The Relationship between Speed Reading in the Reading

Comprehension of Grade 11 STEM Students at Saint Vincent College

Of Cabuyao

A Practical Research 2
Presented to the Faculty of the Senior High School Department of St.
Vincent College of Cabuyao

In Partial Fulfillment of the Requirements for the Practical Research

BHON ALRACE CARL F. RECOY

JEROME S. ULTADO
HEHERSON M. PAPAGAYO

2019-2020
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, statement of the problem,
hypothesis, theoretical framework, paradigm, scope and limitations, and
significance of the study.

INTRODUCTION

Statement of the Problem

This study aims to know the relationship of speed reading in the reading
comprehension of Grade 11 STEM students at Saint Vincent College of
Cabuyao.

Especially this study aims to answer the following question:

1. What is the level of reading comprehension of the respondents?

2. How speed reading affect the reading comprehension of the respondents?

3. Is there a significant relationship between speed reading and reading

comprehension?

Hypotheses of the Study

In line with the statement of the problem, the alternative hypotheses to be

tested are:
 1. The level of reading comprehension of the respondents is high.
2. The respondents who read slower do better in reading comprehension
test.
3. There is significant relationship between speed reading and the reading
comprehension of the respondents.

Theoretical Framework

Metacognitive Level
Metacognition as Flavell declared (1971) is a mental processing
mechanism that helps individuals to complete cognitive skill tasks. Phakiti
(2006) mentioned the importance for the reading when developing a
successful metacognitive competence as a direct monitoring of their
thinking and performance: the consequently regulated other cognitive
processes to achieve cognitive goals. The knowledge of cognition is an
individual’s awareness of his/her own nature and the nature of others as
cognitive processors or thinkers, a task, its demands and how to achieve
these demands under varying conditions and strategies to use in order to
accomplish the task. Phakiti (2006) mentioned in his study where this
knowledge is located, he explained in the long term memory (LTM).
According to an investigation ran by Flavell in 1992, metacognitive
knowledge can be found in tasks and strategy variables. Pressley (1998)
found that students’ comprehension was not enhanced by merely reading
more text. He stated, if the students used even one of the strategies, for
example summarizing, comprehension was improved. But also, if students
were given a variety of strategies that they can apply at their discretion, as
consequence comprehension was greatly improved.
Paradigm of the Study

Input Output
1. The level of reading comprehension of the 1. Improvement in
ThAutomatic word
respondents recognition is central to the construct reading
of f 2.
luency
The and fluency’s
effect of speedrole in the in
reading comprehension
reading of
comprehension.
text (e.g., Samuels, 2004, 2006). But what are the quali-
comprehension of the respondents.
ties that make for automaticity as it relates to reading 2. Enhance reading
3. The significant relationship between speed.
fluency? According to Logan (1997; see also Moors and
speed
DeHouwer, 2006),reading and the are
processes reading
considered to be auto-
comprehension
matic when they possess of the
fourrespondents.
properties: speed, effort-
lessness, autonomy, and lack of conscious awareness.
These properties can be considered together or sepa-
rately when determining whether a skill is automatized
(Moors & DeHouwer, 2006).
The first of these properties is speed, which is
thought to emerge concurrently with accuracy as learn-
ers engage in practice (Logan, 1988). As automaticity
develops, whether in terms of reading, perceptual-mo-
tor activities, or another skilled task, the learner’s per-
formance not only becomes accurate, it gets faster.
However, this increase in speed is not limitless. Rather,
the learning curve for these tasks follows what is known
as the power law; this “states that reaction time decreas-
es as a function of practice until some irreducible limit
is reached. Speed increases throughout practice, but
the gains are largest early on and diminish with further
practice” (Logan, 1997, p. 123).
In terms of connected text, the power law can be
seen in Hasbrouck and Tindal’s (2006) oral reading flu-
ency norms; for example, between w inter and spring
of the first-grade year students at the 50th percentile
increase their reading rate approximately 30 correct
words per minute, whereas their peers in the eighth
grade gain only 18 correct words per minute over the
entire school year and the gains for adult skilled read-
ers, who have reached asymptote, are infinitesimal.
The second attribute of automaticity is effortless-
ness (Logan, 1997). This refers to the sense of ease with
which a task is performed and to the ability to carry
out a second task while carrying out the first, automatic
one. If a person is able to accomplish two tasks at once,
then at least one of those tasks is, by necessity, auto-
matic. In terms of fluency, effortlessness can be seen in
two ways. First, fluent readers lack a sense of struggle
in recognizing most of the words they encounter in text.
This effortlessness in word recognition is derived, in
part, from unitization, a process that involves collaps-
ing some of the sequential steps used to identify words
(Cunningham, Healy, Kanengiser, Chizzick, & Willitts,
1988). Slow, algorithmic sequential word identification
processes are seemingly replaced by a shift toward di-
rect single-step retrieval of larger units (such as words
and phrases) in long-term memor y. These retrieved
skills essentially outpace the slower algorithmic word
identification processes and can be completed more
quickly (Logan, 1988). Second, most fluent readers not
only decode text, they also simultaneously comprehend
what they are reading. Inefficient word recognition
hampers comprehension and takes up precious cogni-
tive resources that should be used for understanding.
With automatization of lower level processes, children
can shift their attention from lower level skills to higher
level, integrative aspects of reading such as reading flu-
ently w ith comprehension. Disfluent readers, on the
other hand, are unable to integrate these lower level
skills with higher level ones, primarily because of the
effort they need to expend on word recognition (e.g.,
LaBerge & Samuels, 1974; Samuels, 2006).
In addition to rate and effortlessness, automatic pro-
cesses are also autonomous; that is, they occur with-
out intention, beginning and running to completion
independent of the direction or intent of the person
undertaking the act (Logan, 1997). In contrast, a non-
autonomous process is deliberate, allowing an individu-
al to maintain control over the act and deciding whether
it occurs. In the case of reading, f luent readers have
little choice but to recognize words as they encounter
them whereas beginning readers do not find reading
to be an obligatory act. For example, fluent readers of-
ten find themselves inadvertently reading the text that
runs along the bottom of a news program, although
they are eventually able to use their available cognitive
resources to inhibit it. Disfluent readers, on the other
hand, are either unable to process the text at all or may
find their attentional resources excessively preoccupied
by it (Schwanenflugel & Ruston, 2008). However, au-
tonomous processing of words comes in early in the
development of reading, perhaps even before children
are truly fluent readers (Schwanenflugel, Morris, Kuhn,
Strauss, & Sieczko, 2008; Stanovich, Cunningham,
& West, 1981). Indeed, continued lack of autonomy
of lexical processing is an indicator that the child (or
adult) is not yet a fluent reader (Protopapas, Archonti,
& Skaloumbakas, 2007; Schwanenflugel et al., 2006).
The final characteristic of automaticity is a lack of
conscious awareness (Logan, 1997). Once lower level
word recognition skills become automatic, the con-
scious awareness of the subskills that comprise them
disappears. This lack of conscious awareness in word
recognition differentiates f luent from disf luent read-
ers. Disfluent readers tend to be keenly aware of the
steps they need to undertake to determine the words
in a text and find the process to be slow and deliberate
(e.g., Chall, 1996). However, because word recognition
has become automatic for f luent readers, they are able
to identify nearly every word they encounter without
conscious effort.

Process

Figure 1 Paradigm 1. Questionnaire

of the Study 2. Reading aptitude test

Significance of the study

Students. This study will benefit the Grade 11 STEM students at St. Vincent
College of Cabuyao by improving their speed reading capacity in developing their
reading comprehension in English language.

Teachers. This study can be beneficial to teachers by informing them the area
in which Grade 11 STEM students are weak specifically in reading. Thus, it will
allow them to think various strategies such as reading phrases, guessing from
context and continuing to read the text even when they encountered a term that
they didn’t know how to fill in the needs of their students.
Scope and Limitation of the study
 This study focuses in knowing the relationship of speed reading and
reading comprehension of the respondents from Grade 11 STEM. The sampling
selected in this study is limited to 100 students at Saint Vincent college of
Cabuyao.

Definition of Terms

CHAPTER III
Review Related Literature
This chapter presents local and foreign literatures, references, articles,
journals, magazines, and studies that are relevant to the study. These may help
the proponents to gain empirical findings which could give an overview to the
study and use to achieve the data analysis of the study.

Foreign Literature
Andrew and Diana (2012) skimming and scanning are two specific
studying skills; these are practiced at the start of every theme: Skimming
capability looking at a textual content or a chapter quickly in order to have a
widespread notion of the content, while scanning capability searching at a textual
content to find some particular information.

Marjorie and Ann (2014) argued that students want to use the techniques
of skimming and scanning to decide if the data they have placed is even relevant
to their research or information need.
 Negash (2016) Skimming and Scanningare two specific speeds reading
techniques, which gave the reader the advantage of being able to predict the
reason of the passage,

Smith (2017) The major subject matter or message an some of the

growing or aiding ideas; while, when scanning readers only attempt to perceive
specific information and frequently they do now not even observe the linearity of
the passage to do so.

Phil (2013) printed that scanning and skimming are likely two of the most
useful skills in analyzing as long as you can overcome the concern that you will
pass over matters if you do now not read everything with perfect comprehension
at all time; every other indispensable skill that saves a massive quantity of time is
selective reading. Skimming is a reading method which helps the students to get
a general notion of the text in quick length of time, we skim when we desire to
cover the reading material in a hurry. With skimming we are fascinated only in
getting a universal thought of the text, and paying interest only to the key phrases
or thoughts of the text and pass the different details, these only key phrases can
offer a general idea about the learn about material; scanning refers to the way we
quickly search through a book or a text while searching for some important
information.

Lynn (2018) viewed that skimming includes looking down the web page
passing your eyes along and down the page, to see if it appears interesting in
relation to your topic, when skimming the pages, you think about the records of
interest. When you scan the web page for extra specific details, your eyes,
thought and attention focal point on the phrases that you desire to see and they
ignore the words that you are no longer interested in. He furnished an example
about scanning “You will possibly use the method of scanning when searching
for precise name in a phone directory. You appear for the initial letter, or maybe
for the first few letters, and bypass all of the different facts on the page. However,
when scanning for facts out of a book that is extra interesting than a list of
names, it is convenient to emerge as distracted. You might also give up scanning
to read some information that you have discovered to be interesting however is
no longer applicable to what you be searching for”(Lynn, P.13)

Nobert (2013) supplied an example about skimming and scanning,

he suggested, “When we desire statistics from a manual, we will search for that
information by some combination of scanning for key phrases and skimming
small segments for meaning to see if we are in the proper location of the text.
When we study newspaper we read headlines and frequently skim information
stories to see if we desire to gradual down and read more carefully.” It means
that these two methods are best combination to search an information.

Local Literature

Reading is the true backbone of most learning. Everything starts with the
written word — whether it’s math, science or even home economics. As students
go up the educational ladder, more reading is usually required as subjects
become more dense and challenging. (Philippine Star, 2010).

The DepEd reports that there has been a 21.36 percent increase in NAT
results from 2006 to 2009. The 2009 NAT revealed a rise in Mean Percentage
Score (MPS) of only 66.33 percent from 54.66 percent in 2006, which equates to
an improvement of 11.67 percent. The percentage gains were in all subject areas
and pointed to a steady improvement in the primary education of the country’s
public school system.

In a 2007 interview, Dr. Yolanda Quijano, then head of the DepEd’s

Bureau of Elementary Education, attributed “reading problems as the main culprit
for the poor performance of some students in the NAT.” Her observation is
indeed alarming. Hence, if a student’s reading comprehension is poor, chances
are his or her performance in other subjects will be compromised (Philippine
Star, 2010).
 Department of Education Secretary Br. Armin A. Luistro (2012) said that it
is important to assess the reading capability of students because reading is the
foundation of all academic learning. He added that if a pupil fails to master basic
reading skills at the outset, it will be a constant struggle for them to get through
other disciplines successfully, thus depriving them of the chance to become
literate and productive individuals.

Tongson, Jr. (2005) as cited by Nangleg (2007) attests to the deterioration

of reading skills of the pupils in the country when the Every Child a Reader
Program (ECARP) has been implemented and the Bureau of Elementary
Education (BEE) supports this program by developing the Philippine Informal
Reading Inventory (Phil-IRI).

CHAPTER III
Research Methodology
In this chapter, the research methodology described the overall plan and
strategies for attaining the stated objectives of research. This includes Research
Design and Gathering of data that will be utilized to enable the reader to know
how to study will be conducted and how the conclusions will be derive.

Research Design
The study employed Descriptive-Correlation Research. A Correlation is
simply defined as a mutual relationship or connection between two or more
things; is a statistical measure that indicates the extent of which two or more
variables fluctuate together. The whole purpose of using correlation in research
is to determine the degree to which a relationship exists between two or more
variables. Notice I did not say cause-and-effect relationship. The correlation
research designs are incapable of establishing cause-and-effect. The next
purpose is to develop prediction models to be able to predict the future value of a
variable from the current value of one or more variables. Descriptive Research
defines as to describe characteristics of a phenomenon being studied. It does not
answer questions about how/when/why the characteristics occurred. Rather it
addresses “what” question. The characteristics used to describe situation or
population are usually some kind of categorical scheme also known as
Descriptive categories. Correlation Research examine two variables the
statistical relationship between them with little or no effort to control extraneous
variable. The researchers try to probe the significance between more factors or
characteristics.

Participants of the Study

The participants of this study will be one hundred (100) Grade 11 STEM
students at Saint Vincent College of Cabuyao. The participants will be chosen
randomly.

Data Gathering Procedure

The data that will be gathered by the researcher will be analyzed and
combined to provide the answer to the statement of the problem. Furthermore,
the data will only come from the Grade 11 STEM students at Saint Vincent
College of Cabuyao. Each respondent will be given a set of questions where they
need to read a short story first in order to answer it. The researchers will record
the time it takes for each respondent to accomplish the given task and compute
the score percentage to know relationship of speed reading and reading
comprehension of the respondents.

Statistical Instrument

The researchers will use aptitude test to gather data from the
respondents. Where each respondent will be given a set of questions where they
need to read a short story first in order to answer it. The researchers will record
the time it takes for each respondent to accomplish the given task and compute
the score percentage to know relationship of speed reading and reading
comprehension of the respondents.

Statistical Treatment
 In this study the researchers will use inferential treatment to treat the data
and justify the hypothesis of the study.

Once upon a time a daughter complained to her father that her life was
miserable and that she didn’t know how she was going to make it. She was tired
of fighting and struggling all the time. It seemed just as one problem was solved,
another one soon followed.
Her father, a chef, took her to the kitchen. He filled three pots with water
and placed each on a high fire. Once the three pots began to boil, he placed
potatoes in one pot, eggs in the second pot and ground coffee beans in the third
pot. He then let them sit and boil, without saying a word to his daughter.
The daughter, moaned and impatiently waited, wondering what he was
doing. After twenty minutes he turned off the burners. He took the potatoes out of
the pot and placed them in a bowl. He pulled the eggs out and placed them in a
bowl. He then ladled the coffee out and placed it in a cup.
Turning to her, he asked. “Daughter, what do you see?”
“Potatoes, eggs and coffee,” she hastily replied.
“Look closer” he said, “and touch the potatoes.” She did and noted that they were
soft.
He then asked her to take an egg and break it. After pulling off the shell,
she observed the hard-boiled egg. Finally, he asked her to sip the coffee. Its rich
aroma brought a smile to her face.
“Father, what does this mean?” she asked.
 He then explained that the potatoes, the eggs and coffee beans had each
faced the same adversity-the boiling water. However, each one reacted
differently. The potato went in strong, hard and unrelenting, but in boiling water, it
became soft and weak.
The egg was fragile, with the thin outer shell protecting its liquid interior
until it was put in the boiling water. Then the inside of the egg became hard.
However, the ground coffee beans were unique. After they were exposed to the
boiling water, they changed the water and created something new.
“Which one are you?” he asked his daughter.
“When adversity knocks on your door, how do you respond? Are you a potato, an
egg, or a coffee bean?”