CHAPTER I

INTRODUCTION

Background of the Study

Reading comprehension is the ability to understand, analyze and process the meaning of a

text. It is used to integrate and put together what the reader already knows, and serves as way to

learn new things. Comprehension or extracting meaning from what you read is the main goal of

reading.

Base on Manila times (2019), the Organization for Economic Cooperation and

Development (OECD) tested around 600,000 15-year-old students in 79 countries through the

2018 Program for International Student Assessment (PISA).

The results showed that the Philippines had an average reading score of 340, the lowest

among the countries surveyed. It is also below the OECD average of 487. “Reading proficiency

is essential for a wide variety of human activities from following instructions in a manual; to

finding out the who, what, when, where and why of an event; to communicating with others for a

specific purpose or transaction,” the result said. Poor Reading Comprehension of Filipino

Students a ‘reality’ that must be recognized.

The result released last December 3, 2019, yielded a 340-point score of the Filipino

students against the average 487 points in reading comprehension. An analysis of the test also

shows that only one over 10 students are capable of distinguishing fact from opinion when

reading an unfamiliar text.

In accordance with Gilakjani and Sabouri’s (2019) findings, it has been indicated that suitable

reading strategies do play an essential role in the improvement of reading comprehension skill

among learners, especially English as a foreign language readers.

Students apparently, no longer enjoy reading because of low level ability of understanding

and they are not able to visualize what they have read. Most of the time, there is no

comprehension happening between the readers and the text. They can read however the idea

conveyed was not completely evaluated that result to in effectiveness of reading principles. This

is the reason, reading comprehension skills are so important. Without comprehension, reading is

just uttering words without understanding them meaningfully.

According to Journal of Asian Development, reading comprehension is a widespread topic

in academic researches. Some researchers considered this subject matter as overused and

common. However, we cannot deny the fact that even in this modern time one of the vivid and

top ranked problems in the Philippines education system is learner`s reading comprehension.

Teaching areas across the nation are mixed together with students who experience reading

comprehension frustration every day.

The researchers were moved to conduct this kind of research due to schools’ failing rate

of student’s reading skills particularly in Junior High School, to find out the problems and look

for possible actions for the enhancement of strategies to develop reading comprehension and

also to empower and enrich the previous conducted researches.

Statement of the Problem

This study strived to know the Factors Affecting Low Result of Reading Comprehension among

Junior High School Students of Salvation National High School.

This study aims to answer the following questions:

1. Why is it necessary to have good reading comprehension?

2. What are the factors that affects the rate of reading comprehension?

3. What are the things that learners should consider to improve comprehension on reading?

Significance of the study

The findings of this study will benefit the students considering that a good

comprehension on reading plays a great role on their learning and progress. The greater ability to

understand what you are reading, the higher chance to learn and improve your knowledge. Thus,

the researchers emphasized the factors affecting student ability to comprehend what they are

reading.

In addition, an excellent reader knows how to value information. Therefore, it will

improve student effectiveness on applying learning and new knowledge in their everyday living

and boost their excitement on exploring different things by terms of reading. For this purpose,

we the researchers include factors and reasons behind the involvement by most students having

low ability on reading comprehension that brings significance to the following:

 To the students, this study will benefit the students specially those who have difficulties

in reading comprehension if the findings of the study will be used in coming up with programs

and strategies that will help improve their reading comprehension.

To the teachers, the result of the study will serve as guide for them to use appropriate

teaching strategies that will enable learners to learn the skill in reading comprehension.

To the parents, will be informed on their children status and involvement in having low

level of comprehension and eventually guide their child on things that will encourage them to

have time on reading.

To the school, the findings of the study may serve as instrument to the administration in

policies and guidelines in reading activities and teaching strategies that would help address this

problem.

To the researchers, the conduct of the study will provide learning that would develop the

ability in doing research. It will also enhance the capacity to understand and analyze problems

and come up with accurate result. In this study, it may also deepen thoughts and knowledge

about reading comprehension.

Scope and Delimitation of the study

This study explained and determined the factors affecting low result of reading

comprehension among Junior High School students of Salvacion National High School. The

learning system of their previous school, Special Science Class (SSC), Senior High School of

Salvacion National High School and the Filipino subjects are excluded in the discussion. The
researchers focused factors that cause low comprehension on reading. The research was

conducted at Salvacion National High School; Salvacion Busuanga, Palawan on November,

2019 ended March 2020.

 SAMPLE QUESTIONAIRE

Name:(Optional)_________________________ Age:______
M/F:______

Grade & section:__________________ Date______________

QUESTIONS YES NO
1. Do you think having good reading comprehension
contributes to improve your knowledge/learning?

2. Other/s enjoying their reading experiences. If you also have

good reading comprehension, will you so?

3. Will good reading comprehension help you evaluate

information easier.

4. Do environment noises can be a hindrance from developing

your reading comprehension skill?

5. Is the absence of your interest in reading could prevent you

from your reading comprehension development?

6. Could lack of vocabulary be a hindrance on developing

students reading comprehension?

7. Do teachers play apart on developing students reading

comprehension skill?

8. Does improvement on vocabulary will help you to develop

your reading comprehension?

9. Participation in reading related subject will improve your

reading comprehension. Do you think it so?

10. Is searching on words that seem confusing useful to

improve your reading comprehension?
 CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature and Studies

The following literature and studies helped in the conceptualization of the study

particularly on the Factors Affecting Low Reading Comprehension Among Junior High School

Students.

On the Definition of Reading

Is the process of looking at a series of written symbols and getting meaning from them.

When we read, we use our eyes to receive written symbols (letters, punctuation marks and

spaces) and we use our brain to convert them into words, sentences and paragraphs that

communicate something to us.

According to Hand in Hand Education (2019), Reading Comprehension is the ability to

easily and efficiently read text for meaning. It is the last step of the reading process taught to

children, after they've learned phonics, fluency, and vocabulary. Five levels of reading

comprehension can be taught to children. Lexical Comprehension, Literal Comprehension,

Interpretive Comprehension, Applied Comprehension, Affective Comprehension.

Ho and Siegel (2012) conducted a study on the identification of Sub-Types of Student

with learning Disabilities in Reading and Its Implications for Chinese Word Recognition and

instructional Methods in Hong Kong Primary Schools. The results showed that students with

surface dyslexic pattern made more phonological errors, whereas students with phonological

dyslexic pattern made more semantic errors.

 On the study of Berninger and May (2011) on evidence-based diagnosis and treatment for

specific learning disabilities involving impairments in written and/or oral language. Findings at

discussed in reference to the importance of (a) considering individual differences (diagnosis of

impaired hallmark phenotypes) in planning and evaluating response to instruction and

modifying instruction when a student is not responding; (b) recognizing that teaching may

change epigenetic gene expression at one stage of schooling, but not the underlying gene

sequences that render individuals still vulnerable as curriculum requirements increase in nature,

complexity, and volume in the upper grades; and (c) using evidence –based diagnosis of specific

learning disabilities that are consistent across states for free and appropriate education K to

12 and for accommodations throughout higher education.

Ryan (2011) investigated the barriers facing students with disabilities in nursing

courses, in particular in clinical placements. Result showed that a lack of understanding of

legislative and institutional requirements underlies negative attitudes about students with

disabilities, especially in practicum-based courses.

In addition of the study of William (1984) defines reading as a process whereby one

looks at and understand what has been written.

Rohani Ariffin (1992:1) in her book entitled “Anthropology of Poetry for Young People”

defines reading as highly personal activity that is mainly done silently, alone. There is a clear

understanding that reading is something related to the activity of acquiring information and it is

done either silently or aloud.

On the Definition of Reading Comprehension

Based on the English Language Teaching and Testing Guide (2019), there are a number

of reasons that cause reading comprehension to fail. Students should be aware of these reasons

and then identify the solutions for them applying the appropriate reading strategies that can cause

success to reading comprehension. The following are the main factors that hinder reading

comprehension: Limited perceptual span, Faulty eye movement, Faulty attention and

concentration habits, Lack of practice, Lack of interest, Poor evaluation of important and less

important parts, Reasonable wholesome remembering rather than selective remembering.

According to Van den Broek et.al (2012), reading comprehension is a complex

interaction among automatic and strategic cognitive processes that enables the reader to create a

mental representation of the text.

As stated in The National Assessment of Educational Progress (2012), revealed that 24%

of eighth graders and 33% of fourth graders tested below basic in reading skills.

Further, on the International Assessment of Adult Competencies Literacy Scale (2012),

adults in the United States achieved an average literacy proficiency score of 270 on a scale of 0

to 500—3 points below the international average score of 273. These results indicate a need to

examine current practices in reading comprehension instruction. Because comprehension is so

complex and requires multiple cognitive skills and stored memory, several barriers to improving

comprehension must be overcome.

First, we must be able to identify weaknesses in specific cognitive skills. Further, we

must also have procedures for enhancing those specific skills rather than general interventions

that target a limited number of skills without regard for identified strengths or weaknesses.
 Then, we have to recognize that several components of comprehension such as prior

experience and vocabulary are acquired over time, making them difficult targets for training and

intervention.

As specified by Dennis (2011), reading comprehension is a complex balance between

recognizing printed symbols and interpreting the meaning behind the symbols. Students know

how to comprehend if they can read between and beyond the lines.

On The Role of Cognitive Skills in Reading Comprehension

In order to accomplish success one needs to have good reading and comprehension skills.

Without these skills children will struggle to grow academically as reading is the foundation to

all academic subjects such as History, Mathematics and Science and also influences the child’s

ability to write. (Mohamed Ramadan, 2019)

As stated by Rothlisberger et.al (2013), working memory has also been identified as an

integral part of reading comprehension. Working memory is defined as an executive function

responsible for keeping and updating information in the mind.

In accordance to Garcia Madruga et.al (2013), working memory is responsible for

managing the process of extracting information from text and integrating it with prior knowledge

to create meaning.

Poor Reading Comprehension Skills Lead to Poor Grades

There are numbers of reasons that cause reading comprehension to fail. Students should

be aware of these reasons and then identify the solutions for them applying the appropriate
reading strategies that can cause success to reading comprehension. The following like limited

perceptual span, faulty eye movement, faulty attention and concentration habits, lack of practice,

lack of interest and poor evaluation of important and less important parts are the main factors

that hinder reading comprehension (Mohamed Ramadan, 2019)

Dr. Linda Silbert (2014) said that, when kids do not understand what they read, it affects

their ability to succeed in school.  All subjects, including science and math, require reading

comprehension. Even Tests and exams require good reading comprehension which results in low

grades and poor test scores if a student has poor reading comprehension. Signs of Poor Reading

Comprehension cannot answer questions about what they just read. Do not understand the logical

sequence of a story. Unable to tell the story after reading it. Cannot connect individual sentences

or paragraphs of text together to make sense of what they have read. Does not know the meaning

of individual words. Loses interest in reading or give up quickly.

According to Division for Learning Disabilities of the Council for Exceptional Children

(2014), explicit Strategy Instruction. Meta-analyses of research indicate that reading

comprehension interventions are effective only when they are accurate, consistent, and intensive.

In another study, Dube et.al (2013), also reported statistically significant improvements in

reading comprehension following explicit strategy instruction to third and fourth grade students

with learning difficulties. Indeed, the evidence for explicit instruction in reading comprehension

strategies continues to mount.

On the Strategies to Increase Student Reading Comprehension

Developing reading comprehension skills is incredibly important for growing readers,

starting as early as picture books. As children get older, it will help them understand textbooks,

newspapers, and other more complex texts.

Scholastic offers plenty of grade-appropriate reading comprehension activity books that

can help your child practice, but in addition, here are six tips to sharpen reading comprehension

skills in your early reader. 

According to Mellisa Kelly (2019), effective tips and strategies that teachers can share

with students to improve their comprehension of a text. Generate Questions is a good strategy to

teach all readers is that instead of just rushing through a passage or chapter, is to pause and

generate questions. These can either be questions about what has just happened or what they

think might happen in the future. Reading aloud to students should also include stops to check

for understanding.

Promote Cooperative Talk this is a useful strategy that can be used after a read-aloud

when all students have a shared experience in listening to a text. Attention to Text Structure they

can also look at the pictures and any graphs or charts. This information can help them gain an

overview of what they will be learning as they read the chapter.

Take Notes or Annotate Texts students should read with paper and pen in hand. They

can then take notes of things they predict or understand. They can write down questions. They

can create a vocabulary list of all the highlighted words in the chapter along with any unfamiliar

terms that they need to define. Use Context Clues students need to use the hints that an author
provides in a text. Students may need to look at context clues, that is a word or phrase directly

before or after  a word they may not know.

Boyle and Rivera (2012) examined three different note-taking techniques used by

students during lectures and the study included 125 students of varying disabilities. Findings

revealed that students who used note-taking techniques were effective at increasing scores on

measures of achievement and the quality and quantity of notes recorded.

Use Graphic Organizers, Some students find that graphic organizers like webs and

concept maps can greatly enhance reading comprehension. These allow students to identify areas

of focus and main ideas in a reading. By filling in this information, students can deepen their

understanding of the author's meaning.

Practice PQ4R which consists of six steps: Preview, Question, Read, Reflect, Recite,

and Review. Summarizing as they read, students should be encouraged to stop periodically stop

their reading and summarize what they have just read.

In creating a summary, students have to integrate the most important ideas and

generalize from the text information. They need to distill the important ideas from

the unimportant or irrelevant elements. Monitor understanding one student prefer to annotate,

while others are more comfortable summarizing, but all students must learn how to be aware of

how they read. They need to know how fluently and accurate they are reading a text, but they

also need to know how they can determine their own understanding of the materials.
 CHAPTER III

RESEARCH METHODOLOGY

Research Design

This qualitative research used phenomenology design to have a wide understanding about

the low result of reading comprehension of junior high schools. Its concentrations and objectives

are the negative and positive factors that causes’ reading frustration and the possible actions to

be done.

Sampling Procedure and Sample

The researchers made use of judgmental sampling, also called authoritative sampling, is

non-probability sampling technique in which the sample members are chosen only on the basis

of the researcher’s knowledge and judgment. 10 male and 10 female students were chosen

between ages of 12-17. There were 5 students in every grade level.

The samples of the study are from the Junior High School Students of Salvacion National

High School.

Data Gathering and Analysis Procedure

First, the researchers ask the permission of the school principal to conduct this research.

The data was gathered through face to face interview with prepared questionnaires which can be

answered by yes or no, which structure interview was used. Occasionally the questions were
translated in Filipino since the study is about comprehension and some of the respondents were

not be able to understand some words and terminologies so that it would be understandable and

to be easy and fast for us the researchers and the interviewee to go through the data gathering

without consuming much time.

 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

The factors that affect low result of reading comprehension of the students of junior high

school vary in different ways. The absence of interest prevents them to engage reading. These

could be because of noises in the surroundings that make them lose their concentration and cause

them to be distracted. Having low vocabulary skills make them hard to decode words and

understand texts that cause them to have difficulty on reading.

Teachers’ strategic teaching gives big impact and contribution to the students in

enhancing their reading ability. By their way of teaching the students was being motivated and

convinced to enjoy reading. The activities that could improve their interest and vocabularies will

be a good help for them to engage reading.

In the end, the study found out that there are increasing numbers of reading frustrations

every year especially in junior high school. Therefore this problem seeks an immediate action

and the result of the study could be used to find the possible actions to be done.
RECOMMENDATIONS

In order to increase the rate of the result of reading comprehension of the students in

junior high school, the factors must be consider primarily to find the possible actions.

To the students, they must improve their vocabulary skills for them to easily decode

words and understand texts by means of reading books and searching words that they are

confused and these could be in a dictionary or in the internet. They must practice their

concentration to minimize distractions and have focus in understanding what they read. Finding

ways to help motivate themselves would be a big help to boost their interest and enjoy reading.

To the teachers, strategic teaching will help in encouraging students to engage reading.

Activities and workshops can convinced the students that it’s nice to read since it increases the

enjoyment of reading. Way of teaching plays a big impact on developing their reading

comprehension ability.

To the school, enhance library including the increasing of number books, organize

reading competition are build incentive system develop a beneficial reading atmosphere that is

essential to students since they are easily influenced by classmates or schoolmates. Implement

activities and workshops that can help students improve their reading comprehension.

To the parents, they must cultivate their children’s reading habit since childhood; good

foundation of reading comprehension of children stars from their childhood create different

activities in their house that can make them enjoy reading and comprehend what different

activities in their house that can make them enjoy reading and comprehend what they have read.
 To the future researchers, this study can be use as a reference to topics that will conduct

related topic in this research study.

Giving attention to this problem and conducting reading related activities inside the

classroom or even in campus will increase the effectiveness of reading as well as the result of

reading comprehension rate of the students in junior high school.