Practical Research

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Reading as defined by Wikipedia is the process by which individuals
are taught to derive meaning from the text. Proficient reading is equally
dependent on two critical skills; first is the ability to understand the
language in which the text is written and second is the ability to analyze
and process what have been red. For instance, children who easily
understand spoken language and fluently recognize printed words and
terms do not usually have difficulties in reading comprehension. But in
order to widen understanding, students should be proficient on both
understanding and analyzing texts. Thus, difficulty in either one of these
undermines the whole reading process.
As cited in Wikipedia 2017, a tutorial is a method of a learning process by
which knowledge are transferred by means of lecturing. More interactive
and specific than reading a book, a tutorial is more reliable in transferring
new knowledge and ideas. Here under, conducting reading tutorials on
Grade 12 students in Nagyantok will certainly help improve their
understanding and cope their reading and comprehension difficulties.
To be skilled reader means to be a good comprehender. Thus,
Reading Comprehension is defined as the level of understanding of a text
or passage. This understanding comes from the interaction between the
words that are written and how they trigger knowledge outside the text or
passage. ( Rayner, Foorman, Ferfitti, Pesetsky and Seidenberg, 2001).
Reading Comprehension is improved through more reading practice.

Pressley (2003) as cited by Pardo (2004) stated that increasing
vocabulary, extensive readings are some of the stated that increasing
vocabulary, extensive readings are some of the factors that can be used to
strengthen and refine the person’s ability to comprehend any text.
However, reading comprehension descend for some reason. One particular
reason is the lack of knowledge about language and grammars.
Hereunder, conducting reading tutorials can probably help lessen this
case.
Reading Comprehension according to Basabara (2013) is a complex
process that requires different building block skills. One model of reading
comprehension proposes that understanding what we read is really the
result of three levels of skills: literal comprehension, inferential
comprehension and evaluative comprehension.
The main purpose of reading is to develop comprehension. Students
who reach high school level are expected to have developed their reading
comprehension skills. As High School students are asked to analyze,
synthesize and evaluate several amount of information, they are also
expected to convey knowledge through sharing their ideas and
understanding about a particular topic.

Conceptual Framework
INPUT PROCESS
OUTPUT
1.Demographic
Profile
1.1 Age
1.2 Gender
1.3 Grade Level/
Section
2. Factors
affecting
Reading skills
2.1 Psychological
Factor
2.1.1 Difficulties in
Recognizing
Words
2.1.2 Difficulties in 1. Survey
Pronouncing Questionnaire
words 2. Interview
2.2 Academic 3. Statistical Scheduled reading
Factor Treatment tutorials as
2.2.1 Lack of a. Percentage
Intervention for
knowledge b. Frequency
2.2.2 Lack of Count improving
Assistance students’ reading
in Reading comprehension
Feedback
Figure 1: The Paradigm Shift of the Study

Statement of the Problem:
This study aimed to assess and the reading and comprehension
skills of Senior High School students in Nagyantok High School SY: 2017-
2018. It also aims to determine how many percentages of the students
can read and comprehend and how many of them have lack of reading
comprehension.
Specifically, it aimed to answer the following research questions:
1. What is the demographic profile of the student-respondents in terms of:
a.) Age
b.) Gender
c.) Grade Level/ Section
2. What are the different factors that affect the student’s reading and
comprehension ability?
3. How will conducting reading tutorials can help cope these factors?
SIGNIFICANCE OF THE STUDY
The findings of this study will be significant to the following groups
of people who have direct connections with the students;
To the parents, through the results of this study, they will be aware
of the concerns of their children’s reading performances in school.
To the students, the findings of the study will help them cope their
difficulties in reading and comprehension and will help them improve their
academic performances.
To the teachers, for they will be aware of the student’s concerns and
the reasons why they will be aware of the student’s concerns and the
reasons why they are having poor performances in academic matters.

SCOPE AND LIMITATIONS
This study is delimited to the effectiveness of assessing reading
comprehension of Senior High School students in Nagyantok High School
in determining and improving their reading and comprehension skills.
The respondents of this study were limited to the forty (40) Senior
High Students of Nagyantok High School, Grade 11 and Grade 12, for SY:
2017-2018.
The study covered the demographic profile of the respondents such
as age, gender, and grade level on where the students belong. It also
includes the assessment in reading skills through different questions
related to reading. In addition, it also covers the assessment on the
students’ comprehension skills through reading selection and some
questions about the selection.
DEFINITION OF TERMS
Reading. This refers to the process of deriving meaning from the texts or
selection you have read.
Reading Comprehension. This refers to the level of understanding of
the text or message.
Respondents. This refers to a person who gives a response or answer to
a question that is asked especially as part of a survey.
Survey Questionnaire. This refers to the set of questions answered by
the respondents to gather the data needed in the study.
Tutorials. This refers to the method of learning process by which
knowledge is transferred by means of lecturing.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shows the previous literatures and studies gathered
that are related to the research study.
I. Review of Related Literature
A. Foreign
There are many ways in learning how to read accurately. During
colonial times, they just let their children read by using codes and
symbols.
At that time, reading materials were not specifically written, until the first
textbook entitled “The New England Primer” was published in the late
1680s.
There was a little approach on what is best to teach children how to read
or assess reading comprehension.
In the mid 19th century, Horace Mann, the Secretary of the Board of
Education of Massachusetts, USA began to advocate changes in reading
and instructional methods. He observed that children were bored in
reading codes and symbols and finds a way for them to be engaged in a
more reliable reading instruction by teaching them to read whole words.
From 1890s to at least 1910, A.L Burt of New York and other
publishing, a company published a series of book aimed at young readers.
Mrs. J.C
Gorham produced three such works, “Gulliver’s Travel” (1896),
“Alice’s Adventures in Wonderland” (1905), and “Black Beauty” (1905). All
of which are retold in words of one syllable for the sake of beginner
readers.
In 1950s, Rudolf Flesch wrote the book “Why Johnny can’t Read?”. It is a
passionate argument in favor of teaching children to read using phonics.
Cris Tovani make a right giant purple letters above in her chalkboard
inside her classroom that says, “Reading is thinking”, in her book entitled
“I read but I don’t get it.” Compensation is thoughtful process, she
explains and readers need instruction that shows them how to read and
think. Tovani’s book goes on to explain how that instruction looks in her
classroom.
In 1997, Ellin Oliver Keene and Susan Zimmerman, partners at the
Denver-based Public education and business coalition, published “Mosaic
of Thought” which explains 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 also explained how
readers use their background knowledge and imagination to visualize what
they read. Zimmermann also revealed how children can learn to ask
themselves questions outline in their works.
Tovani, who also worked with Keene and Zimmermann, is a teacher
and literacy coach in Denver. In this book, she discusses why many
children who have learned how to recite the words on the page still
struggle with comprehension. She believes struggling readers need to see
how good readers think as they read.
To promote thinking, Tovani asks children to write down what’s on
their mind as they read. Tovani says writing makes readers pay attention
to their “Thinking voice,” the thoughts they have as they try to understand
the text. Readers can return to their thinking, revise their idea and
accumulate information needed to build comprehension.
II. Related Studies
A. Foreign
The IEA’s Progress in International Reading Literacy Study (PIRLS) is
an international study of reading achievement in fourth graders. It is
conducted by the International Association for the Evaluation of
Educational Achievement (IEA). It is designed to measure children’s
reading literacy achievements to provide baseline for future studies of
trends in achievement and to gather information about children’s home
and school experiences in learning to read, (Cited, Wikipedia, 2017).
The Dual-Route Theory of Reading Aloud was first described in the
early 1970’s. this Theory suggests that two separate mental mechanisms
or cognitive routes are involved in reading aloud, with output of both
mechanisms contributing to the pronunciation of a written stimulus.
A. Local
Reading is the true backbone of most learning. Everything starts
with the written word whether it is math, science or even home-
economics. As students go up the educational ladder, more reading is
usually required as subject become more dense and challenging
(Philippine star 2010).
The main purpose of reading is comprehension. Students who rich
high school level are expected to have developed their reading
comprehension skills. High school students are ask to comprehend,
analyze, synthesize and evaluate large amount of information.

Department of Education Secretary Br. Armin A. Luistre (2012) said
that it is important to assess the reading capability of students because
reading is the foundation of all academic learning. He added that if a pupil
fails to
master basic reading skills at the outset, it will be a constant struggle for
them
to get through other disciplines successfully, thus depriving them of the
chance to become literate and productive individuals. In 2007 interview,
Dr. Yolanda Quijano, then head of the Dep-Ed’s Bureau of Elementary
Education, attributed “Reading problems as the main culprit for the poor
performance of some students in the NAT (National Achievement Test)”.
Her observation is indeed alarming. Hence if a student’s learning
comprehension is poor, changes are his or her performance in other
subjects will be compromised (Philippine Star 2010).
Tongson Jr. (2005) As cited by Nangleg (2007) attest to the deterioration
of reading skills of the country when the Every Child’s A Reader Program
(ECARP) has been implemented and the bureau of Elementary Education
(BFE) Supports this program by developing the Philippine informal Reading
Inventory (Phil-IRI).
Relationship of the Present Study to the Previous Study
The previous literature and studies were helpful in the over-all
conceptualization of the present study. The materials served as insights in
the interpretation of results.
The studies that are here in the review are deemed related to the
present study in the sense that in the present, many of the students in
Senior High School is not good in reading and comprehension. The
materials presented had great significance in providing information and
date that served as valuable references in formulating the direction of the
study.
The completed studies and the present study were similar since they
both deal with the Reading Skills/Reading Comprehension. The Descriptive
method of research with questionnaire as the primary data-gathering
instrument was used in order to gather data from the respondents.
It was noted that the previous studies conducted by different
authors such as Snow, Burns, Griffin, Gough, Tunner, Tongson Jr., Br. Armin
Luistro and Dr. Yolanda Quijano, they identify different comprehension that
the students needed in their learning. The studies were related to the
present study since they all focused on the Reading
Comprehension/Reading Tutorials. The studies had different respondents
but all of them arrived at almost the same findings.

Chapter 3
RESEARCH METHODOLOGY
This chapter describes the research design, the respondents of the
study, sampling, data gathering instrument, the data gathering procedure
and the statistical treatment of data.
Research Design
This study utilized the descriptive method of research. This data is
more broad and beyond than just data gathering. The data collected must
be discussed and interpreted for a prior understanding. The data must be
subjected to the thinking process by means or ordered reasoning. The
descriptive type uses the survey questionnaire, w/c is a distinguishable
aspect of the technique for obtaining and analyzing quantitative data.
Descriptive Research is used to describe characteristics of a
population or phenomenon being studied. It answers questions about the
characteristics occurred.
The characteristics used to describe the situation or populations are
usually some kind of categorized scheme also known as descriptive
categories.
The description is used for frequencies, averages and other
statistical calculations.
The Respondents of the Study
The respondents of the study were limited to the forty (40) Senior
High School students of Nagyantok High School, including twenty (19)
Grade 11 and twenty (21) Grade 12 students.
The respondents were selected through random sampling. Random
sampling is a method of selecting a sample from a statistical population in
such a way that every possible sample that could be selected has a
predetermined probability of being selected.
Table 1 presents the Frequency and Percentage Distribution of
Senior High School students in Nagyantok.

Table 1
Frequency and Percentage Distribution of the Respondents
Respondents Frequency Percentage

Grade 11 19 47.5
Grade 12 21 52. 5
Total (N) 40 100
Figure 2
Frequency and Percentage Distribution the Respondents
Table 1 and Figure 2 present the frequency and percentage
distribution of the respondents. Nineteen (19) or 47.5 % of the
respondents are Grade 11 and twenty-one (21) or 47.5 % of them are in
Grade 12.
The Research Locale
The study was conducted within the vicinity of Nagyantok High
School, located at Nagyantok Village, Sitio Matang-ib Cawag, Subic
Zambales.
Nagyantok High School is known as the center school of Cawag
because of having the most number of students who are studying there.
The school is also equally competitive with the other schools around the
District of Subic and Division of Zambales.
Created in 2008, Nagyantok Village is once an island located near
Kinabuksan and Nagtulong. In 2008, the old Nagyantok has been
demolished and was relocated at Sitio Matang-ib along the main highway
going to Hanjin Shipping Company, the end line of Cawag. Today, it has
evolved into a more civilized community having its own covered court,
multipurpose hall, Integrated School (Elementary and High School) and
Senior High School.

Locale
of the
study
Figure 3: Map of District 1 of Zambales showing the Locale of the
study.
Data Gathering Instrument
The researchers utilize a survey questionnaire to gather data
needed for the study, supported by unstructured interview and
observation. The survey questionnaire has four sections:
The first section includes the demographic profile of the
respondents. It includes age, gender, and grade level.
The second section includes questions related to the reading skills
of the respondents.
The third section includes the Reading Comprehension Skills, which
contains a reading selection and some questions about it that needs to be
answered.
While the forth section includes the interventions and ways of
coping students’ reading comprehension deficits.
The researchers also utilize a reading selection as a reading piece
and prepared some questions in order to measure the respondents’
comprehension skills.
Validation of Data Gathering Instruments
The questionnaire administrated to the respondents underwent the
following:
The draft of the questionnaire was shown to the research adviser for
comments, suggestions, and corrections.
The adviser’s comments and suggestions were considered seriously
relevant in the improvement of the first draft.
To have more information regarding the first draft and for the
enrichment of the content, internet sources, researches and other reading
materials which have common bearing on the research were considered.
To test and ensure the validity of the questionnaire, it was tried out
from the among 10 students who are not part of the sample to foresee the
problems that the researchers may meet in their final administration of
questionnaires,
This was done in order to determine whether the respondents
understood all the items in the questionnaire. Irrelevant questions were
disregarded and those which are vague were modified, improved and
rephrased through the use of books, internet sites and other reading
materials.
Revision of the survey questionnaire.
Presentation of the revised instrument to the adviser for approval and
administration to respondents.
The Data Gathering Procedure
A formal letter was sent to the school principal of Nagyantok High
School requesting permission to conduct the study and administer the
questionnaire to the respondents.
After the approval was granted, the researchers personally
administered the questionnaires supported with unstructured interview
and observations. The data gathering was done during break times and
after classes.
Reclamation of questionnaires was done on the same day of
administration, right after the respondents answer the questions provided.
The researchers were able to reclaim all survey questionnaires from the
respondents.
Statistical Treatment of Data
Descriptive statistics was used in the analysis of data gathered.
Specific tools for treatment are determined by the kind of study yielded
and illustrated as follows.
1. Frequency Counts and Percentage are computed in order to
know the frequency of the respondents categorized in different profile
variable considered in this study such as age, gender and grade levels.
The formula is as follows:
F where: P- percentage
P= x100 F- frequency
N N- total number
of respondent
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyze and interprets the data gathered
from the respondents of forty (40) Senior High Students of Nagyantok High
School; Grade 11 and Grade 12.
It summarizes the findings and data gathered from the answers
of the respondents on the administrated questionnaire. It also presents the
analysis and interpretation of the data based on the demographic profile
of the respondents.
The variables were id entified by analyzing the Reading and
Comprehension Skills of the respondents using the survey questionnaire
prepared by the researchers. Results were collected and recorded.
Discussion and interpretation of findings were made in the light of the
obtained data, related literatures and studies and the researchers’
background knowledge, insights, and observations on the respondents.

PROFILE OF THE RESPONDENTS
The study considered the profile of the Senior High School
Students of Nagyantok High School—respondents which were being
described with respect to age, gender, and grade level.
1.1 Age Bracket
Table 2:
Frequency and Percentage Distribution of Respondents by Age Bracket
Age Bracket Frequency Percentage

15-17 10 25
18-20 28 70
21-23 2 5
Total 40 100
Figure 4
Table 2 and figure 4 presents the distribution according to age bracket.
The data reveals that most of the respondents are in age bracket of 18-23
with 75 % (N,30) and 25% (N,10) belong to 15-17 years old
1.2 Gender
Table 3
Frequency and Percentage Distribution of Respondents by Gender
GENDER FREQUENCY PERCENTAGE

Male 19 47.5
Female 21 52.4
Total 40 100
Figure 5
Frequency and Percentage Distribution of Respondents by Gender
Table 3 and Figure 5 present the distribution of respondents
according to Gender. The data reflect that most of SHS Student-
Respondents were male having frequency of nineteen (19) or occupying
48 % of the 40 respondents and twenty-one (21) female occupying 52 %.
It means that the SHS Students in Nagyantok High School are female
dominated.
1.3 Grade Level
Table 4
Presents the Frequency and Percentage Distribution of Respondents by

Grade Level
Grade Level Frequency Percentage

Grade 11 19 47.5
Grade 12 21 52.5
Total 40 100
Figure 6
Presents the Frequency and Percentage Distribution of Respondents by

Grade Level
Table 4 and Figure6 show the Distribution of Respondents in
Senior High School-Respondents came from Grade 11 with the frequency
of 19 occupying 48 percent out of 40 respondents while Grade 12 have 21
with 53 percent of the respondents.
1.4 How often do you read a book in a day?

Table 5
Presents the Frequency and Percentage Distribution of the Respondents

based on the answers in Item I, 1.4.
How often do you Frequency Percentage

read a book in a
day?
1-2 34 85
3-5 6 15
Total 40 100
Figure 7
Presents the Frequency and Percentage Distribution of the Respondents

about how often they read in a Day
Table 5 and Figure 7 present the data on how often the
respondents read in a day. Thirty-four (34) respondents with 85 percent
read 1-2 times a day and six (6) respondents occupying 15 percent read 3-
5 times a day. This findings that most of the students are in frequent in
reading.
1. I read fast and accurately

Table 6
Table 6 presents the frequency and percentage distribution of the

respondents according to item II Question 1.
Frequency Percentage
Never 0 0
Rarely 1 2.5
Sometimes 19 47.5
Often 18 45
Always 2 5
Total 40 100
Figure 8
Figure 8 presents the frequency and percentage distribution of the

distribution of the respondents according to item II question 1. Two (2) or 5
% of respondents read fast and accurately always, eighteen (18) or 45 %
often read fast accurate, nineteen (19) or 47.5 % sometimes, and one (1)
or 2.5 % respondent rarely read fast and accurately.
2. I take what I read

Table 7

respondents according to item II question 2.
Never 0 0
Rarely 1 2.5
Sometimes 30 75
Often 6 15
Always 3 7.5
Total 40 100
Figure9

distribution of the respondents according to item II question 2. Three (3) or
7.5 % respondents always took in what they read, six (6) or 15 %
oftentimes took in what they read, thirty (30) or 74 % sometimes, and one
(1) or 2.5 % respondent rarely took in what he read.
3. I can put what I read into my own words
Table8
Table 8 presents the distribution of respondents based on the answers on
Item II, question 3
Never 1 2.5
Rarely 4 10
Sometimes 22 55
Often 11 27.5
Always 2 5
Total 40 100
Figure 10
Figure 10 presents the distribution of respondents based on the answers

on Item II, Question 3
Table 8 and Figure 10 present the distribution of respondents based
on the answers on Item II, question 3. Two (2) or 5 % of forty (40)
respondents always put what they read into their own words, eleven (11)
or 27.5 % often , twenty-two (22) or 54 % sometimes put what they read
into their own words, four (4) or 10 % rarely and one (1) or 2.5 % never
put what he reads into his own words.
4. I use what I read well in my written work
Table9

Item II, Question 4
Never 0 0
Rarely 4 10
Sometimes 18 45
Often 11 27.5
Always 7 17.5
Total 40 100
Figure 11

on Item II, question 4
Table 9 and Figure 11 present the distribution of respondents based
on the answers on Item II, question 4. Seven (7) or 17.5 % of the
respondents always use what they read well in their written work, eleven
(11) or 27.5 % often use what they read well in their written words,
eighteen (18) or 44 % sometimes, and four (4), occupying 10 % of the
respondents rarely use what they read well in their written words.
5. Losing place frequently
Table10

Item II, Question 5
Never 4 10
Rarely 2 5
Sometimes 32 80
Often 2 5
Always 0 0
Total 40 100
Figure 12

based on the answers on Item II, question 5. No respondent lose place
frequently while reading, two (2) or 5 % oftentimes lose place frequently in
reading, thirty-two (32) or 80 % sometimes, two (2), occupying 5 % of the
respondents rarely lose place in reading , and four (4) or 10 % of the
respondents never lose place frequently.
6. Blurring of text and / or letters too close together and /or
movement on page.
Table 11

Item II, Question 6
Never 3 7.5
Rarely 8 20
Sometimes 24 60
Often 5 12.5
Always 0 0
Total 40 100
Figure13.

based on the answers on Item II, question 6. No respondent always
experienced blurring of text, five (5) or 12.5 % of forty (40) respondents
often experienced blurring of text in reading, twenty-four (24) or 60 %
sometimes experienced blurring of text, eight (8) or 20 % of the
respondents rarely experienced blurring of text while reading, and three
(3) or 7.5 % of the forty respondents never experienced blurring of text in
reading.
7.Get tired quickly and /or get head aches
Table 12

Item II, Question 7
Never 4 10
Rarely 10 25
Sometimes 19 47.5
Often 6 15
Always 1 2.5
Total 40 100
Figure 14.
based on the answers on Item II, question 7. One (1) or 2.5 % of the
respondents always get tired quickly in reading, six (6) or 15 % of them
often get tired quickly in reading, nineteen (19) or 47.5 % sometimes, ten
(10) occupying 25 % of forty (40) respondents rarely get tired quickly in
reading, and four (4) or 10 % never get tired quickly in reading.
8. Need to read same text several times.
Table 13

Item II, Question 8
Never 2 5
Rarely 4 10
Sometimes 27 67.5
Often 7 17.5
Always 0 0
Total 40 100
Figure 15
based on the answers on Item II, question 8. No respondent always needs
to read the same text several times, seven (7) or 17.5 % of them often
read the same text several times, twenty-seven (27) occupying 67.5 %
sometimes read the same text several times, four (4) or 10 % rarely, and
two (2) or 5 % of the forty (40) never read the same text several times.
9. Slow reading
Table 14

Item II, Question 9
Never 11 27.5
Rarely 5 12.5
Sometimes 20 50
Often 4 10
Always 0 0
Total 40 100
Figure 16

based on the answers on Item II, question 9. No respondent always read
too slow, four (4) or 10 % often, twenty (20) or 50 % of the forty (40)
respondents sometimes read too slow, five (5) or 12.5 % rarely read too
slow, and eleven (11) or 27.5 % out of forty (40) respondents never read
too slow.
10. Reading too fast
Table 15

Item II, Question 10
Never 1 2.5
Rarely 1 2.5
Sometimes 27 67.5
Often 9 22.5
Always 2 5
Total 40 100
Figure 17

based on the answers on Item II, question 10. Two (2) or 5 % of the
respondents always read too fast, nine (9) or 22.5 % of forty (40) of them
often read too fast, twenty-seven (27) or 67.5 % sometimes read too fast,
one (1) or 2.5 % of the respondent rarely read too fast and one (1)
occupying another 2.5 % never read too fast.
11. Making sense of the text
Table 16

Never 0 0
Rarely 1 2.5
Sometimes 30 75
Often 8 20
Always 1 2.5
Total 40 100
Figure 18

based on the answers on Item II, question 11. One (1) or 2.5 % of the
respondent always makes sense of the text he reads, eight (8) or 20 % of
them often makes sense of the text while reading, thirty (30) occupying 75
% of forty (40) respondents sometimes make sense of the text, one (1) or
2.5 % rarely.
12. Lack of concentration.
Table 17
Table 17 presents the distribution of respondents based on the

answers on Item II, Question 12
Never 2 5
Rarely 2 5
Sometimes 30 75
Often 6 15
Always 0 0
Total 40 100
Figure 19
Figure19 Presents the distribution of respondents based on the
answers on Item II, Question 12

Table 17 and Figure 19 Present the distribution of respondents
based on the answers on Item II, question 12. No respondent always had
lack of concentration, six (6) or 15 % oftentimes-experienced lack of
concentration, thirty (30) or 75 % out of 40 respondents sometimes have
lack of concentration, two (2) or 5 % rarely and two (2) occupying another
5 % never experienced lack of concentration .
13. Getting distracted
Table 18

Never 2 5
Rarely 1 2.5
Sometimes 29 72.5
Often 6 15
Always 2 5
Total 40 100
Figure 20

based on the answers on Item II, question 13. Two (2) or 5 % of the
respondents are always getting distracted in reading, six (6) or 15 % are
often experienced getting distracted in reading, twenty-nine (29)
occupying 72.5 % sometimes, one (1) or 2.5 % out of 40 respondents
rarely experienced getting distracted in reading and two (2) or 5 % never
get distracted in reading.
14. Awareness of details.
Table 19
Table 19 presents the distribution of the respondents based on the

answers on item II Question 14
Never 0 0
Rarely 2 5
Sometimes 30 75
Often 4 10
Always 4 10
Total 40 100
Figure 21
Figure 21 presents the distribution of the respondents based on the

answers on item II Question 14
Table 19 and Figure 21 present the distribution of the respondents
based on the answers on item II question 14. Four (4) or 10 % of the
respondents are always aware of what they read, four (4) or 10 % often,
thirty (30) occupying 75 % out of 40 respondents sometimes get aware of
what they read, two (2) or 5 % rarely.
15. Connecting reading to prior knowledge.
Table 20
Table 20 presents the distribution of respondents based on the answers in

Never 1 2.5
Rarely 1 2.5
Sometimes 28 70
Often 8 20
Always 2 5
Total 40 100
Figure 22
Figure 22 presents the distribution of respondents based on the answers in

Table 20 and Figure 22 presents the distribution of respondents
based on the answers in Item II, question 15: two (2) or 5 % of the
respondents are always connecting reading to prior knowledge, eight (8)
or 20 % are often connecting reading to prior knowledge, twenty-eight
(28) occupying 69 % of 40 respondents are sometimes connecting reading
to prior knowledge, one (1) or 2.5 % rarely connects reading to his prior
knowledge and one (1) never .
16. Applying content to personal experience.
Table 21

Never 1 2.5
Rarely 1 2.5
Sometimes 30 75
Often 6 15
Always 2 5
Total 40 100
Figure23

based on the answers in Item II, question 16: Two (2) or 5 % out of 40
respondents are always applying content of the read text to personal
experience, six (6) or 15 % often, thirty (30) or occupying 74 % are
sometimes applying the content of the read text to personal experience,
one (1) or 2.5 % rarely and one (1) or 2.5 % never applies what he read
into personal experienced.
17. Time pressure.
Table 22

Never 1 2.5
Rarely 4 10
Sometimes 27 67.5
Often 8 20
Always 0 0
Total 40 100
Figure24

based on the answers in Item II, question 17: Eight (8) or 20 % of the
respondents are always getting time pressure in reading, eight (8) or
another 20 % often get time pressure, twenty-seven (27) or 67.5 % are
sometimes getting time pressure, four (4 ) or 10 % rarely experienced
getting time pressure in reading and one (1) never.
18. Getting bored
Table 23.

Never 2 5
Rarely 4 10
Sometimes 27 67.5
Often 4 10
Always 3 7.5
Total 40 100
Figure25
Figure 25 present the distribution of respondents based on the answers in

based on the answers in Item II, question 18: Three (3) or 7.5 % of 40
respondents always get bored when reading, four (4) or 10 % are often
gets bored while reading, twenty-seven (27) or 67.5 % out of 40
respondents answered that they are sometimes get bored in reading, four
(4) or 10 % rarely and two (2) or 5 % never gets bored in reading.
19.Knowing what is relevant
Table 24
Table 24 presents the Distribution of the respondents based on the

answers in item 11, Question 19
Never 0 0
Rarely 2 5
Sometimes 26 65
Often 9 22.5
Always 3 7.5
Total 40 100
Figure 26
Figure 26 presents the Distribution of the respondents based on the

answers in item 11, Question 19
Table 24 and Figure 26 presents the Distribution of the respondents
based on the answers in item 11, question 19: there are three (3)or 7.5 %
of the respondents who know what is relevant in reading always, nine (9)
or 22.5 % often, twenty-six or 65 % sometimes and two (2) or another 5
% rarely knows what is relevant in the text they read.
20. Selecting the most important information
Table 25
Never 0 0
Rarely 1 2.5
Sometimes 23 57.5
Often 8 20
Always 8 20
Total 40 100
Figure 27
Figure 27 presents the distribution of respondents based on the

answers in Item II, Question 20
based on the answers in Item II, question 20: Eight (8) or 20 % of the
respondents are always just selecting the most important information
when reading, another eight (8) are often selecting the important
information, twenty-three (23) occupying 57.5 % sometimes and one (1) or
2.5 % rarely selects the important information while reading.
Table 26
Table 26 presents the frequency and percentage distribution of

respondents according to the answers on Item III, Questions 1-4.
Questions Frequency Percentage
R W Total R W Total
1 1 34 40 2.5 85 100
2 20 20 40 50 50 100
3 11 29 40 27.5 63.5 100
4 8 32 40 20 80 100
Figure 28
Figure 28 presents the frequency and percentage distribution of

respondents according to the answers on Item III, Questions 1-4.
distribution of respondents according to the answers on Item III, questions
1-4; One (1) or 2.5 % out of 40 respondents has no reading and
comprehension, twenty (20) occupying 50% of the total number of the
respondents have poor reading and comprehension, eight (8) or 20 %
have satisfactory level of reading, and eleven (11) or 27.5 % of
respondents belong to the average level of reading comprehension.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the main purpose of this study, the research
methodology, data gathering procedure and findings that are manifested
from the analysis of data gathered. It also includes the conclusions derived
from findings and the recommendations offered in accordance with the
conclusions.
Statement of the problem
This study aims to determine the possible reasons of a student’s
reading and comprehension deficiency and know the possible ways and
solutions to cope and improve these difficulties.
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Grade level/ section
1.4 Manners of Reading
2. Factors affecting reading skills
2.1.1 Psychological factor
2.1.2 Difficulties in Pronouncing words
2.2 academic Factor
2.2.1 Lack of knowledge
2.2.2 Lack of assistance in Reading
3. How many students of SHS know how to read
1- no comprehension
2- poor comprehension
3- Average
4-satisfactory
4. Reading tutorials intervention
What are the implications of the findings of the study towards
improved reading comprehension of the SHS students in Nagyantok?
The study used the descriptive method of research survey or
questionnaire. The respondents were limited to forty (40) students of
Nagyantok SHS. The Study was conducted from September 18, 2017 to
March 7, 2018.
A survey questionnaire was used to gather the data needed for the
study. The data were tallied, analyzed and interpreted using statistical
treatment of data such as frequency counts, percentage.
Summary of Findings
From the data gathered, the following were the study significant
findings are:
1.1 The number of the respondents are 40 out of 64 SHS of Nagyantok.
The age bracket of the respondents is 15-17 with 25% (N:10) 70%
(N:28) with the age of 18-20 and 5% (N:2) belong s to 21-23.
1.2 Out of 40 respondents 47.5% are male (N:19) while 52.5% (N:20)
were female.
1.3 The respondents in Grade 11 Has (N:19) while in Grade 12 has
52.5% (N:21)
1.4 In their manners of reading 80.5% of them read 1-2 times a day
while the 17.5% read their books 3-5 times a day.
2. Factors in reading skills
2.1 Psychological factor
Q1. Based on the data gathered there are 2 respondents who read fast
and accurately always, 18 read often and 19 students read sometimes.
Therefore, the students of Senior High School read fast and accurately
sometimes.
Q2. Based on the data gathered there are 3 respondents who took in
what they read always, 6 often, 30 sometimes and 1 rarely. Therefore
most of the students took in what they read sometimes.

Q3. There are 2 respondents who can put what they read into their own
words always, 11 often, 22 sometimes 4 rarely and 1 never: Most of the
respondents an put what they read into their own words sometimes.
Q5. There are two (2) respondents who lost place frequently often, 32
sometimes, 2 rarely and 4 never: most of the respondents sometimes
losing place frequently in reading.
Q6. In the data gathered there are 5 respondents blurring of text or
letters too close together and movement on page often when reading ,
24 sometimes, 8 rarely and 3 never: therefore most of the respondents
is sometimes blurring of text or letters and movement on page when
they are reading.
Q7. One respondent always get tired easily and get headaches when
reading, 6 are often, 24 are sometimes, 10 rarely and 4 are never:
therefore most of the respondents easily get tired and get headaches
sometimes when reading.
Q12. Six (6) respondents have lack of concentration often, 30 for
sometimes, two (2) rarely and two (2) for never: Therefore, most of the
respondents have lack of concentration sometimes.
Q13. 2 of the respondents are getting distracted always, 6often, 29
sometimes,, rarely and 2 never: most of the respondents getting
distracted often when reading.
Q16. There are 2 respondents applying content to personal experience
always, often, 30 sometimes, 1 rarely and I never: therefore the
respondents can apply content to personal experience sometimes
when reading.
Q17. In the data gathered 8 respondents have time pressure often in
reading, 27 sometimes, 4 rarely and 1 never. Therefore, most of the
respondents are having time pressure sometimes when reading.
Q18. Three (3) respondents are getting bored always while reading, 7
often, 27 sometimes, 7 rarely and 2 never: therefore most of the
respondents getting bored sometimes while reading.
2.2 Academic factor
Q.4. In the data gathered there are 7 respondents who can use what
they read well in their written work always, 11 often, 18 sometimes and
4 rarely: most of the respondents can use what they read well in their
written work sometimes.
Q.8 in the data gathered there are 7 respondents need often to read
same text several times, 27 sometimes, 4 rarely and 2 never: most of
the respondents need to read sometimes same text several times to
understand the text that they are reading.
Q.9 four (4) respondents are slow reading often, 20 are sometimes, 5
are rarely and 11 never: therefore the respondents read slow
sometimes to understand what they are reading.
Q.10 Two (2) respondents are fast in reading often, 20 sometimes, 5
rarely and 11 never. Therefore, the respondents read fast sometimes.
Q.11 1 respondents is making sense of the text always, 8 often, 30
sometimes and 1 never. Therefore, the respondents can make sense of
the text sometimes if they are reading
Q.14 based on the data gathered there are 4 respondents that aware of
details always when they are reading, 4 often, 30 are sometimes and 2
for never. So the respondents are aware of details sometimes when
they are reading
Q15 Based on the data gathered there are two (2) respondents who
can connect reading to prior knowledge always, 8 often, 28 sometimes,
1 rarely and 1 never. Therefore, the respondents can connect reading
to prior knowledge sometimes.
Q.19 there are 3 respondents who know what is relevant in reading
always, 9 often, 2 sometimes and 2 are rarely. Therefore, the
respondents know what is relevant sometimes when reading.
Q.20 based on the data gathered, 8 respondents are just selecting the
most important information always when reading, 8 are often, 23 are
sometimes and 1 rarely. Therefore, the SHS students respondents are
just selecting the most important details sometimes when reading.
III Reading Comprehension
While doing the research, we tested the respondents of their reading
comprehension. Then we found out that there are six (6) respondent
who have no comprehension, fifteen (15) with 37.5% poor
comprehension, 11 average, 8 satisfactory: therefore 37.5 % of the
respondents of senior high school students have poor reading
comprehension.
IV. Reading Tutorials
1. Based on the data gathered 28 of the respondents said that there is
a need of reading tutorials in Nagyantok High school and 11 said no.

2. Thirty-four (34) of the respondents said yes that they think reading
tutorials are effective in improving student’s comprehension skills and
4 said “no” that reading tutorials are not effective.
3. Thirty (30) of the respondents says yes that conducting reading
tutorials give benefit to the student’s learners and 9 says no that
reading tutorials doesn’t give benefit to the students.
4. 31 of the respondents say yes that reading tutorials help the
students improve their reading comprehension and 8 says no.
Conclusion
I. the number of the respondents is 40 with 100%. 25% (N: 10) of them
belonged to 15-17 years old and 75% (N: 30) are belong to age bracket
18-23. Most of them where female with 52.5% (N: 20) and 47.5% (N:
19) are male. In their manners in reading 80.5% (N:32) of them read 1-
2 times a day while 17.5% read their book 3-5 times a day. Therefore,
the students of SHS of NHS are seldom in reading.
II. In Reading skills there are 2 factor that affects the reading and
comprehension skills of a student; the psychological and academic
factor that affect the reading skills of the students. In the finding, the
psychological factor has great effect to the students in their reading
skills.
III. There are only few students in Nagyantok Senior High School who
have good reading comprehension skills most number of students do
read properly but do not understand the text they are reading.
Utilizing Reading selections and providing some questions is a better
way in measuring students reading and comprehension skills.
Recommendation
On the basis of the findings and the conclusions drawn, the
following are strongly recommend.
I. for the students of Nagyantok Senior High School, they should strive
and find times to read more books to improve their reading skills and to
become knowledgeable in reading.
II. For the Nagyantok Senior High School students they need to put
attention more in reading and analyzed what you read. And the
researchers recommend that there is a need of reading tutorials in this
school because the students have poor reading comprehension.
III. The researchers strongly recommend that there is a need of reading
tutorial as intervention for improving reading comprehension of senior
high students in Nagyantok high school
IV. The researcher recommend to the teacher of Nagyantok senior high
school Reading tutorials should be conducted at least once in month
to help students improve reading skills. At least conduct reading and
analyzing activities in every English class to develop students’
comprehension skills.
V. To the researchers a similar study should be focusing on the
effectiveness of reading tutorials as intervention to improve Senior
High School students’ reading comprehension.

BIBLIOGRAPHY
Adams Marilyn McCord (1994). “Beginning to Read: Thinking and

Learning
about print. Cambridge, Mass: MIT
Tompkins, G. E. (2011) “Literacy in the early grades: A Successful start

for
prek-4 readers, Boston, Pearson.
Pearson, p. David “ The Roots of Reading Comprehension Instruction,”

University of California, 2013
Cris Tovani; “I read it but I don’t get it”
Susan Zimmerman (1997); “Seven Keys to Comprehension”
Susan Zimmerman, Ellin Oliver Keene (1997); “Mosaic of Thoughts”

Webliography
http:// www. Journal of Research in Reading
http:// www. Speedread info.com/
http://www.google.com.ph/amp/definitelyfilipino.com/blog/reading
comprehension-ofstudents/amp/
APPENDIX A
Republic of the Philippines

Department of Education
Region III
Division of Zambales
District of Subic
NAGYANTOK HIGH SCHOOL
Sitio Matang-ib, Cawag, Subic, Zambales
Mr. LINO F. MERCADO

Principal 1
Nagyantok High school
Sir:
Good day!
We are presently conducting a study entitled ““Reading Tutorials as

Intervention for Improving Reading Comprehension of Senior High
Students in Nagyantok High School SY: 2017-2018” as a final
requirement for Practical Research II.
In view of this, may we request your good office to allow us to administer
the survey questionnaire to the respondents and conduct interview with
them. The respondents include the Senior High School Students.
We hope this will merit your kind approval.
Respectfully yours,
REALY ABILA LEAH LAYA
LARRY MARK BAS-IL APPLE JOY DE

JESUS
Noted by:
JOSE ABELLA LEYCO

Teacher
APPENDIX B

Region III
District of Subic
Dear Respondents,
Good Day!
The researchers are presently conducting a study entitled
“Reading Tutorials as Intervention for Improving Reading
Comprehension of senior High School Students in Nagyantok High
School Sy: 2017-2018” as a final requirement for Practical Research II
leading to graduation.
Thank You for your time and cooperation.
Respectfully yours,
REALY ABILA LEAH LAYA
LARRY MARK BAS-IL APPLE JOY DE

JESUS
Noted by:
JOSE ABELLA LEYCO

Teacher
APPENDIX C

Region III
District of Subic
SURVEY QUESTIONAIRE
The researchers are presently conducting a study entitled

“Reading Tutorials as Intervention for Improving Reading
Comprehension of Senior High School students in Nagyantok High
School SY: 2017-2018”. In relation to this, may we request that we be
provided the needed data by means of answering the questions below? Be
informed that all your answer will be treated confidentially by the
researchers.
This questionnaire contains some questions that need to be answered by

the research subject/respondents.
I. Demographic Profile
a. Name:___________________________________________________________
(Optional)
b. Age: _________________
c. Gender:
d. Grade Level/ Section:
e. Manners in Reading:
 How often do you read books in a day?
___1-2 times a day ___3-5 times a day More (Specify) ___
II. Reading Skills
Please check in the blank your response to the following statements

below.
1. I read fast and accurately.
____Always ____Often ____Sometimes ____Rarely ____Never
2. I take in what I read.
3. I can put what I read into my own words.
4. I use what I read well in my written work.
5. Losing place frequently
6. Blurring of text and/or letters too close together and/or movement on

page
7. Get tired quickly and/or get headaches.
8. Need to read same text several times.

9. Slow reading
10.Reading too fast
11.Making sense of the text
12.Lack of concentration
13.Getting distracted
14.Awareness of details
15. Connecting reading to prior knowledge
16. Applying content to personal experience
17. Time pressure
18.Getting bored
19. Knowing what is relevant
19. Selecting the most important information
III. Reading Comprehension
Read the selection below and answer the following question.

Most people occasionally suffer from the common cold. Although a
cold is rarely serious, it can be uncomfortable and downright annoying.
The first signs of a cold are a runny nose and sneezing, which are often
followed by coughing, headache, fatigue, sore throat and sometimes
chills. Usually, no fever involved.
Colds are caused by viruses. As many as 200 different viruses can
cause colds. Colds are passed from one person to another. In fact,
people can be carriers of cold viruses without having cold symptoms
themselves. It takes only a short time to catch a cold from another
person as little as one to four days. Many colds are contracted in the Fall,
and cold epidemics can continue throughout the winter months.
Scientists believe most colds occur during the cooler months because
people spend more time indoors and have closer contact with people
carrying cold viruses. No medicine is available that can cure the cold.
Cold medicines simply help relieve cold symptoms. The most common
treatment is resting and drinking fluids.
QUESTIONS:
1. Which of the following is the direct cause of cold?

A. contact with a sick person
B. staying indoors
C. a virus
D. cold weather
2. Which of the following is an effect of a cold?
A. A higher fever
B. Being confined to bed
C. Headache and tiredness
D. Drinking more fluids
3. According to the selection, which of the following causes people to
catch colds?
A. Change of seasons
B. Contact with someone carrying the cold virus
C. Being outside in cold weather
D. Sneezing and coughing
4. Which of the following helps cure a cold?

A. Getting plenty of rest
B. Taking cold medicine
C. Staying indoors
D. None of the above
IV. Reading Tutorials Intervention
1. Is there a need of a reading tutorials in your school?
____Yes ____No
2. Do you think reading tutorials are effective in improving students
reading comprehension skills? ____Yes ____No
If Yes, Why?
3. Will conducting reading tutorials give benefit to the

students/learners? ____Yes ____No
If Yes, Why?
4. Does reading tutorials help the students improve their reading

comprehension? ____Yes ____No
If Yes, Why?
APPLE JOY TAMBAL DE JESUS
Matang-ib, cawag, Subic, Zambales
Email: [email protected]
Contact No:
OBJECTIVES:
PERSONAL INFORMATION:
Date of Birth: august 7, 1998
Place of Birth: Jintotolo, Balud, Masbate
Ciizenship: Filipino
Height: 5’4
Weight: 46 kg.
Sex: Female
Civil Status: single
Language/Dialect: English, Tagalog, Ilonggo
Religion: Catholic
Father’s Name: Arnulfo A. Apostol
Occupation: Marker
Mother’s Name: Jessel D. Lavadia
Occupation: Housewife
Person to be contacted in case of emergency: Jessel D. Lavadia

Address: Nagyantok, Cawag, Subic zambales
Contact No: 09501619512
EDUCATIONAL BACKGROUND: secondary: Nagyantok Senior High

School
Address: Nagyantok CAWAG, Subic, Zambales
Primary: Canti. Elementary school
Address: Balud, Masbate
S.Y 2011-2012
CHARACTER RFERENCES:
Name: Policarpa Continedo
Occupation: Brgy. Kagawad
Address: Cawag Subic Zambales
Name: Rose Ann Orayan

Address: Nagyantok, Cawag, Subic, Zambales
I here certify that the above information is true and correct to the
best of my knowledge and belief.
APPLE JOY T. DE JESUS
Applicant’s Signature
LEAH LIMMICNA LAYA
Contact No: 0909504519
OBJECTIVES:
Date of Birth: June 12, 1999
Place of Birth: Ifugao
Height: 5’3
Weight: 50 kg.
Sex: Female
Language/Dialect: English, Tagalog, Ilocano
Religion: Born Again Christian
Father’s Name: Jaime H. Laya Sr.
Occupation: Farmer
Person to be contacted in case of emergency: John Laya

Contact No: 09202470657
EDUCATIONAL BACKGROUND:
secondary: Nagyantok Senior High School
Address: Nagyantok Cawag, Subic, Zambales
S.Y: 2015-2016
Primary: Dagupan Elementary School
Address: Dagupan, Quezon Nueva Vizcaya
S.Y 2011-2012
Name: Joey A. Leyco
Occupation: Teacher
Address: Mangan-Vaca, Subic Zambales

LEAH L. LAYA
REALY GRATEJA ABILA

Contact No:09109451956
OBJECTIVES:
Date of Birth: Febuary 13, 2000
Place of Birth: Subic Zambales
Height: 5
Weight: 46 kg.
Sex: Female
Language/Dialect: English, Tagalog
Religion: Catholic
Father’s Name: Tammy Abila
Occupation: welder
Mother’s Name: Edna G. Abila
Person to be contacted in case of emergency: Tammy Abila

Address: Matang-ib, Cawag, Subic zambales
Contact No: 09108059695
EDUCATIONAL BACKGROUND: secondary: Nagyantok Senior High

School
S.Y 2015-2016
Primary: Nagyantok Elementary school
S.Y 2011-2012

REALY G. ABILA
LARRY MARK S. BAS-IL

Contact No: 09504525173
OBJECTIVES:
Date of Birth: October 8, 2000
Place of Birth: Tabuc City, Kalinga
Height: 5’4”
Weight: 50 kg.
Sex: Male
Language/Dialect: English, Tagalog, Ilocano, kalinga
Religion: Church of Christ
Father’s Name: Augusto P. Bas-il
Occupation: marker
Mother’s Name: Rosa S. Bas-il
Person to be contacted in case of emergency: Augusto Bas-il

Address: Matang-ib Cawag,Subic Zambales
Contact No: 09086825636
EDUCATIONAL BACKGROUND:
Secondary: Nagyantok Senior High School
S.Y: 2015-2016
Primary: Nambaran Elementary school
Address: Kalinga
S.Y 2011-2012

LARRY MARK BAS-IL

Practical Research

Uploaded by

Copyright:

Available Formats

Practical Research

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Practical Research

Uploaded by

Copyright:

Available Formats

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Reading as defined by Wikipedia is the process by which individuals

dependent on two critical skills; first is the ability to understand the

understand spoken language and fluently recognize printed words and

terms do not usually have difficulties in reading comprehension. But in

order to widen understanding, students should be proficient on both

understanding and analyzing texts. Thus, difficulty in either one of these

undermines the whole reading process.

As cited in Wikipedia 2017, a tutorial is a method of a learning process by

which knowledge are transferred by means of lecturing. More interactive

and specific than reading a book, a tutorial is more reliable in transferring

new knowledge and ideas. Here under, conducting reading tutorials on

Grade 12 students in Nagyantok will certainly help improve their

understanding and cope their reading and comprehension difficulties.

To be skilled reader means to be a good comprehender. Thus,

Reading Comprehension is defined as the level of understanding of a text

or passage. This understanding comes from the interaction between the

passage. ( Rayner, Foorman, Ferfitti, Pesetsky and Seidenberg, 2001).

Reading Comprehension is improved through more reading practice.

vocabulary, extensive readings are some of the stated that increasing

strengthen and refine the person’s ability to comprehend any text.

However, reading comprehension descend for some reason. One particular

reason is the lack of knowledge about language and grammars.

Hereunder, conducting reading tutorials can probably help lessen this

Reading Comprehension according to Basabara (2013) is a complex

comprehension proposes that understanding what we read is really the

result of three levels of skills: literal comprehension, inferential

comprehension and evaluative comprehension.

The main purpose of reading is to develop comprehension. Students

comprehension skills. As High School students are asked to analyze,

synthesize and evaluate several amount of information, they are also

expected to convey knowledge through sharing their ideas and

understanding about a particular topic.

Figure 1: The Paradigm Shift of the Study

This study aimed to assess and the reading and comprehension

2018. It also aims to determine how many percentages of the students

Specifically, it aimed to answer the following research questions:

1. What is the demographic profile of the student-respondents in terms of:

c.) Grade Level/ Section

SIGNIFICANCE OF THE STUDY

The findings of this study will be significant to the following groups

of people who have direct connections with the students;

of the concerns of their children’s reading performances in school.

reasons why they are having poor performances in academic matters.

This study is delimited to the effectiveness of assessing reading

comprehension of Senior High School students in Nagyantok High School

in determining and improving their reading and comprehension skills.

The study covered the demographic profile of the respondents such

includes the assessment in reading skills through different questions

related to reading. In addition, it also covers the assessment on the

students’ comprehension skills through reading selection and some

questions about the selection.

selection you have read.

Reading Comprehension. This refers to the level of understanding of

the text or message.

Respondents. This refers to a person who gives a response or answer to

a question that is asked especially as part of a survey.

Survey Questionnaire. This refers to the set of questions answered by