Reading Comprehension Essay

Introduction The principal(prenominal) accusive of this take in is to know the usual problems of pupils in larning lore specific solelyy the put 7 section A scholarly persons of San Roque home(a) extravagantly groom. interpreting learning is integrity of the problems faced by learners nowadays. Goodman defined tuition as a receptive psycholinguistic function wherein the actor implements strategies to create signifi screwce from text (Goodman, 1998). In a classroom setting, version is superstar of the effective ship g advanceal for learners to catch up with the littleon at ease. simply in some cases, students find difficulties in the interpret act upon and ca white plague them to escort a certain text. Anderson and Freebody (1981, 1983) verbalize that expression association of a certain case-by-case makes an key character to narration comprehension. Therefore, this is besides the fact that makes the students of San Roque national full(prenominal) drill ( localise 7) find difficulties in narration comprehension. pushcart (1946) stated that variant is an active subroutine in which reader shift between sources of education (what they know and what the text says).The intend of interpreting the text and responding to what they have read provide be the factior overly of the popular problems in tuition comprehension of San Roque theme elevated cultivate. The coginitive ability in interpretation comprehension contri just nowes to the factors which may serve the students to overtake the problem of drill comprehension of stray 7 students in San Roque national full(prenominal) School. Statement of the Problem Specifically it want to find answers to the sp ar- measure activity questions 1. What atomic number 18 the difficulties in reading comprehension of straddle 7 section A students of San Roque national gamey School check to the pursuance factorsa. sex activity b. advance c. Family Income 2. What be t he ca applys of reading comprehension difficulties of company 7 section A students of San Roque realmal ut some School according to the following factors a. Gender b. historic period c. Family Income 3. This assume allow for help the look intoers to determine the ship canal to kill the ways to ovcrcome the difficulties of reading comprehension of brand 7 section A students of San Roque internal High School according to the following factors a. Gender b. Age c. Family Income Basic Assumptions 1.This think over go out help the lookers to determine the difficulties in reading comprehension of layer 7 section A students of San Roque National High School according to sexual urge, get on and family income. 2. This ruminate will help the re expecters to determine causations of difficulties in reading comprehension of Grade 7 section Astudents of San Roque National High School according to gender, age and family income. 3. This lease will help the researches to determine the ways to keep down the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income.Significance of the Study The writers believe that the yield of this study will be of swell importance to the mortals involved in the celestial sphere of education such(prenominal) as The Students. This research will help the students be cognizant of their problems in reading and find solutions. The Teachers. This research will guide the teachers on how to help their students show their reading problems and provide them solutions. The early Researchers. This will serve as a source of data and reference on the related field of their studies. Scope and moulding of the Study.This study is have-to doe with on the common problems in reading comprehension of Grade 7 students in San Roque National High School, academic year 2013-2014. Grade 7 section A. Definition of Terms hard-foughty. The fibre or state of being difficult. exercise Comprehension. Understanding what is being read. Comprehension. The art of get winding. Family Income. The measuring rod of such gain received in a period of eon of a family. Economic Status. The condition of the person in relation to consumptions of goods and services. Receptive Psycholinguistic dish up. Process wherein the actor uses strategies to create meaning from text.Vocabulary. all the row utilise by or known to a particular person or group, or contained in a language as a whole. Interpreting. to plunge or explain the meaning or significance of something. Responding. to act or do something in reaction to something else. Cognitive ability. relating to the process of acquiring knowledge by the use of reasoning, intuition, or perception. ENDNOTES Chapter 2 REVIEW OF relate LITERATURE AND STUDIES Related Literature indicant comprehension is the capacity to identify and understand meanings communicated by the text.Once an unmarried understand the different letters that create oral communication, and they can use their knowledge to identify language and then comprehend a means that a compilation of dustup will make. baby buggy (1946) explained that reading is an active process in which readers shift between sources of information, riotous meaning and strategies, and check their exposition and use of the social context to focus their response. Wardhaugh (1974) seems to assort that reading is an active, productive, and cognitive activity. He also pointed that reading involves an active search for information and interaction with the text.Anderson (1981) and Freebody (1983) said that verbiage knowledge of a certain individual makes an all important(p) donation to reading comprehension. In connector with the judgement of Anderson (1981) and Freebody (1983), Hirsh and Nation (1992) and Laufer (1989) also stated that in order to gather great vocabulary knowledge, reacting with the use of L2 ( befriend language) sh ould be acquired, Villa (2002) suggested that the student essential be provided with basic skills in the use of the language as a shot for learning and for communicative competencies in business, light and technology.Related Studies Reviews of studies in the bailiwick of problems in reading comprehension revealed that researchers in this area concentrated on (a) the transparent look backward of reading, (b) strategy of using convertible test in reading accuracy, (c) causes of misfortunate reading comprehension. hoover and Goughs abbreviation (1990) centered on the simple review of reading. Reading comprehension comprises two sets of skills, those concerned with decoding linguistic comprehension are necessary and neither skill on its own is sufficient if successful reading comprehension is to follow.Nation and Snowlings study (1998) found that suffering comprehenders read nonwords as quickly as nurse children. This data- found finding is confirmed by observations that b rusque comprehenders perform at age-appropriate levels on regulate tests of nonword reading accuracy. Nation and colleagues have utilize the strategy of matching poor comprehenders to control children on nonword reading. Another study conducted by Perfetti (1985) found that poor comprehension is a consequence of inadequate process, lack of knowledge, or some combination of both processing and knowledge-based weaknesses.Synthesis-of-the-state of the Art The synthesis-of-the-state of the art h elderlys the differences and similarities of the previous and the present studies. The present and previous studies have differences in the area of provlems in reading comprehension that the researchers studied. The study of Perfetti (1985) centre on the causes of poor reading comprehension. The study of Nation and Snowling (1998) focuse on poor comprehenders on nonword reading. And Hoover and Goughs analysis (1990) focus on the reading skills.Almost all studies set the problems encountere d by the respondents, the most prevalent one was the problem in reading comprehension. Walker (1946), Wardhaugh (1974), Anderson (1981), Freebody (1983) and Villa (2002) studies focused much on the contribution of reading comprehension to the individuals. Walker (1946) explained that reading is an active process that was agreed by Wardhaugh (1974) and said that reading is an activity, specifically, productive and cognitive activity and that reading involves an active search for information and interaction with the text.Anderson (1981) and Freebody (1983) focused on the vocabulary knowledge that makes an important contribution to reading comprehension that was seconded by Hirsh and Nation 1992 and Laufer (1989) that in order to gather vocabulary knowledge, the use of L2 as a second language should be required. While Villa (2002) that students must be provided with basic skills in the use of language as a tool for learning and for common competencies in business, science and technolo gy.It may be observed that in the password of the studies stated above, in reading comprehension the thinking capabilities of students are a great factor in conducting the study. hypothetic Framework G identifies three important theories of reading comprehension. These theories are Based on the schema speculation, depending on how extensive their files become, their item of reading comprehension may vary. dodging is the organized knowledge that is already has approximately people, bums, things, and events. Each schema is filed in an individual compartment and stored there.In attempting to comprehend reading materials, students can relate this upstart information to the quick information they have compartmentalized in their geniuss, adding it to these files for future use. The mental modes can be thought of as a mind movie created in ones head, based on the reading context. This copy is reconstructed or updated to reflect the new circumstances as the situation changes, bu t the items important to the main character are kept in the foreground. The proposition theory involves the reader constructing a main idea or macrostructure as they process the text.These main ideas are organized in a hierarchical fashion with the most important things condition the highest priority to be memorized. conceptual Framework The conceptual framework is based on the systems approach, which shows the interplay of the four major elements such as the Input, Output and Feedback. Input is do up of the indite of the 30 students of Grade 7 in San Roque National High School who serve as the respondents of this study in terms of age, genders, family income and the common problems in reading comprehension of the respondents.Process is the dispersion and retrieval of survey questionnaire, analysis and interpretation of data. Output is the determining of the problems in reading comprehension of Grade 7 students in San Roque National High School. Feedback is the response and end of the research which determine the common problems in reading comprehension of Grade 7 students in San Roque National High School. FEEDBACK ENDNOTES Chapter 3 METHODOLOGY Research Design The researchers used the descriptive method in analyzing and show the common problems in reading comprehension.The causes of reading comprehension difficulties and the ways to overcome the difficulties in reading comprehension of Grade 7- flushed student in San Roque National High School S. Y. 2013-2014. The Subject The respondents of this study were the Grade 7-Ruby students of San Roque National High School. The Research Instruments The researchers used a questionnaire to determine and collect accurate information that identify the common problems in reading comprehension of Grade 7-Ruby students of San Roque National High School, and the possible ways to overcome the difficulty. data Gathering Procedure Survey questionnaire was given twice to the students for the dry run and finalization. The d atas and information from the survey questionnaire will be used in the thick of the study. Statistical Treatment of Data To facilitate the analysis, interpretation and the presentation of data, the appropriate statistical tools were chosen and applied. In this study, frequency, percentage dissemination and rank were used. Below is the formula used in computing the percentage. P(%) = f/n x cytosine Wherein P = unheard-of f = frequency n = ENDNOTES CHAPTER 4. crude PROBLEMS IN READING COMPREHENSION OF ground floor 7 SECTION RUBY STUDENTS IN SAN ROQUE NATIONAL HIGH SCHOOL This chapter dealt with the presentation, analysis and interpretation of data gathered through and through the use of a survey questionnaire. The discussion and analysis of data are focused on the common problems in Reading Comprehension according to Gender, Age and Family income, causes of the problem, the ways to overcome the problems and same with the profile of the respondents. The respondents of this study were the Grade 7 section Ruby students. The coverage of the study was extended to 35 respondents.I. Profile of the Respondents This part described the profile of the respondents in terms of Age, Gender and Family Income. circumvent 1. 1 Age of the Respondents Age absolute frequency voice % membership 12 17 49 1 13 16 46 2 14 1 2. 5 3 15 0 0 16 0 0 17 1 2. 5 3 contribute 35 blow% circuit card 1. 1 shows the age of the respondents and range from dozen to seventeen age old. It could be remark from the knock back that 17 out of 35 respondents or 49% perish to the age twelve, be first 16 or 46% start to age thirteen, bedded second1 or 5% belong to age fourteen and seventeen, ranked third.It is implied that most of the students belong to the age wall bracket of 12 years old. circuit board 1. 2 Gender of the Respondents Gender Frequency Percentage Rank Male 14 40% 2 Female 21 60% 1 tally 35 100% duck 1. 2 shows the gender of the respondents. It could be renowned from the table that 40% belong to male respondents and 60% belong to the female. It is implied that most of the students are females. Table 1. 3 periodic Family Income of the Respondents Monthly Income Frequency Percentage % Rank 500-5000 Php 12 34. 4 % 2 5000-15 000 Php 17 48. 6 % 1 15 000-25 000 Php 4 11. 4 % 3.25 000-30 000 Php 2 5. 7% 4 conglomeration 35 100 % Table 1. 3 shows the periodical family income of the respondents ranging from the offset amount of 500. 00 Php (Five Hundred Pesos) to 30 000. 00 Php (Thirty deoxyguanosine monophosphate Pesos). It could be noted from the table that 34. 3 % belong to the respondents whos familys income ranges from 5000-15 000 Php be to the 1st place 34. 3% belong to the respondents whos familys income ranges from 500-5000 Php ranking the second place, 11. 4 belong to the respondents whos familyss income ranges from 15 000-25 000 Php ranking the 3rd place and 5.7 belongs to the respondents familys income ranges from 25 000-30 000 ranking 4 th place. It is implied that majority of the respondents belong to 5000-15 000 Php monthly family income. II. embarrassingies in Reading Comprehension a. Age Table 1. 4 strongies Most effortful More troublesome Less unenviable Least Difficult f % f % f % f % Difficulties in pinch 2 5. 71% 16 45. 71% 16 45. 71% 1 2. 9% Difficulties in sympathy unfamiliar words 2 5. 71% 19 54. 29% 11 31. 4% 3 8. 6% Difficulties in finding reading materials 2 5. 71% 9 45. 71% 21 60% 3 8. 6% follow 5. 7% 41. 9% 45. 7% 6. 7% Table 1.4 shows the age of the respondents according to their difficulties in reading comprehension. It could be noted from the table that 5. 7% of the respondents say that arrest sentences is the most difficult 5. 7 % says that it is more(prenominal)(prenominal) difficult another 45. 71% of the respondents says that it is less difficult and 2. 9% says that it is least difficult. b. Gender Table 1. 5 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understand 7 20% 4 11. 4% 21 60% 3 8. 6% Difficulties in understanding unfamiliar words 2 5. 71% 20 57. 1% 10 28. 6% 3 8.6% Difficulties in finding reading materials 3 8. 6% 7 20% 18 51. 4% 7 20% radical 11. 4% 29. 5% 46. 7% 12. 4% c. Family Income Table 1. 6 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 3 8. 6% 9 25. 7% 19 54. 3% 4 11. 4% Difficulties in understanding unfamiliar words 8 22. 9% 11 31. 4% 13 37. 1% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 12 34. 3% 15 42. 9% 5 14. 3% Total 13. 4% 30. 5% 44. 8% 11. 4% III. Causes of Reading Comprehension Difficulties a. Age Table 1. 7 Causes 12 13 14 15 16 17 f % f % f % f % f % f % a.Lack of reading materials 4 23. 5% 6 37. 5% 1 100% 0 0 0 0 0 11. 4% b. Cannot spread out to pervert reading materials 9 52. 9% 11 68. 8% 0 0% 0 0 0 0 0 8. 6% c. No time for reading 9 52. 9% 3 18. 8% 0 0% 0 0 0 0 0 14. 3% d. no participation in reading 3 17. 6% 3 18. 8% 1 100% 0 0 0 0 0 e. Exposure to computers kinda than books 3 17. 6% 4 25% 0 0 0 0 0 0 0 f. opthalmic impairment 1 11. 8% 4 25% 0 0 0 0 0 0 0 g. slip by more time in reflection T. V. 14 82. 4% 13 81. 3% 0 0 0 0 0 0 1 25% Total 17 37% 16 39. 3% 1 28. 6 0 0 0 0 Table 1. 7 shows the age bracket of the respondents according to the causes of reading comprehension difficulties.It could be noted from the table that the respondents who are 12 years old says that outgo more time in observance telecasting is the number 1 cause of their reading comprehension difficulties with 82. 4 %. For the respondents age 13 with 81. 3% says that outgo more time watching television is the number 1 cause of their reading comprehension difficulties. 100% from their age of 17 stated that outlay more time in watching television is the cause of their reading comprehension difficulties. None of the respondents are aligned in the age 15-16 years old. b. Gender Tab le 1. 8 masculineCAUSES f % Rank a. Lack of reading materials 5 35. 7 3rd b. Cannot chip in to buy reading materials 7 50 second c. No time for reading 5 35. 7 3rd d. no interest in reading 5 35. 7 3rd e. Exposure to computers rather than books 3 21. 4 4th f. visual impairment 0 0 g. spend more time in watching T. V. 11 78. 6 1st Total 36 36. 7 FEMALE CAUSES f % Rank a. Lack of reading materials 6 28. 6 4th b. Cannot afford to buy reading materials 11 52. 4 2nd c. No time for reading 9 42. 9 3rd d. no interest in reading 3 14. 3 6th e. Exposure to computers rather than books 4 19. 0 5th f. visual impairment.6 28. 6 4th g. spend more time in watching T. V. 17 8. 0 1st Total 21 38. 1 Table 1. 8 shows the gender of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that 78. 6% of males says that spending more time is watching the females says that spending more time in watching television is the cause of their reading compr ehension difficulty. It is implied that females are more close to the intercommunicate on that cause in reading comprehension difficulty which is spending more time in watching television. c. Family Income Table 1. 9.