RESEARCH CAPSULE – PART 3

CHAPTER 2

The ability to read is an integral part of lifelong learning.

REVIEW OF RELATED Comprehension is the core of reading (Tavakoli & Hayati, 2011).
LITERATURE AND STUDIES
This means that the main reason for engaging in reading is to

understand or comprehend the message and meaning of any

RELATED LITERATURE – Books,
Articles, Academic Blogs (any given or found written texts. Reading is considered to be a
year)
cognitive and a multi-process activity (Julianna, 2017). As a

cognitive process, reading involves mental activities such as

*Cite 10 related literature,
combine in 1 paragraph 2 summarizing and clarifying meaning. In fact, Block and Pressley
literature with identical contents
and form a synthesis sentence at (2002) claimed that reading process involves more than 30
the end of the paragraph
cognitive and metacognitive processes. Therefore, due to the

numerous mental processes involved, reading then is considered

*Each paragraph has 4-6
sentences only. as a complex skill requiring subskills.

Reading comprehension is defined as students’ "acts of

*The very last paragraph is a
summary of all the
thinking and constructing meanings in pre-reading, while-reading
contents/statements of these 10
related literature
and post-reading stages". It is one of the main language skills

that require making inferences and understanding the details in

written materials, and it is expected that it will be acquired by

pupils at elementary schools. In fact, reading comprehension is

placed at the heart of many school subjects as it plays a key role

in the process of cognitive development. (Bulut, 2017)

 According to Grabe (1997), reading is an interaction

between reader and text, claiming that reading requires efficient

knowledge of words and a given topic is also an efficient

knowledge of the language. As it is stated, reading requires a rich

background, and also some ability to comprehend the texts.

In 1997, Ellin Oliver Keene and Susan Zimmermann in

their publication “Mosaic of Thought” explained how good

readers use thinking strategies to build comprehension.

Zimmermann followed with “Seven Keys to Comprehension,” a

work designed to give parents and teachers practical advice on

teaching children to read strategically. She explains how

readers use their background knowledge and imagination to

visualize what they read. Zimmermann also reveals how

children can learn to ask themselves questions to help them find

important details and make key inferences. Finally, she shows

how readers can put ideas together to form a complete

understanding of what they have been trying to comprehend.

To become a skilled reader, children need a rich

language and conceptual knowledge base, a broad and deep

vocabulary, and verbal reasoning abilities to understand

messages that are conveyed through print. Children also must

develop code-related skills, an understanding that spoken words

are composed of smaller elements of speech (phonological

awareness); the idea that letters represent these sounds (the

alphabetic principle), the many systematic correspondences

between sounds and spellings, and a repertoire of highly familiar

words that can be easily and automatically recognized (McCardle

& Chhabra, 2004; McCardle, Scarborough, & Catts, 2001).

But to attain a high level of skill, young children need

opportunities to develop these strands, not in isolation, but

interactively. Meaning, not sounds or letters, motivates children’s

earliest experiences with print (Neuman, Copple, & Bredekamp,

2000). Given the tremendous attention that early literacy has

received recently in policy circles (Roskos & Vukelich, 2006), and

the increasing diversity of our child population, it is important and

timely to take stock of these critical dimensions as well as the

strengths and gaps in our ability to measure these skills

effectively.

The strategies are determined by examining good

readers' ways of finding meanings from the texts they read and

the ways of their learning from the texts that are read. Good

readers are the ones who can predict what will happen in the text

they are reading, develop purposes for reading, can read words

quickly and correctly, can note the structure and organization of

text, monitor their understanding while reading, can check, revise

and evaluate the predictions they made before reading, capitalize

on what they know about the topic and integrating that with new

learning, create mental notes and summaries and using mental

 images to assist them in remembering or understanding events or

characters (Klingner et al., 2015 & Pressley, 2002)

There is a connection between reading strategies and

reading comprehension. One can easily increase their proficiency

with the use of some strategies. In connection with this, Ahmadi

and Pourhossein (2012) said that learners with reading strategy

can easily recognize the main idea of a paragraph, explain words,

phrases, and sentences, and summarize the reading

composition. The findings also concluded that the use of all

strategies and models in reading will easily help the students be

proficient in understanding a text.

To sum it up, the works of the following authors laid out

various connections and listed out the signs of a skilled reader as

mentioned by McCardle, Chhabra, Scarborough, Catts, Klingner

and Pressley; whereas Keene, Zimmerman, Neuman, Copple,

Bredekamp Ahmadi and Pourhossein, gave several strategies

and models that can be used in developing a learner’s reading

skills.

RELATED STUDIES – Published Reading comprehension is one of the most complex

research studies in academic
websites or physical libraries (up behaviors in which humans engage. Reading theorists have
to 10 years back/2011-2021)
grappled with how to comprehensively and meaningfully portray

reading comprehension and many different theoretical models

A. FOREIGN – 6 studies, follow
the instruction in related literature have been proposed in recent decades (Perfetti & Stafura, 2014;
about each paragraph.
Word Knowledge in a Theory of Reading Comprehension). These

models range from broad theoretical models depicting the

The very last paragraph of foreign
studies is a summary of all the relationships and interactions among comprehension
contents/statements of the 6
related foreign studies subcomponents to models of specific comprehension processes.

We review different frameworks and models that have

significantly impacted theory development, reading

comprehension research, and instruction.

Gilakjani (2016) in his study entitled “A Study Affecting

B. LOCAL – 4 studies, follow the
instruction in related literature EFL Learners’ English Comprehension and the Strategies for
about each paragraph.
Improvement” stated that there is a connection between reading

strategies and reading comprehension. One can easily increase

The very last paragraph of foreign
studies is a summary of all the
his/her proficiency with the use of some strategies. In connection
contents/statements of the 4
related local studies
with this, Ahmadi and Pourhossein (2012) said that learners with

reading strategy can easily recognize the main idea of a

paragraph, explain words, phrases, and sentences, and

summarize the reading composition. The findings also concluded

that the use of all strategies and models in reading will easily help

the students be proficient in understanding a text.

The study of Brevik (2019) entitled “Language Use in the

Classroom: Balancing Target Language Exposure With the Need

for Other Languages” also argues that reading skill means the

readers' automatic response to a text while reading strategies

refer to readers' awareness of comprehension problems and

selecting appropriate tools to solve them. In short, reading

involves effective and smooth transitions and paradigm shifts in

the processes.

Sattar and Salehi (2014) in their study entitled “The Role

Of Teaching-Reading Strategies In Enhancing Reading

Comprehension” discussed eight reading strategies— making

connections, questioning, inferring, visualizing, summarizing,

using prior knowledge, evaluating, and synthesizing. They also

argued that reading comprehension is a complicated process,

and students need to use different sub-skills to get meaning out

of a text while reading successfully. They add that several factors

are involved in the reading process, such as students' language

proficiency, cultural beliefs about reading, background

knowledge, and teaching context.

Additionally, it is stated by Wells (2018) in her study “A

Daily Dose of Reading: Growing Readers Everywhere” that

reading comprehension scores are low among students all over

the country. From elementary school to adulthood, poor reading

comprehension can obstruct a person's life. As a result, many

educators and school districts strive to increase student success

in reading comprehension. From elementary school to becoming

a career-ready adult, poor reading comprehension can obstruct a

person's life. Failure to read will lower a student's desire to read.

Bad reading practice has been related to low motivation.

Takaloo (2017) in his study “The Effect of Learners’

Motivation on Their Reading Comprehension Skill: A Literature

Review” also cited that motivation is one of the neglected parts of

English language teaching. Teachers often forget that motivation

is the basic part of learners’ English language learning activities.

In this sense, learners control the flow of the classroom. Without

learners’ motivation, there is no pulse and no life in the class.

When learners learn to incorporate direct approaches to generate

motivation in their learning, they will become happier and more

successful learners.

According to Umali (2012) in her study “The Reading

Difficulties Of Grade III Pupils In District IV In the Schools

Division Of Manila”, reading is one of the most important skills in

English than an individual must need to master. It is a toll subject

for it is prerequisite of all learning areas. It serves as a gateway to

every student to learn the different subject because student have

a difficulty in reading, he may also encounter difficulties in all

subject areas. Comprehension is reading with understanding. It is

decoding meaning from the printed text not only in single words

or sentences but also of the interrelationships among the

sentences in discourse.

In addition, Bautista (2016) in her study entitled “A

Literature Review on Remedial Reading” comprehension is a

basic reading skill that develops as children learn to sound out

words and recognize sight words. The more they read, the easier

it is for them to remember specific things like the main characters,

setting and plot. As reading skills progress, children will develop

advanced comprehension skills like inferring, evaluating and

retelling.

Tuman (2015) in his book “A Comparative Review of

Reading and Listening Comprehension”, it was cited that through

active reading, beginning readers often rely on skilled readers to

guide them through a text. However, as readers develop, they will

be able to monitor their own reading comprehension. Students

can actively guide their own reading by targeting comprehension

problems as they occur. Students can troubleshoot

comprehension problems by recalling what they read, asking

themselves questions or evaluating the text. Students can

actively respond to a text more efficiently when they possess

critical thinking skills. As students read, they can determine the

main idea and supporting details, the sequence of events and the

overall structure of the text

Cayubit (2012) in his book entitled “Vocabulary and Reading

Comprehension as a measure of Reading Skills of Filipino
Children", stated that a Filipino child needs to develop higher
order skills and functional literacy. It is given that any Filipino
child with sufficient reading skills would have greater chances of
success in school compared to a child whose reading skills are
poor and more often than not, those with poor reading skills when
 assessed properly are diagnosed with reading disability. Poor
reading skill is manifested with poor comprehension, wrong
pronunciations, among others

CONCEPTUAL FRAMEWORK- Conceptual Framework

Explains the over-all approach in
answering the statements of the
problem of the research being As shown in the paradigm on the study, the chart gives
conducted
an illustration of the English reading comprehension of Grade

four students of Capas Gabaldon Elementary School. It provides

details of the respondents’ profile, specifically their age, sex and

academic performance and as well as the data gathered based

on their ability to decode texts, recognize words and their range

of vocabulary. Additionally, the implications of the findings

towards the study is also included in the said chart.

PARADIGM OF THE STUDY

The graphical/visual
representation of the conceptual
framework