III Reading Comprehension

INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT

Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278
Assessing the Level of Reading Comprehension of the Junior

High School Students of International School of Asia and the
Pacific
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
In today's digital age, reading is an essential skill
that every individual must master. The ability to read and
comprehend effectively not only enhances vocabulary and
writing skills but also serves as the foundation for
academic success across all subjects. In junior high school,
students shift from learning to read to reading to learn,
necessitating a deeper understanding of increasingly complex
texts. This transition presents significant challenges, as
students must identify major themes, scan for details, and
draw conclusions from diverse genres and concepts.
This study focuses on assessing the level of reading

comprehension of junior high school students, highlighting
the importance of regular reading habits both at home and in
school. Understanding reading comprehension involves more
than just decoding words; it encompasses vocabulary
knowledge, background understanding, and critical thinking
skills. As students encounter more sophisticated materials,
assessing their comprehension becomes crucial for
identifying strengths and weaknesses, informing instruction,
and providing targeted interventions.
Educational standards consistently emphasize literacy
as a key component of student achievement, revealing that
many students struggle with reading comprehension. This
1
research aims to explore the factors influencing

comprehension, such as socio-economic status, access to
resources, and instructional practices. Specifically, it
seeks to identify which grade levels face the greatest
challenges in reading, particularly in the context of
Filipino and English mediums. Given the impact of the
pandemic and the shift to modular learning, many students
have also become distracted by mobile devices, further
complicating their reading development. By employing
standardized tests and observational methods, this study
aspires to provide a comprehensive understanding of
students' reading abilities and offer insights for enhancing
educational strategies.
Statement of the Problem

The purpose of this descriptive-comparative study is to
assess the level of reading comprehension skills of Junior
High School at International Schools Asia and the
Pacific.Specially, it sought to answer the following
questions:
1. What is the demographic profile of the respondents? In

terms of:
1.1 Age
1.2 Sex
1.3 Grade level
2. What is the level of reading comprehension of the
respondents in terms of:
2.1 Understanding the written text
2.2 Developing and interpreting meanings
2.3 Using contextual meaning
2
3. Is there a significant difference in the assessment of

the respondents on the level of reading comprehension when
grouped according to their profile variables?
Hypothesis
There is no significant difference in the level of Reading
Comprehension Skills of Junior High School students when
grouped according to profile variables.
Conceptual Framework
The framework represents the input-process-output model
of this research investigation.
INPUT PROCESS OUTPUT
1. What is the
demographic
1 profile of
the respondents? In
terms of:
1.1 Age To assess the
1.2 Sex
1.3 Section
Analysis and reading
2. What is the level Interpretation Comprehension of
of reading of data Junior High
comprehension of the School of
respondents? In terms
of: International
2.1 Understanding the School of Asia
written text and the Pacific
2.2 Developing and
interpreting meanings
2.3 Using contextual
meaning
3. Is there a
significant difference
in the assessment of
the respondents on the
level of reading
comprehension when
grouped according to
their profile
Figure 1 present the paradigm of this research
3
Input contains general questions to be used in the

conduct of the study. It contains the demographic profile of
the respondents, and the level of reading comprehension of
the respondents in terms of (a)understanding written text,
(b)developing, and interpreting meanings, (c)using
contextual meanings and assessing whether there is there a
significant difference in the assessment of the respondents
on the level of reading comprehension when grouped according
to their profile variables.
The process presents the method used in gathering and
interpreting the data. The researchers will float three (3)
activity worksheets that contain a story and poem with
multiple choice questionnaires to assess the reading
comprehension of the respondents. After the gathering, data
will be tabulated, analyzed, and interpreted.
The output presents the expected outcome of the study
which is the level of reading comprehension skills in
English of Junior High School students at the International
School of Asia and the Pacific.
Theoretical Framework
According to the updated Simple View of Reading (SVR)
by Gough and Tunmer (2020) continues to emphasize the
crucial balance between word recognition and language
comprehension, incorporating new insights into the role of
executive functions. The updated Simple View of Reading
(SVR) emphasizes that effective reading relies on both word
recognition and language comprehension. It also highlights
the role of executive functions, such as working memory and
attention, in facilitating these processes for better
overall literacy.
4
Miller’s Adaptive Reading Framework (2021) introduces the

concept of adaptive reading strategies that adjust based on
text difficulty and reader goals. Miller’s Adaptive Reading
Framework (2021) introduces flexible reading strategies that
adjust according to the difficulty of the text and the
reader's objectives. This adaptability aims to enhance
comprehension and engagement by tailoring the reading
approach to individual needs.
Nation and Snowling’s Theory of Reading Comprehension

(2017) highlights the interplay between word recognition and
linguistic skills, with a particular focus on vocabulary’s
role in comprehension. Nation and Snowling’s Theory of
Reading Comprehension (2017) emphasizes that effective
reading comprehension depends on the interaction between
word recognition and linguistic skills. It specifically
underscores the critical role of vocabulary in facilitating
understanding, suggesting that a rich vocabulary enhances
overall comprehension abilities.
Therefore, the frameworks by Gough and Tunmer, Miller,

and Nation and Snowling connect by showing that good reading
comprehension relies on recognizing words, understanding
vocabulary, and using flexible reading strategies. Together,
they help us understand how to better support all learners
in improving their reading skills.
5
Significance of the Study

The study were beneficial to the following:
Students. This study can assist students in understanding

their reading comprehension levels. It can help them
identify their areas of strength and growth, empowering them
to create practical plans for improving their comprehension
of the course material.
Parents. This study can assist parents in realizing the

value of reading comprehension instruction for their
children at an early age. Knowing the comprehension level
can assist parents in giving their children the materials
and support they need at home to improve their education.
Teachers. This study can be a very useful resource for the

teachers. It can assist them in evaluating the success of
their instructional techniques and modifying their plans to
meet the demands of the students better. The results can be
utilized to create focused teaching methods that raise
reading comprehension levels and raise students' overall
academic achievement.
Institution. This study can help the institution to develop

new knowledge about the teaching-learning situation, and to
improve educational practice. Knowing the comprehension
level can help the institution to give activities to improve
the level of reading comprehension of the learners.
6
Researchers. This study can be beneficial to the researchers

themselves as it can serve them as a background information
about the significant difference in the level of reading
comprehension skills to the students.
Future Researchers. This work can serve as a starting point

for more educational research. It can serve as a standard
for subsequent research, add to the corpus of knowledge, and
stimulate more investigation into practical methods for
raising student's reading comprehension.
Scope and Delimitation

This study determined the level of reading
comprehension skills in English of Junior High School
Students of the International School of Asia and the Pacific
- Penablanca Campus for the school year 2023-2024. It
focuses on determining the level of reading comprehension
through understanding the written text, developing and
interpreting meanings, and using contextual meanings. The
collected data will be analyzed using appropriate
statistical techniques to determine the overall level of
reading comprehension among the Junior High School students
and assessing if there are differences in their reading
comprehension levels based on their profile variables.
Definition of Terms
The following terms were operationally or
conceptually defined.
Advance comprehension: It is a exercise that helps students

to have deeper understanding in texts.
7
Understanding written text: A step that helps students to

properly and adequately describe and explain their thoughts.
Interpreting meaning: A step that helps students to properly

and adequately describe and explain their thoughts.
Reading comprehension: It is the ability to read a text and

understand its meaning.
Contextual meaning: The meaning of word or sentence is

influenced by the context or situation
on which it is used.
Chapter II
REVIEW OF RELATED LITERATURE
8
In the Philippines, reading comprehension is a critical

component of the educational system, especially in junior
high school. The Department of Education (DepEd) has
emphasized the importance of literacy as part of its Basic
Education Curriculum (BEC). Studies show that improving
reading comprehension is crucial for academic success and is
directly linked to students' overall performance in various
subjects (DepEd, 2021).
Several local studies have investigated factors

influencing reading comprehension among Filipino students.
For instance, a study by Ocampo (2018) found that students'
socioeconomic background and access to educational resources
significantly impact their reading skills.
Moreover, language proficiency in both English and Filipino
plays a role, as students often need to navigate between
these languages in their schoolwork (Gonzales, 2019).
In the Philippine context, reading comprehension

assessments are often conducted through the National
Achievement Test (NAT) and various formative assessments
used by teachers. According to a study by Dela Cruz (2020),
while standardized tests provide valuable data, there is a
need for more varied assessment methods that consider the
diverse learning needs of students. Additionally, formative
assessments such as classroom activities and teacher-
designed quizzes can offer more detailed insights into
students' comprehension levels (Pangilinan, 2021).
Effective interventions for improving reading
comprehension have been a focus of several local studies.
9
For example, research by Santos (2021) highlights the

positive impact of remedial reading programs and specialized
training for teachers in using innovative teaching
strategies. Programs like the "Read-a-thon" and "Library on
Wheels" have shown promise in engaging students and
enhancing their reading skills (Ramos, 2022).
Challenges such as large class sizes, limited access to

reading materials, and varying levels of student motivation
are prevalent in many Filipino schools. According to
Martinez (2020), addressing these issues requires a multi-
faceted approach, including improving classroom resources
and providing additional support for students with lower
reading levels. There is also a need for continuous
professional development for teachers to effectively
implement reading comprehension strategies (Lopez, 2023).
The literature underscores the significance of reading

comprehension in the academic development of junior high
school students in the Philippines. By focusing on local
factors, assessment methods, and interventions, educators
and policymakers can better support students in developing
strong reading skills, ultimately contributing to their
overall academic success.
The assessment of reading comprehension in junior high

school students is crucial for understanding and enhancing
their academic performance. Recent studies build on schema a
nd transactional theories, such as those by Pressley and El-
Dinary (2017), which explore how schema activation and
reader-text interactions influence comprehension. Advances
10
in assessment methods include Lee et al. (2018), who

investigated digital formative assessments offering real-
time feedback and adaptive learning, thereby personalizing
comprehension evaluations.
The role of technology in reading instruction has been

highlighted by Kucirkova et al. (2016), who found that e-
books with interactive features improve comprehension
through multimedia elements and activities. Hsin et al.
(2020) further examined gamified reading apps and digital
literacy tools, which motivate students and enhance
comprehension through dynamic feedback. The importance of
cognitive capacity, as evidenced by Swanson et al. (2019),
underscores the role of working memory in processing text.
Zarefsky et al. (2021) found that teaching

metacognitive strategies like self-monitoring and
summarization significantly improves comprehension skills.
Additionally, McCoy and Rouse (2019) highlighted the impact
of socioeconomic status and cultural background on reading
skills, noting that targeted interventions and culturally
relevant materials can bridge comprehension gaps. Hamilton
et al. (2022) emphasized the positive influence of parental
involvement and community resources on reading development.
The effectiveness of RTI frameworks, as demonstrated by

Fuchs et al. (2017), shows that tiered interventions and
progress monitoring can address reading difficulties and
enhance comprehension outcomes. Lastly, Johnson and Davis
(2020) explored personalized learning approaches, which
cater to individual needs and learning styles, thereby
11
improving reading comprehension by targeting specific

difficulties.
In conclusion, the integration of innovative assessment

methods, technological advancements, and personalized
learning approaches plays a pivotal role in advancing
reading comprehension among junior high school students. By
addressing cognitive, cultural, and socio-economic factors,
educators can better support diverse student populations and
foster improved academic outcomes in reading comprehension.
Synthesis
Mastering literal comprehension is fundamental for
developing higher-level reading skills, such as
interpretive, critical, and creative comprehension. This
foundational ability allows readers to understand explicit
information effectively, forming the basis for deeper
interpretation and inference. Analytical reading models
enhance critical thinking by adapting teaching strategies to
student needs.
Interpretive reading techniques improve comprehension

by engaging tasks, sociocultural context, and skilled
instruction. Specific terminology in different comprehension
modalities is also crucial.
Understanding contextual meanings is vital for effective
reading comprehension. Integrating semantic and syntactic
knowledge into language processing helps recognize word
relationships and apply this understanding accurately.
Understanding contextual meanings is vital for effective
reading comprehension. Integrating semantic and syntactic
12
knowledge into language processing helps recognize word

relationships and apply this understanding accurately.
References
- Department of Education (DepEd). (2021). *Basic Education
Curriculum*. DepEd.
- Dela Cruz, J. (2020). "Assessing Reading Comprehension:
The Use of Standardized and Formative Assessments in the
Philippines." *Philippine Journal of Education*, 45(1), 25-
38.
- Gonzales, R. (2019). "Language Proficiency and Its Impact
on Reading Comprehension among Filipino Students." *Journal
of Philippine Education Research*, 37(2), 89-102.
- Lopez, A. (2023). "Teacher Training and Its Effect on
Reading Instruction in Philippine Schools." *Educational
Perspectives*, 54(4), 65-79.
- Martinez, L. (2020). "Challenges in Reading Comprehension:
A Philippine Perspective." *Asian Education Re view*, 29(3),
55-72.
- Ocampo, B. (2018). "Socioeconomic Factors Affecting
Reading Comprehension among Filipino Students." *Journal of
Southeast Asian Education*, 30(1), 45-58.
- Pangilinan, M. (2021). "Formative Assessment in Reading
Comprehension: Practices and Perspectives." *Philippine
Journal of Educational Assessment*, 42(1), 73-85.
- Ramos, S. (2022). "Innovative Programs for Enhancing
Reading Skills in the Philippines." *Journal of Literacy
Development*, 40(2), 99-112.
- Santos, E. (2021). "Remedial Reading Programs and Their
Effectiveness in Philippine Schools." *Philippine Journal of
Educational Innovations*, 39(3), 112-126.
13
- Garcia-Madruga,J,Elosua,M,Gil,L,Gómez-Veig,I. (2016).
“Reading Comprehension and Working Memory's Executive
Processes: An Intervention Study in Primary School
Students.” *Reading Research Quarterly*, 48(2), 155-174.
- Kaban, A. (2021). “EFL Student's Personalized Reading
Experiences and its Influence on Engagement and Online
Presences.” *Shantax International Journal of Education*,
196-209.
- Arias- Gundin,O,Llamarazes,A. (2021). “ Efficacy of the
RTL Model in the Treatment of Reading Learning
Disabilities.” *Educ.Sci. 2021, 11, 209.
- Syiah-Kuala U,Chairina N,Ramazani ,R. (2019). “Applying
Metacognitive Strategies in Comprehending English.” *Journal
of Culture English Language Teaching & Literature*, 19(1),
138.
-Spjeldenaes,K,Karlsen,F. (2022). “How digital devices
transform literary reading: The impact of e-books,
audiobooks and online life on reading habits.” *New Media
and Society*, 26(8), 4808-4824.
14
Chapter III
METHODOLOGY AND PROCEDURE
Research Methodology
This chapter covers the study’s research design, the
population of the study, as well as the research instrument
that was used in this study. It also includes the data
collection process that was employed by the researchers and
the statistical treatment for the data gathered. The content
of this chapter infers the validity of the research results
as an objective and strategic approach was used to handle
the data gathering and analysis process.
Research Design
The researchers utilized non-experimental quantitative
methodology employing the descriptive inferential approach,
to assess the level of reading comprehension among Junior
High School students in International School of Asia and the
Pacific.With the use of the said research design, the
researchers were able to statistically examine the data that
was gathered from the respondents.
Samples and Sampling Technique

This study is in line with the level of reading
comprehension on students. The chosen respondents of this
were the Junior High School students of International School
of Asia and the Pacific who are officially enrolled for the
school year 2024-2025, with the total population of 195.
The Stratified Random Sampling Technique was used with
the Junior High School sections as strata to select
respondents. To determine the sample size, the researchers
15
used the Slovin’s Formula. With a sample size of 195, the

sample units per strand or stratum is tabularized below.
Table A. Table of Sample Units per Grade Level
STRATA POPULATION SIZE SAMPLE SIZE
Campos 53 26
Eusebio 49 28
Kintanar 47 28
Salazar 46 28
TOTAL 195 195
Research Instrument
In this research, the researchers used closed-ended
questionnaires. Survey questionnaires can be administered to
a large group with the same set of questions. The
researchers utilized a 4-point Likert type of scale as an
instrument. The survey questionnaire was divided up into two
part.
For Part I: the demographic profile of the respondents
(including their age, sex, and grade level).
For Part II: the questions that assess the level of
reading comprehension. The questions was formulated with
fifteen (15) questions under the two parts. The
questionnaires was printed and administered by the
researchers in person by going to each respondent's
classroom and handing them to respondents.
Data Gathering Procedure

The researchers seek permission from the research
adviser and the Principal of the High school Department by
formulating a letter to conduct the study. With the
permission of the Principal and the letter signed, the
researchers oriented the respondents of this study. The
16
researchers also read the letter and issue a statement

assuring the respondents that all data collected for survey
will be kept confidential and anonymous in order to secure
the participants' safety and rights. After administering the
questionnaires to the selected respondents, the data
gathered was immediately tabulated for presentation,
analysis, and interpretation.
Statistical Treatment of Data

The researchers arranged and classified the collected
data in this study to easily interpret and evaluate the
responses. The gathered data was tallied, tabulated, and
analyzed to summarize and interpret the results using
statistical measures as follows:
Frequency and Percentage Distribution this showed how

many of the respondents fall into various categories. This
is to determine the variable profile of the respondents in
terms of age, sex, and grade level.
Weighted Mean used to determine the average responses

of different options provided in the parts of the
questionnaire used. The method will be used in relation to
the 4point likert scale.
Description Scale Rage Interpretation
4 1.oo-1.75 Strongly Disagree

3 1.76-2.50 Disagree
2 2.51-3.25 Agree
1 3.26-4.00 Strongly Agree
17
The One-way ANOVA and Independent T-test was employed to

determine the significant difference on the level of reading
comprehension and the demographic profile of the
respondents.
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
18
Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
Summary of Findings
19
Conclusions
Recommendations
List of Tables
20
Letter to the Respondents
21
Research Instrument
22
Curriculum Vitae
23
Bibliography
24
25

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INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

HIGH SCHOOL DEPARTMENT

Assessing the Level of Reading Comprehension of the Junior

This study focuses on assessing the level of reading

research aims to explore the factors influencing

Statement of the Problem

1. What is the demographic profile of the respondents? In

3. Is there a significant difference in the assessment of

INPUT PROCESS OUTPUT

Figure 1 present the paradigm of this research

Input contains general questions to be used in the

Miller’s Adaptive Reading Framework (2021) introduces the

Nation and Snowling’s Theory of Reading Comprehension

Therefore, the frameworks by Gough and Tunmer, Miller,

Significance of the Study

Students. This study can assist students in understanding

Parents. This study can assist parents in realizing the

Teachers. This study can be a very useful resource for the

Institution. This study can help the institution to develop

Researchers. This study can be beneficial to the researchers

Future Researchers. This work can serve as a starting point

Scope and Delimitation

Advance comprehension: It is a exercise that helps students

Understanding written text: A step that helps students to

Interpreting meaning: A step that helps students to properly

Reading comprehension: It is the ability to read a text and

Contextual meaning: The meaning of word or sentence is

In the Philippines, reading comprehension is a critical

Several local studies have investigated factors

In the Philippine context, reading comprehension

For example, research by Santos (2021) highlights the

Challenges such as large class sizes, limited access to

The literature underscores the significance of reading

The assessment of reading comprehension in junior high

in assessment methods include Lee et al. (2018), who

The role of technology in reading instruction has been

Zarefsky et al. (2021) found that teaching

The effectiveness of RTI frameworks, as demonstrated by

improving reading comprehension by targeting specific

In conclusion, the integration of innovative assessment

Interpretive reading techniques improve comprehension

knowledge into language processing helps recognize word

Samples and Sampling Technique

used the Slovin’s Formula. With a sample size of 195, the

Data Gathering Procedure

researchers also read the letter and issue a statement

Statistical Treatment of Data

Frequency and Percentage Distribution this showed how

Weighted Mean used to determine the average responses

4 1.oo-1.75 Strongly Disagree

The One-way ANOVA and Independent T-test was employed to

Letter to the Respondents

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