classroom observation demonstrated that students became more attentive to
their reading throughout intervention implying that they were implementing
context clues strategies to assist their reading.
Muter, Hulme, Snowling, and Stevenson (2004) studied young children for
two years from their entry into school, assessing a number of abilities, including
phonological, grammatical, vocabulary, and knowledge. Word identification skills,
grammatical knowledge, and vocabulary assessed at age 5-6 each predicted
unique variance in reading comprehension at the end of second year of
schooling. This pattern confirms the contributions to comprehension of three
factors we have reviewed in previous sections.
Research on the development of language comprehension skills from

preschool to early elementary school and their relation to beginning reading
comprehension has shown that language comprehension and decoding skills are
strongly interrelated in preschool but that their relation is weaker in kindergarten
and first grade (Kendou, van den Brock, White and Lynch, 2009). Importantly,
language comprehension skills independently predict a child’s reading
comprehension over and above decoding skills.
Guthrie et al. (2004) investigated concept-oriented reading instruction

(CORI) which combines strategy instruction with motivation supports. Motivation
supports included giving students choices, hands-on activities, and interesting
text. Results indicated that students in the CORI classrooms were more strategic
readers than were students in the strategy instruction-only classrooms.
20
The study by Paris and Paris (2007) demonstrates that comprehension by

first graders, even by students who cannot decode well, can be promoted
through explicit instruction in reading strategies and text structure. They found
that instruction in narrative thinking benefited students’ comprehension of
narratives in the picture-viewing modality as well as narrative meaning-making in
listening comprehension and oral production modalities. That is, students
participating in the experimental group showed better understanding of explicit
pictorial information. They also improve in listening comprehension and recall of
main narrative elements, in recall of main story elements, and were more able to
ascribe dialogue to characters. From pre to post-test, students in the
experimental group showed improvements in recall, in the ability to organize
main story elements, in understanding explicit pictorial information, and in making
more accurate interferences about implicit pictorial information. For most of these
variables, the students in the experimental groups had lower scores at pre-test
and caught up and even surpassed the comparison students at post-test.
BerningerAbott, Vermeulen, and Fulton (2006) investigated issues related

to improving reading comprehension in second graders who experienced
problems in learning to read words. Students in the intervention group
participated in a “reading club” held before or after school. This supplemental
instruction was in the intervention group and the control group. Students in both
the intervention and control groups improved significantly in reading
comprehension. However, when statistical controls for pretreatment differences
oral vocabulary knowledge were introduces statistical effects for improved
reading comprehension disappeared. This finding suggests that individual
differences in oral vocabulary could interfere directly with the students’
development of either word reading or reading comprehension instruction.
Results for individual differences and for instruction both support a model in
which sequential steps in learning written language could contribute to
developing reading comprehension.
21
Cain and Oakhill (2006) studied consistency of students’ skill impairment

to identify fundamental skill weakness that might be associated with poor text
comprehension. Results found no evidence for any fundamental skill
weaknesses among poor comprehends. However, poor vocabulary skills were
associated with impaired growth in word reading ability, and poor general
cognitive ability was associated with impaired growth in comprehension..
although the authors caution overgeneralizing the results of their study because
sample size were small, it is unlikely that there is a single underlying source of
poor comprehension: while students with comprehension difficulties are at risk for
generally poor educational attainment, weak verbal or cognitive skills appear to
affect poor reader’s reading development in different ways, and students with
poor verbal reasoning skills may be impaired across the wider curriculum. It
appears that a student’s reading comprehension ability is more complex than the
result of cognitive level, verbal ability, or reasoning skills, although these factors
clearly play a role. When comprehension problems are identified, careful analysis
of other language and cognitive skills should inform the intervention.
McNamara and colleagues (2004) engaged third-grade students in

reading two texts, one narrative and one expository. The researchers found that
comprehension of the expository text, in contrast to narrative text, was
significantly related to the student’s amount of world knowledge. Again, this
evidence suggests that efforts to provide readers with opportunities to build
domain and world knowledge support their subsequent reading comprehension.
Theoretical Framework
This part of the study deals with the theories that will became the bases of
the research problem. The theories presented included the variables which this
study examined. There was a deliberation as to the best representation of the
process that occurs during reading. Lately, three conceptions on how the reading
22
process occurs have received reasonable attention, this are the bottom-up, top-
down and interactive.
The essential element in Gough’s bottom-up model (1976), is the text

rather than what the reader brings to the text. The reader pays close attention to
words and words parts, synthesizes them, and gets the meaning of what he is
reading by putting the words together.
Goodman’s top-down model (1976), focuses attention on the reader.

Reading brings information to the text based on past experiences with language
and their world to the act of reading. A fluent reader brings more information to
the text than the text itself provides. Thus, he does not need to read every letter
and word to get meaning. Instead, the reader uses different sources and relies
more on the information in his head to predict meaning as he reads.
The interactive model proposed by Rumelhart (1994), Is a combination of

the bottom-up and top-down views of reading. Fluent readers use both text
features and what this brings to the printing page (experiential background about
language and their knowledge in order to get meaning. A reader may be top-
down if he is reading familiar material and bottom –up if reading unfamiliar
information)
The theory mentioned explored the relationship between the independent

and dependent variables of the study. It described how the learners are being
affected by various factors. It strengthens the idea that learners have to cope
with the reading challenges and should do it one at a time and thus proper
guidance plays a functional role in the process of cognitive development.
23
Conceptual Framework
This study will focus on the Reading Related Variables that Affect the
Reading Comprehension Skills of Senior High School students in St. Paul
Learning School Alaminos, Laguna School Year 2017-2018.
Research Paradigm
Independent Variable Dependent Variable
I. Respondents Profile Reading Comprehension Skills

 Age
 Available Media at  Literal
Home  Interpretative
 Gender  Creative
 Year-level  Evaluative
II. Reading Related Variables
 Attitude Towards
Reading
 Environment
 Interest
 Study Habit
24
Statement of the Problem
This study aimed to determine the “Reading Related Variables and the
Reading Comprehension Skills of the Senior High School students in St. Paul
Learning School Alaminos, Laguna School Year 207-2018”.
Specifically, it attempted to answer the following questions:
1. What is the profile of respondents in terms of:

1.1 Age;
1.2 Available Media at Home;
1.3 Gender; and
1.4 Year-level?
2. What are the perception of the respondents in Reading Related Variables
in terms of:
2.1 Attitude towards Reading;
2.2 Environment;
2.3 Interest; and
2.4 Study Habits?
3. What is the level of reading comprehension skills of the respondents in
terms of:
3.1 Literal Skills;
3.2 Interpretive Skills;
3.3 Creative Skills; and
3.4 Evaluative?
4. Is there a significant relationship between the Respondent’s Profile and
their Reading Comprehension Skills?
5. Is there a significant relationship between the Reading Related Variables
and the Reading Comprehension Skills of the respondents?
25
Hypotheses
1. There is no significant relationship between the Respondent’s Profile and

their Reading Comprehension Skills.
2. There is no significant relationship between the Reading Related
Variables and the Reading Comprehension Skills of the respondents.
Significance of the Study
Student This research can give the students information on how reading
comprehension work and how different factors can affect it.
Teacher This study can guide them about the Student’s way of reading to
comprehend and how they can make different strategies to supply it.
Library Staffs This study can be a guide of what the students want to read and
how can they comprehend properly in terms of the conduciveness of the library.
Parents This research can be a guide of what the parents should consider in
reading for their children.
Future Researcher This research can be one of their references and give them
an inspiration to conduct a particular research about the Variables in Reading
and how they affect the student’s Reading Comprehension.
Scope and Limitations
Research topic is about Reading Related Variables and The Reading

Comprehension Skills of the Senior High School Students of St. Paul Learning
School Alaminos, Laguna academic year 2017-2018. The researcher’s
respondents comprised one hundred (100) Grade Twelve and Grade Eleven
students of the school during the first semester of Academic Year 2017-2018.
Definition of Terms
26
In this study, the terms had been defined from the educational and
operational point of view to help the readers make the research comprehensive.
Age It refers to the period of the time respondent’s age may be needed in the
research.
Attitude towards Reading This refers to student’s personal experiences in

reading.
Available Media at Home This indicates the books or any reading materials that
the respondents have on their home.
Creative Skills It is the ability to relate personally to what has been read and
then uses this idea, expand it and develop new insights.
Environment It pertains to something that affects reading comprehension based

on the conduciveness of the environment in reading.
Evaluative Skills It refer to the ability of the reader to judge the text and answer
open ended questions
Gender This refers to the behavioural characteristics pertaining to and

differentiating between male and female.
Interpretative Skills It refers to the ability of the reader to relate insight into
ideas directly stated and that are implied.
Interest It pertains to the reading materials or genre of a certain text that attract
the attention of the respondents.
Literal skills Refer to the ability in finding the factual date given in text
Profile In this study it refers to the summary of information of respondents in

terms of age, gender, and year-level.
Reading Comprehension Pertains to the respondent’s ability to fathom and

grasp the idea of a certain text.
27
Study Habits The style of the respondents in gathering the information that they
needed or wanted to know.
28
Chapter 2
RESEARCH METHODOLOGY
This chapter presents the description of the research design, respondents of

the study, research instrument, research procedure and the statistical treatment
of the data.
Research Design
The researcher utilized a descriptive correlational method of research in

gathering data. The descriptive method indicates the gathering or data regarding
to the present conditions. It is distribute by the researcher for the clear and better
understanding of the respondents.
Population and Sampling Techniques
The population of the study consists of one hundred (106) students from
Senior High School in St. Paul Learning School Alaminos, Laguna during the
academic year 2017-2018 but the researcher only gathered ninety five
respondents of the total population. They are the respondents of this study for
the researcher to gather the needed information.
The researcher used total population sampling technique wherein the

researched used the overall population of the respondents.
Research Procedure
To make the research possible, the researcher distributed questionnaire to

one hundred six (106) respondents among the population of Senior High
Students in St. Paul Learning School Alaminos, Laguna during the academic
year 2017-2018 but the researcher only gathered ninety five respondents of the
total population. The researcher takes a day to retrieve the questionnaire for the
information needed. The respondents help the researcher to gather the important
data needed in the study by answering the questionnaire.
29
Research Instrument
The instrument used in this study was researcher-made and modified

adapted questionnaire that contains of three parts. The first part was the profile
of the respondents in terms of age, available media at home, gender, and year
level. The second part is composed of related variables in reading. The third part
contains the way that reading variables affects the respondent’s reading
Statistical Treatment
To interpret the data gathered in this research accurately, the mean, the
standard deviation, and Pearson product moment of correlation coefficient was
utilized. The respondent’s profile was computed using the frequency and
percentage distribution. The respondents’ responses about their perception were
computed using standard deviation. As to determine if there is a significant
relationship between the related variables in reading and the reading
comprehension skills and profile, the Pearson-product moment of correlation
coefficient was be applied. This will be supported by getting as well as the
frequency and percentage distribution and the mean and the standard deviation.
30
Chapter 3
DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS
This chapter presents the statistical analysis of data and the

corresponding interpretation and the discussion of findings based on the order of
the statement of the problem.
Part I.Profile of the Respondents
Figure 2. Respondents’ Distribution by Age
12% 2%
32%
21% 15 (2)
16 (34)
17 (35)
18 (22)
19 (12)
33%
Figure 2. Age
Figure 2 above shows that the majority of the respondents are 17

years old having 36.8 % with a frequency of 35, followed by 16 years old
having 35.8 % with a frequency of 34, 18 years old having 23.2 % with a
frequency of 22, 19 years old having 21.1 % with a frequency of 12 and the
minority of the respondents are 15 years old with a frequency of 2. This
shows that the majority of the respondents are seventeen years old students
and the minorities are fifteen years old.
31
Figure 3.Respondents’ Distribution by Gender
43%
57% MALE (43.2)

FEMALE (56.8)
Figure 3. Gender
Figure 3 shows that the respondents are mostly female having 56.8 %
with a frequency of 54, with the male having only 43.2 % with a frequency of
41. The female outnumbered the males this indicates that most of the
respondents are female.
Figure 4. Respondents’ Distribution of Available Media at Home
Figure 4 shows the number of materials of the respondents have at home

based on the checklist provided. It is shown that the majority of the
respondents are exposed in books specifically dictionary with a frequency of
69 with a percentage of 19.9%, second is magazines with a frequency of 60
and a percentage of 17.3% and last is newspapers with a frequency of 50 and
percentage of 14.5%. This implies that the respondents use books rather than
using electronic gadgets when they are reading.
32
NEWSPAPERS (50)
10% 15% MAGAZINES (60)
10%
DICTIONARIES (69)
9% 17% POCKETBOOKS (31)
DESKTOP (18)
4%
1% THESAURUS (5)
5%
9% 20% ENCYCLOPEDIA (13)
LAPTOP (32)
TABLET (35)
TEXTBOOKS (33)
Figure 4. Available Media at Home
Figure 5. Respondents’ Distribution by Year Level
34
Grade 11 (62)
62 Grade 12 (34)
Figure 5. Year-Level
33
Figure 5 shows that the majority of the respondents are grade eleven
having 64.2 % with a frequency of 62 students and the minority of the
respondents are the grade twelve having 35.8 % with a frequency of 34 students.
Part II. Respondents’ Perception in Reading Related Variables
Table 1. The Respondents’ Perception in Terms of Attitudes towards

Reading
Verbal
Standard Interpretation
Mean Deviation
Indicators
I like reading because…..
1. because it widens ones 2.34 1.01 Undecided
vocabulary.
2. it makes people relaxed. 2.42 0.92 Undecided
3. it updates everyone with the news. 2.28 1.07 Undecided
4. it gives insights and knowledge 2.49 1.17 Undecided
that I need in my certain subject.
5. it let me explore into other 2.65 1.12 Undecided
country’s culture.
6. I can discover new things that will 2.50 1.22 Undecided
help me in the future.
7. because it helps me find the right 2.55 1.14 Undecided
direction when I’m lost.
8. I can easily know someone’s life 2.53 1.08 Undecided
and achievements
9. . I explore history of a certain 2.46 1.08 Undecided
things, people, and countries.
10. because it gives insights and 2.29 0.16 Undecided
lessons.
Overall 2.45 0.68 Undecided
Legend: 4.21 – 5.00 = Always (Strongly Agree); 3.41 – 4.20 = Often (Agree); 2.61 – 3.40 =
Sometimes (Undecided); 1.81 – 2.60 (Disagree) = Seldom; 1.10 – 1.80 = Never (Strongly
Disagree)
34
Table 1 shows the weighted mean of respondents’ perception in

attitude towards reading. The highest mean which is 2.65 among the 10
statements under the perception of the respondents is found under the
statement number 2 which states that ‘’I like reading because it let me explore
into other country’s culture.’’ And 2.28 weighted mean is shown in number 3
which is the lowest mean among the 10 statements stating that ‘I like reading
because it updates everyone with the news.’’ In other words, this implies that the
respondents are most likely to search about other people’s culture rather than
reading news that report things in their places. The overall perception of the
respondents towards attitude towards reading is undecided with the overall mean
of 4.45.
Thus, High interest in reading topic motivates and engages students

more to read (Cho, Xu, Rodes 2010). Positive student attitudes towards reading
and a healthy reading self-concept are major objectives of the reading
curriculum in most countries. Students who enjoy reading and who perceive
themselves as good readers usually read more frequently and more widely,
which in turn broadens their reading experience and improves their
35
Table 2. The Respondents’ Perception in Terms of Environment
Verbal
Mean Deviation
Indicators
I enjoy reading when…..
1. my parents read to me and 2.86 1.24 Undecided
encourage me to read
2. 2. I see my brothers and sisters 3.09 1.21 Undecided
reading a lot
3. my house is silent and there are no 2.91 1.29 Undecided
unnecessary noises
4. we have a mini library in our house 3.90 1.32 Agree
5. when I am done with my chores and 2.80 1.18 Undecided
our house is clean.
6. my classmates that is around me 2.88 1.05 Undecided
are fond of reading..
7. my school provides different kind of 2.81 1.17 Undecided
books.
8. my teacher prepares strategies and 2.42 1.08 Undecided
motivations for us.
9. . the classroom is well ventilated. 2.95 0.99 Undecided
10. the light in our classroom does not 2.85 1.21 Undecided
irritate our eyes when we are
reading.
Disagree)
Table 2 shows the weighted mean of respondents’ perception towards

environment. The overall mean is 2.95 which in interpreted as undecided. The
lowest mean is 2.80 manifested in statement number 5 stating that ‘’I enjoy
reading when I am done with my chores and our house is clean.’’ On the other
hand, the highest mean which is 3.90 among the 10 statements under the
perception of the respondents is found under the statement number 4 which
states that ‘’I enjoy reading whenwe have a mini library in our house.” It implies
36
that most of the respondents are mostly engrossed with reading if they have
references in their own home.
In support to this from Further studies by Krashen (2004) stated that “More
access to books result in more reading” This also implies that having an access
to reading materials is one great factor that affects the development of the
reading habit of a person. Parents are one of the most important literacy
teachers. Indeed, the parents should encourage their children to read. Reading
together is also a central element of early years’ programs, such as Sure Start.
We would therefore urge schools to capitalize on and encourage reading that is
done at home, by providing guidance on how to build on materials used at school
while engaging their child with reading for fun.
37
Table 3. The Respondents’ Perception in Terms of Interest
Verbal
Mean Deviation
Indicators
I am interested…..
1. to read if the book is about 2.38 1.18 Undecided
romantic stories.
2. to read rather than talking to my 2.81 1.01 Undecided
classmates in school
3. in reading short stories rather 2.84 1.04 Undecided
than watching television.
4. in reading the news daily to keep 2.91 1.10 Undecided
me updated.
5. in buying books rather than 3.55 1.12 Agree
buying clothes or shoes.
6. in reading trivia to gain more 2.63 1.11 Undecided
information.
7. to read the book rather than to 3.15 1.09 Undecided
watch the movie adaptation.
8. to read the actual book rather 2.79 1.18 Undecided
than reading it in e-book form.
9. to read when my I have an 2.45 0.95 Undecided
assignment that requires reading
a book.
10. to read books about history and 2.59 1.04 Undecided
people that contributed things in
the world.
Overall 2.81 0.66
Undecided
Disagree)
Reflected on Table 3 that the overall mean perception of the respondents

in terms of interest is 2.81 that is interpreted as undecided. The lowest mean is
2.38 at statement number 1 which states “I am interested to read if the book is
about romantic stories.” And in contradiction to that, the statement that gets the
38
highest mean is statement number 5 stating “I am interested in buying books

rather than buying clothes or shoes.”
It is also clearly shown in the table above that the respondents are highly
uncertain mostly in all the indicators. This implies that most of the respondents
are not interested in reading in a low percentage however some are willing to
invest in buying books.
In support, Individual interest is considered to be stable to engage with

activities or objects (Bergin, 1999; Hidi, 1990; Hidi, Berndorff, &Ainley, 2002;
Krapp, Hidi&Renninger, 1992; Schiefele, 1999). Hidi and Renninger (2006) have
developed a four-phase model of interest development wherein situational
interest, when provided with social support, can develop into increasingly
committed levels of individual interest. Thus if the respondents are personally
interested in buying books rather than buying clothes or shoes they will have an
improvement in reading comprehension.
39
Table 4. The Respondents’ Perception in Terms of Study Habits
Verbal
Mean Deviation
Indicators
1. Before I sleep I manage to read 3.16 1.18 Undecided
books
2. I prefer group study than to read 3.14 1.01 Undecided
alone.
3. I read books regularly. 3.13 1.04 Undecided
4. I read for at least 10-15 minutes a 3.30 1.10 Undecided
day
5. I take down unfamiliar words when 2.93 1.12 Undecided
I’m reading a text.
6. I prefer listening to music than to 3.17 1.11 Undecided
read books
7. I read books when I feel 3.19 1.09 Undecided
comfortable and relax.
8. I read books when I have exam, 3.00 1.18 Undecided
quiz and recitation.
9. I read books when I have to find 3.07 0.95 Undecided
specific information
10. I read books when there is 3.11 1.04 Undecided
reading assignment.
Disagree)
The table 4 presents the computed mean and standard deviation of the
respondents. This includes indicators about the respondent’s study habits. The
result shows an overall mean of 3.12. This mean shows that the most
respondents are undecided to the majority of the indicators. The lowest mean is
2.93 manifested in statement number 5 stating that “I take down unfamiliar words
when I’m reading a text.’’. On the other hand, the highest mean which is 3.30
among the 10 statements under the perception of the respondents is found under
the statement number 4 which states that ‘’I read for at least 10-15 minutes a
40
day.” Which imply that most of the respondents take time to read even in a
minimal time frame.
In order for the students to develop into effective readers, they must
possess the both skill and will to read. As noted by Guthrie and Wigfield (2000),
“motivation is what activates behaviour.” Student attitudes towards reading are a
central factor affecting reading performance. Outside school hours, over for in
five (83%) young people read books in their spare time and 16% read them every
day.
Part III. Respondent’s Reading Comprehension Level
Table 5. Results of the Respondents’ Reading Comprehension Test
Mean Standard Deviation Verbal Interpretation

Literal Skills 81.00 3.19406 Approaching Proficiency
Interpretative Skills 70.00 1.52192 Developing
Creative Skills 69.00 1.10095 Developing
Evaluative Skills 68.5 1.67753 Developing
Legend: 90 – 100 = Advanced Proficiency; 86 – 90 = Proficient; 81 – 85= Approaching
Proficiency; 76 – 80 = Developing; 75 – below = Beginning
As shown in the table 5, the mean of the percentage of scores and
Level of the respondents on the comprehension test given by the researcher.
The respondents got the highest mean score in Literal Skills with 81.00 which is
approaching proficiency, Developing in Interpretative skills with a mean score of
70.00, also developing in Creative skills with a mean score 69.00 and lastly the
respondents’ got the lowest in Evaluative Skills with a mean score of 68.5 which
is developing.
In connection to the high scores in Literal skills according to James H.

Berry, (2005) reading for literal comprehension, or acquiring information that is
41
directly stated in a selection, is important in its self and is also a prerequisite for
higher level comprehension. Recognizing stated information is the basis of literal
comprehension, the specific, explicitly stated parts of a paragraph or passage
that contain basic information are the details on which main ideas, cause and
effect relationships, inferences, and so on are built. Thus the reason why the
respondents’ got a high score in Literal skills is that it is the most essential and
easier because the information is stated in the text itself.
Part IV. Test Correlation between Reading Related Variables and Reading
Comprehension Skills
Table 6. Correlation between Respondents’ Profile and Reading Comprehension

Skills
Literal Interpretative Creative Evaluative

Skills Skills Skills Skills
Age .027 .366** .103 .284**
Sex .217* -.018 .019 -.001
Year Level .156 .262* .100 .161
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed)
Table 6 shows the significant relationship between the respondents’

profile and reading comprehension skill. This reveals that there is a significant
and highly significant relationship between the respondent’s profile, in age,
gender and year-level and reading comprehension skills. Where in the value of
age in Literal is .366** and .284* in Evaluative skills, the value of gender in Literal
skills is .217* and lastly the value of year-level in Interpretative skills is .262.
It implies that the respondent’s profile has a big impact in their reading
comprehension. In support to that Abrigo (2010) added as cited by Dunas (2010),
42
age matters. Man’s physical, psychological and cognitive capacities usually

weaken and retrogress as age progresses. However, since age improves
cognitive state their Interpretative and Evaluative skills in reading also improves.
It implies that girls answersare more right in Literal reading skills in

support to that, 2004 study by National Center for Education Statistics provided
an analysis of gender differences in reading achievement for the 1992-2003
administration of the National Assessment of Educational Progress. This analysis
revealed that females in grade four, eight and twelve consistently performed
better than their male counterparts in reading achievement.
Tizon (2009) and Lertpattaramanat (2010) Showing the relationship

between the levels of reading comprehension and year-level, students first learn
to read and understand texts that are story – like in nature that facilitate their
learning to read. Thus, across the years of school they progressively shift from
reading a story – like text to causal text which is reading for information (Akhondi,
Makyeri&Samad, 2011; Gillet, Temple & Crawford, 2004). Hence, the students
improve their Evaluative skill as their year level progresses.
Table 7 Correlation between Respondents’ Perception towards Reading and

their Reading Comprehension Skills

Skills Skills Skills Skills
Attitude Pearson -.193 -.026 -.202* -.021
Correlation
Environment Pearson .239* -.007 .019 .155
Correlation
Interest Pearson .065 .094 .068 .114
Correlation
Study Habits Pearson -.115 -.101 -.099 .028
Correlation
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed)
43
Table 7 shows the significant relationship between the related variables

and reading comprehension of the respondents’. Using Pearson Correlation, this
reveals that there is relationship between the related variables in reading and the
reading comprehension in terms of Attitude with a value of -.202* in Creative skill
and in terms of Environment with a value of .239* in Literal skills.
In support to that, whether children read or not is determined by their

attitudes toward reading. If children do not like reading or they think that reading
is boring, their negative attitude toward reading will hinder their reading
comprehension improvement. However, reading is a process of getting meaning
from the texts, not just literally but also reading between the lines. If children do
not want to get any meaning from the texts, it is not reading (Dombey, 1999).
In addition, Regardless of where children start as far as reading skills,

and the impact that environment had on their initial skills, we found that their
environment had an impact in how fast or how slowly the Literal reading skills
developed, however much more research needs to be done examining the roles
the environment in shaping how children learn to read (Petrill2010).
44
CHAPTER 4
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings; the conclusions made and
the recommendations offered.
Summary of Findings
This study was conducted at St. Paul Learning School – Alaminos

Laguna, with a total one hundred (106) respondents’ in Senior High School but
the researcher only gathered ninety five respondents of the total population.
Descriptive method was used in this study wherein it used the total population
sampling. The researcher used a checklist-questionnaire method in order to
reveal the relationship of the variables.
The main purpose of the study was to determine the relationship between-
related variables such as respondents’ profile and reading related variables to
the respondents’ reading comprehension skills.
Specifically, the study aimed to answer if the profile of the respondents

with respect to age, gender, year-level, available media at home and reading
related variables such as attitude towards reading, environment, interest and
study habit affects the reading comprehension skills.
Based on the gathered data from the respondents, the following findings
were:
Most of the respondents were female with a frequency of 54 and a

percentage of 43.2 % while male with a frequency of 41 and a percentage of
5.8%.
Majority of the respondents fell under the age of 17 with a frequency of 35

which is 36.8%. On the other hand, the age of 15 had the lowest percentage
having frequency of 2 which is 2.1%.
45
Most of the respondents are in grade 11 with a frequency of 62 which is

64.2% while the students in grade twelve has a percentage 35.8% with a
frequency of 34.
Most of the respondents’ available media home are books specifically

dictionary with a frequency of 69 which is 19.9%, magazines with a frequency of
60 which is 17.3% and lastly newspaper with a frequency of 50 which is 14.5%.
The overall weighted mean of attitude towards reading was 22.45 and
interpreted as undecided. Environment had an average weighted mean of 2.95
and also interpreted as undecided. Interest had an average weighted mean of
2.81 and interpreted undecided as well. Lastly, Study Habits had an average
weighted mean of 3.12 and interpreted undecided.
In terms proficiency level of the respondents’ performance in their reading

comprehension Skills, the findings were the following:
In Literal Skills the respondents got a mean of 81 with verbal interpretation

of ‘’Approaching Proficiency’’, Interpretative Skills with a mean of 70 and
interpreted as ‘’Developing’’, Creative Skills with a mean of 69 and verbal
interpretation of ‘’Developing’’ and Evaluative Skills with a mean of 68.5 having a
result of beginning. Moreover, this research signifies that the Respondent’s
Profile and the Reading Related Variables have a relationship with Reading
Comprehension Skills.
Conclusion
Based on the aforementioned findings, the hypothesis stated that the
respondents’ profile is not significantly related to the reading comprehension
skills of the respondents is rejected. It was concluded in the three respondents’
profile; age, gender, and year-level, all of it proved to have significant relationship
in reading comprehension.
46
On the other side, there is also significant relationship between the two out
of five reading related variables which are; attitude towards reading and
environment and the reading comprehension skills of the respondents. In that
case, the hypothesis is partially rejected.
Recommendations
Based on the findings and conclusions, the following recommendations

were suggest:
1. Teachers of English can evaluate their strategies to improve student’s

various reading comprehension skills. They should see to it that they cater
all the needs in improving students reading comprehension skills. They
also need to considerate different factors in reading that may affect
reading comprehension.
2. Students may be made to realize that the greatest responsibility in
enhancing reading comprehension is theirs.
3. Similar studies may be conducted to further measure the reading
comprehension skills of students, with consideration of other variables
which were not included in the study.
47
BIBLIOGRAPHY
Internet Sources
Blachowicz, Camille and Donna Ogle (2008) Reading Comprehension. New
York: The Guilford Press.
James H. Berry (2005) Levels of Reading Comprehension,
Jenifer Ramos Umali (2013) Factors Affecting the Reading Comprehension of

Selected ACCS Students of the University of Makati School year 2012-2013
Owlcation (June 14, 2016)
https://owlcation.com/academia/Literal-Inferential-and-Critical-Comprehensive-
Reading
State College (2010) Student Attitudes Towards Reading: A Case Study Lindsey
Seitz Buffalo
Strategic Marketing & Research, Inc. (2013) Factors Affecting Reading Ability in
School Age Children
Wang, Yuxiang (2000) Journal of Instructional Psychology
Wisdom I. Jude and O. B. Ajayi (2012) Literal Level of Student's Comprehension

in Nigeria: A Means for Growing a New Generation African Scholars
Unpublished Thesis
Edilita Vargas (2010) Factors Associated with Reading Comprehension

performance of Grade 5 Pupils
DazzelynLintan (2013) Factors that affect the Reading Comprehension and

achievement in English
Ma. Rona Sahagun (2011) Related Variables and the Reading Comprehension
Skills in Students of English of Arts and Sciences
Marie Michaela (2014) Related Factors and the Reading Comprehension of the
Selected First year BSED students of LSPU
48
Ray Kathlene Anne M. (2017) Reading Related Factors and the Reading Skills of
the Fourth-Year Major in Math and Science in Laguna State Polytechnic
University
RetizaHaideen (2011) Reading Habit and Proficiency in English Vocabulary

49
APPENDICES
50
APPENDIX A
Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
College of Teacher Education
Eden C. Callo, Ed. D

College Dean
San Pablo City Campus
Dear Madam,
Greetings of Peace!
The undersigned student of Laguna State Polytechnic University – San
Pablo City Campus is conducting a research study entitled “Reading Related
Variables and the Reading Comprehension Skills of Senior High School
Students” as part of the requirements for the degree Bachelor of Secondary
Education Major in English.
In this regard, may I request your good office to allow me to conduct my
study in your institution in which my respondents are the one hundred six (106)
senior high school students of St. Paul Learning School of Alaminos, Laguna.
Rest assured that any information and data gathered will be treated with outmost
confidentiality.
Your kind approval on this matter will be greatly appreciated.
Thank you very much.
Respectfully yours,
Vanessa S. Benet
Researcher
Noted by:
Cecilia Q. Velasco, Ed. D.

Research Adviser
Approved by:
Eden C. Callo, Ed. D.

College Dean
51
APPENDIX B
Province of Laguna
Dear Respondents,
In connection with my thesis entitled “Reading Related Variables

and the Reading Comprehension Skills of selected Senior High School
Students” I am soliciting your cooperation in answering the attached
questionnaire for the realization of this endeavor.
I am hoping for your full support. Thank you.
Respectfully yours,
Vanessa S. Benet
Researcher
Noted by:

Research Adviser
52
APPENDIX C

Province of Laguna
Dear Mrs.EmeldaMatienzo,
Greetings of Peace!
The undersigned student of Laguna State Polytechnic University – San

Pablo City Campus is conducting a research study entitled “Reading Related
Variables and the Reading Comprehension Skills of selected Senior High
School Students” as part of the requirements for the degree Bachelor of
Secondary Education Major in English.
In this regard, may I request your good office to allow me to conduct my
study in your institution in which my respondents are the one hundred six (106)
senior high school students of St. Paul Learning School of AlaminosLaguna. Rest
assured that any information and data gathered will be treated with outmost
confidentiality.
Your kind approval on this matter will be greatly appreciated.
Thank you very much.
Respectfully yours,
Vanessa S. Benet
Researcher
Noted by:

Research Adviser
Approved by:
Mrs. Imelda Matienzo

Principal
53
APPENDIX D

Province of Laguna
SURVEY QUESTIONNAIRE
READING RELATED VARIABLES AND THE READING COMPREHENSION

SKILLS OF THE SENIOR HIGH SCHOOL STUDENTS OF ST. PAUL
LEARNING SCHOOL ALAMINOS, LAGUNA
Part I. Respondent’s Profile
Direction: Please fill in the needed information and put a check mark (√) on the
space of the indicator that corresponds to your answer.
Name: (optional)_________________ Age:

________________________
Year Level: _______________________ Gender:

_____________________
Available Media at Home
____ Newspapers ____Thesaurus
____Magazines ____Encyclopedia
____Dictionaries ____Laptop
____Pocketbooks ____Tablet
54
____Desktop Computer ____ Textbooks
Part II. Respondent’s Towards Reading Comprehension

The following are the indicators of Reading Related Variables
Direction: Read the following statements and put a check (√) mark on the
corresponding column. Please be guided by the value scale below.
1. Always 4. Rarely
2. Often 5. Never
3. Sometimes
A. Attitudes Towards Reading 1 2 3 4 5

I like reading because…..
1. because it widens ones vocabulary.
2. it makes people relaxed.
3. it updates everyone with the news.
4. it gives insights and knowledge that I need
in my certain subject.
5. it let me explore into other country’s
culture.
6. I can discover new things that will help me
in the future.
7. because it helps me find the right direction
when I’m lost.
8. I can easily know someone’s life and
achievements.
9. I explore history of a certain things, people,
and countries.
10. because it gives insights and lessons.
(Researcher Made
Questionnaire)
1. Always 4. Rarely
2. Often 5. Never
3. Sometimes
55
B. Environment 1 2 3 4 5
I enjoy reading when…..
1. my parents read to me and encourage me
to read
2. I see my brothers and sisters reading a lot
3. my house is silent and there are no
unnecessary noises
4. we have a mini library in our house
5. when I am done with my chores and our
house is clean.
6. my classmates that is around me are fond
of reading.
7. my school provides different kind of books.
8. my teacher prepares strategies and
motivations for us.
9. the classroom is well ventilated.
10. the light in our classroom does not irritate
our eyes when we are reading.
(Researcher Made
Questionnaire)
1. Always 4. Rarely
2. Often 5. Never
3. Sometimes
C. Interest 1 2 3 4 5
I am interested…..
1. to read if the book is about romantic
stories.
2. to read rather than talking to my
classmates in school.
3. in reading short stories rather than
watching television.
4. in reading the news daily to keep me
updated.
5. in buying books rather than buying clothes
or shoes.
56
6. in reading trivia to gain more information.

7. to read the book rather than to watch the
movie adaptation.
8. to read the actual book rather than reading
it in e-book form.
9. to read when my I have an assignment that
requires reading a book.
10. to read books about history and people
that contributed things in the world.
(Researcher Made
Questionnaire)
1. Always 4. Rarely
2. Often 5. Never
3. Sometimes
D. Study Habits 1 2 3 4 5
1. Before I sleep I manage to read books.

2. I prefer group study than to read alone.
3. I read books regularly. .
4. I read for at least 10-15 minutes a day.
5. I take down unfamiliar words when I’m
reading a text.
6. I prefer listening to music than to read
books
7. I read books when I feel comfortable and 8.
relax.
8. I read books when I have exam, quiz and
recitation.
9. I read books when I have to find specific
information
10. I read books when there is reading
assignment.
(Adapted:Banzuela, Ray Kathlene Anne M. (2017) Reading Related Factors and
the Reading Skills of the Fourth-Year Major in Math and Science in Laguna State
Polytechnic University)
Part III: Reading Comprehension

57
Direction: Read the following questions below and encircle the letter of
the correct answer.
Literal Skills
1. Mindoro is the place to experience nature survival. Is it one of the

less developed islands in the Philippines, only four hours from Manila by
combined land and sea travel. The towns are all situated along the west,
and the center of the island compromises a vast tropical feast with Mount
Halcon, at 2,505 meters above the sea level, as its highest point.
1.1 One of the best places to experience nature survival is

a. Mindanao
b. Mindoro
c. Marinduque
d. Miami
1.2 Travel time from Manila to Mindoro is
a. 3 hours
b. 4 hours
c. 5 hours
d. 6 hours
1.3 How high is mount Halcon?
a. 2,000 meters
b. 2,500 meters
c. 2,505 meters
d. 2,506 meters
1.4 What is the center of the island?
a. Jungle
b. Naval base
c. Coconut plantation
d. A vast tropical forest
58
2. Heavy water is formed by the union of oxygen with especial form of

hydrogen called isotope. Each atom of this isotope called deuterium or
heavy hydrogen carries a neutron that makes it about two times as heavy
as an atom of ordinary hydrogen. A molecule of heavy water made up of
two atoms of deuterium and one of oxygen weighs more than molecule of
ordinary water. Heavy water is denser than ordinary water and boils at
higher temperature. It is used for scientific purpose.
2.1 Heavy water is formed by the union of oxygen and ____________

a. Hydrogen b. Atom c. Isotope d. Deuterium
2.2 The neutron in deuterium is ________ times heavier than that in
ordinary hydrogen.
a. One b. Two c. Three d. Four
2.3 Heavy water is _______ than ordinary water
a. Safer b. Cleanser c. Denser d. Slicker
2.4 Heavy water boils at _________ than ordinary water
a. Higher temperature c. Mid temperature
b. Low temperature d. Extreme temperature
2.5 ___________ is used for scientific purposes.
a. Atom b. Oxygen c. Heavy water d. Hydrogen
3. The growing process is quicker in animals – as a cat which is very

old at fifteen years than in a man who lives up to eighty years or more.
According to medical findings, the proportion in growth between cats and
humans is one to seven. This means that a cat of seven years is as old
physically as a man of forty-nine. The young’s dependency on its mother
is another factor affecting growth rate. The kitten leaves its mother’s side
and is able to take care of itself after a few weeks, but takes years for a
young boy to take care of himself without as adult’s help.
3.1 The growing process is __________ in animals than in man.

59
a. Slower b. Shorter c. Longer d. Quicker

3.2 The proportion in growth between a cat and a person is one to
________.
a. Five b. Six c. Seven d. Eight
3.3 A forthy-nine-year-old man would be as old as a cat which is
_________.
a. Five b. Six c. Seven d. Eight
3.4 A kitten can leave its mother’s side for only a __________.
a. One week b. Two weeks c. Three weeks d. Few weeks
3.5 There is some connection between the ________ of a creature’s life
and the
time it takes to grow into full size.
a. Medical findings c. Growth rate
b. Growing process d. Proportion in growth
4. Fertile soils contain minerals, organic materials and variety of

mcroscopic form of plant and animal life. Decayed plants and animals
substances account for the presence of organic compounds in the soil.
Bacteria and other forms of simple plant life, however, make up the
greatest part of the “living” portion of the fertile soil.
4.1 The selection is mainly about.
a. The presence of bacteria in soil
b. The forms of life in fertile soil
c. The composition of fertile soil
d. The plants that grow in fertile soil
4.2 There are organic compounds in the soil because of
a. Simple plant life
b. Decayed plants and animal substance
c. Minerals and other soil substance

60
d. Gums and bacteria
4.3 Fertile soils is made alive by
a. Minerals
b. Bacteria and simple plant life
c. Organic compounds
d. Decayed animals
5. The presence of learning is no confined to learning from books.

Best it does include learning from books. Sometimes, when I stand in a
big library, and gaze around me at the millions of books, I feel sober,
earnest delight hard to explain except by metaphor. These are not lumps
of lifeless paper but minds alive on the shelves. From each goes but its
own voice, as inaudible as the streams of sounds conveyed by electric
waves beyond the range of our hearing. Just a touch of a button on our
stress will feel the room with music, so by opening one of these volume,
one call into range voice far distant in time and space and hour it speaking
mind, heart to heart.
5.1 What is the main purpose of the author for writing the paragraph?
a. To inform
b. To entertain
c. To persuade
d. To criticize
Interpretative Skills
1. The attitude of high school seniors in giving alms itinerant beggars.
Respondents Approved Disapproved No comment

61
Boys 987 501 642 22
Girls 840 302 410 128
Total 1827 803 874 150
1.1 What conclusion can be drawn to the table?
a. More high school sophomore than seniors do not favor giving alms
to itinerant beggars.
b. More high school senior boys than girls have no opinion on giving
alms to beggars.
c. More high school senior boys than girls approve of giving alms to
itinerant beggars
d. Most high school seniors favor giving alms to beggar.
2. From the Japanese

The summer night
Is a dark blue hammock
Slung between the white pillars of day
I lie there
Cooling myself
With the straw colored
Flat round fan
Or the full moon
2.1 What figure of speech is illustrated in the poem?

a. Simile
b. Metaphor
c. Personification
62
d. Hyperbole
2.2 What association does the word hammock have that makes suitable
Metaphor for night?
a. It’s color is dark blue like the color of night
b. When you cannot sleep at night, try using a hammock
c. It is used as a bed to relax or sleep
d. A baby is usually made to sleep in a hammock
3. Some dogs have unusual eyesight. They hound and the afghan found can
see objects at great distance. They are hunting dogs. They respond to any
movement no matter how slight.
Some dogs are near-sighted. They cannot see far away. The Bloodhound
has trouble seeing objects just a few feet away. Other days their eyesight is
between the greyhounds and the bloodhounds.
3.1 Which generalization is more likely true?

a. The eyesight of dogs ranges from poor to very good.
b. Afghan hounds are hunting dogs.
c. All dogs have poor eyesight.
d. Dogs can develop their eyesight.
4. Since we could not confer before the meeting, we decided to just play it by
ear.
a. To change the topic.
b. To just listen, look and wait
c. To exist without notice
d. To give them benefit of doubt
4.1 Albert T. Lim now walks on air after being proclaimed the Retail
Salesman of the year.
a. To completely out of sight
63
b. To be rejected
c. To be elated
d. To eliminate dissension
5. Out of the night that covers me,

Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find, me unafraid.
It matters not how strait the gate,

How charged with punishments the scroll.
I am the master of my fate:
I am the captain of my soul.
5.1 In the poem, what does the author mean in the verses “I am the
master of my fate. I am the captain of my soul”.
a. A person should wait for the fate to decide for him/her.

b. A person should make a decision for himself.
c. If it’s meant to be it will be.
d. All of the above.
64
5.2 In the line “Under the bludgeonings of chance” in the poem, what does
bludgeonings mean?
a.Weapon b. Field c. Love d. Destiny
Creative Skills
1. Felina wanted to join a trip to a cave in an island across the city. The trip was
to take place during the windy months when the waves were big; and it was
not quite safe to cross the sea. She asked her father’s permission to go, but
he did not give it. She thought of asking her mother who was not strict as her
father.
1.1 If you were Felina, what would you do after your father has said “NO”?
a. Obey the decision of the father.
b. Ask the reason for the decision and make comments to have an
excuse.
c. Devise a plan of the mother to make the father say “YES”.
d. Ask the help of the mother to make the father say “YES”.
2. There are two philosophies of life: One is “first the feast and then the
headache”. The other is “first the fast and then the feast”. Deferred joy
purchased by sacrifice is always the sweetest.
2.1 The selection wants to convey us that.

a. In life, it is either joy of suffering that comes first.
b. There is nothing but pain in the world.
c. Thinking of our problems will only cause us headache.
d. Feasting and fasting are necessary to attain joy.
3. There was a farmer with several sons who could never agree among
themselves. He had often told them how foolish they were to be always
quarreling, but they kept on and paid no attention to his advice.
65
3.1 If you were the farmer, what would you do to make your son stop
quarreling with each other?
a. Give punishment that will teach them a lesson not to forget.
b. Make them separated to each other.
c. Make an activity that will make them realize the importance of each
other.
d. Give them advice regarding the importance of brotherhood
4. Cats are the world’s greatest hunter for they go after any animal which they
can catch and kill. They move in complete silence and rely on stealth and
secrecy to catch their prey. They prefer to ambush their victim with terrifying
rush instead of chasing it. They have magnificent bodies that combine power
and grace, as they move very fast over short distances. They have a keen
sense of smell, good hearing, and excellent sight especially adapted to this.
4.1 If you were the author, choose the best tittle for this selection.
a. Sly animals c. World’s Greatest Hunter
b. Hunters in the night d. Magnificent Animals
5. There are many customs associated with wedding service dating back to the
earliest times. Traditionally, the bride wrote to shoe her purity and innocence.
She wrote her bridal veil to ward off evil spirits who might arm her just by
looking at her. Plain gold rings were exchanged in most marriage ceremonies.
The ring, which has no beginning or end, it being a circle, stands for eternity.
Many brides wore something old, something new, something borrowed, and
something new.
5.1 If you were the bride/groom, what belief does the selection convey?
a. Superstition in marriage c. Pure and innocent bride
b. How a wedding ceremony is performed d. Wedding customs
66
Evaluative Skills
Direction: Read each sentence carefully. Then answer the question based on it.
Be ready to give the reason for your answer.
1. Electricity can be a very valuable friend but it can also be a cruel enemy
which causes instant death.
1.1. Should electricity be handled with care?
a. Of course, because it is very important.
b. No, because it is a cruel enemy which causes instant death.
c. Definitely, is said to be a very valuable friend.
d. Never, it is useless.
2. Green plants manufacture food in the presence of sunlight by using a process
called photosynthesis.
2.1. Can green plants make their own food?
a. Yes, by the presence of sunlight.
b. No, because they are dependent.
c. Yes, using a process called photosynthesis
d. No, it’s impossible.
3. Mr. Cruz was walking from the office when a beggar approached him for
alms; Mr. Cruz looked at the beggar and realized that the man in duty rage
was robust, perhaps even stronger than he. “Why?” told the beggar, “You are
strong enough to walk and earn a living.” With these works, Mr. Cruz
proceeded on his way.
3.1. Was Mr. Cruz right to refuse to give alms to the beggar?
a. Yes, because he wanted to give advice to the beggar.
b. Yes, to make the beggar realize that he can still work.
c. No, because he don’t have the right.
d. No, because he is capable of giving alms.
4. Mr.Baldo’s class was solving some problems in Mathematics on the board.
They had solved several problems when Rolly noticed that the answer to the
67
problem considered correct by the teacher was wrong. Rolly told the teacher
about it. Danny also noticed that the answer was wrong but kept quiet.
4.1. Which of the two boys did the right thing? Why?
a. Rolly, to make corrections to the teacher so he speaks up
b. Danny, so that the teacher will not be embarrassed.
c. Rolly, to make right things and to make suggestions.
d. Danny, to make things uncomplicated.
5. Below are the statements of facts and opinions. Please check statement of
facts and encircle statements of opinion.
5.1 CharicePempengco, the petite Filipino teenager whose knock-out
voice has vowed Oprah and millions worldwide, caused a stir of
another kind.
5.2 She is a Filipino.
5.3 She is the best singer in the world.
5.4 Pempengco, who is 18, got Botox injections and a skin tightening
treatment called Thermage.
5.5 The said treatment will make her more of a singer.
(Modified Adapted: Ma. Rona Sahagun (2011) Related Variables and the
Reading Comprehension Skills in Students of English of Arts and Sciences)
68
APPENDIX E
Key to Correction
1.1 B 1.1 C 1.1 A 1.1 A
1.2 B 2.1 B 2.1 A 2.1 C
1.3 C 2.2 B 3.1 C 3.1 B
1.4 D 3.1 A 4.1 C 4.1 C
2.1 C 4 B 5.1 D 5.1 Opinion
2.2 B 4.1 C 5.2 Fact
2.3 C 5.1 B 5.3 Opinion
2.4 A 5.2 A 5.4 Fact
2.5 A 5.5 Opinion
3.1 D
3.2 C
3.3 C
3.4 D
3.5 B
4.1 C
4.2 B
4.3 B
5.1 B
69

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Reading comprehension is the process of making extracting from text. The

People read for pleasure, relaxation, to discover new things, to improve

Reading is one of the four macro skills taught in an English

language classroom, which requires a response from the reader through

2010).Reading comprehension is a complex balance between recognizing

Understanding a text is a simultaneous extraction and construction of

Since reading comprehension is a complex interactive set operations it as

Background of the Study

As a future secondary English teacher, the researcher observed that the

To be an effective reader, there must be objectives, monitoring of the

Many factors may consequently affect reading comprehension. Each of these

Maturity can affect the Reading Comprehension of a learner, at a young

As children move beyond the beginnings of learning to read, the

The most treasured memories of childhood centre around books, perhaps

Peralta (2006) stated the responsibility of a teacher is to develop each

In addition, Abrigo (2010) added as cited by Dunas (2010), age matters.

implications—especially for their self-concept of ability— than failure that results

Available Media at Home

Families must have access to print resources and literacy materials to

Exposure to books, magazines, newspapers and environmental print

Book ownership in particular is related to enjoyment of reading, attitudes

Furthermore, a meta-analysis of evidence from 108 relevant studies by

Gender is one of the factors affecting reading. Brantmeler (2003) indicated

According to Bauerlein and Stotsky (2005) boys’ interests in reading is

Besides as children mature, males tend to be more analytic while females

According to a recent literature review, there is a scarcity of informational

Attitudes towards Reading

Researchers have described how a larger vocabulary contributes to other

High interest in reading topic motivates and engages students more to

The surroundings of the reader are very significant to understand and

The vitality of environment specifically in home for reading achievement of

Research has recognized the importance of early literacy experience in

Patrick et al. (2007) found students perceptions of their classroom social

cognitively stimulating have higher academic motivation than children whose

According to Renninger and Ann (2002), text characteristics (contents of

Focusing on student interests in selecting reading materials may be more

Text-based interest can also be promoted by altering certain aspects of

Many educators and researchers consider interest to be an essential

Spangler (2003) clarifies the distinction between reading interests and

Platt (2003) reviews several selected studies on reading preference of

Researchers have also demonstrated that interest affects the type of

A study of third- and fifth-graders and eighth- and 10-graders by Guthrie,

The social environment emerging around readers is also a worry. Girls

Variety of students has shown differences between the performance of

Assessment of Educational Progress. This analysis revealed that females in

Based on the study conducted by the Canadian Government investigating

Brain-based gender differences, they suggest, are one data-based

Millard (1997) has identified some characteristics of reading programs

Families must have access to print resources and literacy materials to

a household. Exposure to books, magazines, newspapers and environmental

Exposure to books, magazines, newspapers and environmental print

Book ownership in particular is related to enjoyment of reading, attitudes

Furthermore, a meta-analysis of evidence from 108 relevant studies by

Meanwhile study by Samuel Moges (2011) aimed at showing up to date

Guthrie and colleagues (2006) confirmed that a high number of simulating

Yuen (2009) investigated the use of context clues to gain knowledge of

Research on the development of language comprehension skills from

Guthrie et al. (2004) investigated concept-oriented reading instruction

The study by Paris and Paris (2007) demonstrates that comprehension by

BerningerAbott, Vermeulen, and Fulton (2006) investigated issues related

Cain and Oakhill (2006) studied consistency of students’ skill impairment