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RESEARCH TITLE PROPOSAL

The proposed research by Jenalyn E. Pablo aims to investigate the factors affecting reading comprehension among Grade 6 students at Sta. Rita Elementary School and their impacts. The study seeks to identify these factors, improve reading comprehension, and find solutions for negative influences. It emphasizes the importance of reading comprehension for academic success and highlights various instructional strategies to enhance this skill.

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Jeraldine Pablo
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12 views

RESEARCH TITLE PROPOSAL

The proposed research by Jenalyn E. Pablo aims to investigate the factors affecting reading comprehension among Grade 6 students at Sta. Rita Elementary School and their impacts. The study seeks to identify these factors, improve reading comprehension, and find solutions for negative influences. It emphasizes the importance of reading comprehension for academic success and highlights various instructional strategies to enhance this skill.

Uploaded by

Jeraldine Pablo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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St.

Paul University at San Miguel


(A Branch of St. Paul University Quezon City)
San Miguel, 3011 Bulacan, Philippines

TERTIARY DEPARTMENT
College of Education
(PAASCU Accredited Level II)
S.Y. 2025-2026

TITLE PROPOSAL

STUDENT NAME: Pablo, Jenalyn E.

1. Proposed Title/ Topic:

FACTORS AFFECTING READING COMPREHENSION AND ITS EFFECTS TO


GRADE 6 STUDENTS OF STA. RITA ELEMENTARY SCHOOL

2. My Core Question:

How do these factors positively or negatively impact the reading comprehension of


Grade 6 students?

3. My Goal(s) for this Research:

 Identify the factors that affect the reading comprehension of grade 6 students
 To improve the reading comprehension of grade 6 students
 Find possible solution for negative factors that affect reading comprehension

Related Literature:

Reading is essential in our daily lives because we communicate. Knowing that


reading is an essential part of an individual’s learning, communication, and personal
development, the concept of comprehension makes it more important. Many students
know how to read, yet they have difficulty understanding what the text means. Most
of the time, even grown adults have difficulty understanding the meaning of the texts
they read. Children with poor reading comprehension find it hard to comprehend the
meaning of the texts they read, impacting their academic performance and overall
learning performance. Reading is not just about reading only.
This involves understanding the main context of what a person is reading. According
to Faye Antoniou (2021), reading comprehension is of preeminent importance for
mastering everyday life requirements. Applying instructional adaptations is a primary
means for accommodating students with reading difficulties in inclusive classrooms.
Such adaptations include instructional alterations as well as methods that enhance
reading comprehension using a whole-class approach. Additionally, Nell K. Duke,
Alessandra E. Ward, P. David Pearson (2021) stated that comprehension instruction
should begin early, teaching word‐reading and bridging skills support reading
comprehension development. Reading comprehension is not automatic even when
fluency is strong, teaching text structures and features fosters reading comprehension
development, comprehension processes vary by what and why we are reading,
comprehension strategy instruction improves comprehension, vocabulary and
knowledge building support reading comprehension development, supporting
engagement with text fosters comprehension development, and instructional practices
that kindle reading motivation improves comprehension. Reading comprehension is
the ability to mentally process written words and deduce what they mean, integrating
this new knowledge with past knowledge. It’s not just the ability to accurately read
words on a page- rather, understanding the meaning of the text is the key part of
reading comprehension. Many students struggle with reading comprehension, and this
can put a serious strain on a child throughout all classroom subjects. Because learning
all academic content requires reading in some form, students who struggle with
reading comprehension often fall far behind their classmates academically in multiple
areas. Fortunately, there are ways to help struggling students (Lynch, 2020). Reading
is also one of the skills to get information which includes content and reading
comprehension. The ability to read is a very important thing for a student to have
(Pratiwi, 2020). Learning how to read and understand what they read through stages
is very important because it will help children develop step by step. When students
can comprehend what they read, keeping up with the discussion or lesson will be
easy. Before and until now, many other researchers wanted to determine the factors
and their effects that influence every student’s reading comprehension so that they
can identify what learning or teaching strategies and steps can be utilized to improve
a student’s reading comprehension. This research intends to find out and examine
how the different factors will affect the reading comprehension of Grade School
Students of Sta. Rita Elementary School whether positively or negatively. During the
course of the study, the individual’s reading comprehension was assessed for the
effectiveness of each factor.

Reference:
Antoniou, F. (2021). The importance of reading comprehension in everyday life

Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). Comprehension instruction: A


review of the research.

Lynch, L. (2020). Strategies for improving reading comprehension.

Pratiwi, P. (2020). The role of reading comprehension in student learning

Rumelhart, D. E. (1980). Schemata: The building blocks of cognition.

Wittrock, M. C. (1991). Learning as a generative process.

National Assessment of Educational Progress (NAEP). (2019). Reading


comprehension: Results from the 2019 assessment.

Organisation for Economic Co-operation and Development (OECD). (2019). PISA


2018 results: Reading literacy.

Accepted Yes No Minor revision Major


Research Adviser Signature Date

If Adviser checks “No “ please check Major or Minor Revisions and explain below the areas
that the student needs to adress.

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