20 RESEARCH

24

FACTORS AFFECTING THE

READING COMPREHENSION
PROFICIENCY OF GRADE 10
STUDENTS IN SAINT ANTHONY
CENTER OF SCIENCE AND
TECHNOLOGY, INC

20
24
 Introduction
One of the most important abilities and the place where a person begins to learn about everything around him is reading. To gain and achieve learning in

school and throughout life, this is essentially crucial. This ability enables students to make connections between their prior experiences and their new learning,

to comprehend language, visuals, and their message, and to expand their understanding of practices and ideas that will be passed down to future generations.

Reading is one of the macroskills in language learning (Cabigaoa, 2012; Cabigaos, 2012); hence, it is important for students to improve their reading abilities

in order to advance to more advanced academic levels.

Reading is one of the most important skills that an individual must need to learn. It serves as a gateway to every student to learn different subject.

Comprehension entails reading with a deep understanding by interpreting the meaning of the written text, focusing not only on individual words or sentences

but also on the connections among the sentences within the discourse. Persons who do not know how to read may experience difficulties and challenges in

understanding.

According to (Elleman & Oslund’ (2019), Reading comprehension is one of the most complex cognitive activities in which humans engage, making it

difficult to teach, measure, and research. (Kendeou and Spasnoudis (2015)), states that reading comprehension is essential for successful functioning in our

society. In virtually all instances, the goal of reading is to identify the meaning or message of the text at hand. Doing so involves the execution and integration

of many processes.
CHAPTER 1
 Learning to read can be challenging endeavor for individuals. The difficulty that some children encounter while reading

should not be equated with their level of intelligence or work ethic, children may encounter difficulties with reading due to a

range of factors such as limited exposure to books, speech and hearing impairments, and lack of phonemic awareness. This affects

the ability of a person to read and understand a context.

The main reason why this research was conducted is to inestigate the factors affecting the reading comprehension

proficiency among Grade 10 students in St. Anthony Center of Science and Technology. Inc. Furthermore, this study will serves as

an evidence to support and improve reading comprehension skills, and teach us the way to accelerate the reading skills without

affecting the processing of information.

 Theoretical Framework
The Simple View of Reading (SVR), posits that reading comprehension is the product of word decoding and linguistic comprehension (Gough & Tunmer, 1986). Across many

languages, research has shown that reading comprehension can be explained by individual differences in these two components, though the relative relationship of the

components changes over time (Catts, 2018). Early in development, decoding is more closely associated with reading comprehension than linguistic competence, but once

decoding is mastered, linguistic comprehension becomes a better predictor of reading comprehension (e.g., Catts, Adlof, & Weismer, 2005). The SVR has been useful to

researchers and practitioners by providing a framework for understanding different profiles of struggling readers including students who struggle primarily due to word-level

problems (i.e., dyslexic), comprehension issues (i.e., poor comprehender), or both (i.e., garden variety poor reader). As useful as the model has been, it does not explicate the

subcomponents of language or cognitive processes that underlie reading comprehension (Catts, 2018).

Reading comprehension requires the coordination of multiple linguistic and cognitive processes including, but not limited to, word reading ability, working memory,

inference generation, comprehension monitoring, vocabulary, and prior knowledge (Perfetti, Landi, & Oakhill, 2005). The multifaceted nature of reading comprehension is

reflected in component models that consider subcomponents of comprehension. Component models such as the direct and inferential mediation model (DIME; Ahmed et al.,

2016; Cromley, Snyder-Hogan, & Luciw-Dubas, 2010; Oslund, Clemens, Simmons, & Simmons, 2018; Oslund, Clemens, Simmons, Smith, & Simmons, 2016) have been fairly

consistent in their findings. These models indicate that vocabulary, both directly and indirectly, is consistently the strongest predictor of reading comprehension for younger

adolescents.

The reading comprehension theory proposed by Perfetti, Landi, and Oakhill (2005) is applied in this study. According to this idea, understanding is dependent on the

coordination of several linguistic and cognitive processes, including working memory, vocabulary, prior knowledge, inference-making, comprehension monitoring, and the

capacity to interpret words. These processes are closely related to the subject matter we are studying.
 Statement of the Problem
This study aims to determine the Factors affecting the reading comprehension proficiency of grade 10 students in Saint Anthony

Center of Science and Technology, Inc.

1. What is the demographic profile of respondents in terms of?

1.1 Age:

1.2 Sex:

2. What are the greatest factors affecting student reading comprehension proficiency?

1.1 Visual impairment

1.2 Speech and language disorders

1.3 Lack of Parental Support

3. Is there any significant relationship between the factors affecting the reading comprehension proficiency of students among Saint

Anthony Center of Science and Technology, Inc.?

 Hypothesis

There is no significant relationship between the factors affecting

students’ reading comprehension proficiency among grade 10 students

in Saint Anthony Center of Science and Technology, Inc.

 Scope and Delimitation
This study focuses on analyzing the factors that affect reading comprehension

proficiency among grade 10 students at Saint Anthony Center of Science and

Technology, Inc. The research aims to explore potential interventions to

address reading comprehension issues among students. The respondents of

this study will be Grade 10 students. This study will be conducted in Saint

Anthony Center of Science and Technology, Inc.

 Significance of the Study
Education is the process of developing behavior, skills, and knowledge through practice and experience in search of high-quality

learning. The conclusions drawn from this study could significantly contribute to the extensive understanding of student achievement.

The potential outcomes of this research are expected to be highly significant and advantageous specifically to the following:

Students: Having proficient reading comprehension skills enables students to effectively utilize their reading for various purposes

such as responding to inquiries, articulating viewpoints, or innovating. Essentially, they can extrapolate information from their

readings to engage in higher-order thinking tasks. Proficiency in comprehension serves as a fundamental component in the

developmental process of reading.

Teachers: Assisting students in acquiring the necessary knowledge, skills, and experiences is essential for them to develop into

proficient and keen readers.

Future Researchers: It will be beneficial to the future researchers for they will gain insights from this study. It is concluded that the

remaining gaps in this research data will be addressed, providing valuable information to researchers interested in this study.
 Definition of Terms
In order to enhance comprehension of the footings utilized in this study, the definition of terms provides explanations.

 Factors- Something that helps produce or influence a result.

 Reading- The action or skill of reading written or printed matter silently or aloud.

 Comprehension- Ability to understand.

 Proficiency- Advancement in knowledge or skills.

 Analyzing- Discover or reveal something through detailed examination.

 Insight- The capacity to gain an accurate and deep intuitive understanding of a person or thing.

 Deficiency- A failing or shortcoming.

 Information- Facts provided or learned about something or someone.

 Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT VARIABLE

Demographic Profile Level of reading

Age: comprehension
Sex: proficiency of grade
Factors Affecting 10 students in Saint
Reading Anthony Center Of
Comprehension Science And
Proficiency: Technology, Inc
•Visual Impairment
•Speech and
Language Disorder
•Lack of Parental
Support

Conceptual framework consist of Independent and Dependent Variable. Under the Independent Variable are the

demographic profile of Grade 10 Students in terms of age and sex. On the other hand, the Dependent Variable is

the level reading comprehension proficiency of Grade 10 Student.

CHAPTER 2
 Review of Related Literature and Study
This chapter presents a brief reviews of literature and studies, both local and foreign that is related to this study. Exploring various methods, acquiring

new knowledge, and creating processes and procedures involve the utilization of imagination and skills by researchers. The ability to comprehend text

comprehensively enables individuals to lead more fulfilling lives, a focal point of research. The rapidly evolving landscape necessitates.

Researchers seek to investigate the factors influencing the reading comprehension proficiency of tenth-grade students, aiming to understand the

importance of proficient reading in our everyday lives. (Navarette et al,. (2019) stated that, Several factors could be ascribed to this problem and one of them is

the insufficiency of teachers in terms of pedagogical knowledge. Many of them felt unprepared to teach reading skill and strategies; they focused more on

assessing students' reading comprehension rather than teaching them how to comprehend better.

According to (Huyen & Anh (2022)) They were asked about the factors that they thought to have the greatest effects on reading comprehension. The

findings indicated that a majority of participants identified challenges in vocabulary, grammatical structures, and unfamiliarity with the subject matter as key

obstacles, with vocabulary being highlighted as the most problematic. Moreover, the participants perceived that true/false questions, sentence completion

questions, tasks such as summary or table completion, and multiple-choice questions impeded their comprehension of the reading tasks. Furthermore, deducing

meaning from the context was identified as the most challenging strategy, while locating specific information to address the questions ranked as the second most

difficult task. The study also highlighted certain limitations.

 Students with visual impairment use their reading and writing skills and Braille alphabet or printed material alternatives. Student with visual impairment

may develop reading and writing skills in the level of their peers through appropriate teaching and assessment activities, (Kizilaslan et al., (2020) . . (Ronjic, Laus &

Vatavuk (2018) All levels of visual impairment had the largest effect in the area of reading and accessing information, slightly less in the area of mobility and

independence, and the least effect was in the area of emotional well-being. Based on the results, it is concluded that all levels of visual impairment have negative

effect on the quality of life.

In addition, a child diagnosed with a speech-language disorder, and especially a receptive language disorder, will have difficulty understanding and

processing verbal information. When that information is presented in the form of something the child is to remember for home or school, it can be difficult for the

child to even understand what was said, let alone the ability to remember it. The lack of ability to understand and remember verbal information or instructions

correctly can significantly impact the child’s ability to complete tasks or assignments as expected. This can be very problematic when a child is given instructions. (Sot

et al., (2018)

Both decoding and listening comprehension are necessary for reading comprehension across development, but their relative importance shifts as the texts

children encounter increase in complexity and as the topics they read about become less familiar (Adlof et al., 2006; Foorman et al., 2018;

Language and Reading Research Consortium, 2015). In the primary grades, when children are “learning to read,” texts are usually constructed with language simpler

than what children are able to comprehend in the spoken domain. Thus, reading comprehension is primarily constrained by word reading. However, beginning

around the second or third grade, as most children are able to read words accurately and fluently and as children are expected to “read to learn,” reading

comprehension is primarily constrained by oral language skills.

 Challenges in comprehending spoken language have been linked to various social and academic risks in school-age children and adolescents diagnosed

with developmental language disorder (DLD). Effective interventions targeting oral language comprehension are crucial to address linguistic challenges and

enhance the future outcomes of individuals with DLD. In this analysis, ‘efficacy’ is defined as the ability to achieve desired outcomes and ‘effect size’ indicates the

extent of efficacy. While specific studies have suggested the effectiveness of speech and language therapy interventions for this population (Ebbels et al., 2017),

there is currently a lack of comprehensive reviews focusing on oral language comprehension interventions and their efficacy specifically in school-age children

and adolescents with DLD.

Furthermore, according to (Bartolome, Mamat and Masnan (2017)) Parental involvement refers to the amount of participation a parent has when it

comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve

themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of

social and cultural influences and the effects of parents’ involvement in and expectations of their children’s development and learning. It is important for schools

to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and

how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world.

But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years. Children’s learning is increasingly moving toward a

broader vision of the 21st century learning. As children’s educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure

that these settings best support their children’s specific learning needs.
 However, Several local researchers have conducted studies on parental involvement and its impact on the reading proficiency of students. Marasigan et al. (2019)

demonstrated in their research that parental involvement is positively correlated with students' reading achievement. When parents are actively engaged in reading activities at

home, students tend to perform better academically. Similarly, Bartolome et al. (2020) identified parental involvement as the active participation of families in children's learning

and overall development both at home and in schools, as perceived by teachers. Unfortunately, not all low-income parents are able to be involved in their children’s education, which

can have negative implications for children’s reading development. The present study tested if the strength of the relation between low-income parents’ involvement and children’s

reading skills in first grade varied by the amount of classroom reading instruction that children received at school (Gay, Sonnenschein and Baker (2020)).

Reading is an interactive process in which readers engage in constructing a meaningful representation of a text through the use of effective reading strategies. These

strategies are deemed essential skills that have been particularly emphasized for students' reading comprehension proficiency, Gilakjani & Sabouri (2016).

However, Duke, Ward and Pearson (2021) stated that Early implementation of comprehension instruction is crucial, focusing on teaching word-reading skills and fostering

various bridging skills such as graphphonological semantic cognitive flexibility, morphological awareness, and reading fluency to support reading comprehension development. It is

important to note that reading comprehension does not occur automatically, even when fluency is well-established. Teaching about text structures and features is also essential to

enhance reading comprehension. The processes involved in comprehension can differ based on the nature and purpose of the reading material. Providing instruction on

comprehension strategies has been proven to enhance understanding. Additionally, expanding vocabulary and knowledge base plays a key role in supporting reading comprehension

development. Promoting active engagement with text through activities like volume reading, discussing and analyzing texts, and writing contributes to comprehension development.

Furthermore, instructional strategies that ignite reading motivation have been shown to improve comprehension outcomes. A visual representation of this model is presented to

underscore the multi-layered approach required in effective comprehension instruction

CHAPTER 3
 Research Methodology

This chapter presents the research methodology of this study. This

includes the locale of the study, population of the study, sampling method,

research design, data collection procedure, and treatment of the study.

 Research Design

This study will use descriptive method. Descriptive research design is used for

the purpose of collecting, recording, analyzing, and evaluating information

based on current conditions, in order to address inquiries regarding the who,

what, when, where, and how of a specific research study, ultimately yielding

precise data.
 Research Locale

This study will be conducted at Saint Anthony Center Of Science And

Technology, Inc Located at Poblacion Central General Tinio Nueva Ecija. The

researchers intentionally selected this school since it is the closest one in the

area, and they are familiar with the students around them.
 The Sample Technique

The respondents to this study will be the grade 10 students of Saint

Anthony Center Of Science And Technology, Inc. There will be five girls
and five boys from grade 10 students.
 Research Instrument

The researcher will utilize a survey as a research instrument to gather the

necessary data for the study. The researcher will ensure that their questions

align with the statement of the problem in the study.

 Data Gathering Procedure

Researchers will formally request permission to conduct the study by

sending a letter. The study will be carried out by asking a series of questions

through surveys in order to collect data. Various technological devices,

including laptops, cellphones, and voice recorders, will be used by the

researchers to gather evidence.

 BIBLIOGRAPHY
Elleman&Oslund(2019 https://l.facebook.com/l.php?u=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2F10.1177%2F2372732218816339&h=AT3Glrvqcu0

O3QsQnmytpDoWuMsj42hhX2X7RanfhYiwk1XakPqtS3XmLISRw4hFuwLUvgIuxP95DQA6LEz6yWDZOMyNFkX7NHFBqXr36vcOpX06DhTm3xKH_EmSAutMsKm9D_fFScuk3

8&s=1

O3QsQnmytpDoWuMsj42hhX2X7RanfhYiwk1XakPqtS3XmLISRw4hFuwLUvgIuxP95DQA6LEz6yWDZOMyNFkX7NHFBqXr36vcOpX06DhTm3xKH_EmSAutMsKm9D_fFScuk3

8&s=1

Kendeou and Spasnoudis (2015)

https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.sciencedirect.com%2Ftopics%2Fsocial-sciences%2Freading-comprehension&h=AT1QyP7EbcfSGPs9bdmgyUQo

dFnLtM5voemRBNk3I4Dbh3uymPcgvjMoxZ92cmcOM0SyAEkfmJE11nmysert9AXdhyZijRNjQZSKfwAWKaGlQbGErF-bf85ypGRKbukv1gZW22KcyAjC8Kg&s=1

Navarette (2019)

https://www.semanticscholar.org/paper/Reading-Comprehension%3A-Theories-and-Strategies-an-Navarrete/6c1212812b0d643dfc90f62239a63c5b001d9a68?utm_sou

rce=direct_link

Huyen & Anh (2022)

Kizilaslan et al., (2020) . . (Ronjic, Laus & Vatavuk (2018)

https://www.researchgate.net/publication/358498683_An_inclusive_tactile_based_STEM_activity_for_students_with_visual_impairment_an_elect

romagnet_design

Adlof et al., 2006; Foorman et al., 2018; Language and Reading Research Consortium, 2015)

https://www.researchgate.net/publication/304934633_Developmental_changes_in_reading_and_reading_disabilities

(Bartolome, Mamat and Masnan (2017))

https://www.researchgate.net/publication/325348961_Parental_involvement_in_the_Philippines_A_review_of_literatures

Gilakjani & Sabouri (2016).

https://www.semanticscholar.org/paper/Learners'-Listening-Comprehension-Difficulties-in-A-Gilakjani-Sabouri/fe128f58611ff95ddf40724fc934ffedfd

d6a460?utm_source=direct_link
20 RESEARCH
24

THANKYOU!!

20
24